Despite the availability of hardware and software, the mathematics staff in a technology-rich secondary school rarely used computers in their teaching. This study investigates reasons for this phenomenon. Findings have implications for professional development related to the integrated use of computers in mathematics teaching. (Contains 43…

Analysis of data from two studies of undergraduates (n12 and n18) enrolled in a hypermedia-in-education course at West Virginia University determined that the group with more hypermedia knowledge more frequently cited nonlinear models, supporting the premise that students require hypermedia experience before they can use nonlinear information…

Describes a computer system (SPECIAL) that allows for the capture and playback of audio and slides from a lecture. SPECIAL provides random access to both audio and slides, and variable speed control of audio. Testing shows that learners prefer using faster speeds and that grades are higher for participants using this system rather than a textbook…

Examined attitudes toward the use of computers by preservice teachers before and after a literacy course that required the use of technology. Results suggest that increases in positive attitudes may have resulted from instructional approaches, meaningful assignments, and supportive faculty. Includes recommendations for instrument use in evaluating…

Explores the role of technology in current educational practice, based on conflicting perceptions of two major theorists in the field of instructional design. Examines four questions extracted from their ongoing debate on technology-based learning, focusing on the following: whether presence of technology implies learning, learner's role, whether…

Describes the implementation of a project to prepare mentor and student teachers to teach mathematics and science through the integration of multimedia technology and pedagogy. Evaluation of project training and implementation found that student teachers were better prepared to integrate technology and that mentor teachers changed how they taught…

Provides insight into the interpretative process between instructional designers' practice and a science educator's requirements. Suggests that grounding multimedia design in constructivist philosophy is problematic for two main reasons: interpretation and shared understanding of terms, and limits with respect to the technology. Reports a…