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The standard final assessment for Dr. Max Felker-Kantor's undergraduate Ball State University course, 'American History 1877 to the Present,' was a research paper, and that is exactly what I planned [...]

Computers and instructional technologies have become ubiquitous in schools. At the same time, national and global reports have criticized the inadequacy of teacher preparation with respect to technology use (CEO Forum on Education and Technology, 2000; Davis & Irvine, 2005, Lara & Whittier, 2004, Moursund & Bielfeldt, 1999, and Mumtaz, 2000) while society in general has embraced 21st century technology innovations for daily living, a gap remains in the understanding of appropriate uses for technology in the learning environment (Banister & Ross, 2006). This quantitative study investigates how teacher preparation programs prepare prospective teachers to integrate new instructional technologies into their instructional activities, with the goal of enhancing teaching and learning for the PreK-12 students. Four research questions guided the study. The most significant finding from the study is that teacher preparation programs need to revamp their programs if prospective teachers are to adequately integrate instructional technologies into their instructional activities., INTRODUCTION Technology in the classroom is not a passing phenomenon (Kinzer, Coiro, and Cammack, 2004). According to the Partnership for 21st Century Skills (P21) (2009), 'students today need access to [...]

A Presenter's enthusiasm will be contagious if he/she combines a meaningful mission with engaging examples and opportunities to extend the experience. Whether learners use PowerPoint or Google Presentations, it's time [...]

Exams have traditionally been given to evaluate students but in recent years, with the appearance of freely accessible on-line tutoring, quizzes can also be used as a learning tool. In [...]

This paper reports on an interactive computer-aided-learning (CAL) tool that was developed for the education of construction engineering students: the excavation game. It builds on the large potential of using CAL in education. CAL tools could offer a better learning environment for students, as they provide an excellent opportunity for applying and testing the management skills learned in classroom, but are difficult to implement in reality. In this research, the CAL tool focuses on improving students' decision-making skills in the aspects of excavation and related activities. These are excavation equipment, dewatering, and soil-support methods. It also covers mobilization, surveying, safety, overtime shifts, and reporting. Students compete with regard to time, cost, and quality of construction of a given project. The game flow is nonlinear as it depends on students' decisions. Wrong decisions deviate the construction flow to a path that costs money and time, while reducing quality. This must be corrected costing extra money and time. The game was tested by senior practicing engineering and university professors. Then, it was tested by senior undergraduate construction students. Both groups agreed that the game responds, to a great extent, to the characteristics of effective CAL software, and that the information provided could not be easily assimilated or practiced through the usual tutorial or demonstration educational format. 18% of the professionals and 72% of students indicated the usefulness of the game in applying management and decision-making skills. 60-70% of students believed that it improved their technical skills in dewatering, soil-support, and excavation activities. In addition, 80% of the professionals found the game presenting realistic soil-support and excavation situations, while 72% of students became more appreciative of the interdependencies between activities. DOI: 10.1061/(ASCE)EI.1-1.00000 CE Database subject headings: Excavation; Construction management; Decision making; Engineering education; Simulation; Egypt. Author keywords: Buildings; Excavation; Construction management; Decision making; Engineering education; Computer-aided instruction; Simulation; Egypt.

E-books have the potential to unveil an array of new teaching and learning possibilities as traditional and new literacy skills are integrated in meaningful ways. A visit to a local [...]

This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/versionl/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer activities for word analysis, text comprehension, and fluency, alongside shared stories (experimental groups), or to balanced literacy approaches delivered by their classroom teachers (control group). Two computer-based interventions--a phoneme-based synthetic phonics method and a time-based analytic phonics method--were contrasted. Children were taught 4 times per week for 12 weeks in small groups. There were significant improvements in letter knowledge in the analytic phonics program and significant improvements in phonological awareness, listening comprehension, and reading comprehension at immediate posttest and in phonological awareness and reading fluency at a delayed posttest in the synthetic phonics program. Effect size analyses confirmed that both interventions had a significant impact on literacy at both posttests. Keywords: reading skills, intervention, prevention, computer-assisted instruction, literacy programs

This article reviews research on the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. Eighty-seven studies met these criteria, of which 36 used random assignment to treatments. There was limited evidence supporting differential effects of various mathematics textbooks. Effects of CAI were moderate. The strongest positive effects were found for instructional process approaches such as forms of cooperative learning, classroom management and motivation programs, and supplemental tutoring programs. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone. KEYWORDS: best-evidence syntheses, elementary mathematics, experiments, meta-analysis, reviews of research.

This paper proposes a two-step strategy for the computer-aided learning of control. A virtual Web-based laboratory for control design experiments (http://www.hll.uni-mb.si), which supports a two-step strategy, is based on the MATLAB Web server (MWS) and consists of two virtual laboratories. The first virtual laboratory, called 'Web sisotool,' supports computer-aided control design and structured hands-on experiments. Computer-aided control design is welcome as a design tool while structured hands-on experiments are welcome for the visualization of hard-to-grasp concepts. The second virtual laboratory offers students an unstructured MATLAB-Iike environment, called 'M-file application' that allows students to create and design control design experiments by writing MATLAB M-files of their own and executing them on MWS. The presented virtual laboratory for control design experiments is cost effective and has already been successfully used for the learning of control. Student feedback is also presented. Index Terms--Bode plot, computer-aided design, control design learning, M-file, MATLAB Web server (MWS), structured hands-on experiments, unstructured environment, virtual laboratory.

A good teacher is able to customize the lesson to fit the requirements and needs of the learners he or she has in the classroom. This process becomes difficult and expensive in open and distance education, where customization means availability of similar contents, presented in diversified styles. A methodology and the tools to tackle the problem by using automated course compilation have been developed in the 3DE project (Design, Development, and Delivery--Electronic Environment for Educational Multimedia). The work on course customization showed the key role of the authoring process and the related problems. This paper summarizes the methodology and describes the development environment designed to assist authors in the creation of customized educational material. The environment seeks to help teachers/authors understand the relations among pedagogical and technical aspects and provides instructions, guidelines, and assistance for the development of learning-styles-aware material. The paper focuses on the author interface of the environment with details on the pedagogical framework, the authors' guide, the classification guide, and the metadata tool. Index Terms--Authoring guide, automated course construction, educational effectiveness, interoperability, learning styles (LSs), personalized learning, reuse.

This review compares multiple-try feedback (MTF) to other common forms of feedback for lower- and higher-order learning outcomes. Twelve effect sizes from eleven studies indicate that MTF is less effective than other types of feedback lot verbatim outcomes, with a median effect size of -0.22 and a mean effect size of -0.22. However, twenty-three effect sizes from fourteen studies indicates that MTF is slightly more effective than other types of feedback for higher-order outcomes, with a median effect size of 0.10 and a mean effect size of 0.08. These findings indicate that MTF functions differently than other common forms of feedback, and may be most appropriate for higher-order but not verbatim learning outcomes in computer-based instruction., Although feedback is an important component of computer-based instruction (CBI), the effects of feedback on higher-order learning outcomes are not well understood (Mory, 1996; Smith & Ragan, 1993). Several meta-analyses [...]

Abstract Laboratory instruction at a distance using synchronous, remote group settings is the next generation of online learning. Computer-supported, collaborative learning requiring immersive presence (CSCLIP) relies on synchronous web-based instruction [...]

Distance Learning is an educational approach that integrates technology, connectivity, curricular content, and human resources. The increasing complexity of the American society infrastructure has created extended demands on the lives [...]

Technology offers educators a powerful opportunity for exploring the connections of mathematics to other disciplines and its applications to the real world. Specifically, technology in mathematics instruction can be used for gathering and interpreting information, conducting descriptive and graphical analyses, making statistical predictions and inferences, and developing and using simulations. However, teachers should remember that the use of technology should always be accompanied by appropriate mathematical and technological understanding. It should also not be the focus of learning, but only a tool for empowering students to apply mathematics in the real world.

A virtual learning environment (VLE) can be a valuable tool for a physics course that requires significant computer use, is focused on activities and is learner-oriented. The VLE can help computer novices find what they need through a series of computer links programmed using Netscape and HTML language. The homepage containing the links can provide access to homework, applications of current topics, the World Wide Web and in-class activities. An example of a physics course homepage can be found at dp13.phys.psu.edu.

A computer-aided kinetics experiment can introduce general chemistry students to many basic concepts, such as reaction rates, reduction potentials and catalysis while also avoiding the tedium involved in many measurements. The data acquisition and analysis is performed by the computer with the active participation of students who are exposed to the value of spreadsheets and other computer software that can aid in experimentation. The experiment presented involves the iodide-catalyzed decomposition of hydrogen peroxide and experiment procedures are included.

Excellent results were achieved with the Calculator Based Laboratory (CBL) and traditional computer-based probes in a project for teaching physics and math in playgrounds at a workshop organized by the University of Texas, Burlington. The workshop was attended by three math and two physics teachers in July 1994. The student- and program management techniques that were employed by the instructors are discussed.

An excercise for computational chemistry students involving a Computer experiment for exploring the conformational behavior of n-pentane has been described. N-pentane was used because interesting conformational features can be maintained in a short computational time due to the molecules' small size. The findings of the technique have been compared with the results obtained from the molecular dynamics method. The experiment can be carried out using the HyperChem for Windows molecular modelling program.

Equilibrium concentrations of single-reaction systems are uniquely determined by the initial concentrations if the pressure and temperature are kept constant. The same equilibrium will be attained from any other starting mixture of chemical species if it meets the identical mass and charge constraints. The stepwise and coupled processes of single chemical equations and a procedure by which a computer may calculate the equilibrium composition that result from selected initial concentrations with their free energies of formation is described.

Computer-assisted chemistry can be more cost-effective for experiments that are time-consuming, dangerous or require extensive repetition. High performance liquid chromatography is a commonly used instrumental technique that can easily be adapted to use computers without diminishing the experiment's value. Three examples of computer-assisted experiments are included such as a chromatographic resolution simulation and separation parameter optimization.

Various chemistry laboratory experiments can be improved by using a computer interface because data collection is no longer time-consuming and accuracy for extremely swift reactions is increased. Some of the areas that are especially suited for computer interfacing include conductivity, light absorption, pressure and temperature. Examples of experiments performed with a Tain Electronics TCS2 interface using Tcslog software are included such as nitrogen dioxide equilibrium, hydrolysis of 2-chloro-2-methylpropane and steel wool corrosion.

A simple experiment involving the deconvolution of gas chromatograms can be used to introduce chemistry students to instrumental analysis by comparing the results of chromatographic optimization and a software-based analysis. The software program is written in KINFIT and uses nonlinear regression analysis. The experiment can be performed without automatically digitized chromatographic data but it is easier if a computer-linked instrument such as the Perkin-Elmer 8500 Gas Chromatograph is used.

The primary mission of the University of Wisconsin-Madison Technical Japanese Program is to train English-speaking scientists and engineers to read technical documents written in Japanese. Semester-long courses in technical Japanese at the basic, intermediate, and advanced levels are now being offered live and interactively to students and professionals throughout the United States. Audiographic teleconferencing employs standard microcomputer hardware and a high quality sound system to share audio and visuals with many people simultaneously. Pictures, text in any writing system, data, and high-resolution graphics are transmitted to participants at multiple, remote locations over ordinary telephone lines. Visuals can be annotated during the class using a graphics tablet. Alternatively, the same computer-generated image can be fed to a satellite and then broadcast throughout the country. Satellite broadcasts, coupled with the use of an audio conferencing system at each receive site, provide another effective method for interactive course delivery to sites beyond the university campus. During the three years in which technical Japanese courses have been delivered via audiographics or satellite to remote sites, student acceptance of the computer-based instructional system has been excellent. In this paper we describe the impact of audiographic teleconferencing on the teaching of technical Japanese. In a future paper we will analyze the performance of students on and off campus.

The Internet, which interconnects telecommunications systems worldwide, can provide mathematics teachers with a tool for instruction. It allows students and teachers to access data which they can use for exercises in analysis and critical thinking and information exchange. It can also provide students with opportunities to use factual data, send messages to a specific audience through electronic mail and learn how to collaborate with other Internet users in solving problems., Throughout the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) the notion of students and teachers as critical thinkers, information seekers, and problem solvers is a priority. The Internet, [...]

What does 'Open Curriculum' mean to your school, your fellow educators, and you as the teacher-librarian? How does this change your role? What skills do your fellow educators need as [...]

Parents and students can both learn about Math together in a fun setting through the Family Math program. Activities involve the use of software in the grasp of mathematical concepts where the parent asks questions to help his child learn math but not give answers. Parents are also given the option to use or not to use the computer aids, which functions as the tool to extend the mathematical learning process for both parents and students., What do you do when a parent asks you how they can help their child in mathematics? What if a parent wants to learn to use a calculator or a [...]

The findings of a project designed to seek ways of using computer-based modelling in school science lessons are presented. The definition of modelling and the different types of modelling software are discussed. The conclusion is reached that the use of computer modelling in science education can be a valuable classroom tool.

Inaccuracy is inevitable in the use of digital computing devices. It may result from the magnification of graphical representations or the performance of multiple iterations on algorithms. Inaccuracy in computations result from the use of an infinite mantissa. This situation can be minimized by avoiding the subtraction of numbers that are almost equal. Loss of accuracy has several implications for mathematics instruction. It shows that in the use of computing aids, more is not necessarily better. Teachers and students should also recognize the reasonable accuracy and the limitations of computing aids.

A new software called the Geometer's Sketchpad enables students of geometry to learn new concepts by exploring and manipulating figures on the screen. With the use of a mouse, the teacher can draw lines which could be moved around to teach the different types of angles and triangles. The program also contains an electronic compass, pointer and ruler. This method can be complemented with a hands on activity to further enhance student involvement in the learning process.

An inexpensive titration experiment for instrumental analysis chemistry courses using a MS-DOS microcomputer can demonstrate the principles of feedback and motion control as well as computer interfacing. The titration is controlled through rate of titrant addition accurately and allows the experiment to progress quickly. Hardware and software requirements are described in detail.

Energy band formation can be taught using superlattice miniband calculations through a simple Fortran 77 computer code adaptable to personal computers. The time-independent solution of the Schroedinger equation for a heterostructure stack using a transfer matrix approach is used. The model allows students to observe the effect of electron wavefunction interaction between adjacent quantum wells on energy states. Energy band structure can likewise be plotted as a function of well or barrier width.

Chemistry teachers can use a computer program to simulate how a thermotropic nematic liquid crystal behaves in two dimensions. Monte Carlo methods are used to calculate the static macroscopic physical properties of a crystal made of cylindrically symmetric molecules. The program runs under MS-DOS on IBM and IBM-compatible PC XTs and PC ATs that have an EGA or VGA display.

When educators hear the term universal design for learning (UDL), most associate it with technology (cf. Zascavage & Winterman, 2009). However, UDL is not solely about the use of technology [...]

A chemistry teacher uses a variety of techniques to explain the three-dimensional nature of chemistry to his advanced iorganic chemistry class. To grasp the idea of three-dimensional modeling, he uses both computer graphics and old-fashion drafting skills.

The World Wide Web has many resources for the chemistry class. Computer animations found on the web can teach students the fundamental of using a mass spectrometers, ionization chambers and other scientific instruments.

The story of Sisyphus deftly illustrates the struggle of many schools as they implement their educational technology plans, projects or programs. Like Sisyphus, they seem to be pushing a heavy boulder up a steep hill that has no end. Just as when success is almost at hand, the boulder tumbles back while a newer technology sits at the bottom of the hill waiting to be pushed. Crescent School in Willowdale, Ontario, Canada, went through a similar experience, but learned seven valuable lessons in the process. These lessons are offered as advice to schools looking to incorporate a technology plan into the curriculum.

Computer-assisted monitoring of a kinetic experiment involving oxidation of Bromocresol Green (BCG) by hypochlorite to determine the order of reaction can give chemistry students a better overall introduction to kinetics studies. The absorbance rates for light passing through the reacting solution were obtained using the IBM Personal Science Laboratory of differing BCG and bleach concentrations to compare initial rates. Initial rate versus relative concentration was graphed on the Excel spreadsheet.

Graphically based modeling software such as Stella II can be used in organic and physical chemistry courses to introduce chemical kinetics in a fun, approachable manner. Teachers can present real-time demonstrations of both complex and simple kinetic systems while students can work through models and change the rate expression, concentrations and rate constants to explore different rate phenomena. This software can introduce solid-state approximation and oscillating reactions through hands-on exploration, fascinating students and clearly defining applicability to reactions.