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Editor's Remarks
 New Directions: Focus on Preservice K–12 Field Experiences That Integrate Technology (PDF, 166 KB, 12 sec, PDF Instructions)
Ann Thompson
Thompson describes the work colleges of education are doing to ensure that preservice teachers can have technology-rich field experiences.
President's Message
Education for the 21st Century? (PDF, 416 KB, 30 sec, PDF Instructions)
Dale S. Niederhauser
Niederhauser discusses some disturbing trends on online education.
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A Picture of Change in Technology-Rich K–8 Classrooms (PDF, 192 KB, 14 sec, PDF Instructions)
Keith Wetzel, Ron Zambo, and Helen Padgett
Wetzel and colleagues report on the Arizona Classrooms of Tomorrow Today. Arizona State University West partnered with five school districts to create technology-rich classrooms to serve as models for preservice teachers and university instructors.
Professional Development Partnerships Integrating Educational Technology (PDF, 224 KB, 17 sec, PDF Instructions)
Teresa B. Jayroe, Kameron C. Ball, and Michael R. Novinski
A professional development school (PDS) can be just what both preservice and inservice teachers need to learn to integrate technology into their teaching. Jayroe and colleagues describe how the Mississippi State University College of Education uses its PDS.
Technology Growth in an Elementary Magnet School: A Longitudinal Study (PDF, 224 KB, 17 sec, PDF Instructions)
Vivian H. Wright, Margaret Rice, and Debra Hildreth
Wright, Rice, and Hildreth studies how teachers respond to increased access to technology, support in its use, and time to learn to use it. The more teachers used technology, the more they wanted to use it.
Mentoring Overcomes Barriers to Technology Integration (PDF, 192 KB, 14 sec, PDF Instructions)
Teresa Franklin, Sandra Turner, Mumbi Kariuki, and Mesut Duran
Graduate students mentored rural school teachers in the use of technology in this study reported by Franklin and colleagues. As a result of this partnership, the instructional technology graduate students learned about the realities of technology integration in the classroom and current teachers learned the most current methods for integration.
Factors Facilitating Student Participation in Asynchronous Web-Based Courses (PDF, 1.3 MB, 1 min 38 sec, PDF Instructions)
María Victoria Pérez Cereijo, Jon Young, and Ron W. Wilhelm
Cereijo and colleagues studied what students like and dislike about Web-based courses. Designers of online courses can use these findings to help design their own courses in which students can be successful and enjoy themselves.
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