This book shows educators how to put technology to use in their classrooms as a tool for student reflection and assessment, demonstrating how teachers can help students create electronic portfolios that illustrate their command of subject matter. The book is arranged in a progression by plugging in portfolio example projects in each chapter.…

This paper outlines a project by the American Educational Research Association (AERA) Division C to pair graduate students seeking mentors with willing mentors on different campuses. Mentoring has long been shown to provide tremendous benefits to participants, but until recently, it was felt that participants needed to be within the same…

This digest provides research on curriculum and assessment in the age of Computer Algebra Systems (CAS). The digest presents research on assessment with CAS technology, teacher accounts of assessment with CAS technology and curriculum issues. (Contains 18 references.) (MM)

This report describes the context and goals of the Higher Education Funding Council for England's e-University project to develop Internet-based higher education. It summarizes the proposed business model and outlines next steps in implementing the project. A February 2000 letter announced the project and invited higher education institutions…

This document contains the appendixes to a publication by the Higher Education Funding Council for England (HEFCE), "Business Model for the E-University: A Report to the HEFCE by PricewaterhouseCoopers." The four appendixes are: (1) "Examples of E-Initiatives in Higher Education"; (2) "Options for the Corporate Structure…

This report describes a British study designed to produce a business model for an e-university, a concept that did not previously exist. Part 1, "Aims and Objectives," describes the background of the effort, the challenge to the United Kingdom, goals, and objectives. Part 2, "The Business Model," describes: the basic concept;…

This paper provides a short review of the following basic approaches for generating animations so that teachers can determine the way best suited for them and be better prepared to select a tool addressing their needs: (1) using classical presentation tools such as PowerPoint; (2) visual editing using drag and drop or selection of options; (3)…

This Issue Brief uses data from the 2000-01 Teacher Follow-up Survey (TFS) to examine teacher views on the technology in their classrooms. Specifically, teachers reported which types of technology they considered essential for teaching and whether they felt such technology was sufficiently available in their classrooms. In 2000-01, technologies…

We begin the article with a brief discussion of why groups are recommended in language teaching. After that, we describe what Cooperative Learning (CL) is. Then, we suggest ways in which CL and Information Technology (IT) fit well together. This is followed by some examples of how to combine CL with IT. [This article was published in Teaching of…

A survey of 222 K-6 preservice teachers investigated the effectiveness of experience and value factors in predicting perceived computer use in class. The study determined that the value of computers for preservice teachers' career, own needs, and future students were the best predictors. No experience-related factors or value of computers for…

Describes the use of a parametric-feature-based computer-aided design (CAD) System, AutoCAD Designer, in teaching concepts of three dimensional geometrical modeling and design. Allows engineering graphics to go beyond the role of documentation and communication and allows an engineer to actually build a virtual prototype of a design idea and…

Reviews the potential of information technology in engineering education with reference to a model of the learning process. Discusses engineering as an academic subject, engineering as a mathematical subject, engineering as applied science, a model of the learning process, and the role of telematics. Contains 17 references. (JRH)

States that electronic media are essential for representation, storage, and the transmission of knowledge, and that language faculty must keep up to date in terms of software and hardware access. Maintains that a public workstation is no substitute for a personal computer for faculty. (TB)

Asserts that within the context of problem-based learning environments, professors can encourage students to use computers as problem-solving tools. The ten-step Integrating Technology for InQuiry (NteQ) model guides professors through the process of integrating computers into problem-based learning activities. (SWM)

Describes and compares users and non-users of the World Wide Web in terms of web use, comfort level, perceived barriers, and familiarity with predominantly environmental education sites. Findings provide insight into the development of training programs and resources for environmental educators in using the web and offer opportunities for…