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Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University
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| formerly Journal of Research on Computing in Education |
Volume 33 Number 5 Summer 2001
School Information Systems and Their Effect on School Operations and Culture
Marcie J. Bober
Bober reports findings from recent studies into the effectiveness of school management systems. She then provides strategies for integrating school information systems into school culture.
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Technology and Multiculturalism in the Classroom: Case Studies in Attitudes and Motivations
Ines Marquez Chisholm and Keith Wetzel
Chisholm and Wetzel provide case studies of teacher educators who used a technology-rich classroom in their methods classes. They identify and discuss six common elements of multicultural technology integration, and they close with a discussion of the importance of combining theory with practice in technology integration.
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The Effectiveness of Mathematics Software for Ohio Proficiency Test Preparation
Patricia Deubel
Deubel studies the effectiveness of computer-based mathemtics instruction on student performance on a statewide assessment text. Specifically, she looked at why certain teachers chose to use technology with their students and how technology affected student scores. She found that students who used software during class time did not have higher test scores, but students who used software outside of class for extra help did.
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Technology-Using Teachers: Comparing Perceptions of Exemplary Technology Use to Best Practice
Peggy A. Ertmer, Sangeetha Gopalakrishnan, and Eva M. Ross
Ertmer and colleagues examined the pedagogical beliefs and classroom practices of exemplary technology-using teachers. They found that these teachers’ practices were based more on their personal beliefs about teaching than on the best practices described in the literature.
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Benefits of Laptop Computers for Elementary Teachers
Christy J. Falba, Karen J. Grove, Donald G. Anderson, and LeAnn G. Putney
Falba and colleagues describe the benefits of providing laptop computers to elementary teachers. They found that access to laptops at school and at home positively affected these teachers’ technology use.
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Multimedia in the Classroom: Its Effect on Student Writing Ability
Huey-Ling Fan and Michael Orey
Fan and Orey studied student use of multimedia presentation software and its effects on their writing ability. The findings in their first study showed improved writing skills, but the second did not. Fan and Orey discuss the implications of these findings.
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Technology Standards in a Third-Grade Classroom: Do Student Skills Match Technology Standards?
Cindy Kovalik, Lynn Smoler, and Jazmine Toddy
Kovalik et al. studies third graders’ technology skills to see whether they could fulfill ISTE’s National Educational Technology Standards for Students (NETS•S) and district technology standards. These students were making good progress toward meeting the NETS•S and met the district standards.
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Controlling the Display of Animation for Better Understanding
Shu-Ling Lai
Lai investigated whether students would perform best after using instructional software that (1) controlled student progress through the software completely, (2) allowed students to progress at their own rate in a linear fashion, or (3) allowed students to progress nonlinearly at their own pace. Lai also analyzed students’ learning styles to see how that affected their performance after using this software.
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Making Teaching Public: Supporting Teachers’ Inquiry through the Internet
James D. Lehman, Janet Warfield, Michael Palm, and Terry Wood
James Lehman and colleagues studied teachers’ use of an online discussion forum for professional development. They found that this method of discussion, though not all they had hoped, helped teachers reflect on their own teaching and see how other teachers do some of the same things in their own ways.
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Teacher Interaction: Motivating At-Risk Students in Web-Based High School Courses
Stephen Lehman, Douglas F. Kauffman, Mary Jane White, Christy A. Horn, and Roger H. Bruning
Stephen Lehman et al. investigated the benefits of mentoring at-risk students electronically. Teachers provided different types of feedback (building motivation, showing a personal investment in the student’s learning, etc.) to these students using e-mail. Lehman et al. discuss the effects of these types of interaction on students.
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Why Is Learning and Using Computers Still Difficult? Problems and Suggestions
Kefyalew Mandefrot
In this literature review, Mandefrot discusses different meanings of learning from different perspectives. He applies these ideas to learning to use and using computers.
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Student Responses to Online Course Materials
Kathryn I. Matthew and Gita Varagoor
Matthew and Varagoor provided course materials to college students using the Web. They assessed student reactions and learning using this method of instruction. They present student feedback regarding the importance of face-to-face meetings, technology training, and technology access.
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Applying the Concerns-Based Adoption Model to Research on Computers in Classrooms
C. Paul Newhouse
Newhouse used the concerns-based adoption model to analyze the results of a research study he conducted with students who were given latptop computers. This model proved effective in understanding the effects laptop ownership had on the students and their teachers.
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The Role of InTech Training in the Integration of Technology into Instructional Practices Among Georgia Middle School Teachers
Fritzie Sheumaker, John R. Slate, and Anthony J. Onwuegbuzie
Sheumaker and colleagues studied the effects of specialized technology-integration training on teachers’ actual use of technology. They found that teachers who had received training were more likely to integrate technology into their teaching, but they caution that their small sample size limits the position that all teachers who receive this training will integrate technology.
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Learning Style Awareness: A Basis For Developing Teaching and Learning Strategies
Annette Vincent and Dianne Ross
Vincent and Ross describe various learning styles, testing instruments, and how awareness of learning styles can help teachers and students. They conclude by providing teaching strategies for each learning style.
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Attitudes and Achievements: Comparing Computer-Based and Traditional Homework Assignments in Mathematics
Chi Kuen Wong
Wong studied the effectiveness of computer-based mathematics homework as compared with paper-and-pencil homework. He found that students who completed drill-and-practice homework scored higher on a test right after the treatment and 12 weeks later. Wong then offers ideas about why this might have happened and how other teachers can help their students perform better.
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Copyright © 2001, ISTE (International Society for Technology in Education). All rights reserved.
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