The author argues that what many educators are failing to include in their high-tech plans is "emotionally charged, intellectually open-ended education." Describes technology-based courses (freshman composition, Internet-based learning groups, e-mail discussion groups, and "cyber-outward bound") that would satisfy intellect and…

Describes library media specialists' efforts to implement technology in schools in Alaska, Minnesota and Florida. Discusses obstacles and challenges to implementation in other schools, including budget cuts; time pressures and responsibility overload; and friction between technology coordinators and instructional specialists, and teachers and…

Describes technology workshops developed for school faculty by university students. Discusses the initial teacher/administrator visit and survey; design of the workshop, which includes basic software applications, general PC knowledge, and technology integration; workshop evaluation; students' presentation of workshop design and results to their…

Emphasizes that for the success of information technology (IT) implementation, teachers must have the information on how to use the technology before, during and after purchase. Discusses software evaluation; knowledge of expertise preconditions; onsite and remotely accessed IT support structures; and deployment, integration, and utilization. (AEF)

Compared the use of microcomputers, providing either substantial or minimal scaffolding, to traditional resources on preschoolers' cognitive development over eight weeks. Found that computer assisted instruction software increased verbal and language skills, but not math skills, and only as a function of substantial scaffolding. Software with…

Discusses uses of scanning (process of copying or converting text, images, and objects into information that the computer can recognize and manipulate) in schools and notes possible desktop publishing projects. Describes popular scanners and ways to edit a scanned image. A sidebar gives costs and telephone numbers for nine scanners. (AEF)

Examines which of three portable computers--AlphaSmart, DreamWriter, and Apple eMate--is the best choice for the classroom. The DreamWriter was selected as having the best combination of price and functionality, while the eMate is the choice if money is no object or the extra functionality is needed; the AlphaSmart has the benefit of a proven…

Discusses frequently asked questions, presents common concerns, and gives suggestions for families and parents in five areas related to children's home computer use: (1) software selection; (2) computer time; (3) the Internet; (4) family interaction; and (5) supervision. (KB)

Traces the evolution of the Curry Teaching Simulations and their impact on preservice and experienced teachers during the past 16 years. Highlights include versatility in software; navigation; pedagogical assumptions, including transfer of learning; and research on training skills and on teaching patterns. (Author/LRW)

Guidelines for educational Web sites are discussed: determining the purpose; providing essential identifiers; determining page length; revising; establishing Internet Child Safety rules; providing a model for observing copyright law; providing links to home pages; using professional language; using images judiciously; assuring the page looks good…

Describes the development of the multimedia curriculum at the University of the Arts (Pennsylvania). Highlights include degrees offered; the new multimedia lab, including both Macintosh and PC computers; an emphasis on collaboration and interdisciplinary knowledge; and preparing students for change. (LRW)

Examines contributions of computer-assisted reading software (CARS) to current teaching practice. Presented framework for evaluating the technical and pedagogic characteristics of CARS. Described case study using proposed framework to evaluate the use of talking books software in British schools. Cognitive and affective benefits are identified.…

Presents an introduction to the Internet and the World Wide Web showing what they can provide for the biology teacher. Discusses how to get connected, how to avoid pitfalls, and how to maximize the benefits from a growing global information system. Includes pointers to useful and relevant Internet sites. (AIM)

Discussion of how to support schools in the use of technology focuses on the Hanau Model Schools Partnership in Germany, supported by TERC and the National Science Foundation, that was developed to create broad technological access in schools and to support teachers in developing connections between the technology and the curriculum. (LRW)

Describes how 2 10-year olds developed drawings and numeral systems to symbolize their mental operations while dividing unit bars into thirds and fourths using TIMA: Bars, a computer microworld, as a medium for enacting mathematical actions. The symbolic nature of their partitioning operations was crucial in establishing more conventional…