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The Telos Language Partner is evaluated as a multimedia language learning tool.

Introduction Teaching users and staff how to find information has always been a part of librarians' and information service professionals' job descriptions. Traditionally, our teaching has consisted of showing users […]

Scores on examinations were lower when computers were used during a cost accounting course. While students supported the use of computers, they attributed their lower scores to a lack of time allotted to completing the project. If teachers are going to encourage the use of computers for projects, they must be aware of time constraints.

Business communication instructors should explore the possibility of using computer networks to promote a collaborative approach to communication involving several business writing classrooms. Distance collaboration projects such as these offer numerous advantages, including expanding the confines of discussion, promoting greater multiplicity of input and perspectives, simulating company communication networks and easy exchange of documents., Recent work promotes the value of teaching collaboration in business communication courses, emphasizing an interpersonal exchange of ideas within groups to prepare students for the workplace. Forman (1991) and Scheffler [...]

Are you looking to provide students with a range of resources during a 50-minute instruction session? Share library handouts, instructional videos from YouTube, and other library resources with a learning [...]

To investigate parent satisfaction with a computer-assisted interview for assessing children referred to a child psychiatry service, comparisons were made with a clinical interview as well as a written questionnaire. All parents and their children saw a psychiatrist or psychologist who conducted a clinical interview. Then, parents were randomly assigned to either a computer-assisted interview group (56 parents) or a written questionnaire group (55 parents). Before and after the study interview, they ranked their preferences for each of four alternative assessment methods: clinical interview, written questionnaire, computer terminal, or combination of clinician and computer. A significant number of parents who completed the computer-assisted interview reported a preference for both computer-assisted assessment and assessment using both a clinician and a computer over assessment by written questionnaire. No significant changes in preference were reported by parents who had been assigned to the written questionnaire group. Although parents took longer to complete the computer-assisted interview than the written questionnaire, when the time taken to score both procedures was taken into account, the total time required for the hand-scored written questionnaire was significantly longer than for the computer-assisted interview. Computer-interviewing offers easy access to, and availability of information. However, since parents tended to view the clinical interview as more friendly and personal than the computer-assisted interview, it is suggested that it may be most productive to develop computer interviews which support information requirements of clinicians. (Consumer Summary produced by Reliance Medical Information, Inc.)

Facilitate the use of ne software with a six-step strategy that motivates and encourages the audit department. Mainstreaming computer assisted audit tools (CAATs) isn't always as easy as it looks. [...]

Sally Hurd Smith, a veteran teacher, held up her brand-new tablet computer and shook it as she said, ''I don't want this thing to take over my classroom.'' It was [...]

How to take your students on environmental adventures without leaving your classroom. Looking for an Earth Day project that goes beyond the usual trip to the recycling bin? Try these […]

South Korea is taking a $2 billion gamble that its students are ready to ditch paper textbooks in favor of tablet PCs as part of a vast digital scholastic network. [...]

Regina McMenomy, doctoral candidate at Washington State University and English instructor at Shasta College  The first course I taught online just happened to be the same as the first [...]

Thanks to the relatively simultaneous development of smaller and cheaper laptops and advances in open-source computing, schools that could not afford 1-to-1 computing programs a few years ago are finding [...]

In 2000, Chris Friberg left her tech support job at a large, financial services firm in the Boston area to get a master's degree in teaching middle school math. Four [...]

The study presents a novel use of computer-based tutorials to establish the demographics of baseline knowledge. Thought-provoking questions were asked in the programs that introduced topics considered being essential information. Immediate feedback was provided to promote interactivity. Participant responses to questions were stored for post hoc analysis of baseline knowledge. This strategy for delineating the demographics of knowledge is demonstrated by presenting the results of a pilot study of the use of computer tutorials on bleeding disorders by residents and fellows. The study revealed that participant feedback was very favorable and indicated that the program had avoided a threatening testing environment. Computer tutorials can grade questions rapidly. Grading knowledge while participants use computer tutorials was more efficient and better accepted than grading by stand-alone testing. This information can be applied to optimize curriculum and training programs. Our approach can be used in computer tutorials for all levels of education. Keywords: Computer Assisted Instruction | Interactive | Problem-Solving | Baseline knowledge | Clinical scenarios, Background The emergence of digital technology has provided novel educational tools. Computer based medical education is an example of these technologies. There are a large number of computer-based tutorials on [...]

In teacher Liz Sanchez’s virtual poetry and literacy classes, she can tell how much time each student spends on a particular lesson, track a student’s participation in group discussions, and [...]

Computers are becoming popular in schools and other learning institutions as effective tools of teaching. There are four major areas where computers are used in schools and these are in computer-aided instruction, computer-managed instruction, programming and use of application packages. Innovative computer programs are popular with both parents and children since they combine fun with learning. Writing skills can be honed and practiced through programs such as 'Professional Write' and many others.

Assistive technology (AT) and instructional technology (IT) are distinct fields. AT is a legally mandated service for people with disabilities, a process to help individuals find the tools they need [...]

Online training is becoming a routine affair for government employees. For the most part, they like it. It's easy: You log on, enter a password and, presto, you're in a […]

MENC developed on-line lesson plans to accompany the sixty-minute PBS documentary, 300 Years of People and Pianos. The lessons are designed for use in middle-level to high school general music […]

It is generally agreed that there is a need for strong pedagogical principles to inform course design, particularly when there is any major investment in the production of resource-based learning (RBL) and computer-aided learning (CAL) materials. Such principles should also take into account the special challenges posed by hypertext environments. In this paper, there is a summary of principles of course design as exemplified and realised in CASTE (Course Assembly System and Tutorial Environment). CASTE was developed by Pask and Scott [18] in response to the need to share with learners a description of a body of subject matter, such that there could be 'conversation' between system and student about learning strategies. Whalley [27] refers to CASTE as a system that 'provided both a `virtual' environment for the student and a system to facilitate learning conversations about it' and 'clearly worked as an integrated whole'. In CASTE, there are well-justified principles which deal with the creation and deployment of the following: learning outcomes; advance organisers; analysis of course content as a coherent, consistent, learnable whole; tutorial strategies; use of activities; formative assessment; using learning contracts for mastery; summative assessment by 'teachback'. There are overlaps with other approaches to instructional design (e.g., [7,21,26]). It is argued that the CASTE principles provide a more coherent theoretical framework, a simpler taxonomy of learning processes and simpler terminology.