Thomas A. Brush

2

Diane McGrath, Chandima Cumaranatunge, Misook Ji, Huiping Chen,Winston Broce, & Kathleen Wright

18

W. Michael Reed & John Oughton

38

Anne L. Russell

53

Nancy E. Seminoff & Shelley B. Wepner

67

John G. Wells & Daniel K. Anderson

83

Abstract
The purpose of this study was to examine the impact of group composition on student achievement, time on task, and group interactions when completing integrated learning system (ILS) activities in cooperative pairs. Students were paired either homogeneously or heterogeneously based on ability and asked to complete math activities delivered by an ILS. Results of this study did not find any significant academic achievement differences between students based on cooperative-group structure. However, analysis of observational data determined that students designated as low ability were engaged in the ILS activities for a significantly longer percentage of time when they were paired with high-ability students (i.e., heterogeneously) than when they were paired with students of similar ability (i.e., homogeneously). In addition, high-ability students paired homogeneously were engaged in the ILS activities for a significantly longer percentage of time than their low-ability peers who were paired in a similar fashion.

Abstract
The research reported in this article began as a staff development project in which teachers of Grades 3-11 produced multimedia projects, conducted a similar project in their own classes, and showed their students' projects at a conference. Researchers acted as participant observers, providing technical support as the students carried out their multimedia projects. Research questions focused on attitudes toward science and multimedia projects, gender differences in attitudes and expertise, and the process of students taking responsibility for their own learning. Data for this qualitative study represented 3 points of view: teachers, students, and research staff. Findings include the following: (a) Most students preferred this kind of project to a term paper, except in one school, where multimedia was "old hat"; (b) students and teachers reported that students had learned a number of skills besides science and computing, including dependability, organization, and interviewing; (c) both girls and boys appeared to like computers and doing multimedia science projects, and both were active participants and class experts; and (d) eventually almost all students took responsibility for learning and kept commitments to their groups, and many worked beyond the regular classroom hours.

Note: This article is reprinted from JRCE 28 #5, a special online issue.
Click here to see the full multimedia version.

Abstract
This study focused on determining the relationships among student characteristics, such as gender, learning style, and varying prior computer experiences, and students' linear and nonlinear navigation of a hypermedia program. Additionally, the navigation patterns were analyzed at three different intervals to determine the relative temporal influence of these characteristics on linear and nonlinear navigation. It was found that authoring, programming,and gender (specifically female) were positively related to linear navigation during the early interval; that learning style (specifically field independent) and hypermedia experience were negatively related to linear navigation during the early interval; and that word processing experience, database experience, spreadsheet experience, learning style (specifically field independent), and hypermedia experience were positively related to nonlinear navigation during the early interval. At the middle interval, many of the characteristics were no longer distinguishing factors of linear or nonlinear behavior. Programming was still positively related to linear navigation; hypermedia experience, learning style (field independent), word processing experience, and database experience were negatively related to linear navigation. Hypermedia experience was the only factor having a relationship with nonlinear navigation; the relationship was positive. At the late interval, only years of computer experience and hypermedia were still distinguishing factors. Years of computer experience was positively related to linear navigation, and hypermedia was negatively related to linear navigation.

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Abstract
Virtual reality is a relatively new term related to the technological environment. No studies have been found that look at the conceptions of VR held by nonexperts. In this study, a phenomenographic approach was used to identify conceptions of VR held by adolescents and adults living in two Australian cities. Their information about VR was mainly derived from friends and mass media sources. Interviews revealed five qualitatively different conceptions: (a) VR is technologically generated, (b) VR is a game or entertainment, (c) VR is a multisensory experience, (d) VR is like an experience in another reality or world, and (e) VR is a state of mind. Although the nonexperts tended to experience VR as entertainment, the academics were focused on the future "purposeful" applications of VR in society and the ability of individuals to re-create themselves by participating in VR environments. As individuals come to understand the symbol systems and social practices surrounding VR, they are likely to have the knowledge that will enable them to control their interactions in any VR environment.

Abstract
There have been recent discussions about a paradigm shift to new forms of scholarship for tenure and promotion. An 18-item survey was sent to a select sample of teacher educators to gain insights about what they and their respective institutions are doing to develop technology-based projects. Four reasons selected most frequently for creating technology-based projects are: (a) instructional impact, (b) professional recognition, (c) opportunities for research, and (d) motivation for end user. Respondents indicated that time and monetary support, equipment, professional-development opportunities, and recognition are needed to encourage faculty involvement with technology-based projects. Respondents suggested the following four criteria to judge the value of technology-based projects for tenure and promotion: (a) contribution to the field, (b) national recognition of the project; (c) well-researched data collected prior to development, and (d) local recognition of project. Recommendations for increasing the value of technology-based projects in tenure and promotion decisions and for garnering institutional support and professional association assistance are provided.

Abstract
This study examined the effects of Internet instruction on the attitudes of learners toward a new innovation before, during, and after the instruction. Responses from the stages of concern instrument are used as the dependent measure. Regressions were run to see whether any linear relationships exist between learners' stages of concern and their prior computer knowledge in the following categories: (a) general, (b) content-area software, (c) word processors, (d) databases, (e) spreadsheets, (f) programming languages, (g) authoring languages, (h) hypermedia, and (I) the Internet. Results indicated general trends toward increased overall positive attitudes toward this new innovation, the Internet.