Outlines four ways in which the relationship between the learner and everyday technology might be analyzed using early childhood studies as examples. The four individual-technology relationships are described as affording, anchoring, distributing, and appropriating. (Contains 58 references.) (DDR)

Documents the ways in which one teacher from each school established successful classroom strategies for incorporating technology into classroom life using case studies from two Western Australian schools. Discusses implications in terms of leadership and collaboration. (Contains 26 references.) (DDR)

Discusses results from a study that explored the relationships between designerly thinking and behaviors situated in elementary classrooms in Ontario, Canada and Great Britain. Focuses on the 'school situated design' evidence from the study. (Contains 27 references.) (DDR)

Digital literacy involves more than the mere ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological, and emotional skills, which users need in order to function effectively in digital environments. The tasks required in this context include, for example, "reading" instructions…

Technology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher learning is expected to look into the future without losing sight of its core capabilities--the malleability of its faculty members. Today, more than ever, teachers are expected to operate in an environment where…

If middle or high school students were asked to define mathematics, they would probably respond with course titles or functions of mathematics that they have completed; i.e., ratios, proportions, algebra, geometry. However, a more open-ended and broader definition or meaning of mathematics is the study of patterns. It is with the latter definition…

This article interprets two frameworks for how institutions and individuals can grow in "tech-knowledge." Technology growth opportunities for developmental educators are also reviewed. In the knowledge-based environment that is postsecondary education, professional development in technology must be ongoing as technology changes. Fortunately, a…

This article details how the author, the director of educational technology for the schools in the Roman Catholic Diocese of Albany, New York, adapted the National Educational Technology Standards for Students (NETS.S) and created assessment tools for her teachers. It describes the system that was devised to hold teachers accountable for…

In the schools, each day, teachers see cell phones, laptops, iPods, personal digital assistants, computer games and more. They are struggling to cope with this technological profusion as new devices seem to appear almost daily. With the pace of technological change, the emergence of new technologies, demographic changes and trends towards…

The author acknowledges that there is often a gap in how and for what ends technology is used--a gap between some students and their teachers and a gap among different groups of students. What is less obvious is the nature of these gaps in terms of literacy practices. He then asks, "Could we be missing ways to connect with our students and help…

The authors describe a longitudinal study that was conducted to identify trends in entry-level technology, interpersonal, and basic communication competencies and skills using classified newspaper advertisements from 10 U.S. standard metropolitan statistical areas. To date, 4,200 advertisements have been analyzed for 2 competencies and 1…

In October 2005, the Technology for All Americans Project (TfAAP) came to an end, having far exceeded its goals. TfAAP delivered a philosophical basis of the need for technological literacy (ITEA, 1996); content, student assessment, professional development, and program standards for technological literacy (ITEA, 2000/2002; 2003), and practical…

Faculty members in American higher education are quick to label themselves "the best ever." And in many ways, their achievements to date are just that: consider the community college movement, the research power in their land-grant and major private institutions, and the continuing commitment to access and quality that they all support.…

This special issue of JTATE is focused on evaluation and research studies conducted under the PT3 program of the U.S. Department of Education. PT3, Preparing Tomorrow's Teachers to Use Technology, is a program designed to ensure that new teachers are prepared to use computers and other technology when they reach the classroom and, in the effort to…

Few teachers are evaluated on their ability to use technology in the classroom despite conclusive evidence that its effective use has a positive impact on student achievement and that large amounts of resources are dedicated to placing technology in schools. Teacher evaluations in 220 school districts were reviewed for this study. Only one-fifth…