Abstract: This study investigated changes in and factors related to students' technology-related abilities, beliefs, and intentions. Participants were 76 preservice teachers who responded to pre- and post-course surveys while taking an introductory educational technology course. Statistically significant changes were found in students' perceived abilities, self-efficacy beliefs, value beliefs, and intentions to use software in their future classrooms. Students' self-efficacy, value beliefs, and intentions were moderately correlated with each other. Abilities were correlated with self-efficacy and computer access. The best predictors of intentions were self-efficacy beliefs, gender, and value beliefs. These results strongly support the effectiveness of educational technology coursework in improving not just abilities, but also beliefs and intentions. They highlight the importance of relationships between preservice teachers' beliefs about technology integration and their potential use of technology in their future c...

Abstract: This paper presents an analysis of results from an evaluation of The Centers for Quality Teaching and Learning, a professional development program placing technology in the context of student-centered instructional practices. This analysis focuses on the relationship between the professional development and teachers’ use of technology in their classroom and their general instructional practices. The results from this study indicate teachers increased their use of technology in ways viewed as more constructivist, regardless of their broader instructional practices. One possible explanation may be the instructional context of the professional development that teachers experience.

Abstract: PART I: Benefits of Computer Use in Special Education Chapter 1: Introduction to Assistive Technology Focus Questions Introduction What Is Assistive Technology? The Legal Basis for Assistive Technology Individuals with Disabilities Education Improvement Act of 2004 Section 504 of the Rehabilitation Act of 1973 Americans with Disabilities Act (ADA) Brief History of Assistive Technology Assistive Technology Decision-Making Process Universal Design Universal Design for Learning A Note on Language Conclusion Chapter 2: Assistive Technology to Support Writing Focus Questions The Context-Process Writing Problems Students with Disabilities Have with Writing Technology Tools That Support the Writing Process Pre-Writing: Graphic Organizers Drafting Editing Reviewing Sharing or Publishing Technology Tools that Support Notetaking Portable Word Processors Portable Braille Notetakers Notetaking Services for Deaf/Hard of Hearing Students Capturing Devices Technology Alone Will Not Improve Students' Writing Instruction on Technology Tools for Writing Putting It All Together Chapter 3: Assistive Technology to Support Reading Focus Questions Introduction What We Know About Teaching Children to Read: Evidenced-Based Strategies Findings of the National Reading Panel: Topic Areas Reading Problems in Students with Disabilities How Technology Can Address These Problems Learning to Read: Computer as a Remediation Tool Reading to Learn: Computer as a Compensation Tool Technology Tools to Access Alternate Formats Decision-Making: Instructional Tool or Compensatory Tool? Chapter 4: Technology to Support Universal Design for Learning (UDL) and Differentiated Instruction Focus Questions Introduction UDL Principle 1: Multiple Means of Representation Provide Multiple Means of Representation What Multiple Means of Representation Looks Like in a Classroom UDL Principle 2: Multiple Means of Action and Expression Provide Multiple Means of Action and Expression What Multiple Means of Action and Expression Look Like in the Classroom UDL Principle 3: Multiple Means of Engagement Provide Multiple Means of Engagement What Multiple Means of Engagement Looks Like in a Classroom Web Accessibility Chapter 5: Computers and the Internet for Teaching Math Focus Questions Introduction Addressing the Needs of Students with Disabilities Features of Technology-Based Learning Activities Selecting Activities: Focus on Math Automaticity and Fluency Visual-Spatial or Motor Control Difficulties Math Concepts, Skills, and Problem Solving Software for Math Skills, Concepts and Problem Solving Authoring Software Chapter 6: Assistive Technology to Enhance Communication Focus Questions Introduction The Importance of Communication-Part 1 Problems Students Who Are Deaf or Hard of Hearing Have with Communication Problems Resulting from Communication Problems Technology Tools That Address Communication Problems for Students Who Are Deaf/Hard of Hearing Hearing Lectures with Assistive Listening Devices Types of Assistive Listening Devices Interacting with Teachers and Peers Outside Class The Importance of Communication-Part 2 Problems Students with Physical Disabilities or Autism Have with Communication Problems Resulting from Communication Problems Technology Tools That Address Communication Problems for Students Who Cannot Speak: Augmentative Communication PART II: Access to Computers Chapter 7: Providing Access to Computers: Using What You Have Focus Questions Introduction Universal Design Flexibility in Use Accessibility Features for Users with Disabilities Keyboard Modifications and Mouse Control Modifications for Students with Sensory Impairments Chapter 8: Assistive Technology for Computer Access Focus Questions Introduction Low-Tech Adaptations for Computer Use Keyboard Labels Selecting/Pointing Devices Keyguards Moisture Guards Alternate Input Devices Mouse Alternative Keyboard Shortcuts Trackballs Joysticks Touch Screens Head Pointing Systems Eye Gaze Systems Alternate Input: Alternative Keyboards Expanded Keyboards Mini-Keyboards One-Handed Keyboards On-Screen Keyboards Customizable Keyboards Single Switches for Scanning and Morse Code Speech Recognition. Alternate Output Options Screen Magnification Screen Readers Refreshable Braille Braille Embossers Chapter 9: Issues in Selection of Access Method(s) Focus Questions Introduction Consideration of Assistive Technology During IEP Development Hallmarks of Exemplary Assistive Technology Decision-Making and Assessment Use of a Team Approach in Assistive Technology Assessment Focus on Student Needs and Abilities Examination of Tasks to Be Completed Consideration of Relevant Environmental Issues. Trial Use of Assistive Technology Providing Necessary Supports Viewing Assessment as an Ongoing Process Resources to Guide Assistive Technology Consideration and Assessment Quality Indicators for Assessment of Assistive Technology Needs Education Tech Points for Assistive Technology Planning SETT Framework Summary Suggested Activities PART III: Augmentative Communication Chapter 10: Selecting and Designing a Student's Augmentative Communication System Focus Questions Introduction Considerations in System Selection and Design Myths and Realities Who Should Assess? Collaborative Team Assessment Approach How Should the Team Assess? Features of the Collaborative Assessment Process Features of the Process of Selecting AAC Systems What Components Must Be Identified? Symbols, Vocabulary and Access Method Evaluating the Efficiency and Effectiveness of a Student's Augmentative Communication System Conclusion Chapter 11: AT Approaches to Teaching Early Communication and Literacy Focus Questions Introduction What Is Communication? How Do Communication and Language Develop? What Factors Promote Communication and Language Development? Problems Students with Disabilities Have with Early Communication Development Technology Tools That Support Early Communication Development Types of Switches to Promote Early Communication Determining the Use of Switches for Early Communication Examples of Switch Technology for Early Communication in the Classroom Emergent-Conventional Literacy Chapter 12: Integrating Augmentative Communication in the Classroom, Home, and Community Focus Questions Introduction Supportive Environments for Augmentative Communication Users: The Teacher's Role Curriculum Issues Ongoing Skill Development in Communication Importance of Selecting Appropriate Vocabulary Use of Peers as Communication Facilitators Other Strategies Need for Teacher Training Not Everything Is High-Tech Infusing Communication Development Within the IEP Transition from School to School and Teacher to Teacher Home and Community Use Using Augmentative Communication in the Community PART IV: Making It Happen Chapter 13: Implementation of Assistive Technology in Schools Focus Questions Introduction Legal Basis for Assistive Technology Integrating Assistive Technology into the IEP Specially Designed Instruction Supplementary Aids and Services, and Related Services Critical Issues in Assistive Technology Implementation The Digital Divide Culture Assistive Technology Consideration Misunderstood Educational Professionals' Lack of Knowledge and Skills Information Technology Policies Funding Implementing Assistive Technology Recommendations Chapter 14: Implementation of Assistive Technology in Transition Planning Focus Questions Preparation for Transition from High School to College Problems Students with Disabilities Face in College Typical Accommodations at College That Meet These Needs There Are No IEPs in College Reasonable Accommodations Procedures for Obtaining Assistive Technology in College Legal and Procedural Differences Between ADA and IDEA Importance of Transition Planning in High School Assistive Technology Skills Self-Advocacy skills Assistive Technology for Transition from High School to Home, Workplace, and Community Technology to Teach Functional Skills Instructional Software to Teach Functional Skills Authoring Computer-Based Activities to Teach Functional Skills Technology to Provide Visual Supports Computer-Generated and Video-Based Social Stories Simple Technology for Self-Care and Leisure Activities Planning for Transition to Home, Workplace, and Community Index

Abstract: This paper presents an innovative way in which university education can help pre-service teachers become better problem-solvers. The central idea is to use the “Technology Fair” as a means for promoting pre-service teachers pedagogical content knowledge about technological problem solving skills. This innovation is supported with results from a study carried out in autumn 2004. The purpose of the study was to investigate the influence of a procedure of working with primary school children to complete and present a technology fair project, on the educational value and meanings attached to problem solving skills by pre-service teachers. Pre-tests, mid-test and post-tests were administered to the pre-service teachers before, during, and after the preparation of the technology fair, respectively. A number of pre-service teachers were selected and interviewed after the completion of the technology fair. Data were also collected from reflective diaries kept by the pre-service teachers during the preparation phase of the technology fair. Analysis of the results indicates that the technology fair contributes to the development of positive values and attitudes in technology education and has a significant influence on improving pre-service teachers understanding and application of problem solving strategies within the domain of technology.

Abstract: An ecological and a Web 2.0 perspective of e-learning provides new ways of thinking about how people learn with technology and also how new learning opportunities are offered by new technology. These perspectives highlight the importance of developing connections between a wide variety of learning resources, containing both codified and tacit knowledge. New adaptive technology has the potential to create personalized, yet collective, learning. The future implications for e-learning in medical education is considered.

Abstract: Technology-mediated learning refers to an environment in which the learner’s interactions with learning materials, peers, and/or instructors are mediated through information technologies (Alavi and Leidner, 2001). The objective of this paper is to review current research on technology-mediated learning on the basis of a theoretical framework derived from the existing literature. In the theoretical framework, three groups of determinants (human dimension, design dimension, and information technology) are presented that influence students’ psychological learning process, which eventually lead to different learning outcomes. The literature review shows that some of the relationships between information technology and other dimensions have been heavily examined (e.g., the influence of a technology feature on learning outcomes), while some others have been ignored (e.g., the influence of IT on student’s psychological process). Research questions that can help advance our understanding of technology-mediated learning are also presented and discussed.

Abstract: This study used quantitative and qualitative methods to examine the use of inclusive pedagogy by science, technology, engineering, and mathematics (STEM) faculty at three community colleges. The purpose was to identify barriers to the adoption of inclusive teaching methods for diverse learners and students with disabilities and to propose ways to break down these barriers. Two hundred and eleven community college STEM faculty members in Western Massachusetts were sent a questionnaire that was administered electronically, and 11 faculty members were interviewed, 9 of whom also were observed in the classroom. The most significant among the barriers reported were the lack of an inclusive mindset, lack of knowledge about pedagogy, high teaching loads, and lack of time for instructional development. Implications for practice and research are discussed.

Abstract: Advancements in technology have changed the day to day operation of society. The ways in which we teach and learn have begun the same process. For this reason, we must reexamine instruction. In this article, the author analyzes the changing environment of educational technology and how to incorporate the theory of multiple intelligences. The teaching strategies presented outline how to enhance student performance by blending new technologies with time-tested pedagogy. The author explains and matches up each intelligence with an effective technology tool. He also provides examples from scholarly publications and actual classroom practice.

Abstract: Among the raft of social software tools that accompany the Web 2.0 revolution, podcasting technology has the potential to support learning in a range of settings and across multiple disciplines. This paper outlines innovative uses and applications of podcasting, with a particular focus on the higher education sector. In particular, the paper focuses on enhancing learning by using the technology not to merely deliver lecture content to learners, but to enable greater learner self-regulation. Examples are provided where learners have both control and agency in creating and distributing audio content of their own. Pedagogical applications that enable active learning through audio learning are discussed, with an emphasis on the use of the technology to facilitate the creation of learner-generated content that supports self-directed learning.

Abstract: nology abound. The world of enterprise can efficiently accomplish tasks once considered onerous, such as correcting typed errors, which previously involved using correction fluid, or making minor revisions, which often necessitated retyping an entire document. For example, computer software enables writers to easily revise documents by using such functions as cut and paste, delete, or insert. Additionally, within the previous decade, electronic mail and the Internet have dramatically increased the speed with which written communication can occur.

Abstract: This paper examines the working definitions of the term 'technology' across a range of disciplines such as industrial relations, organisational behaviour, operations management and development economics. The precise 'subdefinition' of technology in use depends on the disciplinary problematic. We develop a conceptual device called the technology complex to reveal the pattern that is observable when a large number of subdefinitions are compared. The technology complex is a list of the distinctive 'elements' that comprise the disciplinary subdefinitions of technology and it orders this list of elements from the 'physical' to the 'cultural'. The technology complex captures the idea that a working definition of technology will be some selection from the elements of the complex. The technology complex also captures the idea that in its most general sense 'technology' is 'knowledge related to artefacts'. We apply the technology complex to the issue of determinism in technological and social change using the examples of aircraft design and robotics. We argue that there is not an 'either - or' issue between the social and the technological influences on change since the terms are not distinct: 'technology' always includes some aspect of the social. We show how what appears to be 'technological determinism' in the examples of aircraft design and robotics use can be understood through the technology complex.

Abstract: Introduction An overarching objective of Technology Education in the U.S. is to improve technological literacy among K-12 students (DeVore, 1964; Savage and Sterry, 1990; International Technology Education Association, 1996, 2000, 2003). This is addressed in part through a focus on end-product technology and the use and importance of various technologies in society (Savage and Sterry, 1990). While such a focus is certainly necessary, it may not be sufficient if the objective is to infuse engineering into the technology education field. Current efforts at the University of Georgia propose adjusting the focus of Technology Education to a defined emphasis on engineering design and the general process by which technology is developed. Such an emphasis has the potential for providing a framework to: 1) increase interest and improve competence in mathematics and science among K-12 students by providing an arena for synthesizing mathematics and science principles, and 2) improve technological literacy by exposing students to a more comprehensive methodology that generates the technology. This will inherently raise mathematics and science requirements for technology teachers and technology teacher educators. Moreover, general textbook and instructional material needs for teaching technology education with an engineering design focus will undergo change. Among the National Science Board’s key recommendations in its report on the science and engineering workforce is an emphasis on in-service training and support for pre-college teachers of mathematics, science, and technology as an integral part of the scientific and engineering professions (National Science Board, 2003). This recommendation emphasizes a critical need to develop experiences for K-12 students in engineering. Furthermore, it accentuates the _________________________

Abstract: Educational technology research has moved through several stages or "ages", focusing at the beginning on the content to be learned, then on the format of instructional messages and, finally on the interaction between computers and students The present paper reviews the research in technology-based learning environments in order to give both a historical perspective on educational technology research and a view of the current state of this discipline We conclude that: 1) trends in educational technology research were forged by the evolution of learning theories and the technological changes, 2) a clear shift from the design of instruction to the design of learning environments can be noticed; 3) there is a positive effect of educational technology on learning, but the size of the effect varies considerably; 4) learning is much more dependent on the activity of the learner than on the quantity of information and processing opportunities provided by the environment KEYWORDS: educational technology, computer- based learning, learning environments, research methods, virtual reality Computer technology and the tremendous development of information technologies over the last few years have transformed the way education is conducted nowadays (Lou et al, 2001) Although computer technology has the potential of a powerful and flexible tool (Scardamalia & Bereiter, 1996), the previous experiences with the integration of early technologies in schools (eg, radio, television, early computer-assisted instruction) underline the fact that the mere installing of hardware does not lead to desired results (Clark, 1983) Thus, the main question, research tried to find an answer for, was and still remains whether computer technology is benefic for the learning process and if yes, in which conditions? The "proper research of educational technology" has represented the subject of a debate for more than a decade (Lagemann, 2000; Levin & O'Donnell, 1999; Shavelson & Towne, 2002; Slavin, 2002) Despite of the accumulated experience in conducting research and publishing results in specialized journals, there is no consensus regarding methods that are used, or results and interpretations that are given to them (Hannafin, 2006) Reeves (1993) claimed that an important part of the research in the educational technology field is "pseudoscience", because it fails in meeting the high level of theoretical, conceptual, methodological and/or analytical requests of the paradigm that it is based upon The purpose of this article is to review the research performed in the educational technology field in order to understand the nature of questions and problems that researchers had to face in this field over the years, and also to place the current research in the context of educational technology research THE EVOLUTION OF RESEARCH IN EDUCATIONAL TECHNOLOGY The field of educational technology found its origins in the discovery made by researchers and practitioners of the fact that the instruction can be planned, projected, evaluated and revised before being applied on students In other words it can be treated as an object on which a set of procedures, (ie, technologies) can be applied (Winn, 2002) Educational technology is, according to the definition of the Association for Educational Communications and Technology (AECT), "the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning" (Seels & Richey, 1994, p 231) Another definition is the one offered by Reisser (1987), who states that educational technology is the systematic way of designing, utilization and evaluation of the teaching/learning process, in terms of specific objectives, based on research in human learning and communication fields and on combining human and technical resources The research made in the educational technology field, according to Winn (2002) has moved through four stages or "ages", each being built on the previous one and each of them being characterized by a specific focus, specific theoretical assumptions and practical implications …

Abstract: The purpose of this study is to identify the benefits that mobile technology can provide in education. From a review of the literature and interviews with individuals in the field of education, we developed an activitybased model to associate the uses of mobile technology with their benefits. The model first identifies the general uses of mobile technology in education and the specific activities that they encompass. Then, the benefits from their uses are identified with overarching themes emerging as follows: greater efficiencies and effectiveness in learning, increased individual support and opportunities for personal development, better methods of collaborating and communicating and greater exposure to technology.

Abstract: The purpose of this study was to find critical features of engineering design that can be incorporated within technology education learning activities, and develop a rubric for assessing these features. Data were collected through semi-structured interviews with three professors actively involved in engineering education. Supporting documents such as engineering design course outlines and rubrics were also examined. Using a phenomenological approach, this study identified the concept of engineering design, key features of the engineering design process, and critical elements that should be assessed in an engineering design activity in the context of technology education. A key product of the study was development of a rubric to be used in evaluating integration of engineering design as a focus for technology education.

Abstract: 'Information Technology and Economic Development' looks at the effect of information technology on fields such as politics, education, sociology and technology.

Abstract: The main purpose of this study is to find out how technology as a school subject is formed into pedagogical action Issues addressed are: – How does teaching in the school subject of technology dif

Abstract: Five groups of tools and techniques are identified by constructing a model for technology development. OVERVIEW: A technology-based company strives to sustain the flow of new product concepts and technologies that fuel its growth. Managing the technology development process involves tools of a different trade. While the operations manager may focus attention on plant productivity to improve financial margins, the technology department manager's focus is on the effectiveness of processes intended to cultivate that which does not exist. The Technology Development Model describes technology development as a system of processes uniquely within the technology manager's realm. The Technology Development Toolkit is the product of research for tools and techniques proposed or found effective by practitioners in the R&D field. These are tools used in the front end of the innovation process, involving the creation and development of ideas and opportunities into feasible concepts for new product development. KEY CONCEPTS: R&D management, systems analysis, innovation management. This paper was developed from a survey of tools and techniques of interest to the R&D manager. A systems analysis approach was used to define the R&D manager's domain and to create a framework for cataloguing relevant tools. The work was motivated by the needs of Aerojet's newly formed technology council to develop mechanisms for carrying out its duties. The model development led to a broader understanding of what a technology development process should be and reflection on the council's role in that process. The toolkit is only beginning to take effect in shaping the council's organizing and planning activities and remains a work in progress. Technology Development Model Avariety ofR&Dand innovation models exist. Each fills its author's purpose, but no single one examined quite fit the need for organizing a tool set. Roman (1, p. 4) and Edosomwan (2, p. 4-6) describe research and development as a progression of activities, from basic research to the advanced stages of product and process development. The models are relevant but focus on the technical phases of R&D itself, leaving out the development or selection of projects to be worked on. Roman's "Umbrella Model" takes a systems view of integrating interdisciplinary processes-both internal and external to the business domain-but is too broad for focusing on the R&D manager's purview (1, pp. 24-25). Similarly, Edosomwan's "Innovation Process Model" gives a broader business perspective of the innovation process, but does introduce elements suggesting system environment and feedback mechanisms (2, pp. 6-7). Other contemporary models recognize the interdisciplinary processes and environmental factors, but focus less on the technical process. The "fusion concept" model (3) and the "New Concept Development Model" (4) focus on the creation of new ideas and new opportunities in the business context. Moreover, Miller's "4th Generation of Innovation" envisions a broader framework of layered product, process, business, and market models that span the enterprise (5). Relevant concepts were recognized or derived from these models. These include processes for discovering and developing new opportunities and new ideas, the act of R&D to develop and test feasibility, and the synthesis of new technologies into business concepts. Furthermore, there was recognition of factors within the system environment that influence the process, and of feedback mechanisms to balance or control the process. The Technology Development Model (TDM) shown in the diagram, above, captures these basic elements in processes functioning within a system boundary. The elements of the model borrow heavily from the New Concept Development (NCD) Model (4,6) by the inclusion of the opportunity, idea and concept processes. The TDM represents a subset of the invention-innovation-diffusion cycle (1, pp. …

Abstract: With technology changing today's business environment, educators must strive to expose students to recent advances in technology, help them understand its impact on business, and foster in them an attitude of continual learning to keep current as change continues. The use of technology in the classroom is one way educators can begin to incorporate technology into the curriculum. A survey examined the extent to which Principles of Accounting faculty members have incorporated technology into their introductory accounting courses and the factors influencing them to do so. These findings provide direction for administrators seeking to encourage the use of technology in the classroom. Introduction New technologies are changing the environment in which today's accountants practice. Accountants must possess a broader set of knowledge, skills, and abilities than prior generations. Technology has invaded all aspects of an accountant's professional life and individuals entering the profession must have the necessary skills to use technology effectively. In order to keep pace with these changes, the profession has called for significant change in accounting education. To determine the impact of these calls for change in accounting education, this study explores technology use by accounting faculty. While this study focuses on accounting education, the use of technology is not confined to the field of accounting and findings are applicable to disciplines beyond the accounting domain. Background The past two decades saw significant change in the accounting profession. Accounting educators as well as the accounting profession have called for educational reforms (Bedford & Shenkir, 1987; AECC, 1990; Williams, 1993; IFAC, 1995; AICPA, 1999; Albrecht & Sack, 2000). The reforms call for accounting education to be redesigned to prepare students for the true nature of practice. A key study (Albrecht & Sack, 2000) found that accounting students are not sufficiently exposed to the impact of technology on business and the ways in which technology can be leveraged to make business decisions. According to the AICPA Vision Project, technology is the single largest force facing CPAs and technology adeptness is a core competency for the profession. "CPAs must be able to utilize and leverage technology in ways that add value to clients, customers and employers" (AICPA Vision Project p. 11). With this in mind, the CPA exam has been redesigned to test skills required of entry-level accountants, including effective technology skills (Mastracchio & Buchanan, 2004). The repeated calls for change suggest that academia has been slow to respond. The AECC found that, although technology in the workplace has exploded, the integration of technology into the curriculum has been slow. In fact, a key feature of the new accounting curriculum recommended by the AICPA is the integration of technology use throughout the accounting curriculum rather than in a single computer course (Ingram, 1987; AICPA Guideline No.11, 1996; Burnett, 2003). The emphasis in accounting education must shift from teaching to learning. The AICPA Core Competency Framework for Entry into the Accounting Profession, an initiative aimed at changing education, supports a shift from content-driven to a skills-driven curriculum (AICPA The Framework, 2004). Lectures must be replaced with other educational strategies. Accounting students must be actively involved in the learning environment in order to acquire the skills demanded by the profession. Technology both mandates and assists active learning. The use of technology transforms the learning environment so that it is student-centered, problem and project centered, collaborative, communicative, customized and productive. Technology use can assist educators in their new role of facilitator of learning and at the same time develop many of the necessary skills, including the use of technology tools, individuals entering the profession will be expected to possess. …

Abstract: With the fading monopoly of the industrial mode of production and the emergence of the “information revolution,” modern technology has pervaded almost every aspect of human life. In education, however, information technology has yet to find a place, despite the unceasing attempts to “fit” it into the existing educational system. The paper argues that the industrial mode of production was successful in inventing “education” as a new paradigm, institutionalizing it in schools, and implementing it through a number of tools, such as “certified” teachers, curricula, and textbooks. By contrast, the information mode of production has created the tools, namely “educational technology,” before developing a corresponding paradigm or institution. This crisis of educational technology is therefore a corollary of its misplacement, and subsequent malfunction, in the still-in-use industrial paradigm and institution (education and school). The paper suggests that, in order to ensure a proper functionality of modern technology, we need to resolve this theoretical inadequacy. A possible solution would be to thoroughly restructure “education” and schools, as remnants of the industrial age, into a new paradigm and institution.

Abstract: In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single school system with a sequence of secondary school level (ages 14-18) computer technology courses. In our first study, we share data on students' learning as a function of the required introductory course and their pre-course history of technological experience. In order to go beyond traditional assessments of learning we assessed two aspects of students' ''learning ecologies'': their use of a variety of learning resources and the extent to which they share their knowledge about technology with others. In our second study we present patterns of course taking by male and female students who have almost completed their secondary schooling. In addition, we share case studies of students who elected to take more technology classes and leveraged their course experiences for intern- ships, further education, and jobs. The quantitative and qualitative data are con- sistent with our hypothesis that students would become more technologically fluent and that their learning ecologies would diversify as a result of their project-based experiences.

Abstract: Government support for the production and consumption of educational software is now a key element of New Labour's education technology drive. At present much attention is being directed towards marketing ‘digital learning’ to an educational sector traditionally wary of technological innovation. In an effort to understand the social shaping of this current phase of policy‐making, the present paper examines the political and commercial discourses surrounding digital learning and associated initiatives such as Curriculum Online and the Digital Curriculum. After analysing a range of political and commercial texts produced from 2000 to 2005, the paper explores the dominant themes emerging from these discursive constructions—considering in particular the limitations of the often ambiguous yet structured ways in which digital learning is being shaped by its key actors.

Abstract: Since its beginnings, the growth and development of the information systems and technology industry has been limited and shaped by the availability of sufficient numbers of skilled technical and professional workers. Information Systems and Technology Education: From the University to the Workplace presents a multifaceted, global view of the human dynamics of education, supply, demand, and career development in the information systems and technology industry. Information Systems and Technology Education: From the University to the Workplace exhibits a range of cultural and stakeholder perspectives, focusing on the profession, the professionals, the perspectives of students and new graduates, and common issues and challenges ahead. Information Systems and Technology Education: From the University to the Workplace provides an improved synopsis to understand and meet the challenges of providing improved integration between the stakeholders in planning, and improving their contribution to educating and employing an optimal supply of information systems and technology graduates in the decades to come.

Abstract: The introduction of technology education in primary and secondary schools during the past 10–15 years around the world has presented a number of difficulties for teachers, primarily related to their coming to understand the phenomenon of technology and to conceptualise the technology learning area in line with national frameworks. This paper reports on a professional development experience that aimed to assist a small group of primary school teachers to develop their understandings of technology and technology education. A theoretical model framed a series of professional development interactions between the researchers and the experienced teachers who were new to teaching technology. Data sources included teacher interviews, video recordings of the activities, teacher made models, and extracts from their reflective journals. The study presented some insights into how professional development experiences for teachers new to technology could be organised and implemented to best support their developing technology practices and understandings.

Abstract: Contents: Preface. T. McCormick, Strong Women Teachers: Their Struggles and Strategies for Gender Equity. K.W. Cassidy, Gender Differences in Cognitive Ability, Attitudes, and Behavior. K. Zittleman, Teachers, Students, and Title IX: A Promise for Fairness. M.S. Crocco, A.S. Libresco, Citizenship Education for the 21st Century-A Gender Inclusive Approach to Social Studies. S.P. Brown, P. Roy, A Gender Inclusive Approach to English/Language Arts Methods: Literacy With a Critical Lens. J. Koch, A Gender Inclusive Approach to Science Education. K.N. Bell, K. Norwood, Gender Equity Intersects With Mathematics and Technology: Problem-Solving Education for Changing Times. D.M. Sadker, K. Zittleman, Practical Strategies for Detecting and Correcting Gender Bias in Your Classroom. Appendix: Guide to INTASC Principles Reflected in Chapter Interactions.