Illustrates computer-based classroom demonstrations in perception and cognition that require no computer programming and can be delivered with standard lecture presentation software. Examples include apparent motion, anorthoscopic perception, illusory conjunctions, and the capacity of early visual memory. (CMK)

Asserts that technology can be one of the strongest teaching and learning tools available today if used well. Finds that, in particular, courses enriched through use of e-mail, electronic bulletin boards, "drill and practice" software, and the Internet can help to engage developmental students, motivating and enabling them to achieve greater…

A faculty member in teacher development presents her perspectives of technology use, requirements, and students' problems. Five students in her Introduction to Education class give their viewpoints of technology use in their classes and discuss their perspective as future teachers. Problems of technology in the classroom are identified, followed…

Proposes a number of factors by which the cost of technology in education can be properly justified. Based on a study of technology cost effectiveness with participants of a statewide initiative introducing Interactive Distance Learning (IDL). Describes indicators that represent 12 ways educators in Ohio using IDL for student learning feel the…

Describes how one college of education built its computer infrastructure and technology expertise. Essential in this process were a commitment on the part of the dean, significant funding, technology training sessions, and the expertise of technology specialists. The integration of technology throughout this college has positioned it to become an…

Discusses the development of information and communications technology (ICT) in education in Brunei Darussalam, noting the need to invest in research and monitoring, discussing local research, and examining research elsewhere that may be appropriate in Brunei Darussalam. Illustrates how the ongoing development of thoughtful schools could…

This article describes an online resource, TrackStar, that helps organize and annotate Web sites (more specifically, the addresses or URLs to the Web sites) into lessons, presentations, or instructional resources. Each "track" provides a user with a list of Web-based resources that have been located, organized, and summarized. Examples of uses…

Describes the U.S.'s first statewide K-12 application service provider (ASP). The ASP, implemented by the Arizona School Facilities Board, provides access to productivity, communications, and education software programs from any Internet-enabled device, whether in the classroom or home. (EV)

Considers ways to include schools' food service departments in technology planning. Discusses school food service software applications, considerations and challenges of automating food service operations, and business-to-business Internet solutions. (EV)

The Internet's unique scope, characteristics and potential make it a vehicle for media specialists to model good use of information technology and provide far-reaching instructional leadership in schools. This article focuses on approaches to Web site selection, supervision, and staff development for effective use of the Internet in schools. (AEF)

Describes a simple 16-item instrument, the Propositional Logic Test (PLT), that is based on Piagetian theory and a study that explored the use of the PLT in diagnosing student misunderstandings. Analysis of individual student responses revealed a number of systematic errors in interpreting the logical operations in the PLT items. (Contains 23…

Describes a teacher networking project using My Make-Believe Castle, an adventure program developing problem solving skills, that involved 100 elementary teachers around the country and demonstrated the utility of listservs. Discusses teacher observations of problem solving, peer teaching, one-computer classrooms, and deeper learning. (PEN)

Discussion of the new Web-based instructional planning and management systems (also known as killer apps) that integrate all phases of the educational process focuses on three aspects: how to decide which system meets your needs; criteria to use in evaluating and comparing systems; and how to plan successful implementation. (LRW)

Discusses the structure and content of economic education at the higher education level focusing on topics such as Kursk College of Trade and Economics, the components of the new content of economic education, the inclusion of personal computers, and upgrading qualifications of teachers. (CMK)

States that the efficiency of computer-supported learning cannot be substantiated without difficulty. Explores basic problems of the measurement of school achievement from a theory of (1) measurement and (2) the psychology of learning. Examines the form of "achievement" as a construct of measurement and the consequences of developing a design of…