| Introduction | |
| Investing in Digital Resources | |
| New Directions for Higher Education | |
| Fall 2002 David McArthur states that technology-driven transformations of the learning environment are here to stay, and that there is no alternative to precise planning to ensure that they serve larger institutional goals over the long run. Today's leaders of higher education should plan for and invest in e-learning in order to make the best use of emerging technologies to enhance existing methods of learning | |
| Herding Elephants: Coping With the Technological Revolution in Our Schools | |
| Journal of Educational Thought, August 2002 Scott Tunison's focus in this study is two-fold: To what extent do schools need to address computer technology? | |
| What strategies could be employed to maximize the benefits and minimize the difficulties in integrating computer technology into the current educational framework? Tunison employs basic change theory in a discussion centering on managing and coping with change | |
| The Future of Computer Technology in K-12 Education | |
| April 2002 Frederick Bennett believes there is an alternative to the way we use computers in schools, an alternative that would take advantage of the power of interaction. We could allow computers to tutor children individually and directly, without a teacher in the usual role. The author provides several examples of successful integration of technology into everyday teaching in schools | |
| What Students Want to Learn About Computers | |
| Educational Leadership, October 2000 Judith O'Donnell Dooling reviews a survey of students, parents, and administrators concerning approaches to teaching and learning with computer technology. The key to satisfying the wants and needs of students and parents is the ability of educators to integrate technology into the curriculum as a tool for teaching and learning | |
| Early Childhood Classrooms in the 21st Century | |
| Using Computers to Maximize Learning | |
| Young Children, January 2000 Susan Haugland states that electronic technology is now used widely at home, at work, and at school. The author believes that the issue of how computers are used with young children is more important than if computers are used at all. She describes four steps that are required to integrate computers into the learning place in order to maximize children's learning | |
| Curriculum and Instructional Design | |
| Designing for Learning: The Pursuit of Well-Structured Content | |
| Syllabus, January 2003 | |
| This essay describes how to make course content really accessible to students | |
| Judith Boettcher takes a look at the characteristics of 'well-structured content' as it relates to the design of instructional technology resources. Boettcher describes the meaning of well-structured content and focuses on the principles of designing for learning. In addition she describes each of the three levels that formulate the characteristics of digital learning resources | |
| Moving Beyond the Training Environment to a Vision of Technology Integration in the Classroom Curriculum | |
| A Case Study | |
| American Education Research Association, April 2002 | |
| The purpose of this study was to determine to what extent teachers alter their teaching methods and integrate technology into their classroom curriculum during and after a technology-training course that is designed to prepare teachers to use technologies to support their teaching and student learni | |
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