College faculty can avoid investing valuable time and resources in inappropriate technologies by staying in step with technological progress. A "future proof" approach to technology recognizes and welcomes small failures, considering them part of the ongoing process of absorbing technology into the learning process. Future proofing attempts to…

This report proposes establishing sufficient technological capability within New Jersey's K-12 classrooms and public libraries in response to the universal service mandate of the Federal Telecommunications Act of 1996. Sections cover: (1) Goals; (2) Networked Education and Life-Long Learning Model for New Jersey Schools and Libraries, Technology…

This guide is a learning tool to help indigenous people use the Internet to become self-directed learners, join with other self-directed learners to build learning communities, and train others to become self-directed learners. After presenting basic information on how to get online, the guide is organized around four successive levels of…

This position paper presents the STAIRS model for overcoming barriers to teachers as they implement and integrate instructional technology in science classrooms. There are many barriers for teachers in the integration of this technology which include time to learn how to use the technology, adequate hands-on staff development opportunities,…

The objective of the Microelectronics Education Programme (MEP) Electronics and Control Technology is to enable teachers (under the INSET scheme) to develop the necessary expertise to teach the current electronics component of courses which include this subject. Described are MEP-INSET guidelines, which include six-hour course modules, equipment,…

Responds to a position paper by Paul DeHart Hurd on the cultural roots of the focus on a science, technology, and society (STS) context for science teaching. Argues that implementation of STS education does not appear to be widespread, thus refuting Hurd's claim. (DDR)

Discusses the mission of the National Science Foundation (NSF) in the context of a national strategy for science and mathematics education. Specifies the agenda of the organization as it relates to mathematics, science, engineering, and technology. Outlines what must occur for this agenda to be in place. (DDR)

Describes the development of library-centered Internet training workshops at the University of Wisconsin-Madison, offering advice to those wishing to implement their own programs. Many considerations related to choosing teaching methods, assembling equipment and materials, and scheduling and promoting sessions are the same as with traditional…

Analyzes the pedagogic functions of visual images included in school science textbooks and daily press articles about science and technology. Indicates that the science textbooks (a) use 10 times more images, (b) use more images so as to familiarize their readers with the specialized techno-scientific content and codes, and (c) tend to create a…

Surveys of 28 New Brunswick (Canada) principals and vice-principals from 23 elementary schools examined their perceptions of their ability to assist teachers in using information and communication technologies (ICTs). Correlational analyses show that the more principals used ICTs, the easier it was for them to support teachers in ICT integration.…

Collaborating with an Internet provider and a school-to-work program at the State University of New York at Albany, the Center for Urban Youth and Technology developed a design model for introducing inner-city teachers and students to hypermedia. Their CyberHood Cooperative Learning Project teaches HTML, and the CyberHood Construction Program…

Praises recent efforts to integrate study of science and technology with the broader society, including the science/technology/society movement and Project 2061. Warns of the dangers of splitting the social sciences and natural sciences, and of the limitations represented by the recent focus on "cultural literacy." Advocates the…

The author believes that, for education to change, society must stop exalting the aesthetic at the expense of the pragmatic and must recognize the needs and worth of the vast number of noncollege-bound students. He proposes a foundation of technological literacy for all students and a radically altered counseling and guidance system. (SK)

Investigates Japanese efforts to enter a new phase of its postwar technological period with a focus on internationalization of its economy and industry. Analyzes which technologies will dominate the early 21st century and their relationships to each other. (MVL)

Discusses three points of view on the place of science and technology in African society. Examines the relationship that exists between cultural values and science and technology development. Provides implications at three levels of technology. (Author/YP)