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This issue of the Bank Street "Occasional Paper Series" is authored by an allgirl/womxn cast who brilliantly offers insights into possible futures, considering opportunities to rethink education and abolish the patterns of harm too-often enacted in and by schooling as it currently exists. This special issue begins with four articles authored by Black and South East Asian women who describe researchers' reimaginations of education that center the humanity and ingenuity of Black, Indigenous, and other communities of Color. Next, the issue turns to 10 teachers who identify as Black, Indigenous, and of Color (Latinx and Asian American), as well as a White co-conspirator. They reflect on their practices, identities, and priorities through a North Star logic. In the final section of this issue, five children--Amelia, Fiona, Jojo (Johana), Lela Joy, and Sara--offer their thoughts on what it was like to be schooled during the pandemic. Their work demonstrates that authoring extends to numerous dimensions and modalities beyond letters, words, and other symbols typically associated with literacy in schools and schooling.

Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

For this edition of the "Bank Street Occasional Paper Series," educators were invited to share stories from their practice: times when they utilized children's literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world. These stories are the stories of educators who have tried, and sometimes stumbled, and are showing their vulnerabilities. In each story, there is profound learning from the conversations that emerge from books. In the range of stories offered in this issue, there is one commonality: teachers are responding to the challenges that students of all ages face in their lives. These include concerns about gender and sexuality, racism, death and grief, climate change, police brutality, class issues, trauma, family insecurity, and mental health challenges. The essays are arranged in pairs by age/grade levels from preschool, to early elementary, middle elementary, late elementary, middle school, high school, and college, however, every one of these authors offers thoughtful guidance to educators (and non-educators), no matter the level with which they most identify.

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed "essential" in almost every corner of the social services sector. The authors in this issue suggest that these programs often focus on those who are marginalized through race, class, and/or experiences of violence, including family violence, while ignoring the social conditions that create marginalization and its effects, and neglecting the many strengths and strategies deployed by these children and youth. This focus can lead to labeling and/or silencing legitimate expressions of resistance and difference in a quest to elicit specific types of behavioral and cultural conformity for students to be deemed "learning ready." This issue explores the sometimes troubling beliefs and assumptions at work in popular social and emotional learning and trauma-informed pedagogies as well as some of the impacts of this new attention. This special issue begins with five articles that describe how implementations of SEL and TIP shape not only the systems they are set in, but the lives of children and youth who are served within them. The subsequent six articles move toward envisioning how educators and practitioners can rethink this work with and for the children and youth who are most profoundly impacted by SEL and TIP frameworks.

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. "Professional Development in CALL: A Selection of Papers" is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]

Each of the papers in this collection offers a much-needed antidote to the forces that disconnect educators from the places in which they teach, learn, and live. Together, they provide an opportunity to reflect on the power of place in education. This issue offers an opportunity--an invitation--to embrace all that the places both in and outside the classroom have to offer. Individual essays in this paper include: (1) Reclaiming the Promise of Place: An Interview with David Greenwood (Roberta Altman); (2) Playing in Literary Landscapes: Considering Children's Need for Fantasy Literature in the Place-Based Classroom (Sarah Fisher); (3) Guggenheim for All: Museum Education for Students on the Spectrum (Chiara Di Lello); (4) Curtain Up: Place-based Teaching & Learning in the New York City Theater District (Peggy McNamara and Bryan Andes); (5) Place-Based Education: (Re)Integrating Ecology & Economy (Mark T. Kissling and Angela Calabrese Barton); (6) Discovering Place-based Education in the Foothills of the Himalayas (Monimalika Day with Doug Hernandez); (7) Learning Naturally: An Inquiry Study of Streams in Hawaii (Becca Kesler); (8) Nature Preschools: Putting Nature at the Heart of Early Childhood Education (Ken Finch and Patti Ensel Bailie); and (9) Preparing Teachers for Place-based Teaching (Amy Vinlove). Individual essays contain references and figures.

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Teaching with a Logical-Mathematical Style Ensures Higher Science Test Scores in Physical Science Students (Emily Hagg); (2) The Effects of Differentiated Instruction Reading Comprehension Homework on Northwest Evaluation Association Reading Assessment Performance of Second Grade Students (Ryan Haraldson); (3) The Effect of the Accelerated Math Program on the Minnesota Basic Skills Test Scores of Ninth Graders (Margarret Hongerholt); (4) Children's Behavior Will Be Affected in a Positive Manner by Going from a Mixed Gender Classroom to a Same Gender Classroom (Michael Kesler); and (5) Does the Use of a Word of the Day to Teach High-Frequency Words Help Students Read and Write the Word More Successfully? (Saundra Lovelace). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this document include: (1) Increasing Students Visual Aesthetics through the Critical Analysis of Western Masterpiece Artworks (Colin Atkinson); (2) Will Ability Grouping the Seventh Grade Students in Math Positively Impact Their BST Scores When They Take The Test in Eighth Grade? (C. J. Boerger); (3) Will Assigning Math Bags in High School Mathematics Classes Increase the Amount of Time that Parents Spend Doing Math With Their Child? (Becky Breeser); (4) When Incorporating a Parental Contact Commitment Form Will Students Show a Decrease in Their Missing Assignments each Semester? (Amanda Bremer); and (5) Can Evidence be Provided to Support the Practice of Using Targeted Homework Activities to Improve Reading Performance? (Jeffery Cole). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Does Gesturing Increase Students' Language Learning in a Spanish II Class? (Kelly Marin); (2) Does Having Students Formally Write down Notes, Using the Classic Projector, Transparency, and Screen Method, Aid Middle Level Students in the Learning of Basic Historical Ideas and Facts? (Michael Matiash); (3) Will Journaling While Going through the Executive Processes Improve Students' Performance in Mathematical Problem Solving? (Brian Menk); (4) Will the "Read Naturally" Program Produce Better Results among Elementary-Aged Students when Comparing Word Per Minute Fluency Probes than a Multi-Sensory, Phonetic Approach to Reading? (Carrie Miller); and (5) Goal Setting Will Increase Student Scores in Recall of Multiplication Facts (Melissa Mortellito). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will the Implementation of Individualized Self-Paced Instruction via the Accelerated Math Software Program Improve Math Competency for Target math Students? (William Theisen); (2) Will the Ongoing Practice of Presidential Physical Fitness Skills Help Students to Improve Their Fitness Testing Scores throughout Eight Weeks? (Jacob Tietje); (3) Will Teaching Eighth Grade Reading through Fiction or Nonfiction Produce Greater Achievement on Diagnostic Testing? (Benjamin Volker); (4) Does Student Academic Achievement Increase when Parents Have Online Access to Grades? (Andrew Wieme); (5) Will Earlier Exposure to High-Frequency Words, Compared to Gradual Exposure, Increase Students' Mastery of These Words? (Kelly Yolch); and (6) Does Timed Practice versus Not Timed Practice Affect the Mastery of Multiplication Facts (Erika Youlden). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will Listening to Different Genres of Music in the Learning Environment Decrease the Levels of Stress for Students? (Chris Otterness); (2) Will Maintaining a Vocabulary List in Social Studies Improve Writing Levels of High School Seniors? (John Pittenger); (3) Will a Support Math Class for a Semester Help Low-Ability Eighth Grade Students Raise Their Scores on the Minnesota Basic Skills Test? (Nicole Pittenger); (4) Will Gradual Movement from Extrinsic to Intrinsic Reinforcers Decrease a Student's Dependence on Extrinsic Rewards? (Ryan Raabe); (5) Does the Use of Flash Cards Increase Comprehension and Retention of Vocabulary Terms for Middle School Science Students? (John Rud); and (6) Implementing Math Skills Games into the Classroom on a Daily Basis Will Improve Students' Performance on Computation Assessments in Math (Mindy Scheel). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will the Use of Grade Trackers in the Orchestra Classroom Improve Sectional Attendance and Overall Grades? (Julianne Dahlin); (2) Will Listening to Classical Music Before and During Tests Help Students Improve Their Test Scores? (Craig Erickson); (3) Will Studying for Spelling Tests Increase Scores if Time is Spent in Class Studying in Entertaining Ways? (Jane Erickson); (4) Do Speedskins[TM] Increase Student Typing Speed and Accuracy? (Chris Fernholz); and (5) Repeated Oral Reading and the Effects on Reading Fluency of First Grade Students (Molly Fernholz). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licenser areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this document include: (1) Will Including High School Content Area Teachers in The Library Collection Updating Process Increase Circulation of Materials? (Erin Foster); (2) Will Applying Direct Instruction Improve Student Scores? (Carrie Johnson); (3) Will A Morning Check-In Time With Each Student, Along With A Charting Program Requiring A Parent Signature, Improve The Students' Success With Homework Completion? (Melissa Klapperich); (4) Does The Format of A Test Increase or Decrease the Average Performance Level Achieved By Students? (Janelle Lund); (5) How Does A Level System That Includes Having Students With Emotional or Behavioral Disabilities Graph Their Individual Education Plan Goals Increase Progress towards Their Goals? (Nicole Meyer); (6) Will Student-Led Conferences Increase Student Accountability? (Susan Munroe); (7) Will Students' Long-Term Retention of Spanish Vocabulary Improve if The Words Are Presented To Them in A Manner That Is Experiential, Comprehensible, Enjoyable, And Free Of Assessment Related Stress? (Anne Simon); (8) Will Smart Centers Allow Kindergartners To Learn Independently And Stay On Task? (Michelle Spitzack); (9) Does Spending The Ninth Grade in A Small, Alternative, Educational Setting Improve Student Performance Academically? (Molly Thorson); and (10) Will The Transition Training Manual and Transition Training Session Increase The Special Education Teacher's Ability To Write IEPs That Meet Current Law Requirements Under IDEA '97? (Annie Thompson). (Individual papers contain references.) [ERIC abstract modified to meet ERIC guidelines.]

This paper tells the remarkable and compelling story of Leonard Covello, a ground breaking progressive educator who worked tirelessly to shape public education in New York City during the first half of the 20th century. Covello was the founding principal of Benjamin Franklin High School (BFHS) in East Harlem in the 1930s. The author invites everyone to explore a little known part of the past and frames a critical discussion about what the future might be. The major objective of this study is to examine Covello's work within the twin frameworks of educational leadership and progressivism. It begins by providing a biographical sketch of Covello and then explores his professional and personal philosophy and the way that these played out in his roles as educational and community leader, sociopolitical activist, and community ethnographer. It then examines BFHS as a new paradigm for educational institutions, with an emphasis on its pioneering work in developing student leaders, engaging in community activism, and promoting intercultural education. Finally, it looks at the larger implications of Covello's work in an era of increased emphasis on testing and standardization. By looking back to Covello's work, the author locates the problems of our present situation in schools' retreat from a core progressive goal--the development of social capital within students and community members. (Contains 3 footnotes. Introduction written by Patrick Shannon.)

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of noted researchers. Together, the syntheses of research in the "Students at the Center" papers tell a story that is both hopeful and challenging. On the one hand, it is a story of how teachers and leaders are beating the odds with traditionally underserved students using student-centered approaches backed by recent advances in brain, cognitive science, and motivation research. On the other hand, the papers identify significant gaps to be addressed in what educators know about student-centered approaches, particularly about how to spread such approaches beyond individual classrooms and schools. Looking at connections across the papers and the flow of ideas and challenges expressed in each, the series spans three overarching areas--learning theory; applying student-centered approaches; and scaling up student-centered approaches to learning--to make an argument about how students learn best. This publication contains these papers: (1) Mind, Brain, and Education (Christina Hinton, Kurt W. Fischer, and Catherine Glennon); (2) Motivation, Engagement, and Student Voice (Eric Toshalis and Michael J. Nakkula); (3) Teachers at Work: Six Exemplars of Everyday Practice (Barbara Cervone and Kathleen Cushman); (4) Literacy Practices for African American Male Adolescents (Alfred W. Tatum); (5) Latino/a and Black Students and Mathematics (Rochelle Gutierrez and Sonya E. Irving); (6) Curricular Opportunities in the Digital Age (David H. Rose and Jenna W. Gravel); (7) Personalization in Schools (Susan Yonezawa, Larry McClure, and Makeba Jones); (8) Assessing Learning (Heidi Andrade, Kristen Huff, and Georgia Brooke); and (9) Changing School District Practices (Ben Levin, Amanda Datnow, and Nathalie Carrier). (Contains 1 table.)

Guest editors Gail Boldt and William Ayers have asked 14 leading educators to address the politics of the teacher accountability movement in America. Who benefits and who is hurt? What is gained and what is lost? How can we move forward with a more hopeful and inclusive vision of our educational future? All of the contributors are motivated by an abiding commitment to democratic ideals and respect for the complex work of teachers even as they encourage the reader to take back the conversation about school reform in America. This publication begins with a preface by Gail M. Boldt and an introduction by William Ayers. Part I contains: (1) Accountability and the Contemporary Intellectual (Greg Dimitriadis and Marc Lamont Hill); (2) The Teacher Accountability Debate (Diane Ravitch); and (3) Educational (Reform) Revolution (Peter Taubman). Part II contains: (4) Racing to the Top: Who's Accounting for the Children? (Celia Genishi and Anne Haas Dyson); (5) "If We Look to Buy the Cheapest Paper, Why Not the Cheapest Teachers?" (Fred Klonsky); (6) Schooling of and for Democracy (Deborah Meier); and (7) The New Orleans Reformed Public School System: National Model? (Raynard Sanders). Part III contains: (1) Silver Linings (Gil Schmerler); (2) Creating the Schools We Need (Pedro A. Noguera); (3) A Glass Half Full (Jeff Duncan-Andrade); and (4) Flip the Script (Kevin K. Kumashiro and Erica R. Meiners). "Coda" by Gail M. Boldt is also included. Individual papers contain references and footnotes.

This collection of papers examines the controversy about the full inclusion movement for students with deafness. The collection begins with an introduction by Oscar P. Cohen which traces the history of education of deaf students, examines legal provisions used to justify full inclusion, and urges continuation of the continuum of special services. Other papers include: "Deaf Students and Full Inclusion: Who Wants To Be Excluded?" (Arthur N. Schildroth and Sue A. Hotto), which examines the demographics of deafness and educational placement; "The Potential Impact on Deaf Students of the Full Inclusion Movement" (Michael Stinson and Harry Lang), which considers the philosophy of inclusion and its social consequences on deaf children; "The Price of Dreams: Who Will Pay It?" (Claire Ramsey), which analyzes the relationship between full inclusion and American ideals and examines deaf student-hearing student interaction in mainstream settings; "An Interpreted Education: Inclusion or Exclusion?" (Elizabeth A. Winston), which addresses whether educational interpreting provides access or creates new unanticipated barriers; "Replacing Myths about Deafness" (Oscar P. Cohen), which dismantles certain myths that are believed by inclusion advocates; "Mainstreaming and Inclusion: A Deaf Perspective" (Rachel Stone), which discusses the importance of deaf peers, deaf role models, and deaf culture in deaf children's formative years; "Psychosocial Implications of Full Inclusion for Deaf Children and Adolescents" (Irene Leigh), which focuses on the dangers full inclusion would impose on deaf children's psychosocial development; "National Association of the Deaf Statement on Full Inclusion"; and "Statement on Full Inclusion" (I. King Jordan). (Most papers contain references.) (JDD)

Concerned that various reforms promising greater professional autonomy and status as well as student success are actually disempowering teachers, impoverishing intellectual life in schools, and serving as a portal for the marketization of teaching and education, editors invited teachers to respond to the ways in which the proliferation of standards and testing combined with their own loss of professional control is altering the landscape of American education. The editors' goal was to raise questions about whether and how educators are balancing the demands of high stakes testing, scripted curricula, and a focus on performance outcomes with the emotional complexity of classroom life. Selections include: (1) Squeezed, Stretched, and Stuck: Teachers Defending Play-based Learning in No-nonsense Times (Karen E. Wohlwend); (2) Invisible Ink: A Psychoanalytic Study of School Memory (Lisa Farley); (3) Imaginary Stories in School: First Steps towards Literacy (Gillian Dowley McNamee); (4) In Defense of Playfulness (Peter Nelsen); (5) Mouthy Students and the Teacher's Apple: Questions of Orality and Race in the Urban Public School (Alyssa D. Niccolini); and (6) Confounded and Compounded by Language: English Language Learner and High Stakes Testing (Elizabeth Park). (Articles are footnoted and referenced individually.)

Teacher leadership is "hard." Many of the reasons are obvious: Teaching is a highly labor-intensive profession to begin with, leaving little downtime for work with other adults. School schedules are notoriously stingy with space for adult collaboration. Teachers are rarely paid to exercise leadership; when they are, they are never paid enough. This volume is a modest attempt to restore the issue of teacher leadership to the prominence it deserves and requires. Although there is considerable overlap among the essays, they have been organized loosely into three categories: "mentoring," to address the essential question of teacher helping teacher; "transforming school culture," to reflect some of the many ways teachers make a difference in the environment immediately beyond their classrooms; and "advocating" for change, to spotlight the voices teacher leaders find ways to project in the interest of creating broader and more enduring change. This issue contains the following articles: (1) Becoming a Teacher Leader within Your Classroom: A Dialogue (Nayantara Mhatre and Jill Stacy); (2) Walking a Hall of Mirrors (Kami Patrizio); (3) Ask Not What FHS Can Do for You, But What You Can Do for FHS (Jessica Endlich Winkler); (4) Empowering Teachers: Developing Meaningful Leadership (Jennifer Groves); (5) Making Sense of Distributed Leadership: A Conversation Among Teacher Leaders (Kathleen Dickinson Rockwood); (6) Leadership and Agency as a Novice Teacher (Clare E. Tin); (7) BETLA Teacher Leaders: An Unselfish Sense of Purpose (Lillian Hernandez and Cristian Solorza); and (8) Leading Without Permission (Robin E. Hummel). Introduction by Gil Schmerler is also included. [This issue of Occasional Papers was supported, in part, by Bank Street's Adelaide Weismann Center for Innovative Leadership in Education.]

This document contains the following invited papers from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Information and Communications Technology in Education: A Personal Perspective" (David Moursund); (2) "A Model for Creating an Art Museum-University Partnership To Develop Technology-Based Educational Resources" (Bernard Robin, Sara Wilson McKay, Beth Schneider, Sara McNeil, and Donna Odle Smith); and (3) "2001: A Cyberspace Odyssey" (Julie Springer and Phyllis Hecht). A summary of an invited panel, "Nation Technology Leadership Initiative Fellows Panel" (Lynn Bell), is also included. Most papers contain references. (MES)

This document contains the papers on the PT3 (Preparing Tomorrow's Teachers to use Technology) program from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: modeling instruction with modern information and communications technology; transforming computer coursework for preservice teachers; facilitating teachers' design of engaging learning environments; an embedded approach to faculty technology development; providing for higher education faculty professional development; infusing authentic, content-based technology during teacher preparation; collaboration of preservice and inservice teacher to integrate technology into a K-8 classroom; hypergroups as a community-building tool; assessment of technology skills and classroom technology integration; models of technology diffusion at public universities; technology standards for preservice teachers; preservice teachers and children working together at the computer; online discussion as a catalyst for metacognition by students and professors; effects of World Wide Web pages design instruction on the computer self-efficacy of preservice teachers; change as the constant in creating technology-rich learning environments; Maryland technology outcomes and performance assessments for the beginning teacher; using technology-rich cohorts for training teachers; scoring preservice teachers' electronic portfolios; using a course management system in the mathematics classroom; models, mentors, and mobility in a teacher education program; electronic portfolios as a capstone experience; interactive environments for university faculty, inservice, and preservice educators; teaching in the information age; technology-rich education for tomorrow's teachers; technologically enhanced cornerstone courses; use of development teams in problem finding; mentoring collaboration to integrate technology in the science curriculum; critical approaches to technological literacy and language education; evolution of an online data acquisition systems; energizing teaching to empower students through emerging technologies; faculty technology coaches; bootstrapping online organizational knowledge; using a survey to design and evaluate professional development activities; coexistence of technology and healthy active lifestyles; working with urban schools across the digital divide; rethinking teaching and learning in the age of the virtual classroom; developing techno-savvy English language arts teachers; a technology consultant model in a project-based preservice teacher education program; resources to promote visual communications; faculty development as an agent of technology change; meeting the accountability challenge electronically; high touch mentoring for high tech integration; technology camps as catalysts for increased technology integration; integrating technology into science instruction; faculty mini-grants; preservice teacher responses to the restructuring of the traditional educational computing course; state-wide collaboration among three PT3 grant recipients; and collaborative action communities for preservice technology integration. Most papers contain references. (MES)

This document contains the full text of the following full and short papers on virtual reality in education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A CAL System for Appreciation of 3D Shapes by Surface Development (C3D-SD)" (Stephen C. F. Chan, Andy Wai, Jean Chow, and Vincent T. Y. Ng); (2) "A Case Study of Creating Geochemistry Lab of Virtual Reality in Education" (Fung-Chun Li, Jer-Yann Lin, Shyhh-Jiung Liu, Shih-Hua Hsu, Chau-Rong Tarng, Chan-Fu Yieng, and Tzong-Yiing Wu); (3) "A Virtual Reality Application for Middle School Geometry Class" (Ki-Sang Song, ByungRae Han, and Woo Yul Lee); (4) "Constructing a Real-Time CAD Learning System Based on OpenGL in Web-Based Environment" (Wen-Chai Song, Shih-Ching Ou, and Song-Rong Shiau); (5) "Designing Extensible Simulation-Oriented Collaborative Virtual Learning Environments" (Yam San Chee and Yong Bing Khoo); (6) "The Effect of Virtual Reality Learning Transfer with Different Cognitive Style" (Jia-Rong Wen and Li-Ling Hsu); (7) "Using Virtual Environments for Studying Water Phases and Phase Transitions" (Jorge F. Tindade and Carlos Fiolhais); (8) "Using Virtual Reality Courseware To Enhance Secondary School Student Learning in Geosciences" (Hsiao-Shen Wang and Jyr-Ching Hu); (9) "WALTZ: A Web-Based Adaptive/Interactive Learning and Teaching Zone" (Long-Chyr Chang, Heien-Kun Chiang, and Pi-Shin Wey); and (10) "Web-Based Subject-Oriented Learning Program on Geophysics for Senior High School" (Rong-Kuan Yang, Yi-Ben Tsai, and Shi-Jen Lin). Abstracts of the following papers are also included: "Strange Creatures in Virtual Inhabited 3D Worlds" (Jens F. Jensen) and "Virtual Inhabited 3D Worlds and Internet Based Learning Environments" (Jens F. Jensen). (MES)

This document contains the full text of the following full and short papers on methodologies from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Methodology for Learning Pattern Analysis from Web Logs by Interpreting Web Page Contents" (Chih-Kai Chang and Kuen-Shan Wang); (2) "Courseware Engineering Methodology" (Lorna Uden and Neil Willis); (3) "Defining Educational R&D: A Content Analysis of Journal Articles and Implications for Instructional Technology" replaced with "From Research to Development: A Content Analysis of Journal Articles" (Alex Rath, Shihkuan Hsu); (4)"Design and Implementation of a Chinese Web-Mail System" (Chang-Sheng Chen, Jian-Liang Liu, and Shian-Shyong Tseng); (5)"Facilitating Examples Understanding through Explicit Questioning" (Isaac P. W. Fung, R. H. Kemp); (6) "Organization of the Introductory and Motivational Stage of Activity in a Computer Tutoring System" (Gennadly Atanov, Vladimir Laktiushin); (7) "Relating Telecommunication Training Objectives to SMEs' Actual Needs" (Paola Forcheri, Maria Teresa Molfino, and Alfonso Quarati); (8) "The 'Half-Life' of Knowledge in the University of the 21st Century" (Roger Mundell, Denise Stockley, Jeanette Muzio, Tanya Wilson, Laureen Vickery); (9) "Towards a Model of Using Information Technology in Education for Pre-Service Teacher Education" (Kai-Ming Li, Yiu, Sing Lam, Pak-Hung Li, and Kwok-Leung Wu); and (10) "Traversing the Case Graphs: A Computer Model for Developing Case-Based Learning Systems" (Isaac P. W. Fung and R. H. Kemp). The abstract of the following paper is also included: "The Rhetoric of the Web--A Semiotic Approach to the Design and Analysis of Web-Documents" (Jens F. Jensen). (MES)

This document contains the full text of the following full and short papers on instructional design from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "An Experiment of Situated Learning on College Students" (Fonchu Kuo and others); (2) "An Approach to Modeling an Educational Domain" (Gennadiy Atanov); (3) "Design and Implementation of Teaching Models in Web-Based Teacher Training" (See-Min Kim and others); (4) "Do They Do as They Say? An Exploration of the Gap Between the Discourse and the Application of Socio-Constructivist Principles of Pre-Service Teachers Using ICTs" (Jacques Viens and Genevieve Legare); (5) "Is Everyone on Board: Learning Styles and the Internet" (Michelle Hsiang and others); (6)"Learning Digital Logic by Concept Mapping" (Hsiu-Mei Lin); (7) "Online Education: A Learner-Centered Model with Constructivism" (Kam Hou Vat); (8) "Schema Theory-Based Instructional Design of Asynchronous Web-Based Language Courses" (C. Candace Chou); (9) "Student Learning Issues: Factors To Consider Prior to Designing Computer-Assisted Learning for Higher Education" (Paul Wilson and George Coghill); (10) "Students' Attitude toward WPSS in Supporting Classroom Learning" (Hsiu-Ping Yueh); (11) "The Application of Scaffolding Theory on the Elemental School Acid--Basic Chemistry Web" (Zangyuan Own, Kai-Pein Wong); (12) "The Development of a Multimedia Program for Teachers To Integrate Computers into the English Curriculum" (Ya-Fung Chang); (13) "The Impact of Learning Style on Group Cooperative Learning" (Fang-Yi Hu and Nian-Shing Chen); (14) "The Production of Web-Based Interactive Video from Structured Scrip" (Cheng-Huang Yen); and (15) "Towards a Model of Using Information Technology in Education for Pre-Service Teacher Education" (Kai-Ming Li and others). An abstract of the following paper is also included: "Making the Most of the Internet for Potential for Education" (John Wang and Dilek Sanver). (MES)

This document contains the full text of the following papers on educational agent from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "An Agent-Based Intelligent Tutoring System" (C.M. Bruff and M.A. Williams); (2) "Design of Systematic Concept Learning Model Using Computer Education Search Engine" (Seong-Guk Kang, Young-Houn Lee, and Seong-Sik Kim); (3) "Educational Agents and the Social Construction of Knowledge" (Carolyn Dowling); and (4) "A Real-Time Handwriting Communication System for Distance Education" (Hsin-Chu Chen, Jho-Ju Tu, and Jianping Zhang). An abstract of the following paper is also included: "Strange Creatures in Virtual Inhabited 3D Worlds" (Jens F. Jensen). (MES)

This document contains the full text of the following invited papers from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "Matching the Infoverse: About Knowledge Networks, Knowledge Workers, and Knowledge Robots" (Joachim Hasebrook); (2) "Learning on the Internet: Taking the Ecology Metaphor Further" (Chee-Kit Looi); (3) "What Can We Learn from the Systems We Build? From Providing Support to Students to Providing Support to Teachers" (Pierre Tchounikine and Daniel Luzzati); (4) "Human Activity in Learning Societies" (Robert Lewis); and (5) "Towards Intelligent Media-Oriented Distance Learning and Education Environments" (Toshio Okamoto, Alexandra Cristea, and Mizue Kayama). Abstracts of the following invited papers are also included: "The Role of Emotional Agents in Intelligent Tutoring Systems" (Claude Frasson); "Web Portfolios: Tools for Monitoring and Assessing Learning Process" (Gwo-Dong Chen); "Can and Should Teaching Systems Mimic Human Teachers?" (Benedict du Boulay); and "Research on Internet Addiction: A Review and Further Work" (Chien Chou). (MES)

This document contains the following papers on international issues in technology and teacher education: "Developing and Researching the International Dimension in Teacher Education and Technology: A SITE Invited Panel" (Niki Davis, Therese Laferriere, Bridget Somekh, Wim Veen, and Jerry Willis); "Integrating ICT into the Curriculum: A Case Study of the Irish 'North South' Project" (Roger Austin and Jane Smyth); "A Modular Approach to Education" (Bruce Elson and Alan Phelan); "Information and Communications Technology: Teachers' and Students' Preconceptions and the Implications for Teacher Education" (D.J. Clare and J.L. Blackwell); "Promoting Collaboration in a European Context Using Multimedia and the World Wide Web" (Brian Hudson, David Owen, Alison Hudson, Eila Jeronen, and Peter Schurz); "Towards a New Curriculum for Pre-Service Teacher Education: A Response to the Challenge of the Information Age" (Marco Snoek, Douwe Wielenga, Karel Aardse, and Joke Voogt); "Preparing Student Teachers to Use ICT at Secondary School: A Course Designed at the University of Zuerich" (Wilfrid Kuster and Fortunat Schmid); "Dialogue of Teachers and Students on the Internet in Poland of the Nineties in the Context of Moulding the Creative Vital Orientations by E. Fromm" (Jacek Gornikiewicz); "Romanian Internet Learning Workshop: Building an International Community of Experts on Learning in the Internet" (Nicolae Nistor, Mihai Jalobeanu, Susan English); "The Teacher's Attitudes towards Computers in Education of Young Children" (Tamara Pribisev and Sanja Cvijic Vuckovic); "A Discussion on Integration of Educational Technology into Turkish Educational System: Is It a Tool or Aim?" (Selcuk Ozdemyr); "What Computer Education & Instructional Technology Means to Pre-Service Teachers: A Case Study of a Turkish State University" (Omer Delyalyodlu); "Furnishing Turkish Preservice Teachers with IT Skills: Hope or Hype?" (Soner Yildirim); "Preservice Teachers' Perceptions of Computer: Time Dependent Computer Attitude Survey" (Ask n Asan); "Ukrainian Teacher Education in Transition: What Role Can Technology Play?" (Valentyna Kolomiyets); "Teacher Education in Russia: History and Transition" (Ludmila Gombozhabon); "The Experience of a Teacher Educator in the Use of IT in Primary Classrooms" (Winnie So Wing-Mui, Vincent Hung Hing-Keung, Jacky Pow Wai-Cheong);"Gender-Related Differences in Computer Anxiety among Technological College Students in Taiwan" (Shwu-Yong L. Huang and Liu Yeon-Chaw); "The In-Service Training Programs for Primary School Teachers To Use Information Technology in Australia and in Taiwan" (Min-Jin Lin and Ching-Dar Lin); "Teachers Readiness in Using Computers in Classroom--A Study in Malaysia" (Haryani Haron and Sharifah Muzlia Syed Mustafa); "Advocating Reflective Learning in a Teacher Training Program" (Soo-Lin Teh and Fitri Suraya Mohamad); "Distance Education Based on Computer Networks in Chile Universidad de Concepcion A Special Case" (Jose Duran Reyes and Maria Ines Solar Rodriguez); "Telematics in Professional Training: New Horizons and Possibilities" (Airton Cattani); "The Integration University--School in the Development of Collaborative Projects through Internet" (Gisela E.T. de Clunie, Damaris Gonzalez, and Zenith Hernandez); "Teachers and Trainee Teacher Perceptions about Information and Communication Technology Tools During a Multicultural European Activity" (Adriane Pierrou and Christian Bessiere). Individual papers contain references. (MES)

This document contains the following papers on issues related to mathematics in technology and teacher education: "A Case for Strong Conceptualization in Technology Enhanced Mathematics Instruction" (Michael L. Connell and Delwyn L. Harnisch); "Faculty/Student Collaboration in Education and Math--Using the Web To Improve Student Learning and Teaching" (P. Gavin LaRose and Michael L. McDonald); "Examining the Feasibility of Using Computer Supported Collaborative Work-Space in Pre-Service Mathematics Methods: A Vygotskian Perspective" (Christina Wotell Charnitski and Fred Croop); "Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change" (Scott W. Slough and Gregory E. Chamblee); "Tools for the 21st Century Classroom: How Digital Video and the Internet Can Engage Learners in Math and Science" (Evangeline S. Pianfetti and Brian M. Pianfetti); "Actions on Objects: A Theoretical Framework for Mathematics Education" (Michael L. Connell); "Some Psychological Aspects of Using Information Technologies in Teaching Linear Algebra" (Mikhail M. Bouniaev); "Factors Related to Teacher Use of Technology in Secondary Geometry Instruction" (David A. Coffland and Albert W. Strickland); "Using WebCT To Deliver a Finite Mathematics Course to Preservice Teachers" (J. Harley Weston); "Online Conversion of a Technology Based 'College Algebra' Course" (Lisa R. Galminas and Kathy Autrey); "Issues in Developing an On-Line Mathematics Learning Series for Middle School Teachers" (Jennifer Knudsen); "Symbolic Computers and Mathematical Objects" (Michael L. Connell); "Exploring Whole Number and Rational Number Division within a Computer-Generated Conceptual Domain" (Stephen Campbell and Gil Fonthal); "Serendipity in Interactive Mathematics: Virtual (Electronic) Manipulatives for Learning Elementary Mathematics" (Lawrence O. Cannon, E. Robert Heal, and Richard Wellman); "Using Web Pages To Teach Mathematical Modeling: Some Ideas and Suggestions" (Elliott Ostler and Neal Grandgenett); "Technological Tools To Develop Mathematical Problem Solving" (John E. Bernard and Olga M. Ramirez); "The 'Graph' System for Function Graph Construction" (Vladislav Katkov); and "San Antonio Technology in Education Coalition: A Mathematics and Technology Curriculum Integration and Staff Development Project" (Paul Tisdel and Lorraine Bratcher). Individual papers contain references. (MES)

This action research compilation contains two research projects: "Increasing Student Appreciation of Poetry through the Use of Contemporary Music" by Paul G. Senjem and "Are Men and Women Created Equal? Gender in the Classroom" by Jennifer Joyce Plitzuweit. The researcher/author of the first paper states that his goal was to make exposure to poetry more pleasant for his 78 high school sophomore students by including contemporary music in the poetry unit plan. The paper explains that as part of a 3-week unit he set up a data collection process before and after the poetry unit; the data collection tool was a pre- and post-form. It states that after data collection responses were tabulated and converted into a mean, mode, and median. Includes data; contains 9 references. The researcher/author of the second paper divided her two eighth-grade classes by gender for three quarters of the school year (16 consistent female participants and 20 consistent male participants) to see if this would affect learning. According to the paper, she journaled about similarities and differences and documented grade increases and decreases. The paper's researcher/author feels that it was worth splitting the classes by gender and that the students were more successful academically. Contains a 6-item bibliography and attached data. (NKA)

The papers in this compilation are the result of K-12 action research projects and were submitted in partial fulfillment for a variety of degrees from Winona State University (Minnesota). The compilation contains the following nine papers: "Will Playing Background Music in My Classroom Help Increase Student Spelling Scores?" (Jonathan L. Wright); "Using Writers' Workshop to Improve Writing Skills" (Margaret M.F. Kraske); "The Effects of the 'Read Naturally Program' on Middle School Students' Oral Reading Fluency and Reading Comprehension Skills in a Residential Treatment Setting" (Julie Swannette Onken); "Effects of Visual Phonics to Improve Reading Fluency and Decrease Reading Error Rate in a Remedial Reading Program" (Michelle Breitsprecher); "Will Incorporating the Building Blocks Reading and Writing Approach into a Kindergarten Curriculum Increase Literacy Assessment Scores?" (Karmen Beyer); "Literature Circles" (Colleen Hansen Egle); "Will Students Be Able to Obtain Information More Quickly and Accurately from a Hard Copy of 'USA Today' or Its Internet Site?" (Todd Francis Gasner); "Will Students Benefit from Spending More Class Time on Spelling and Spending More Class Time on Varied Approaches to Learning Spelling Words in Class throughout the Week?" (Jeffrey Michael Anderson); and "Using an Author's Chair in a Kindergarten Classroom" (Tara Bradford). (NKA)

This document contains full and short papers on World Wide Web-based learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). Topics covered include: design and development of CAL (Computer Assisted Learning) systems; design and development of WBI (Web-Based Instruction) systems; application of the Internet to cooperative and traditional learning; a WBI system supporting individual learning styles; a multinational virtual learning community; Internet-based distributed learning; interactive learning systems; collaborative teaching for creative learning; networked constructive CAI (Computer Assisted Instruction) systems; the effectiveness of a Web-based collaborative learning system on mathematics; corporate trainers' experiences with Intranet-based training; building mathematics collaborative learning Web sites; building multi-tier component-oriented multimedia CAI systems; CALL (Computer Assisted Language Learning) in cooperative learning environments; intelligent tutoring systems; constructing an in-service training Web site for teachers; constructing a real-time CAD (Computer Assisted Design) learning system; teaching models in Web-based teacher training; measuring the effectiveness of Web-based learning materials; developing a Web concordance for ESL (English as a Second Language) learners; domain specific information clearinghouses; student learning styles, motivation, learning strategies, and achievement in Web-based learning; a second language online writing system; learner control in technology-mediated learning within a constructivist model; schema theory-based instructional design of asynchronous Web-based language courses; analysis of social discourse in a network-based learning community; the Internet-based educational resources of the U.S. government; and virtual reality. (MES)

This document contains the following full and short papers on virtual laboratories, classrooms, and schools from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Collaborative Learning Support System Based on Virtual Environment Server for Multiple Agents" (Takashi Ohno, Kenji Saito, Hajime Saitoh, and Takashi Maeda); (2) "A Constructivist Virtual Physics Laboratory" (Fu-Kwun Hwang); (3) "A Distributed Backbone System for Community-Based Collaborative Virtual Universities" (Qun Jin, Jingde Cheng, Hiroaki Ogata, and Yoneo Yano); (4) "A Flexible Transaction Model for Virtual School Environments" (Woochun Jun and Sukki Hong); (5) "A Virtual Classroom for Algorithms with Algorithmic Animation Support" (Jian Shyu Shyong, Yin Te Tsai, and R.C.T. Lee); (6) "Agent-Oriented Support Environment in Web-Based Collaborative Learning" (Tomoko Kojiri and Toyohide Watanabe); (7) "Building the Virtual Classroom for the New Millennium" (Chien-Chih Lee); (8) "Design and Implementation of a N-Tiered Heterogeneous Virtual School Administration System" (Huang Gooshyon); (9) "Developing an IT-Immersion Environment To Enhance Learning and Teaching in Design and Technology" (Ting Kau Lo, Wing Kee Au, and Wai Ming Yip); (10) "Development of the Web-Based Classroom System To Be Implemented by the Teachers" (Go Ota and Kanji Akahori); (11) "Models and Strategies for Promotion of Distance Learning in Primary Schools and High Schools" (Jia-Rong Jerome Wen, Chia Chin Li, and Jian Jie Dung); (12)"Monitoring and Verifying Mathematical Proofs Formulated in a Restricted Natural Language" (Peter Schmidt); (13) "Simulating Engineering Professional Practice Using an Interactive Web-Based Resource: A Virtual Engineering Consultancy Company (VECC)" (Robert M. Corderoy and Paul Cooper); (14) "The Status of Cyber University in Korea and Its Future Direction" (Sukhee Wang and Youngsil Kim); (15) "Two Types of Virtual School in INET Supported by Teacher's Group--Collaboration Type and Loosely Connected Type" (Shoichi Kinosita and Nobuyuki Arakawa); (16) "WALTZ: A Web-Based Adaptive/Interactive Learning and Teaching Zone" (Long-Chyr Chang, Heien-Kun Chiang, and Pi-Shin Wey); and (17) "Web-Based Subject-Oriented Learning Program on Geophysics for Senior High School" (Rong-Kuan Yang, Yi-Ben Tsai, and Shi-Jen Lin). (MES)

This document contains the full and short papers on system design and development from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a code restructuring tool to help scaffold novice programmers; a framework for Internet-based distributed learning; a methodology for learning pattern analysis from World Wide Web logs; a novel distance learning system; an adaptive learning environment framework; an educational system that can visualize behavior of programs on the domain world; a multimedia composition-making system for children; a campus distance learning system using Multicast; the multi-tier architecture of component-oriented multimedia CAI (Computer-Assisted Instruction) systems on the Internet; CAI system generator on the Web using automatic trace recording; CoCoAJ (Communicative Collection Assisting System for Java) supporting online correction of hypermedia documents for CALL (Computer-Assisted Language Learning); an in-service training Web site for school teachers; a content analysis of journal articles and implications for instructional technology; a Chinese Web-mail system; an N-tiered heterogeneous virtual school administration system; a Web-based school official memorandum system; teaching models in Web-based teacher training; design of multiple metaphors in user interface; a Web-based action learning environment; a Web-based learning environment for overseas Chinese education; a Web-based language learning environment; 3D simulation programs for classical mechanics; a Web system to support computer exercises; a CAI system with character code discrimination on a Web environment; an intelligent learning support system with a large knowledge base; an object-oriented learning environment based on XML (eXtensible Markup Language); integrating information technology with language pedagogy for a second language online writing system; an Internet video on demand system of classroom teaching cases; knowledge analysis of tasks for courseware design; making the most of the Internet's potential for education; natural language-like knowledge representation for multimedia educational systems; an XML-based knowledge sharing and management system supporting research activities; real-time handwriting communication systems for distance education and collaborative learning; application of uncertainty reasoning for an intelligent tutoring system; automatic construction of teaching materials from course outlines; a learning support system for converting Web pages; estimation of music genres using neural network and its educational use; usability aspects of a universal brokerage and delivery system for Pan-European higher education; use of abstraction levels in the design of intelligent tutoring systems; using highly sophisticated middleware for building arbitrarily distributed teaching environments; and Xtrain--a GUI (Graphical User Interface)-based tool for multimedia presentations instruction, and research. (MES)

This document contains the following full and short papers on telecommunications in education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Flexible Transaction Model for Virtual School Environments" (Woochun Jun and Sukki Hong); (2) "Design and Implementation of a WWW-Based School Official Memorandum System" (Gi-Ping Lee, Yue-Shan Chang, and Ching-Chuan Chou); (3) "Design and Implementation of Web-Based Learning System for Teacher-Training Programme" (Wai-Ming Yip and Wing Kee Au); (4) "Development of Japanese-English, English-Japanese Conversation System with Voice Reading and Machine Translation" (Yumemi Matsuzaki and Kanji Akahori); (5) "The Gathering and Filtering Agent of Educational Newspaper for NIE" (Chul-Hwan Lee, Sun-Gwan Han, and Hee-Seop Han); (6) "Integrating Electronic Mail Systems in Computer Literacy Instruction: Its Impacts on Student Attitudes and Interpersonal Relationships" (Fu-Yun Yu); (7) "Network Usage Survey and Its Analysis with Related Factors between University Students and Occupational Groups in Taiwan" (Gin-Fon Nancy Ju); (8) "Online ESL Learning: An Authentic Contact" (Yu-Chih Doris Shih and Lauren Cifuentes); (9) "Relating Telecommunication Training Objectives to SMEs' Actual Needs" (Paola Forcheri, Maria Teresa Molfino, and Alfonso Quarati); and (10) "Web Based Real Plus Virtual Observatory Project" (Masato Soga, Takuma Okuno, and Hideaki Kawanishi). (MES)

This document contains the full and short papers on teaching and learning processes from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a code restructuring tool to help scaffold novice programmers; efficient study of Kanji using mnemonics and software; a networked constructive CAI (Computer-Assisted-Instruction) system using a multiplication concept; the relation between touch-typing skill and thinking-typing; an assessment framework for information technology integrated instruction; cognitive effects of collaborative learning processes on students' computer programming; application of the Gray relationship matrix and learning obstacles analysis to discovery teaching; staff development for teaching and learning online; comparing computer anxiety by gender among technological college students; a cross-national comparison of computer anxiety and locus of control between preservice teachers in Taiwan and the United States; computer-mediated language learning; the gap between the discourse and the application of socio-constructivist principles of preservice teachers using information and communication technologies; a log-file analysis program for assessing navigation processes; evaluating educational multimedia; evaluation of class organization in computer literacy education; evaluation of the World Wide Web-based learning system; developing successful collaborative projects between European initial teacher education students; evaluating children interacting, collaborating, and learning with computers; facilitating examples understanding through explicit questioning; information technology in instrumental music teaching and learning; learning from the learning of other students; making the most of the Internet's potential for education; networked constructive CAI system putting emphasis on communication and discussion; online ESL (English as a Second Language) learning; the introductory and motivational stage of activity in a computer tutoring system; female Asian faculty's perspectives on educational technology; strategies for searching on the Web; factors to consider prior to designing computer-assisted learning for higher education; students' attitude toward WPSS (Web-based Performance Support Systems) in supporting classroom learning; students' thinking processes when learning with computer-assisted mass lectures; telementoring in surgery; the "half-life" of knowledge in the university of the 21st century; social discourse in a network-based learning community; the artistic interface; the dynamic knowledge generation and the learning potential ability; the distance ecological model to support self/collaborative learning in the Internet environment; students' reactions to the process of learning programming; the difficulty of asynchronous learning materials based on time distribution; using information technology in education for preservice teacher education; using virtual environments for studying water phases and phase transitions; and a Web-based subject-oriented learning program on geophysics for senior high school. (MES)

This document contains the following full and short papers on student modeling from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Computational Model for Learner's Motivation States in Individualized Tutoring System" (Behrouz H. Far and Anete H. Hashimoto); (2) "A Fuzzy-Based Assessment for Perl Tutoring System" (Tang Ya, Keith C. C. Chan, Albert Wu, and Pinata Winoto); (3) "An XML-Based Tool for Building and Using Conceptual Maps in Education and Training Environments" (Juan-Diego Zapata-Rivera, Jim E. Greer and John Cooke); (4) "Controlling Problem Progression in Adaptive Testing" (Roger E. Cooley and Sophiana Chua Abdullah); (5) "Development and Evaluation of a Mental Model Forming Support ITS--The Qualitative Diagnosis Simulator for the SCS Operation Activity" (Toru Miwata, Tatsunori Matsui, Toshio Okamoto, and Alexandra Cristea); (6) "Intelligent Interactive Learning Environment: Design Issues" (Siu-Cheung Kong and Lam-For Kwok); (7) "Microgenetic Analysis of Conceptual Change in Learning Basic Mechanics" (Gary Chon-Wen Shyi and Shih-Tseng Tina Huang); (8) "Peer Help for Problem-Based Learning" (Susan Bull and Jim Greer); (9) "The Research on Difficulty of Asynchronous Learning Materials Based on Studying Time Distribution" (Wu-Yuin Hwang and Rueng-Lueng Shiu); and (10) "Using Decision Networks for Adaptive Tutoring" (Peng-Kiat Pek and Kim-Leng Poh). (MES)

This document contains the following full and short papers on special education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "Automated Quantitative Extraction Method of Aesthetic Impression from Color Images Using the Tone in the HLS Muncell Color Space" (Toshinori Yamasaki, Tetsuo Hattori, and Yukihiro Matsubara); (2) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (3) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); and (4) "The Effectiveness of Integrating Adaptive Computer Device and Stimulus Fading Strategy on Word-Recognition for Students with Moderate Mental Retardation" (Ming-Chung Chen, Tien-Yu Li, Hwa-Pey Wang, and Kou-Ping Yang). (MES)

This document contains the following full and short papers on policies, ethics, standards, and legal issues from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Health Risks with Computer Use in New Zealand Schools" (Kwok-Wing Lai); (3) "Information Technology Competency for Hong Kong Teachers--A New Era and a New Paradigm" (Wing Kee Au, Siu Cheung Kong, Kin Ping Leung, Eugenia Mee Wah Ng, and Sai Wing Pun); (4) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (5) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); and (6) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). (MES)

This document contains the following full and short papers from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Code Restructuring Tool To Help Scaffold Novice Programmers" (Stuart Garner); (2) "An Assessment Framework for Information Technology Integrated Instruction" (Chuan-Shih Wang and Chia-Chin Li); (3) "An Authoring Shell with Intelligent Reuse" (Kam W. Li, Jill Slay, and Warren James); (4) "An Educational Application of Integrated Route Information Service on the Internet" (Tun-Wen Pai, Chao-Lin Liu, and Chih-Yao Yang); (5) "Analyses of Cognitive Effects of Collaborative Learning Processes on Students' Computer Programming" (Jun Moriyama); (6) "Design and Implementation of a N-Tiered Heterogeneous Virtual School Administration System" (Huang Gooshyon); (7) "Design and Implementation of a WWW-Based School Official Memorandum System" (Gi-Ping Lee, Yue-Shan Chang, Ching-Chuan Chou); (8) "DIYexamer: A Web-Based Multi-Server Testing System with Dynamic Test Item Acquisition and Discriminability Assessment" (Ying-Dar Lin, Wen-Chun Sun, Chien Chou, Huan-Yun Wei); (9) "Empowering Secondary School Teachers To Effectively Exploit Internet Resources for the Enhancement of Teaching and Learning" (Y. T. Yu and B. C. Chiu); (10) "Examining Problems of Student Teachers To Build a Web-Supported Environment" (Shihkuan Hsu and Hsiou-Huai Wang); (11) "Implementing Modern Approaches to Teaching Computer Science: A Cross-Cultural Perspective" (Jill Slay and Kam W. Li); (12) "Initial Evidence for Representational Guidance of Learning Discourse" (Daniel D. Suthers); (13) "Learning from the Learning of Other Students" (Stuart Garner); (14) "Localization of a Feature Extraction Area for Touch-Type Training Using a Camera" (Masayuki Arai, Hiroyoshi Watanabe, Kenji Oguri, and Shigeo Takei); (15) "Present State and Future Direction of Woman Informatization Education in Korea" (In-Hwan Yoo, Chul-Hyun Lee, Soo-Bum Shin, and Tae-Wuk Lee); (16) "Reflections on Educational Technology from Female Asian Faculty's (FAF) Perspectives" (Doris Lee, Amy S. C. Leh, Mei-Yan Lu, and Mei-Yau Shih); (17) "Space Plan for Effective Educational Software Utilization in Korea" (Soo-Bum Shin, Chul-Hyun Lee, In-Hwan Yoo, and Tae-Wuk Lee); (18) "The Web of the Teacher Professional Development" (Chia-Ling Hsu, Hsiao-Ching She, and Min-Sheng Lin); and (19) "Using Learning Object Meta-Data in a Database of Primary and Secondary School Resources" (Daniel D. Suthers). (MES)

This document contains the following full and short papers on lifelong learning from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Study on the School Information Technology Pilot Scheme: Possibilities of Creative and Lifelong Learning" (Siu-Cheung Kong, Wing-Kee Au, and Sai-Wing Pun); (2) "Attitudes of Older Taiwanese Adults toward the Elderhostel Model of Residential Educational Programs" (Bobbie T. Biggs and Hsiu-Ying Chang); (3) "CedarLearning: The Development of Learner-Centred Environments" (Tanya Wilson, Jeanette Muzio, Roger Mundell, Denise Stockley, Laureen Vickery); (4) "Design and Implement CAI Programs for Adult Literacy Learners" (Pi-Chi Chen); (5) "Development and Evaluation of Web-Based In-Service Training System for Improving the ICT Leadership of Schoolteachers" (unavailable in English); (6) "Empowering Secondary School Teachers To Effectively Exploit Internet Resources for the Enhancement of Teaching and Learning" (Y. T. Yu and B.C. Chiu); (7) "Learning from the Learning of Other Students" (Stuart Garner); (8) "Strategies for Searching in the WWW" (Meng-Jung Tsai); (9), The Development of a Multimedia Program for Teachers To Integrate Computers into the English Curriculum" (Ya-Fung Chang); (10) "The Production of Web-Based Interactive Video from Structured Script" (Cheng-Huang Yen); and (11) "The Web of the Teacher Professional Development" (Chia-Ling Hsu, Hsiao-Ching She, and Min-Sheng Lin). (MES)

This document contains the full and short papers on multimedia and hypermedia in education from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: learner-centered navigation path planning in world Wide Web-based learning; the relation between touch-typing skill and thinking-typing; a virtual classroom for algorithms with algorithmic support; an adaptive navigation support with reorganized learning resources for Web-based learning; design and use of a multimedia composition-making system for children; an automated quantitative extraction method of aesthetic impression from color images; building the multi-tier architecture of component-oriented multimedia CAI (Computer-Assisted Instruction) systems on the Internet; CAI system generator on the Web using automatic trace recording; CoCoAJ (Communicative Collection Assisting System for Java)--supporting online correction of hypermedia documents for CALL (Computer-Assisted Language Learning); designing and implementing CAI programs for adult literacy learners; design for interactivity; design of multiple metaphors in user-interface; development of 3D simulation programs for classical mechanics; evaluating educational multimedia; learner control in technology-mediated learning within a constructivist model; learners' structural knowledge and perceived disorientation in a hypermedia environment--the effects of information conveying approaches and cognitive styles; learning algorithm design through interactive simulation; making exploration history interactive for Web-based learning; models and strategies for promotion of distance learning in primary schools and high schools; multimedia design for chemical visualization; multimedia intelligent tutoring system for context-free grammar; multimedia whiteboard design in Web-based remote cooperative education system; multimedia-based teaching material for learning digital signal processing; MyEnglishTeahcer--a Web system for academic English teaching; natural language-like knowledge representation for multimedia educational systems; supporting semantic indexing in a mediabase system that facilitates collaborative learning; SimPCS: a Web-based PCS (Personal Communication System) learning tool; students' thinking processes when learning with computer -assisted mass lectures; system development for learning through the Internet, providing function to make Chinese characters readable for students; the automated teaching assistant--automatic contraction of teaching materials from course outlines; the criteria and evaluation of metadata/keywords in image retrieval; the development and evaluation of a learning support system for converting Web pages; the estimation of music genres using neural network and its educational use; the rhetoric of the Web--a semiotic approach to the design and analysis of Web-documents; visual presentation format and knowledge discrepancy in scientific learning; and Xtrain--a graphical user interface-based tool for multimedia presentations, instruction, and research. (MES)

This document contains the following full and short papers on knowledge construction and navigation from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "An XML-Based Tool for Building and Using Conceptual Maps in Education and Training Environments" (Juan-Diego Zapata-Rivera, Jim E. Greer, and John Cooke); (2) "CedarLearning: The Development of Learning-Centred Environments" (Tanya Wilson, Jeanette Muzio; Roger Mundell, Denise Stockley, and Laureen Vickery); (3) "Controlling Problem Progression in Adaptive Testing" (Roger E. Cooley and Sophiana Chua Abdullah); (4) "Cooperative Monitoring System Using Mobile Agent" (Young-Gi Kim, Sun-Gwan Han, and Jae-Bok Park); (5) "Development and Evaluation of a Mental Model Forming Support ITS--The Qualitative Diagnosis Simulator for the SCS Operation Activity" (Toru Miwata, Tatsunori Matsui, Toshio Okamoto, and Alexandra Cristea); (6) "Domain Specific Information Clearinghouses--A Resource Sharing Framework for Learners" (Wong Pei Yuen, Yeo Gee Kin, David Crookall, and Lua Tse Min); (7) "The Gathering and Filtering Agent of Education Newspaper for NIE" (Chul-Hwan Lee, Sun-Gwan Han, and Gee-Seop Han); (8) "Learners' Structural Knowledge and Perceived Disorientation in a Hypermedia Environment: The Effects of Information Conveying Approaches and Cognitive Styles" (Jim Jiunde Lee); (9) "Learning Protocols for Knowledge Discovery: A Collaborative Data Mining Approach to Creative Science Education" (Feng-Hsu Wang); (10) "Navigation Script for the World Wide Web" (Sachio Hirokawa; Kengo Nishino; and Daisuke Nagano); (11) "Proposal of an XML-Based Knowledge Sharing and Management System Supporting Research Activities" (Kyoko Umeda, Takami Yasuda, and Shigeki Yokoi); (12) "Scientific Revolutions and Conceptual Change in Students: Results of a Microgenetic Process Study" (Benson M. H. Soong and Yam San Chee); (13) "The 'Half-Life' of Knowledge in the University of the 21st Century" (Roger Mundell, Denise Stockley, Jeanette Muzio, Tanya Wilson, and Laureen Vickery); (14) "The Artistic Interface--A Transition from Perception to Screen" (Peter D. Duffy); (15) "The Discussion on the Dynamic Knowledge Generation and the Learning Potential Ability" (Chao-Fu Hong, Chiu-e Chen, Ming-Hua Hsieh, Cheng-Kai Huang, and Shih-Hsiung Chang); (16) "A Distance Ecological Model To Support Self/Collaborative-Learning via Internet" (Toshio Okamoto); (17) "The Internet-Based Educational Resources of the U.S. Federal Government" (Andy Wang and Krishelle Leong-Grotz); and (18) "The Network Learning Supported by Constructivism" (Song-Min Ku). (MES)

This document contains the full and short papers on interactive learning environments from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a CAL system for appreciation of 3D shapes by surface development; a constructivist virtual physics laboratory; a distributed backbone system for community-based collaborative virtual universities; a Java-based interactive learning system for junior high school level geometry; a learning environment for problem posing in simple arithmetical word problems; the effectiveness of a World Wide Web-based collaborative learning system on school mathematics; a Web-based interactive exercise system for learning mathematical functions; situated learning and college students; an environment for learning by design; implementation of a campus distance learning system using Multicast; an interactive game system to stimulate word associations; an online intelligent tutoring system for elementary algebra; application of the gray relationship matrix and learning obstacles analysis to discovery teaching; construction of an in-service training Web site for school teachers; construction of a real-time CAD learning system in a Web-based environment; extensible simulation-oriented collaborative virtual learning environments; an effective Web-based learning environment for overseas Chinese education; an information technology-immersion environment to enhance learning and teaching in design and technology; a cross-cultural communication system and Web-based Japanese education; a Web-based multi-server testing system; a log-file analysis program for assessing navigation processes; interactive explanations using both images and texts for Micro World; a Web-based interactive learning environment; electronic mail systems in computer literacy instruction; the Internet video-on-demand system of classroom teaching; learner control in technology-mediated learning within a constructivist model; algorithm design through interactive simulation; digital logic design by concept mapping; computer-mediated communication in remote off-campus cross-cultural contexts; MathCAL's diagnostic sub-system; meta-knowledge agent; the network usage survey related to university students and occupational groups in Taiwan; a networked constructive CAI system; real-time handwriting communication systems for distance education and collaborative learning; engineering professional practice using an interactive Web-based resource; students' thinking processes when learning with computer-assisted mass lectures; the application of scaffolding theory on the elemental school acid-basic chemistry Web; dynamic knowledge generation and the learning potential ability; the externalization support system of self-explanation for learning problem-solving process; the impact of learning style on group cooperative learning; the usability aspects of a universal brokerage and delivery system for the Pan-European higher education; virtual inhabited 3D worlds and Internet-based learning environments; a language learning system on the Web; and Web-supported environments for learning and teaching statistics. (MES)

This document contains the full and short papers on intelligent tutoring systems (ITS) from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a framework for Internet-based distributed learning; a fuzzy-based assessment for the Perl tutoring system, a learning environment for problem posing in simple arithmetical word problems; a method of creating counterexamples by using error-based simulation; adaptive programming language tutoring system on the World Wide Web; an agent-based collaborative learning environment for ITS; an agent-based ITS; an educational system that can visualize the behavior of programs on the domain world; an environment for learning by design in the case of learning of search algorithms; an online ITS for elementary algebra; automatic background knowledge construction using genetic algorithms; AWETS (Automatic Web-Based English Testing System); case-based evaluating assistant of novice program; CBR-Tutor--a case-based reasoning approach to an Internet agent-based tutoring system; controlling problem progression in adaptive testing; development of an intelligent learning support system with a large knowledge base; educational agents and the social construction of knowledge; generating interactive explanations by using both images and texts for Micro World; intelligent interactive learning environment design issues; towards a meta-knowledge agent--creating the context for thoughtful instructional systems; modeling the tutor using reinforcement learning; monitoring and verifying mathematical proofs formulated in a restricted natural language; a multimedia ITS for context-free grammar; MyEnglishTeacher--a Web system for academic English teaching; navigation script for the Web; organization of the introductory and motivating stage of activity in a computer tutoring system; the application of uncertainty reasoning for an ITS; the design and implementation of an automatic exercise generator with tagged documents based on the intelligence of students (AEGIS); traversing the case graphs: a computer model for developing case-based learning systems; use of abstraction levels in the design of ITS; and using decision networks for adaptive tutoring. (MES)

This document contains the following full and short papers on humanities and learning technology from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Web-Based EFL Writing Environment: Integrating Information for Learners, Teachers, and Researchers" (David Wible, Chin-Hwa Kuo, Anne Liu, and Nai-Lung Tsao); (2) "Integrating Web-Based Materials into Course Design" (Lilly Lee Chen); (3) "Is Everyone on Board: Learning Styles and the Internet" (Michelle Hsiang, Ellen Storey Vasu, Marsha Alibrand, Nancy Atkins, and Jane Steelman); (4) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); (5) "Strategies for Searching in the WWW" (Meng-Jung Tsai); (5) "The Internet-Based Educational Resources of the U.S. Federal Government" (Andy Wang and Krishelle Leong-Grotz); and (6) "Which Chinese Input Methods Is More Suitable for Sixth-Grade Pupils? Keyboarding or Non-Keyboarding" (Weichung Wang and Tainshu Ma). (MES)

This document contains the full and short papers on evaluation of learning and systems from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction) covering the following topics: a new method for efficient study of Kanji using mnemonics and software; a study on the relation between touch-typing skills and thinking-typing; effects of situated learning on college students; modeling an educational domain; an assessment framework for information technology integrated instruction; the effectiveness of World Wide Web-based application for mailing list; design and use of a multimedia composition-making system for children; applicability of an educational system assisting teachers of novice programming to actual education; defining educational research and development--a content analysis of journal articles and implications for instructional technology; design and evaluation of constructivist Web-based instructional systems; design and implementation of cooperative monitoring agent using mobile agent; development and evaluation of a Web-based in-service training system for improving the information and communications technology leadership of school teachers; development of a LAN (Local Area Network)-based formative evaluation module as an instructional management system; development of a Web system to support computer exercises and its operation; EDASEQ (Exploratory Data Analysis for Sequential Data)--a log-file analysis program for assessing navigation processes; evaluating educational multimedia; evaluation of class organization in computer literacy education; evaluation of the Web-based learning system; developing successful collaborative projects between European initial teacher education students; evaluating children interacting, collaborating, and learning with computers; implementation of an internal execution simulator and its application to computer literacy education; criteria and evaluation of metadata/keywords in image retrieval; the difficulty of asynchronous learning materials based on time distribution; the usability aspects of a universal brokerage and delivery system for the Pan-European higher education; the suitability of the keyboarding or non-keyboarding Chinese input method for sixth-grade students; and Xtrain--a GUI (Graphical User Interface)-based tool for multimedia presentations, instruction, and research. (MES)