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For many reasons, paper-based tests of course content are shifting to computer-based administration. This investigation examined student performance on two separate tests delivered either by computer or paper with the first test near the start of the course and the second at the end of the course. Undergraduate-level freshman business majors (N=207) enrolled in an introductory computer skills course were randomly assigned to either the computer or paper-based test mode. ANCOVA of test data indicates that students scored slightly higher on computer versus paper administration, Further, the female group, whether tested on paper or online, scored below the males on the first test. However on the final exam, the female students in the computer-administered test group on average attained the highest scores. We suggest that females gained computer savvy during this course that mitigated initial performance deficits that may have resulted from previous lack of exposure to computers and software. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine various indicators associated with the development of a positive mind-set toward the use of technology for instruction. The paper also examines the resources available to help teachers keep pace with technological innovation. Electronic classrooms have some complexities associated with them; therefore, support systems are very important to maintain a reasonable degree of functionality. Consequently, this paper explores the nature of the support system that will help teachers to remain current both in theoretical knowledge and technical skills. Schools do not exist in a vacuum; the economic superstructure supports them. As a result, the paper discusses how schools should collaborate with businesses and industries for guidance in terms of developing appropriate technologies that will be relevant and meet workplace demands. (Contains 10 notes.)

The purpose of this paper is to examine the potential of educational technology infused with constructivist pedagogy in ESL (English as a Second Language) classrooms and to explore alternatives for schools that lack advanced technological learning tools. In this article, the author discusses the alternatives, such as: (1) CELA Research Study: Teacher Selection; (2) Indian River Central School District's Commitment; (3) Uniqueness of E-text vs. Print; (4) Once Upon A Time; (5) Oregon Trail; (6) Widget Workshop; and (7) Technology Infused with Constructivism. Among other things, she discusses recommended strategies for teacher training, as well as several advantages for using the radio. (Contains 1 table.)

Teaching is a moral and educational enterprise. Therefore, teachers are expected to explain and justify the instructional methods and designs they use in their teaching to demonstrate how they meet the moral and educational ends of the teaching enterprise. To justify the use of particular instructional methods and designs goes beyond giving a catalogue of reasons and explanations. It requires coming to grips with questions of whether the instructional methods, practices, and designs are consequential, valuable,and desirable to student learning. The purpose of this paper is to provide a methodology that teachers can use to justify the use of computer-based instructions elements and designs they intend to use in their teaching. We have justified the use of computer-based simulations in science teaching to illustrate the methodology. The methodology has implications for use of technology in teaching, teacher training, and curriculum design.

In the schools, each day, teachers see cell phones, laptops, iPods, personal digital assistants, computer games and more. They are struggling to cope with this technological profusion as new devices seem to appear almost daily. With the pace of technological change, the emergence of new technologies, demographic changes and trends towards globalization, schools and teachers lace tremendous challenges to help their students prepare for the world opening before them. In this article, the author discusses the future of work, the role of technology and how teachers should be helping their students to prepare for the future. While the future cannot be predicted with certainty, the major trends discussed in this article suggest that greater technological skills coupled with technical expertise will give students the competitive edge in higher education and the workforce of tomorrow.

In this paper the concepts of technology, instructional technology, and information technology are presented. The integration of instructional technology, and information technology is established and its implications for electronic learning systems design are discussed. One can say that: information and instructional designers can design instruction and learning successfully if they choose the right resources, tools and processes accompanied with well designed softwares. This will be achieved only by collaboration among instructional technologists and information technologists. Thus electronic learning systems of high quality could be designed for the benefit of the learner.

As another calendar year gets under way, many personal New Year's resolutions are being discussed; some will be cast aside and others will be implemented. The field of education also witnesses numerous calls for change and renewal from year to year. This article calls for a modest New Year's resolution for the field of education; namely, that there be greater understanding of the most vulnerable children in schools and districts.

One common objective of instructional multimedia products is enhancement of learning. It follows that one of the primary tasks of the interface designer is the creation of a user-interface that is motivating, interactive, intuitive and at the same time imposing as minimal as possible a cognitive load on the learner. To achieve this goal, qualities such as learnability, efficiency, memorability, low error rates and high user satisfaction are essential. A well-designed interface should inform the user what do the objects on the screen stand for and what they might do and allows the user to break down a task into subtasks and map them on to the system's functions easily and naturally. By doing so, it enables the user to build a functional mental model of the system that does not require user's rote memorization. These qualities of a well-designed interface are commonly known as the "usability" of software. To date, many methods that allow systematic ways of evaluating usability in instructional multimedia have been developed. By integrating these methods into the various stages within the life cycle of instructional multimedia design and development, the usability of instructional multimedia, and hence its educational value, could be assured. However, there has been little attempt to consolidate these methods into a more integrative and self-explanatory model. This paper attempts to review these various methods under a proposed framework in the hope that it may help readers to select the most appropriate usability evaluation method according to their needs.

The perspective of communities as a situated context dates back to the works of Vygotsky (1978, 1981) who posited that cognition begins at the social inter-mental level and through the process of internalization meanings become translated or assimilated into the individual level. Within this social to individual transition, learners can be scaffolded to higher potentials through the aid of other more capable agents. Such a view supports the apprenticeship and coaching methods recently advocated. For these reasons, the concepts within communities of practices (CoPs) have been gaining currency. Within CoPs, learners begin as Legitimate Peripheral Participants (novices) and their identities become gradually transformed into legitimate central participants. Senge (1994) proposed the concept of practice fields where students can get to practice the kinds of problems they will encounter outside the school. Problem-based learning (PBL) is one example of practice fields which began with the medical profession where students were given real and historical cases to diagnose. Within this paper, the authors described a learning environment which facilitates both the design of practice fields and the bridging of real practitioners to learning in schools (in our case, a teacher education institute). They have also defined a learning environment which constitutes a physical and technological set-up which we believe facilitates a multi-learning environment where students can be engaged in different tasks and activities, e.g., tele-mentoring, group discussions, etc. simultaneously. Such a learning environment brings together a problem-based pedagogy not confined within the school context, but through technology bridge real communities into schools. In addition, they emphasize that the problems or issues discussed by students must have real-world implications and relevance to the students' themselves.

Over the last decade, individuals have witnessed an increasing proliferation of online learning as the hallmark of learning with technologies. Papers and books have been written stipulating how online or e-learning can transform the educational process and now, even the organizational workplace. Such prospects are recognized and institutions and organizations all over the world are riding on the hype that online learning can facilitate the "just-in-time" demand for learning. In this article, the authors caution against the prevailing view of "transporting" successful implementations of online learning of best practices because much of the historical evolving process of how these practices came to be are usually not made explicit. In addition, drawing upon the authors' understanding of the importance of a historical analysis, they aim to describe how an Instructional Technology module for a pre-service teacher training program has been transformed over the years. The transformation saw how the module evolved from a fully conventional mass lecture-cum-tutorial approach to its current online and face-to-face tutorial status.

In an age dominated by technology, teachers are challenged as never before to help students understand the deep connections they share with people from earlier times and nowhere is this more dramatically revealed than in basic farm life. This article discusses the Stone Barns Center for Food and Agriculture and describes technology use that connects one to the past and shows the links between food, farm and table. As a counterweight to the developments of technology, the Center shows clearly how farming is essential to the quality of life, how animals must be cared for to produce food, and how proper practices can sustain a healthful environment for the local and global communities.

This paper discusses the integration and usefulness of assistive technology devices for students with special needs. First, two learning theories, behaviorism and constructivism, and their impact on the integration of technology in learning are discussed. Second, the paper presents several assistive technology devices and highlights how they can assist learners with disabilities. [ABSTRACT FROM AUTHOR]

During the past ten years, radical changes in hardware and software have transformed the way instructional design and technologists do business in the classroom. The microcomputer has now become the standard operating tool when designing, developing, implementing and evaluating instruction at every level of our educational systems. Yet up until fifteen years ago, the microcomputer was the exclusive tool for engineers and mathematicians and computer scientists. It was hardly as ubiquitous in every classroom environment as it is today. This paper examines the radical changes in hardware and software that transformed the computer from a complex data processing tool to a common gadget that is now the standard communications tool in most households throughout this world. The paper explores some of the phenomenal changes in the following; the assumptions and the legacy of Moore's law; the advances in creating single-threaded and low- level programs; the advances in the use and manipulation of virtual memory; the continual sophistication of output devices; and the advances in hierarchical file systems. Most of the these changes have emanated from computer science and mathematics related fields without any direct input from the field of instructional design and technology. [ABSTRACT FROM AUTHOR]

As the in formation age continues, companies are increasingly realizing that challenges exist in providing updated learning materials to their employees. The constant need for updating and renewing training or learning materials can lead to high expense and inefficiency. The use of learning objects (LOs) is a new way for companies to create, manage, and update learning materials. LOs are digital or non-digital learning materials designed with a single specific purpose and a single learning objective. LOs are often defined as digital tools for learning. The purpose of this paper is to synthesize literature on LOs and provide insights regarding their implications for instructional designers. In the paper, definitions, metaphors, and requirements of LOs will be detailed first. Challenges, implications and suggestions for instructional designers to create pedagogically sound LOs will also be discussed. [ABSTRACT FROM AUTHOR]

Despite a plethora of educational research on critical issues of web-based learning, particularly the efficacy of web-based learning in school environments and tertiary institutions, research on students' psychosocial perceptions of their web-based learning environments has been non-existent. This paper reports a study of web-based learning environments in Singapore. Specifically, it focuses on the cross-validation of the Geography Classroom Environment Inventory (GCEI) which assesses students' perceptions of psychosocial aspects of their web-based instruction. The GCEI assesses student perceptions of the levels of gender equity, investigation, innovation and resource adequacy. Webbased instruction takes the form of web-based asynchronous discussion forums and using the web as an electronic reserve shelf. Student data were collected from 92 second year geography undergraduates in three classes in a tertiary institution in Singapore. The study once again provided cross-validation support for the use of the GCEI in Singapore. Each scale displayed satisfactory internal consistency reliability, discriminant validity, and differentiated between the perceptions of students in different tertiary classes. [ABSTRACT FROM AUTHOR]

Blended learning is increasingly being adopted at all levels of the educational system. It continues to gain primacy in the teaching and learning environment as both students and teachers seek to integrate familiar information communication technology (ICT) into their classroom activities. Additionally, it allows the teacher, as a facilitator of learning, and the learner, the opportunities of working in both the face-to-face and online environments. This paper provides a basic review of blended learning and some ways it may be used in teacher preparation programs to support the effective integration of ICT within the classroom environment. [ABSTRACT FROM AUTHOR]

In this research project, Gagne's nine instructional events were incorporated into the development of an interactive multimedia learning module which was then embedded into a student-centred learning learning environment to enhance the knowledge transfer and the student learning process. This interactive learning module was presented to students taking subjects taught in INTI International University, Malaysia. Students were given a pre- and post test to measure their learning outcomes, and a survey to assess their perceptions and feedback, and these are presented in this paper. Results showed that students reported positive feedback in their attention to the content, their learning experiences, interaction, and with the presentation of the content, all of which provided strong support for the use of Gagne's nine instructional events as an instructional framework for the development of an interactive learning module within a student-centred learning environment. [ABSTRACT FROM AUTHOR]

In traditional models of technology implementation in education, curriculum and pedagogical innovations are deemed to be pivotal to student learning, while technology only has mediating effects on learning outcomes (Law, Pelgrum, & Plomp, 2008; Wong & Li, 2008; Wong, Li, Choi, & Lee, 2008). Nonetheless, our results indicate that the implementation of one-to-one technology can have immense impact on learning if students are empowered to use technology as their cognitive companion. In this paper, we examined students' daily activity logs and found that, despite having no drastic change in curriculum and pedagogies, the ubiquity of one-to-one technology can both formal learning at school and informal or less-structured learning at home. Further, students' perceived impact of technology on (1) enhancing their learning motivation, (2) developing their cognitive skills, (3) improving their learning strategies and (4) planning for their learning in their daily learning activities was significantly higher in the experimental classes. [ABSTRACT FROM AUTHOR]

Structural equation modeling (SEM) is a method for analysis of multivariate data from both non-experimental and experimental research. This method combines a structural mode! linking latent variables and a measurement model linking observed variables with latent variables. The use of SEM in social science and educational research has grown over the years and offers promise as a method that is useful in theory-based research. Using a data set for analysis, this paper presents a step- by-step, non-technical introduction on how the SEM technique is used. The paper concludes with a discussion of pertinent issues that potential SEM users should attend to. [ABSTRACT FROM AUTHOR]

This paper discusses the definitions and evolution of instructional technology in America and Malaysia. The paper begins with the definitions of instructional technology and its development from the 1920s to the present, and how it relates with the development of ICT at Sultan ldris Education Universily Malaysia. The Sultan Idris Education University is the first Teacher Training College started by the British in 1922, where instructional technology began with visual instruction in 1922, and later in 2002 developed a course in instructional design and technology in the undergraduate and post graduate teacher training program. The influence of ICT is affecting the direction of instructional technology throughout Malaysia. [ABSTRACT FROM AUTHOR]

Blended learning is the "blending" and "balancing" of all the aspects of the two major modalities: face-to-face, instructor-led instruction and e-learning. Its purpose in employee training is to have these two modalities build on each other, rather than treating each other as mutually exclusive, in order to achieve better training results. This paper explains each of these two modalities in details, discusses advantages and limitations of each modality, defines blended learning and introduces examples of successful blended learning used in corporations. This paper continues to address influencing factors and important considerations of blended learning and provides suggestions for its effective design. [ABSTRACT FROM AUTHOR]

Technology has become an integral part of today's teaching and learning process. Regardless of the growing expectations of integrating technology in education, many barriers have been identified by the literature hindering teachers from teaching with technology. The purpose of this paper is to review the factors to be considered when integrating technology into classroom and how PowerPoint may readily answer the needs of schools as it pertains to integrating technology in the classroom. In addition to reviewing the advantages and disadvantages of PowerPoint, the paper will discuss how PowerPoint can be used for different learning styles in class. Based on literature, students' learning with PowerPoint will be reviewed and the design tips will be provided also at the end. [ABSTRACT FROM AUTHOR]

This paper critically examines the traditional method of conducting a technology training session which aims at helping teachers learn the skill to effectively integrate technology into teaching and learning activities. Flaws and loopholes associated with tradition method of technology training are identified. The paper discusses how traditional training sessions foster computer intimidation among trainees and create frustration for trainers. An alternative approach to technology training called diagnostic approach alternative is discussed. This approach has seven steps: namely, preparation, communication, presentation, application, assessment and feedback, evaluation and follow-up-up. The essence of this approach is to provide trainees with the opportunity to identify their needs so that trainers can address those needs during training sessions. [ABSTRACT FROM AUTHOR]

This paper examines various ways of helping teachers to develop positive mind-sets in using technology to support instruction. Such positive mind-set will assist teachers in achieving the spontaneity and the readiness necessary for technology integration. Developing positive mind-sets represents one way of overcoming computer intimidation. The concept of technology integration is examined from a broad perspective in an effort to show that technology in education should be considered as part of pedagogy. The paper considers the significance of teachers' collaboration with businesses and industries for assistance in selecting technological resources for instruction. A technology-based learning environment is seen as complex, and as such, teachers need a support system in implementing technology Integration Our dependence on technology for survival has made it imperative for teachers to learn to develop positive mind-sets towards the use of technology for classroom instruction. [ABSTRACT FROM AUTHOR]

This paper examines eLearning from three related perspectives, two of which address the planning and administration of online courses. The second part of this paper examines the assessment and evaluation of learning outcomes in an eLearning environment. The initial phase thoroughly explores current and recommended front-end approaches to improving online instruction. It looks at the organizational alms and the vision within which eLearning can be applied. The second phase examines the planning, implementation and administration of online courses. It investigates characteristics of effective eLearning environments that address physical, technical, pedagogical, professional and environmental elements. The third and final phase explores several reliable and valid approaches to online measurement and testing methods that are designed to eliminate such problems as plagiarism, technical problems associated with access, matching learners' and instructors' technical skill levels, learner isolation, and the impersonality of computerized assessment. [ABSTRACT FROM AUTHOR]

As preference for a learning model has changed from a behaviorist approach to a cognitive approach to modern constructivist approaches, the field of instructional technology has evolved as well, following the needs of the teaching-learning process. Although many activities offered by foreign language labs are part of traditional language lab practice (that is, drill and practice formats), modern technology offers many possibilities which support current learning theory. This paper will provide a brief overview of the evolution of instructional technology as it has followed the evolution of learning theory, and look at examples of how modern technology may be used in foreign language labs to fit the constructivist learning approach. [ABSTRACT FROM AUTHOR]

This paper discusses the extent to which teacher education programs are helping prospective and practicing teachers to integrate technology in teaching and learning activities. Consideration will be given to standards and teacher preparation, some of the challenges encountered in integrating technology in the curriculum, and some strategies for preparing teachers to integrate technology in education. [ABSTRACT FROM AUTHOR]

Developments in satellite communications offer new educational possibilities, notably, but not exclusively, in distance learning. A number of developed countries, such as the United States of America and Australia, have exploited satellite communications systems for developing educational programs. This paper focuses on the possibilities of adapting such techniques to provide instruction in developing countries, where there may be a shortage of highly skilled teachers relative to the numbers of children to be educated and where the population distribution is low and spread over a relatively large land mass. [ABSTRACT FROM AUTHOR]

Technology is now being widely used in the classroom to enhance and enrich teaching and learning. The availability of new information technology is contributing to many innovations in classroom activities. Strategies/techniques now used to support technology in teaching and learning enable teachers to work collaboratively with students while the students themselves become more immersed in their own learning. The purpose of this paper is to explore the integration of technology in the education process and some of the changes they have generated in classroom activities. [ABSTRACT FROM AUTHOR]

Digital reading devices are increasingly popular among university students; however, their effect on reading time and text comprehension has not been examined in depth. The present study compared the Kindle 3 eBook reader and Apple's iPad tablet computer to a printed document to determine if text presentation format had a significant effect on reading time and text comprehension. Results indicated that those reading printed materials had faster reading times than those reading from eBook readers and tablets. Participants found the tablet the most usable, followed by the eBook reader, and the printed material was considered the least usable. There was no effect of text presentation format on reading comprehension, supporting the use of eBook readers and tablet computers in academic environments. [ABSTRACT FROM AUTHOR]

The essence of this paper is to discuss various roles that teachers are expected to play in the course of their teaching career taking into consideration that most classrooms instructions are technology-based. Technology-driven instruction is more complex unlike the traditional classroom which is simple. Consequently, teachers' roles have changed from simple to complex. They are expected to keep abreast of information brought about by transformational changes in knowledge production. Teaching in a technology-driven environment requires teachers who can engage students in all aspects of pedagogical practices to address changes in a wider society. To be able to teach effectively in a technology-based learning setting, teachers must wear different hats by assuming various roles and responsibilities. These roles may require them to possess the skills to be instructional method specialists, team players, technology integration specialists, instructional technology researchers, change agents, mentors, lifelong learners and specialists in setting the stage for learning. [ABSTRACT FROM AUTHOR]

This research paper describes the technology implementation at a fourth and fifth grade elementary school in central Illinois. It specifically focuses on the extent to which fourth and fifth graders at the school implement the scope and sequence of the technology plan, what skills students are proficient at, and what deficiencies do students have concerning the technology plan. Data was collected through a random sample of fourth and fifth graders participating in a technology test, and then the data was entered into SPSS and mean scores were used to determine the skill level. Results are discussed relative to the need for further improvement in technology implementation at the school. The results shown should help to guide the district in creating a scope and sequence that prepares Students at the school to better meet the technology expectations at both fourth and fifth grade level. [ABSTRACT FROM AUTHOR]

This paper posits an approach for the design of programming language courses. The approach consists of 7 steps. Step 1 was thought to help learners to rectify their negative beliefs in order to cope with the learners' emotional aspect. Step 2 proposes the intersection among the learners' knowledge and abilities background in order to help the learners to construct their own knowledge based on their prior knowledge Step 3 was established in order to determined the set of problems in which the course will be based. Step 4 gives some procedures to approach the designed syllabus. Step 5 and Step 6 introduce some guidelines for the teaching of programming concepts and the fostering of programming abilities. Step 7 introduces how to evaluate the new acquired knowledge. [ABSTRACT FROM AUTHOR]

The increasing use of computers and related technologies throughout the society has become a concern among some families with young children and the teachers who work with them. Of particular concern to these families and teachers is the issue of computer use and young children. Although there are those who believe that computer use among young children should be discouraged, before a certain age, others are more apt to encourage its use at anytime within the formative years of a child's development. This paper will discuss the use of computers and related technologies among young children and its possible impact on these children. [ABSTRACT FROM AUTHOR]

Classical conceptual change models have been very influential and widely accepted in science education communities. In science education, learning is often perceived as a process of conceptual development. However, a growing number of empirical studies have indicated that these classical models are inadequate to account for conceptual change in individual. In this paper, we will illustrate the use of dynamic modeling tools to facilitate conceptual change in learning evaporation. Results of our present study indicate that the use of computer supported modeling environment coupled with the appropriate pedagogical strategy is conducive to fostering conceptual change and the paths of conceptual development among students are idiosyncratic and diverse. While the qualitative component of this study has been presented in our earlier article, we will focus our discussion mainly on the quantitative part. It is apparent that the provision of appropriate cognitive perturbation through computer model building is effective in gearing students' alternative conceptions towards the scientific conceptions. [ABSTRACT FROM AUTHOR]

This paper reports an experiment that examines the impact of multimedia and instructional mode on learning of a complex decision. An experiment with two types of media (text vs. audio) and three levels of instructional mode (instruction without animation vs. instruction with animation not under subject control vs. instruction with animation under subject control) was conducted with 133 participants. The results show that textual media led to better decision quality than audio media both when learning and after learning was completed. When learning, instruction with animation not under subject control led to better decisions than instruction without animation; however, there was no significant difference after learning was completed. instruction with animation under subject control was not more effective than instruction without animation or instruction with animation not under subject control. There was no significant interaction between media and instructional i-node. Implications of these findings on the design of multimedia-based training programs are discussed. [ABSTRACT FROM AUTHOR]

This paper describes the results of the development and field tests of a Virtual Laboratory for Machine Tool Operations and Maintenance Technicians funded by the National Science Foundation under NSF Award Number 0071014. Internet-based and database-supported interactive multimedia simulations were developed in a multidimensional approach to multimedia applications, which combines the development of procedural, technical, scientific, social-economic, skills with critical and creative thinking. Descriptive and inferential statistics from large scale field tests using pre- and post tests with control and test groups indicated significant cost and pedagogical advantages of the developed virtual laboratory. [ABSTRACT FROM AUTHOR]

This paper focuses on the impact on student learning when the web is used as an instructional tool in a problem-based learning environment. The study was conducted by restructuring a traditional course curriculum into a problem-based learning environment whereby students used Dreamweaver and Flash to solve a web-based problem. Here, students searched for a badly-designed website, critically analyzed its weaknesses, and then redesigned it by making it media-rich and interactive. This mode of learning not only enabled the students to learn the course content by actively participating in their own learning process, but also empowered them to use their creative abilities to solve the problem. Students worked collaboratively in groups while the lecturer acted as a facilitator to guide and support them 'in their reaming process. All online survey was conducted and results indicated that student learning and coursework understanding were enhanced. [ABSTRACT FROM AUTHOR]

Existing computer-based learning programs rarely meet the needs of underachievers, mainly by not considering the role that motivation plays for this group. The aim of the paper was to show the web-based learning program for learning lower elementary level number sense concepts. It incorporates motivational design strategies derived from Keller's ARCS (Attention, Relevance, Confidence, and Satisfaction) model. This program is expected to overcome the existing programs for underachievers learning number sense in the reason that motivational focus for the learners are reflected in the functions and features of the program. [ABSTRACT FROM AUTHOR]

Meta-analysis is a statistical procedure for combining the results of numerous research studies. Demonstrating the level of current interest in the topic, at least five meta-analyses on the effectiveness of Distance Education (DE) were published between 2000 and 2003. Unfortunately, in some cases these meta-analyses reached opposite conclusions; in other cases, methodology was questionable. In an attempt to transcend criticisms leveled against these recent meta-analyses, in 2004, Bernard and a large group of his colleagues conducted a comprehensive meta-analysis of the effectiveness of DE in relation to class- room instruction. While the Bernard et al. (2004) meta-analysis is daunting in its size and complexity (the study is presented in fully 60 journal pages), its findings are extremely important to all interested in DE. A summary of this essential paper is presented, with implications for DE practice. [ABSTRACT FROM AUTHOR]

This paper examines the effect of using pictures in learning an online nutritional course. The use of pictures of food sources in the study alms to help students relate the learning content with their daily food intake. Pictures helps students visualizing web-based learning, and interacting with scenario. To test pictorial effect on web-based learning, sixty-one students were assigned to two different treatment groups: text-with-pictures and text-without-pictures groups. From the results, it was found that both learning and total affective response of using pictures were significant (p < 0.001). To foster affective response, future development on quick access to pictures is suggested. [ABSTRACT FROM AUTHOR]

The rapid growth of the Internet has changed the ways people communicate, teach, and learn, while at the same time increasing the isolation of those who do not have access to these technologies. This paper outlines common standards intended to ensure that web content is accessible to all users and places those standards in the context of contemporary conversations regarding access to web content. An entry point for this discussion is the politics and practice of web accessibility within higher education; excerpts from a technology discussion LISTSERV are analyzed. Within in this analysis a number of issues are considered including the legal, rhetorical, and technical strategies deployed to avoid development of broadly accessible web materials, the socially constructed nature of such terms as ‘disabled’ and ‘accessible,’ the real effects of inaccessibility to students utilizing educational technologies, and implications for educators and policy makers. [ABSTRACT FROM AUTHOR]

Educators around the world are experiencing consequences of technological development and innovations in the schools, hi order to harmonize with such development they are paying attention to construct new social and intellectual context in modem schools with the use of learning technologies. Learning technologies are tools that can use strategically in educational context which can enhance student's ability to learn. The application of various technologies in the class facilitates students to engage in learning activities alone, with peers and with teachers. This paper describes the use of learning management system and digital learning resources in designing e-Lessons. The survey was conducted with a group of trainee in Singapore to find out the efficacy of the system. Trainee teacher perceived ;that such a system has favorable features and they are able to plan e-Lessons creatively. [ABSTRACT FROM AUTHOR]

This paper examines how ESL (English as a Second Language) elementary and secondary school students achieve effective learning Outcomes through the use of technology infused with constructivist pedagogy. It focuses on a research study conducted by CELA (National Research Center on English Learning and Achievement) (Meskill et al., 1999). The researchers (Meskill et al., 1999) selected two teachers from Indian River Central School District, New York to participate in the study. They observed various software such as authoring software and simulations in use. Because the district emphasized funding in technology programs, the students were able to achieve their academic objectives while the teachers facilitated them. Unfortunately, most schools do not have advanced technologies, and even if they did, many teachers would not be equipped to use them (Adkins-Bowling et al., 2001). This creates a problem known as the digital divide which is one of the greatest inequity issues in the United States today (Lonergan, 2000). [ABSTRACT FROM AUTHOR]

Trainers have long relied on visuals to make their training more effective. This paper explores whether or not graphic design principles, commonly employed by trainers in presentations and Web-based training modules, influence the learning process. A review of the core works in the field of instructional design reveals that most of the principles espoused in the literature are based on the opinions of experts rather than on the results of empirical research. A further review of the literature was conducted to identify the origin of these principles. Using theories of visual cognition and adult learning as criteria, these studies were analyzed to determine whether the theory and methodology used translates to a training environment. The study concludes that while many of the older studies are based on empirical research, their findings may not be appropriate for today's trainer. [ABSTRACT FROM AUTHOR]

In this paper the concepts of technology, instructional technology, and information technology are presented. The integration of instructional technology, and information technology is established and its implications for electronic learning systems design are discussed. One can say that: information and instructional designers can design instruction and learning successfully if they choose the right resources, tools and processes accompanied with well designed softwares. This will be achieved only by collaboration among instructional technologists and information technologists. Thus electronic learning systems of high quality could be designed for the benefit of the learner. [ABSTRACT FROM AUTHOR]

As new technologies become a part of the ‘landscape’ of universities and colleges, many questions arise concerning the transformation resulting from their utilization in these institutions. This paper discusses the increasing use of technology for education, training, and development in higher education, and challenges that higher education faces in its integration. [ABSTRACT FROM AUTHOR]

Online learning through the Internet is seen to be pervasive in today's educational and corporate sectors. Online learning also promises all kinds of possibilities for learning and this paper makes an attempt to clarify some of these issues. Instead of promising all kinds of learning, we suggest that the Internet affords distributed expertise, contextualized engagement and dialog, and reflection and evolution. From these three main tenets, we conceptualize design principles and considerations in order to make learning meaningful. These design considerations capitalize on the technologies present and in this sense transforms learning processes in contrast to more traditional approaches. [ABSTRACT FROM AUTHOR]

Web-based training, WBT, is a relatively new application of instructional design in any organization. Advances in technology may tempt WBT designers to use the fastest or the latest technological features possible, but if content and intent are obscured and instructional effectiveness sacrificed, the WBT becomes another neglected eye-catching, yet useless, lesson. Strategies for effective WBT design are discussed in this paper. These strategies include, a thorough front-end analysis, effective design of learning content and guidance, appropriate user interface design, and a careful development and evaluation process. [ABSTRACT FROM AUTHOR]

This paper focuses on the significance for reading practices of differences and similarities in types of images and image-text relations in conventional book and computer-based texts as well as the types of hyperlinks in electronic texts. Explanations of `the greenhouse effect', 'the water cycle' and 'sound waves' suitable for older elementary and junior high school students were collected from trade books, high school textbooks, CD ROMs and websites. The number and types of images and image-text relations were analyzed for two texts on each topic from each of the four text formats a total of twenty four texts. Trade books and websites included more images than CD ROMS, and some websites and CD ROMs compositionally foregrounded images as the point of departure for the explanations. There was a marked difference in the use of language within images across the book and electronic versions, while image-'main text' relations seemed to be more influenced by topic. Problematic aspects of the visual modeling of scientific concepts were addressed through the analyses, as were practical pedagogical issues such as the complementarity of dynamic and synoptic representations in images in computer-based texts. Variation in the nature and role of hyperlinks in CD ROM and website contexts are reported and implications for understanding strategic practice in reading to learn from electronic texts are discussed. [ABSTRACT FROM AUTHOR]