Abstract: The role of educational technologies in improving educational practices and outcomes has been criticized as over-hyped and insignificant. With few exceptions, the state of education has changed less than expected as a result of tools such as computers and the Internet. To a considerable degree, this is due to the minor role educational technology research plays in transforming the use of technological tools in the classroom. This article presents an analysis of technology as a process and as a value-laden system, both of which have substantial consequences to our approach to research. It is argued in the article that design-based research can address some of the deficiencies of other research methods in investigating the role of tools and techniques in the classroom. Through more democratic research practices and recognizing technology as a system beyond its tools, researchers can increase their impact on educational practice.

Abstract: Using a longitudinal sample of 146 Latino students' in science, technology, engineering, and mathematics majors, the purpose of the study was to examine factors that affect their academic performance. The main premise supporting this study suggested that Latino students perform better academically when they have cultural congruity within their chosen academic major. Although this premise was supported, college experience variables like studying with other students and attending diversity functions were negatively correlated with performance. Such experiences may reveal insight into the cultural incongruity that exists for students in these majors and their peers outside of the majors.

Abstract: Political and institutional support has enabled many institutions of learning to spend millions of dollars to acquire educational computing tools (Ficklen and Muscara, Am Educ 25(3):22–29, 2001) that have not been effectively integrated into the curriculum. While access to educational technology tools has remarkably improved in most schools, there is still concern about instructional integration of computer technology to support student learning. Appropriate integration of computer tools constitutes a major change in people’s lives; technology integration is a complex phenomenon that involves understanding teachers’ motivations, perceptions, and beliefs about learning and technology (Woodbridge, http://www.techlearning.com/story/showArticle.php?articleID=17701367 ). Although computer technology has a great potential to reform or even transform education, barriers come in the way of achieving success especially with student learning. This paper presents an overview of technology use in education with a focus on barriers to computer technology integration. Further, this paper provides suggestions to maximize the benefits of learning with computer technology.

Abstract: The purpose of this study was to identify factors influencing teachers' decisions about using technology in the classroom setting and examine the degree to which teaching experience affects these decisions. Specifically, the items employed in this study were derived from the teachers' perceptions of technology use. We discovered six factors which influenced teachers use technology in their classroom: adapting to external requests and others' expectations, deriving attention, using the basic functions of technology, relieving physical fatigue, class preparation and management, and using the enhanced functions of technology. Interestingly, these factors do not correspond to the common sense theory of instructional technology. Additionally, we analyzed the patterns of factors' scores by teachers' level of teaching experience. From this study we deduced that although the majority of teachers intend to use technology to support teaching and leaning, experienced teachers generally decide to use technology involuntarily in response to external forces while teachers with little experience are more likely to use it on their own will.

Abstract: Interest in technology in language teacher education has grown recently as evidenced by the success of CALICO's Teacher Education SIG and the publication of two edited volumes on the topic in the past 2 years. Here, I explore the current state of technology and teacher education and suggest that the future paths of language teacher education and CALL are linked. I begin with a review of data showing that technology education for language teachers is lacking in the majority of existing training programs but that the institutional demand for technology savvy teachers is increasing. I then speculate on the barriers that are limiting the supply. Next, I briefly discuss two concepts that bear on the future of educational technology, Prensky's "digital nativism" and Bax's "normalization." The remainder is devoted to identifying and discussing issues, approaches, and processes that are emerging in CALL language teacher education, drawing primarily from the two previously mentioned edited volumes. The approaches and processes in particular represent promising directions for future CALL course development. I conclude by noting the importance of having a sufficient number of CALL professionals available to develop novel applications and train the next generation of language teachers.

Abstract: This article addresses the relationship between technology and institutions and asks whether technology itself is an institution. The argument is that social theorists need to attend better to materiality: the world of things and objects of which technical things form an important class. It criticizes the new institutionalism in sociology for its failure to sufficiently open up the black box of technology. Recent work in science and technology studies (S&TS) and in particular the sociology of technology is reviewed as another route into dealing with technology and materiality. The recent ideas in sociology of technology are exemplified with the author's study of the development of the electronic music synthesizer.

Abstract: A major goal of science education reform is to produce curricula that improve the learning of all students. In this study, the authors explore the use of design-based learning (DBL) to achieve this end. They examined two middle school science classes taught by a teacher who switched for the first time from a standard, scripted inquiry approach to a DBL approach. The researchers were particularly interested in two questions. First, will students previously labeled high and low-achievers become equally engaged by DBL? Second, will the traditional gaps in science achievement associated with race/ethnicity, gender, and socio-economic status be increased or reduced? The findings presented two aspects of learning: engagement and achievement. Engagement has the potential to highlight students' performance in a way that standardized assessment methods do not reveal. The findings of this study suggest that DBL has the potential to increase students' desire to learn, enhance students' success in science class, and increase students' interest in science topics.

Abstract: Technology Education as an Effective Way of Providing Vocational Education Within Secondary Schooling.- Conceptualising Values in Technology Education and Formulating Bases for Empowerment Strategies.- Sustainable Development and Education.- Technology Education and ESD.- Curriculum Development for ESD Through Technology and Vocational Education.- Teachers' Capacity Building.- Modernisation of Russian Education.- Sustainable Development, the Russian Way.- Education for Sustainable Development in Russia.

Abstract: We highlight many of the traditional research themes in the management of technology as well as research themes on emerging topics such as those that appear in this focused issue. The discussion demonstrates the breadth and multidisciplinary nature of management of technology as well as the variety of methods employed in management of technology research. We conclude by offering a list of research themes that are of particular interest to the Management of Technology Department of Production and Operations Management.

Abstract: Purpose – This study aims to assess the state of technology readiness of professional accounting students in Malaysia, to examine their level of internet self‐efficacy, to assess their prior computing experience, and to explore if they are satisfied with the professional course that they are pursuing in improving their technology skills.Design/methodology/approach – A questionnaire was developed to collect data. The questionnaire was posted to the first 500 students registered for the Malaysian Institute of Certified Public Accountants' advanced stage examination in December 2005. A total of 110 usable questionnaires were used for data analysis.Findings – Based on the technology readiness index of Parasuraman and Rockbridge Associates Inc., the survey found that professional accounting students were neither highly techno‐ready nor highly techno‐resistant towards new technologies. The respondents were then classified into five categories, explorers (5 percent), pioneers (42 percent), skeptics (38 percent),...

Abstract: Higher education is beginning to change in response to providing educational opportunities to an increasing diverse population of students. A new type of university emerged in the last 25 years which John Daniel (1996) thinks will hold lessons for the renewal of all universities. Called "mega-universities" since they enroll over 100,000 students each, they provide a powerful response to access and costs. The largest "mega-university" is the China Central Radio and Television University, with more than 3 million students (Dunn, 2000). Other "mega-universities" include the British Open University, with 215,000 students, and the University of South Africa, with 120,000 students (Dunn, 2000). Prominent Business gurus have given traditional universities just 30 more. years before dying off (Cunningham et al., 2002). As radical as their predictions may be, it does require colleges and universities to take seriously the changes and challenges that technology will bring to them in the 21st Century. The utilization of educational technology up to this point has given rise to the opportunity and potential of restructuring the educational system to extend the learning environment beyond the four walls of the classroom. In order to integrate technology and education we must first develop our view of the revolution that technology is creating in education, and appropriately incorporate it into the system (Chen et al., 2006). This in turn will influence cultural changes in the education system, and technology is also often assumed to be the catalyst of new pedagogical change towards e-learning. Distance educators have had to redefine their communication skills. They have found that two-way interaction is a critical feature of the educational process. Educators must communicate progress to learners as well as engaging the learners into the e-learning environment. For Distance Education to be successful, high levels of interaction typically need to be present for learners to have a positive attitudes and greater satisfaction. Two-way interactive technologies (e.g., video, audio, audio graphics, and computer conferencing), while capable of providing two-way interactivity, still depend on user skill to successfully bring about interaction in an instructional context. The current distance education literature addresses distance interaction from the learner's perspective. Shea, Motiwalla, and Lewis (2001) conducted a study to investigate the status of distance education (DE) at 68 higher education institutions. The number of DE students continues to grow. This tremendous growth can be attributed, in part, to shrinking budgets and lower local student enrollments at universities. DE via the Internet provides them with a low-cost, flexible option to expand into global markets (Casey, 1998). Distance education can provide a strong interaction between the learner, learner/instructor, and the content as well as other learners. There needs to be a distinct interaction with learners and high technology devices. Hence, the four typical types of interaction for distance learners are: (a) learner-content, (b) learner-instructor, (c) learner-learner, and (d) learner-technology. However, distance instructors develop similar, although relatively different, instructional interactions: (a) instructor-learner, (b) instructor-content, and (c) instructor-technology. These instructional interactions are complex processes; the literature recommends that instructional designers keep them in mind to produce effective, efficient, and quality distance education courses. Transactional distance included the distance that exists in every educational relationship. There has to be a certain amount of structure in distance education that fosters a certain amount of dialogue between the learner and instructor. On the other hand, Social Presence is a strong communication component that reduces isolation between the distant learner and other learners and instructor. …

Abstract: This article attempts to provide a review of literature pertaining to computer technology use in education. The authors discuss the benefits of learning with technology tools when integrated into teaching. The argument that introducing computer technology into schools will neither improve nor change the quality of classroom instruction unless teachers and educational leaders are able to evaluate and integrate the use of that technology into the curriculum (Geisert & Futrell, 2000) is provided by a synthesis of a review of literature across three specific areas: (a) benefits of computer technologies; (b) meaningful learning, and (c) computers and instruction.

Abstract: 1. INTRODUCTION Although emerging educational technology usage in the classroom, which is primarily led by information systems (IS) instructors, has increased in recent years, technology acceptance and usage of non-IS instructors continue to be problematic for educational institutions (Baylor & Ritchie, 2002; Gong, Xu, & Yu, 2004; Saunders & Klemming, 2003; Wozney, Venkatesh, & Abrami, 2006). In today's competitive educational environment, emerging educational technologies are required to provide competitive educational services to an increasingly demanding student body (Cheurprakobkit, 2000). Emerging educational technology can be used to provide more flexible approaches to teaching. However, evidence has shown that extensive lecturing continues to be the pedagogical method used most often in IS and other classrooms (Newman & Scurry, 2001). Although general technology usage has increased in the classroom, there is little evidence that these technologies are being integrated into instruction, primarily in the case of non-IS courses (Oncu, Delialioglu, & Brown, 2008). Emerging educational technology refers to computers and other new electronic technologies that, when applied to educational settings, can be used to significantly change education (Nilson, 2005; Roblyer, 2006). Examples for such emerging educational technology include: a) tools to generate course materials; b) planning and organizational tools for concept mapping and lesson planning; c) electronic research and reference tools; d) tools to support specific content areas; as well as e) tools to record class lectures and notes, and others (Roblyer). While the essence of emerging educational technology is that such technology is nowadays enabled by the Internet. Nilson suggested that integrating emerging educational technology into courses may provide new methods for teaching course content and designing educational experiences. It may also improve learning, provide ways of affirming diversity, and facilitate problem solving and creativity (Wozney et al., 2006). According to Hiltz and Turoff (2005), students generally rate courses that integrate emerging educational technology into traditional classroom settings as significant improvements in their educational experience. Neither students nor instructors see emerging educational technology use as automatically benefiting their education, however; it depends on how and why the emerging educational technology is being used within the curriculum (D'Angelo & Woosley, 2007). Although distance learning is very popular, Hiltz and Turoff stated that "research indicates that 10%-20% of students always prefer the face-to-face environment and believe they learn best in that environment" (p. 61). Unfortunately, to enable higher education institutions to continue to compete, there has been a rush to implement educational technology and to bring courses online quickly; as a result, quality and educational effectiveness have often been of secondary concern (Lightfoot, 2005). Kingsley (2007) suggested that technology in the classroom often ends up being an obstacle, add-on or seemingly unrelated to the current lesson. According to Lightfoot, traditional curricula and emerging educational technology can be integrated successfully, as long as courses are developed with classic educational pedagogy in mind, and the pedagogy drives the choice of technology. Given the annual investment institutions make in emerging educational technology and the critical role instructors play in return on investment, additional research is necessary to more fully examine the factors involved in instructors' acceptance of emerging educational technology and its use in the classroom (Venkatesh, Speier, & Morris, 2002). This study attempted to address such issues by trying to uncover the factors influencing instructors' intention to use emerging educational technology in traditional classrooms. …

Abstract: Technology intelligence tools have come to be regarded as vital components in planning for technology development and formulating technology strategies However, most such tools currently focus on providing graphical frameworks and databases to support the process of technology analysis Techpioneer, the proposed tool in this paper, aims to offer decisive information in order to identify technology opportunities To this end, the system uses textual information from technological document databases and applies morphology analysis to derive promising alternatives and conjoint analysis to evaluate their priority In addition, the method used in developing a technology dictionary is presented, employing clustering and network analysis This system also has the ability to communicate with experts in order to estimate the value of existing patents, which is inevitable for the priority-setting of alternatives, construct a morphological matrix and so on This paper presents the system architecture and functions of this tool and moreover, illustrates the prototype implementation and case study of the same

Abstract: Wireless and mobile technology has transformed the didactic world. M-Learning is an emerging field which blends wireless technology and mobile computing to educate the world. This study investigates the effectiveness and viability of cellular technology to teach and train distance learners. The research answers following questions with reference to distance learning in Pakistan but not limited to it: Is this feasible to use cellular technology to educate people on mass scale? How can cellular technology help the Government of Pakistan face the challenge of providing education for all? What can be the motivations for the use of cellular technology instead of TV, radio and internet? What can be the limitations that may hinder the use of mobile devices for learning purpose? The distance learning models of Allama Iqbal Open University of Pakistan (AIOU) and Virtual University of Pakistan (VU) are studied to address the readiness of M-Learning environment in such universities.It is found that cellular technology can increase the efficacy of distance education. It is well suited to teach the language skills and information technology courses. We can use cellular technology as a supplement to the existing learning technologies to reaching huge student masses, in a timely and cost effective manner, through a variety of devices and over a diverse terrain.

Abstract: Critical thinking is often a desired competency for graduates of a technology program. Organizational members have uttered concern about students’ inability to think critically. Although traditional pedagogical techniques, such as lectures and examinations, center on knowledge acquisition, debates in the technology classroom can effectively facilitate critical thinking. The purpose of this study was to gather via questionnaires the perceptions of technology students on the debate process used in the classroom to increase critical thinking. Overall, the students believed that the debate process was a useful learning activity. The results of the questionnaire revealed that students believed that the debates helped them understand the topic better, learn new knowledge, and gain an understanding of the debate process. In addition, students thought that the debates increased their critical thinking skills. Introduction Employers value employees who can solve complex problems, communicate effectively, and think critically (Gokhale, 1995). A function of higher education is to teach students to think. University accreditation boards, for example, the National Association of Industrial Technology (NAIT), the Accreditation Board of Engineering and Technology (ABET) and the International Technology Education Association (ITEA) recognize competencies such as problem solving, communication, and teamwork (including critical thinking) in their accreditation criteria (NAIT, 2007; ABET, 2007; & ITEA, 2007). Despite the emphasis on these competencies, businessmen and businesswomen have expressed concern with students’ inability to integrate competencies, for example, teamwork, communication, and oral presentation skills with critical thinking (Roy & Macchiette, 2005). Bissell and Lemons (2006) ascer tained that faculty who teach at universities in a technology or engineering curriculum consider critical thinking a primary objective. It is a sad tr uth that the “average” college student does not think critically, and not all courses include critical thinking. Technology professors in higher education tend to focus on teaching discipline-specif ic content knowledge, but often they struggle with the time and resources needed to design ef fective strategies in order to teach critical thinking (Goodwin, 2003). Although traditional pedagogical techniques such as lectures and e xaminations center on knowledge acquisition, debates in the classroom can effectively facilitate critical thinking (Roy & Macchiette, 2005). Therefore, debate as a teaching tool, has a place in pedagogical methods because it allows students to enhance critical thinking through investigating arguments, engaging in research, gathering information, performing analysis, assessing arguments, questioning assumptions, and demonstrating interpersonal skills. Purpose Initially, the researcher used debate in a Science, Technology, and Society course as a tool to introduce an experiential learning opportunity. The main objective of the course was to use a selection of modern topics in science and technology to increase communication and critical-thinking skills. Debate was a natural f it for the course because the topics were tied to current events, and students were allowed to critically analyze a controversial topic while practicing other competencies like writing, presenting information and higher level thinking. Because the debate was a new experience for the students, it was essential to learn their perceptions of the debate process by asking the following questions: 1. What was their perception of the debate process in a technology classroom? 2. Did they believe the debates increased their critical-thinking ability? This study highlights the procedure the researchers used in implementing debates in the technology classroom. In addition, the perceptions of technology students will be discussed. Review of Literature How can professors transform the student from a passive learner to an active learner? The T h e J o u rn a l o f Te c h n o lo g y S tu d ie s

Abstract: In this article, the authors explore how the pervasive availability of technology allows for new social arrangements in teacher education by connecting preservice teachers, school-based personnel, ...

Abstract: This study examined the integration of technology enhanced formative assessment (FA) into teachers’ practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers’ practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR.

Abstract: Technology integration in mathematics classrooms is important to the field of education, not only because today's society is becoming more and more advanced and reliant upon technology but also because schools are beginning to embrace technology as an essential part of their curricula. The Principles and Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 2000) and the National Educational Technology Standards (International Society of Technology in Education [ISTE], 2005) for both teachers and students emphasize the importance of technology in teaching and learning for K-12. There is a variety of technologies integrated into mathematics classrooms that support different teaching and learning strategies and objectives. Of particular interest here are the educational technologies used in K-12 mathematics classrooms and their effects on instruction and student learning. Educational Technologies Used in Mathematics Classrooms Calculators. Calculators are one of the essential' technologies in mathematics classrooms that enhance student understanding (NCTM, 2000). Specifically, graphing calculators provide students and teachers with comprehensive ways to investigate, explore, and discover concepts (Harskamp, Suhre, & Van Streun, 2000). Graphing calculators are more prevalent in high schools (Dion, Harvey, Jackson, Klag, Liu, & Wright, 2001), and their use promotes deeper conceptual understanding by exposing students to multiple representations of mathematical concepts (Doerr & Zangor, 2000; Smith, 1998). Using calculators increases students' higher-order thinking skills and motivation (Phillips-Bey, 2004). These cumulative effects have been interpreted as helping to create an enhanced understanding of mathematics. Interactive Whiteboard While blackboards or whiteboards are universally used in every classroom, they are being replaced with interactive whiteboards. This

Abstract: 1. INTRODUCTION Information technology (IT) and information system (IS) professionals constitute one of the greatest cadres of knowledge workers in modern organizations today. Knowledge workers in general make up over half the US workforce (Laudon and Laudon, 2007), which include IT professionals such as programmers, systems analysts, database administrators, web designers, and network specialists. The U.S. Department of Labor projects five out of the top twelve occupations expected to grow the fastest between 2004 and 2014 are computer related (U.S. Department of Labor, 2007). Despite the downturn after the dot.com bust, future employment in the IT profession appears vibrant. The preparation and education of new IT professionals rests primarily with universities (Weber, 2004). In general, both computer science and Management Information Systems or Computer Information Systems (MIS/CIS and hereafter labeled MIS) majors provide new IT professionals, but only MIS integrates IT with business fundamentals and processes (Ehie, 2002). University MIS departments and faculty are responsible for providing a curriculum that effectively prepares future professionals for both first jobs and their subsequent careers (Noll and Wilkins, 2002; Weber, 2004). If the educator's double mandate is to prepare MIS graduates for both their first job and a successful career, then the curriculum must include both fundamentals and technologies, particularly the latest technologies. Fundamental business and IS concepts, theories and principles that underlie IT phenomena prepare graduates for long term employment (Weber, 2004). On the other hand, current technologies frequently provide the basis for first IT jobs (Williams and Pomykalski, 2004). Lightfoot (1999) suggests that choosing between fundamentals and technology, or IT education versus a mere training curriculum, is the real dilemma for curriculum designers. The implication is clear: both must be presented in the major to prepare new graduates for short and long term success. The ability to successfully provide such a curriculum is constrained by a number of important factors, including number of hours available in a college education and the portion dedicated to the business core and the MIS major, number of faculty and their area(s) of expertise, and student quality constraints. The process of determining what skills employers want is hampered because the IT field is incredibly dynamic. With the rapid changes in technology and its evolvement as a strategic asset in many organizations, keeping up with new trends is critical for IT educators. IT is constantly changing, with shifting job descriptions, shifting industry patterns, greater competition, outsourcing, and rapid globalization, blurring both job requirements and which skills are in demand (Weber, 2004). In part because of the dynamic nature of the field, a growing number of studies report that educators are not doing a good job of preparing future IT workers and new graduates lack the skills necessary to prosper in today's environment (Cappel, 2001/2002; Fang, Lee, and Koh, 2005; Noll and Wilkins, 2002). Others report a widening gap between expected skill sets of graduates and actual skills (Tang, Lee, and Koh, 2000/2001). This suggests a need to frequently evaluate critical skill requirements for new IT workers, and the mandate to effectively teach those skills in the classroom. This study is structured as follows. First we look at the two approaches researchers have taken, one based on the critical skills new graduates should possess and the other based on an examination of MIS curricula. We present a model of the research process, including constituents involved, methodologies, and their outcomes of critical skills and/or curricula. This study collects data from IT professionals in the field on the critical skills that new MIS graduates should possess, both technical and non-technical. We then take the resulting skills and design a flexible MIS curriculum that promotes these skills in graduates. …

Abstract: The purpose of this article is to propose a model to integrate educational mastery principles that emphasize cooperative and learner-centered instruction in higher education with the new advances of instructional technology, and to present a pilot case study to exemplify the model. It is clear that in spite of tremendous efforts by colleges and universities to introduce instructional technology in the classroom, many faculty remain skeptical of the new technologies. It is suggested that in order for instructional technology to be widely accepted and used by faculty, the value of this technology to improve classroom instruction has to be proven. It is proposed that this can be achieved by applying learner-centered principles, in which the instructional objectives of the class are directly linked both to the needs of the student and the role of the instructor in the classroom, which in turn determine the appropriate type and use of instructional technology. It presents a pilot case study in which a technology was used to teach a basic psychology concept.

Abstract: The preparation of science teachers to integrate computers in their teaching seems to be a challenging task, and teacher educators need to undertake systematic and coordinated efforts for effectively preparing teachers to teach with computers. The present study implemented a professional development approach for in‐service science teachers regarding the pedagogical uses of computers in teaching and learning, and examined its effectiveness. The results showed that the approach was effective in adequately preparing science teachers to design computer‐enhanced learning with various computer applications. Specifically, the majority of the teachers who participated in the study selected appropriate science topics to be taught with computers, transformed science content with appropriate computer tools and computer‐supported representations, identified computer‐supported teaching tactics, and integrated their computer‐enhanced activities in the classroom with inquiry‐based pedagogy. The results of the study prov...

Abstract: This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g., engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky’s thesis [(2001a) Digital natives, digital immigrants. On the Horizon 9, 5. NCB University Press Retrieved Oct 2006 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf; (2001b) Digital natives digital immigrants, Part 2: Do they really think differently? On the Horizon 9, 6. NCB University Press retrieved Oct 2006 from http://www.marcprensky.com/writing/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf] of digital natives, the study reported in this paper indicates that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment.

Abstract: This paper is based on work carried out as part of a research study into the professional practices of secondary design and technology teachers in England. It focused on fostering creativity or teaching for creativity as defined by the Robinson Report (1999, All our futures: creativity, culture and education. London: Department for Education and Employment (DfEE)) for pupils aged 11–14 years. The overall research question that drove this study was “to what extent can teachers influence the creativity of pupils aged 11–14 years in design and technology lessons?” The paper provides the basis used to generate a unique theoretical three-feature model or framework that can be used to explore creativity within an educational context.

Abstract: Introduction Since the publication of the Standards for Technological Literacy in 2000 (ITEA), there have been a number of new programs developed that are designed to teach pre-engineering. Project Lead the Way is one such program. Project Lead the Way boasts serving over 1250 schools in 44 states and teaching over 160,000 students (McVearry, 2003). Efforts are also being made to infuse engineering design into technology education programs. One example of this is the work of the National Center for Engineering and Technology Education (NCETE) partnering with high school technology educators in summer inservice workshops to help teachers develop activities and curriculum to instill engineering design into technology education programs. According to Douglas, Iversen, & Kalyandurg (2004), the engineering community has identified the need for teaching engineering in K-12, and this has been supported by the American Society of Engineering Education (ASEE). The ASEE research analyzed the current practices of K-12 engineering education. The study stated: Clearly, there is a societal argument for the need for engineering education in our K-12 classrooms, as technical literacy promotes economic advancement. There is a statistical argument, as the number of students entering engineering schools declines, related to overall enrollment, and the number of women and underrepresented minorities in engineering remains well below the national average for higher education (Douglas, Iversen, & Kalyandurg, 2004, p. 3).

Abstract: Although the move toward implementing technology in higher education is driven by an increasing number of competitors as well as student demand, there is still considerable resistance to embracing it. Adoption of technology requires more that merely installing a product. This paper outlines a framework for a strategic change process that can be utilized by educators for the purpose of the selection as well as successful implementation of educational technologies within their setting, in particular, online course management systems. The four steps of this process include strategic analysis, strategy making, strategic plan design, and strategic plan implementation. The choice to embrace a new system and the extent and speed of its implementation depends upon internal factors such as resources, organizational culture, faculty readiness, anticipated degree of resistance, and the degree of variance from the status quo. A case from the author’s experience provides one example of how the use of distance learning technology was strategically implemented.