This book highlights the importance of design in computer-supported collaborative learning (CSCL) by proposing data-driven design and assessment. It addresses data-driven design, which focuses on the processing of data and on improving design quality based on analysis results, in three main sections. The first section explains how to design…

This guide summarizes "Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis" and "Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis," two research reviews conducted by Johns Hopkins University's Center for Research and Reform in Education. The purpose of the reviews was to evaluate the…

This guide focuses on the use of computers and cooperative learning techniques in classrooms that include students with disabilities. The guide outlines the characteristics of cooperative learning such as goal interdependence, individual accountability, and heterogeneous groups, emphasizing the value of each group member. Several cooperative…

This article discusses steps in incorporating computer technology into activity-based thematic units in a preschool classroom for children with and without disabilities. The discussion focuses on teaching young children to learn together, choosing appropriate software, and selecting activities to generalize computer learning. (JDD)

Two articles discuss changes that are making technology useful to teachers. After examining computer uses in education, the articles describe new research and educational technology trends, and products and projects that got three teachers hooked on technology. (SM)

This paper outlines assumptions and principles related to computer mediated learning (CML) and suggests instructional design and classroom strategies for CML planning and practice. The pedagogy of control is contrasted with the pedagogy of choice and the latter constructivist viewpoint is recommended as the basis of CML. Assumptions about learning…

Issues specific to two instructional technologies (cooperative learning and computer instruction) are reviewed, along with their interactive effects. Emphasized are the management of diverse instructional needs within mainstream programs, cognitive outcomes for mentally handicapped and nonhandicapped students, and the social interactions of…

A hyperbook is a form of distance education that promotes computer-mediated learning and collaborative/constructive learning in the development of multigenerational learning communities. A hyperbook is composed of hypertext that resides on the Internet. Hypertext is text with embedded links that allow the reader to move around in the text or to…

In response to our technological society, the National Council of Teachers of Mathematics recommends decreasing drill and reliance on multiple-choice tests and increasing problem solving and real-world applications. Other recommendations include simulation software to provide mathematical challenges, collaborative learning, and alternative…

Computers are valuable in meeting all students' needs within heterogeneous second-language classrooms, mainly because they allow for individualized learning, interactivity, learner independence, varied learning strategies, and heterogeneous teaching style. Computers help teachers challenge more able learners while supporting less able learners.…

Examines recent research into gender differences in learning styles and presents a case for creating effective collaborative learning experiences for female students, thus minimizing the alienation and disadvantage that many women and girls experience in a computer environment. A checklist for creating gender equitable learning environments is…

This booklet presents educators with practical ways to put the Internet to work in the classroom. An introduction provides resources for getting connected to and exploring the Internet. The next section on using the Web in the classroom discusses a student-created Web survey; cooperative challenge; social action; community connection; simulation;…

When in the "zone of proximal development" for a particular skill or piece of information, a learner is ready to learn but lacks certain prerequisites. Scaffolding is an interactive process in which a teacher or facilitator assists such a learner to build a "structure" to contain and frame the new information. Scaffolding can…

Selecting and using technology for the classroom is an enormous responsibility for teachers. This book helps educators of K-12 decide which of the many available technologies are right for them. It presents and develops five learning methods based on specific technological devices and practices. These methods include teacher-centered learning with…

Intergenerational learning communities develop when learners from one class create materials that learners from later classes can use. If information for a class is collected and maintained in an electronic archive, each successive class, or generation, can use that material and build upon it. The compilation of documents results in a…