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Technology offers tools and information that students need to explore real-world mathematical connections and investigate questions reflecting their own interests. This article illustrates how students can use technology to gather and interpret information, perform descriptive and graphical analysis, make statistical predictions, and create and use simulations. (MLH)

As journal editors play an important role in defining and shaping academic discourse, knowing their opinions could likely prove beneficial for both current and future academic journal stakeholders. Within this vein, this study used the Delphi method to help build a profile on the trends and priorities within educational technology, from the unique perspective of the journals' editors-in-chief. This expert panel--initially built from 117 national and international research journals--concluded with 25 editors-in-chief who finished all three rounds of the survey. Results indicated five emerging themes for trends and priorities: computer-focused, teaching and learning, online and digital education, societal, and research and theory. By exploring these current trends and priorities within educational technology, this study may provide meaningful insights to better understand the field as a whole and may also help scholars in their goal of publishing relevant, high-quality academic scholarship. [ABSTRACT FROM AUTHOR]

Abstract This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more […]

The spring 2005 edition of the Journal of Research on Technology in Education (JRTE) issued a call for a proactive approach to a research agenda in educational technology. This position […]

Abstract The article encourages university development officials and leaders in the field of distance education to actively view online learners as future members of the alumni community. This paper synthesizes [...]

Abstract This study describes and analyzes a four-year effort to provide curriculum-based, technology-enhanced field experiences for prospective teachers. These field experiences and this associated study espouse the notion that experiences […]

THE MIDDLE SCHOOL YEARS are critical to the cognitive, social, and emotional development of students. Hence, many schools implement various strategies to deal with the complexities associated with this age [...]

This article investigates the relationship between paradigms of teaching and learning and models of distance education. The underlying premise of this article is that fundamental beliefs about the nature of […]

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.

In order to develop an effective online information literacy curriculum, we need a clearer picture of how young people currently approach the task of assessing information online. This paper describes the strategies eighth graders use to assess the credibility of unfamiliar websites. Findings reveal that students appear to draw mainly upon two areas of previous instruction: strategies related to the reading of informational texts and strategies related to evaluating websites. Despite using these strategies, students were unable to provide warranted descriptions of their credibility judgments, nor were they able to recognize biased websites. This paper includes curricular recommendations that build upon students' current strengths to improve online information literacy instruction. [ABSTRACT FROM AUTHOR]

This article describes successes and challenges of the first implementation of an online Ed.D. program that impacted students' professional growth and practice. Based on an analysis of student survey comments, student interviews, and faculty interviews at the end of the first year, program improvements were made for future cohorts. Lessons learned and best practices shared in this article will be useful to other institutions embarking on and engaged in online programs and professional practice degrees. (Contains 3 tables.)

This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers (N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology's value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could provide important insights. [ABSTRACT FROM AUTHOR]

This study investigated the effects of multimedia and modality design principles using a learning intervention about Australia with a sample of college students and employing measures of learning outcomes, visual attention, satisfaction, and mental effort. Seventy-five college students were systematically assigned to one of four conditions: a) text with pictures, b) text without pictures, c) narration with pictures, or d) narration without pictures. No significant differences were found among the four groups in learning performance, satisfaction, or self-reported mental effort, and participants rarely focused their visual attention on the representational pictures provided in the intervention. Neither the multimedia nor the modality principles held true in this study. However, participants in narration environments focused significantly more visual attention on the "Next" button, a navigational aid included on all slides. This study contributes to the research on visual attention and navigational aids in multimedia learning, and it suggests such features may cause distractions, particularly when spoken text is provided without on-screen text. The paper also offers implications for the design of multimedia learning resources so as to improve learning for all students. [ABSTRACT FROM AUTHOR]

P. K. Yonge Development Research School (PKY) is a singleschool, K-12, public school district and Virtually PKY is the name of our efforts during emergency remote teaching necessitated by COV1D-19. Our ability to plan and execute Virtually PKY was predicated on years of district-wide leadership and professional learning focused on blended learning and related concepts such as interactions and on efforts to transition to a 1:1 environment. This article shares how we transitioned to Virtually PKY and provides examples of how teachers are prioritizing connections and interactions during emergency remote teaching. In particular, we share examples of student-to-student, student-to-teacher, student-to-content and district-family interactions in elementary, middle and high school grades. We conclude with three implications of outwork for inservice and preservice teacher educators working to improve virtual efforts now and in the future related to: (1) blended learning, (2) interactions, and (3) teacher inquiry. [ABSTRACT FROM AUTHOR]

The article focuses on assistive technologies to support students with dyslexia. Topics include devices such as electronic readers can improve reading comprehension and reading speed when text is presented in shorter lines with more spacing and some AT works only on certain operating systems that is the software that runs the basic functions of a device.