Discusses the use of computers to teach proofs. Presents some possibilities of computer use in teaching proofs. (ASK)

The "iNtegrating Technology for inQuiry" (NTeQ) model provides a framework for creating an environment for students to use computers as tools to build a strong educational background while solving meaningful problems. This article outlines the NTeQ philosophy, describes the design process for lesson plans, and discusses professional development…

Presents insights of what does and doesn't work in school library local area network (LAN) printing in terms of five "myths": (1) "You need a network to share a printer;" (2) "Printing is much faster on a network;" (3) "All printers are created equal;" (4) "If one is good, two are better;" (5) "I'll never learn." (AEF)

Describes the Instruction and Technology course in Portland State University's Graduate Teacher Education Program, a course required for Oregon teacher certification. Discusses computer and Internet skills taught in the course, their use in instructional design and management, the new emphasis on such skills in the hiring process, and one student…

Describes several recent approaches on college campuses that use technology (including both Web sites and CD-ROM virtual environments) to help journalism students learn grammar. Notes successes and problems. (SR)

Observes that the impetus for global education and the growth of the Internet share common roots and are easily integrated for educational purposes. Provides critical reviews of five World Wide Web sites devoted to global education resources and includes the Web address for each site. (DSK)

Discusses how applications from microbiology and sociology can be used to involve students. Presents a physical context for critical concepts in a first-semester calculus course. (Author/ASK)

Considers how schools respond to pervasive environmental and human problems that are considered by some to be endemic to the emerging technology-supported and technology-driven global order. Contains 27 references. (DDR)

Describes a centralized program facility called "UWired," at the University of Washington, as a center for teaching and learning with technology. Suggests that educators need to pay attention to electronic links being forged within the university community and to counter the hype of hardware and software developers promising to provide…

Reviews the evolution of math software from the 1980s to the present. Discusses how current notions of learning styles have changed software applications and how critical thinking and problem solving have impacted software development. Addresses the overall effect of technology on math anxiety and explores what new technology tools are available…

Relates the author's difficulties adapting as he moved from a computer-equipped writing classroom to a traditional classroom, finding himself unable to adapt in a single semester. Notes how the relationship to the teacher became primary in the traditional classroom, whereas in the computer-equipped classroom the focus was on the task and on groups…

Examines the literature that discusses teacher attitudes toward and knowledge of computer technology to determine how they incorporate it into their classrooms. Topics include motivation; training; support; computer anxiety; deterrents to the use of computer technology; and training needs, including inservice and staff development and…

Explores a range of responses, attitudes, and behaviors of seventh- and eighth-grade students to computer and video technology through observations and other research techniques over the course of a school year. Characterizes the students as having "computer personalities" and explains different cases. Offers suggestions for including…

Discusses issues related to the integration of technology into today's classrooms, focusing on issues for traditional and constructivist pedagogies: changing classroom environments; computers as part of the classroom and curriculum; dynamic student products involving technology; expanding teaching and learning environments; constructivist…

States that community colleges should evaluate the intent of the technology being implemented and determine how it serves their mission and delivery of education. Discusses the impact of technology on teaching and administrative support, telecommunication and interaction, implementing interactive synchronous technology, benefits of…