Explores the efforts of a curriculum development team who set out to create a virtual frog for use in biology education, but instead, after several design studies, developed a virtual world called Frog Island. Argues for incorporating educational design studies into other educational development projects. (CMK)

Focuses on projects funded by the National Science Foundation that illustrate the potential of computers and telecommunications to convey higher-order skills and knowledge. Discusses two projects, ScienceWare and Learning though Collaborative Visualization, as examples of knowledge-networking. Describes three other projects that are centered on…

Reports a case study that examines the efforts of one teacher to increase the computer literacy of her mathematics students. Examines the implementation of a new topic and the curricular decisions made by the teacher, offers an interpretation of factors influencing these decisions, and studies their consequences. (KO)

Asserts that teacher educators struggle with how to represent the complexities of teaching in an isolated and sanitized undergraduate classroom. Describes three approaches: (1) case studies; (2) development of hypermedia environments; and (3) the integration of electronically based computer networks. (CFR)

Criticizes the compartmentalization of educational practices into a hierarchy of general, vocational, and social. Argues for a more holistic integration of technology, vocation, and education reflecting a vision of lifelong learning and meaningful work. Discusses examples of this including the Scandinavian tradition of "Sloyd"…

Reports on a study of the effects of the curriculum material used and of teaching behavior in "Information and Computer Literacy," a new course introduced in the Netherlands. Suggests that education can diminish but not entirely eradicate gender-related ideas about computers. Includes statistical and tabular data. (MJP)

Describes interactive educational technology and discusses its use in the classroom. Asserts that research about the effectiveness of interactive technology ignores links to curriculum goals and educational objectives. Asserts that a human tutor may still be needed to extend the thinking of a group. (CFR)