Describes a way to calculate a school's "technology quotient," a variation of intelligence quotient. Notes that the formula can be used to determine how technologically adequate a school district or a building is. (RS)

Reprints an article originally published in 1930. Argues that 20th-century youth should be taught using 20th-century teaching methods. Discusses the use of the stereograph, the stereopticon slide, the motion picture, and the radio in the classroom. (RS)

Describes the success of an Indiana school district in implementing a major technology initiative. Presents 12 strategies for implementing such an initiative, usable as a framework for schools about to invest in technology (or for those with stalled or dysfunctional programs) and applicable to programs of varying size and scope. (SR)

Suggests coping strategies for dealing with the anxieties caused by unfamiliar technologies. (HOD)

Presents techniques for integrating technology to prepare and extend a field trip experience. Discusses ways to use technology when an actual field trip is not possible, using a wealth of online sources relating to public and cultural institutions. Discusses connecting all of these with the classroom curriculum. (SR)

Discusses the design debate in instructional technology among behaviorists, cognitivists, and constructivists as they design computer software programs for education. (SR)

Reports results of a study identifying effective behaviors for preventing technology accidents, and ineffective behaviors that cause technology accidents in the schools. Offers technology use guidelines for principals and for school media specialists to promote the safe use of technology. (SR)

Summarizes information gained from experienced teachers about what kinds of computer equipment schools should purchase, how the computer can be used in the classroom, and for what subject areas and grade levels they work best. (FL)

Documents the changes and advances of educational technology in the classroom from the 1960s to the 1980s. Asserts that caution is needed in proceeding to make use of educational technology applications. (MS)

Discusses four common reasons why schools pursue the integration of computers into their programs--including technological awareness, improved productivity, and improving student achievement. States that schools must be clear about the basis for investing in computers and related technologies. (MM)

Presents chief state school officers' rankings of 11 critical issues for the years 2000 and 2020. Finds, among other things, that the three issues perceived as most likely to be very important in 2000 were: student preparation in the workplace; utilization of technology in instruction; and providing a safe environment for learning. (SR)

Argues that by viewing computer technology as a facilitator of instruction and one that is relatively easy to operate and apply to a specific content area, teachers can come to feel less apprehensive about entering into an instructional contract with it. (FL)

Several social factors are posited for the lack of internal learning motivation in today's students. The authors suggest that teachers must make a special effort toward motivating students and they review classic theories of motivation and current practices in this area. (SJL)