Robotics activities engage students in critical and computational thinking, problem solving, and collaboration, as well as engineering and computer science. By integrating robotics into disciplinary courses, educators offer these opportunities to a wider range of students. However, teachers may be less likely to use new technology without evidence…

This article bridges the fields of instructional design and teacher education, presenting and modernizing the media influence debate and synthesizing it with the technological pedagogical and content knowledge (TPACK) framework. Five modern technologies are presented as media comparison studies, analyzed from both the medium-as-variable and…

This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to…

State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Left Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence…

An inherent characteristic of technology education is the continual development of new technologies and creating innovative applications of already existing technologies. As exciting as these innovations can be, technology educators and school staffs are frequently challenged to accomplish high levels of implementation. The metaphor of the…

Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage…

In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge…

Research suggests effective classroom ICT integration occurs through needs-based, collaborative professional development (Chandra-Handa, 2001; Cuttance, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002). A community of practice (CoP) (Wenger, 1998; Wenger, McDermott, & Snyder, 2002) can be an effective mode of such…

In recent years, electronic games have assumed an important place in the lives of children and adolescents. Children acquire digital literacy informally, through play, and neither schools nor other educational institutions take sufficient account of this important aspect. We consider that multimedia design for training and education should combine…

In this paper we present Geodromo, a prototype of an educational multimedia system, part of the Portuguese "Ciencia Viva" (Live Science) educational program, which is aimed at young people and designed with innovative characteristics. The project is based on a robotic multimedia simulator and an online puzzle game aimed at the…

The turbulent business environment requires business expertise from ever-larger personnel groups. The required business know-how is a combination of knowledge and several different skills, and it should provide the learners with an overall view of the functioning of a business organization as a whole. Moreover, while work is increasingly becoming…

Describes the development of an instrument to assess teachers' context beliefs about using technology in the classroom based on a study of teachers in a professional development program on technology integration. Highlights include capability beliefs; context beliefs; personal agency belief patterns; content validity; and construct and predictive…

The U.S. Department of Education sponsored a summit that addressed the need for scientifically-based evidence on the use of technology in teaching and learning. One hundred leaders from the Preparing Tomorrow's Teachers to Use Technology (PT[3]) federal initiative were invited to participate in the meeting, held in Fall 2003. The recommendations…

This article describes a study that examined the conceptions of three New Hampshire superintendents as to the institutional conditions they believe impact teachers' ability to integrate technology. Common thinking was found. They agree if integration is to be successful, teachers need a better understanding of how these technologies can be applied…

Describes themes found in research regarding the digital divide from the perspective of school technology integration for children, including frequency of use, differences in students' educational technology experiences, and teacher professional development. Discusses standards-based curriculum and the implementation of technology standards.…