The use of information and communication technology-based data systems to support teachers in data-driven decision-making (DDDM) remains limited. Despite the growing number of data systems available, their uptake remains limited, and there is a limited understanding of what data system characteristics increase and factors that influence teacher…

This literature review was conducted as part of a dissertation research study. The review examines what scholars have studied in relationship to educators' implementation of technology and instructional practices relating to digital citizenship. Additionally, the review examines the knowledge and beliefs of educators to include pre-service and…

Defines and evaluates the capabilities of computer mediated communication (CMC). Current literature concerned with the use of CMC in instruction is reviewed, and a research proposal is presented for studying CMC uses in speech communication instruction. (JKP)

This book provides a critical examination of the major issues that social work education and practice must confront if social work is to remain as a mainline profession. The book explores issues that are not normally covered in social work literature, such as the challenge of reconstructing the social work profession, the use of technology in…

Describes a study that examined the communication patterns of teachers who used UNITE (Unified Network for Informatics in Teacher Education), an electronic mail system designed to encourage curricular collaboration and resource sharing. Highlights include computer-mediated communication, use of UNITE by librarians, and recommendations for…

This paper proposes a Virtual Teacher Training Center (VTTC) as an effective and efficient short-term solution that can become an integral part of a long-term solution to a crisis in career and technical education (CTE) teacher availability. An introduction discusses the challenge and describes the VTTC's two major foundations, which are the…

This paper presents the theories of L.S. Vygotsky as a conceptual framework for implementing instruction that supports concept development and promotes higher level thinking skills in students. Three major components (i.e., language, scientific and spontaneous concepts, and the zone of proximal development) of Vygotsky's socio-cultural-historical…