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by Steve Jones, Camille Johnson-Yale, Francisco Seoane Pérez & Jessica Schuler — 2007
The goal of this chapter is to report key results from this research (which at this time has not yet been published) and to draw conclusions from the data that documents the differences between students’ and professors’ use of and attitudes toward Internet technologies, along with the potential impact of these differences.

by James Pellegrino, Susan Goldman, Meryl Bertenthal & Kimberly Lawless — 2007
Our goal in this chapter is to suggest a strategy for exploring the issues surrounding the preparation of teachers to integrate technology effectively in classrooms to support learning. We do so in the context of our What Works and Why (WWW) project, a multiyear research project that is attempting to examine the instructional and learning experiences of students in eight major teacher preparation programs.

by Charalambos Vrasidas & Gene Glass — 2007
Attempts to integrate ICT into the classroom are influenced by such things as the availability of the necessary technology infrastructure, support for teachers, accessible change models, teachers’ practices, curriculum constraints, assessment practices, education policies, and professional development.

by Geneva Haertel, Barbara Means & William Penuel — 2007
The purpose of this chapter is to examine the ways in which technology is transforming practices of assessment and educational decision making.

by Hilary Goldmann — 2007
How likely is it that most teacher candidates graduate from an institution of higher education and begin their first teaching assignment entering a classroom that is replete with the latest technology tools and digital resources and provided the necessary educational technology mentoring and support they need to master their use of these tools to enhance content and pedagogy?

by Mark Warschauer — 2007
In this chapter, I first explore five types of digital difference that impact teaching and learning, which I call school access, home access, school use, gender gap, and generation gap, and then discuss strategies that teachers and schools can use to help overcome these multiple divides.

by Sharon Tettegah, Eun Whang, Nakia Collins & Kona Taylor — 2007
This chapter will offer a research-based discussion on why it is critical for teacher educators and pre-service and practicing teachers to have the skills and knowledge to engage diversity, multicultural, and social justice activities using technology, and how a web portal designed with this in mind has managed to make a difference.

by Olga Vásquez — 2007
Teaching and learning in out-of-school contexts has a long history of successfully adapting pedagogy to local and current needs of student participants. The innovative uses of technology, the flexible social organization, and the everyday relevance of out-of-school activities make these learning contexts ideal for innovation.

by Nicholas Burbules — 2007
Questions of teacher authority, “coverage” of material, and the isolation of school activities from learning that takes place in other contexts (and vice versa) are all impediments to realizing the transformative potential presented by new learning technologies. The essays in this collection challenge us because they represent the problem as a systemic one: schools, higher education and professional development programs, national policy, all reinforce in each other a resistance to change. Each feels constrained by the actions of the others. No one knows where to start.

by Punya Mishra & Matthew Koehler — 2006
Thoughtful uses of technology require the development of a complex, situated form of knowledge.

by Ewa McGrail — 2006
This study reports on four clusters of conflicts experienced by secondary English teachers that contributed to their ambivalence about technology in English instruction in the context of a schoolwide laptop technology initiative.

by Gary Natriello — 2005

by Barbara McCombs & Donna Vakili — 2005
In spite of the increased popularity and presence of online learning opportunities, however, many researchers and practitioners are decrying the lack of a research-validated framework to guide their design. Other researchers and practitioners point out that what works in effective traditional learning environments may or may not work in online environments. These concerns are addressed in this article through a review of relevant research and the presentation of a learner-centered framework.

by Katrina Meyer — 2005
This article explores some of the common metaphors used to illuminate the Web and its application to distance education. Using the work of Lakoff and Johnson (1980) as a foundation for understanding and categorizing metaphors, the advantages and disadvantages for our future of such metaphors as the "Web,""Information Highway,""virtual,""surfing,""information as education," and "distance education" are evaluated.

by Cushla Kapitzke & Donna Pendergast — 2005
This article reports on an evaluation of a virtual schooling innovation in an Australian context. The purpose of the study was to examine the organisational, pedagogical, and technological efficacy of the innovation.

by John Lebaron & Diane Miller — 2005
In this paper, we describe the transition of a face-to-face jigsaw role-play exercise to a primarily asynchronous graduate-level online course in education. Beyond the community building aspects of the exercise, our goals were to promote the application of course theory to real life situations; promote the construction of knowledge through peer interaction; address a general, common problem from diverse problem-solving perspectives; and negotiate issues in consensual and confrontational modes. We conclude with reflections, lessons learned, and future plans.

by Annela Teemant, Marvin Smith, Stefinee Pinnegar & M. Egan — 2005
In developing a bilingual/ESL endorsement program, teacher educators at Brigham Young University have devised a distance education model founded on sociocultural pedagogy. This model supports the delivery of high quality professional development to collaborative teams of teachers at local school sites.

by Dorothea Anagnostopoulos , Kevin Basmadjian & Raven Mccrory — 2005
This study uses Gidden’s (1991) concepts of time-space separation and disembedding to identify how teachers and students in a virtual classroom taught by one of the authors constructed social relations. Using discourse analytic methods, the study illuminates the discursive processes through which the teacher and students re-articulated conventional classroom discourse to create hybrid, student-controlled/teacher-centered spaces. The study poses several fundamental questions about our assumptions about teaching and student-centered classrooms.

by Bertram Bruce, Heather Dowd, Darin Eastburn & Cleora D'Arcy — 2005
Plants, Pathogens, and People is a website intended to promote agricultural awareness. The use of the site in large-enrollment classes for five years provides one of the longest-lived and most thoroughly-documented cases of web-enhanced instruction. We have collected both qualitative and quantitative data on student perceptions of the site, their learning, and the relation of the web site to the course as a whole.

by Rebecca Cox — 2005
Relying on data from an in-depth study of 15 community colleges, this article explores online education through the lens of institutional theory. This theoretical perspective highlights the colleges’ environmental contexts and offers a critical examination of the ways that the institutional contexts have structured the colleges’ approaches to online education. At the core of this analysis is the contention that community colleges are interpreting and responding to a set of taken-for-granted ideas about online education. These ideas have taken on the status of myth and have played a powerful role in guiding and legitimating colleges’ online activity. This analysis provides a research-based foundation for understanding online activity at the community college level and for carefully addressing the challenges associated with its adoption.

by Lin Lin, Patricia Cranton & Beatrice Bridglall — 2005
This study explores how adults learn from asynchronous written dialogue through the lens of psychological type preferences.

by Ellen Mandinach — 2005
This paper describes the need for new and adapted evaluation methods that are sensitive to the affordances of the technology in e-learning environments. The paper discusses specifics of e-learning and explores evaluation methodology as it applies to technology.

by Yong Zhao, Jing Lei, Bo Yan, Chun Lai & Sophia Tan — 2005
This article reports findings of a meta-analytical study of research on distance education. The purpose of this study was to identify factors that affect the effectiveness of distance education. The results show that although the aggregated data of available studies show no significant difference in outcomes between distance education and face-to-face education as previous research reviews suggest, there is remarkable difference across the studies. Further examination of the difference reveals that distance education programs, just like traditional education programs, vary a great deal in their outcomes, and the outcome of distance education is associated with a number of pedagogical and technological factors. This study led to some important data-driven suggestions for and about distance education.

by Gary Natriello — 2005
In this essay, I take stock of the developments shaping distance learning and consider the implications for educational researchers and for the future of education. I proceed in four stages. First, I consider the constellation of forces leading to the development of distance education and the emerging shape of this part of the education sector. Second, I review the development of distance learning to date, a path of development based largely on the extension of and borrowing from existing educational arrangements and patterns in face-to-face education. Third, I explore developments at the leading edge of contemporary distance learning that depart in some more substantial way from patterns characteristic of face-to-face education. Fourth, I consider the implications for educational researchers as well as those for policy makers and educators.

by Gretchen Schwarz — 2005
This chapter offers a brief history of the field along with an attempt to define media literacy and offer a rationale for its inclusion in the American public school curriculum. Part I of the yearbook, on the whole, deals with why media literacy can make a difference in American schools. Part II, on the whole, deals with the implementation of media literacy, in and outside the public schools, and the problems facing those who aim to implement it. Media literacy is not without its opponents and its issues. Still, despite differences in theory, focus, and experiences, the contributors to this volume demonstrate their belief in the power of media literacy to transform curriculum, teaching, and even society.

by J. McBrien — 2005
Much has been written about the power of media to influence the public through instruments of advertising and a variety of venues (Considine & Haley, 1999; Cortés, 2000; Kilbourne, 1999). In this chapter, I have chosen to use a singular media focus—news—to support the critical importance of teaching media literacy skills to students. I offer analyses of, in particular, news reports about the United Nations World Conference Against Racism (UN WCAR) in 2001 and media representations of terrorism and Muslims since September 2001, to underscore the need for critical thinking skills and media education.

by Ladislaus Semali — 2005
To begin to unravel the challenges and dilemmas that these information technologies and media thrust upon parents, teachers, and schools, I present in this chapter arguments to support a school curriculum that might forge a life of justice as well as develop a rational, analytical, and critical understanding of media texts that students use in classrooms and in out-of-school contexts. First, I begin by laying out the rationale for why media literacy matters in schools. Second, I propose that teachers consider teaching critical media literacy as a process of curriculum inquiry or critical pedagogy that permeates the entire school curriculum to address the new languages of the media that have become the lived experience of many young people. Third, I outline examples of established criteria for questioning media texts or what I call analytical frameworks for critical media literacy education, and I offer examples of classroom activities based on these frameworks.

by Carlos Cortés — 2005
The mass media teach whether or not mediamakers intend to or realize it. And users learn from the media whether or not they try or are even aware of it. This means all of the media, including newspapers, magazines, movies, television, radio, and the new cyberspace media. Such media serve as informal yet omnipresent nonschool textbooks.

by Renee Hobbs — 2005
This chapter reviews ongoing educational initiatives in media literacy documented in the emerging body of case study and practitioner literature and identifies those (few) empirical studies that have measured the effects of media literacy instruction on students’ knowledge, attitudes, and behaviors, with particular focus on health education, social studies, English language arts, communication arts, and the fine and performing arts. These subject areas have been identified as having the most frequent reference to media literacy in state curriculum documents (Kubey & Baker, 1999). From this, recommendations are presented that may help scholars and practitioners to develop this emerging field by exploring questions deserving of further research.

by Julie Frechette — 2005
This chapter will allow us to address questions centered on the integration of new telecommunications technology in the classroom by responding to concerns over Internet access and content through media literacy initiatives. While much research about online computer technology focuses on the communication end-goal of accessing the “Information Superhighway,” we will explore the means through which technological access is deployed, essentially asking the questions: what does it means to be literate in the information age, how can information literacy be initiated, and how can the learning process be transformed? Ultimately, the main objective of this chapter is to enable educators to develop curricula that encourage students to judge the validity and worth of Internet content as they strive to become critically autonomous in a technological world.

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Book Reviews
by James Paul Gee
reviwed by Megan Adams — 2017

by Madelyn Flammia, Yvonne Cleary & Darina M. Slattery
reviwed by Catherine Hansman — 2017

by Anthony G. Picciano
reviwed by John Bell & William Cain — 2017

by Jessie Daniels & Polly Thistlethwaite
reviwed by Amy Stornaiuolo — 2017

by Boris Handal
reviwed by Camille Martinez-Yaden — 2017

by Bret Eynon & Laura M. Gambino
reviwed by Eugene Lyman — 2017

by Anthony A. Piña, Jason B. Huett, & Charles Schlosser (Eds.)
reviwed by Oksana Vorobel — 2017

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Resources
  • Free Online Availability Substantially Increases a Paper's Impact
    An examination of citation rates for papers in computer science.
  • The American Journal of Distance Education
    The American Journal of Distance Education is designed for professional trainers; teachers in schools, colleges, and universities; researchers; adult educators; and other specialists in education and communications. Created in 1987, The Journal disseminates information and acts as a forum for criticism and debate about research in and the practice of distance education in the Americas. Distance education describes teaching-learning relationships where the actors are geographically separated and communication between them is through such technologies as audio and video teleconference, audio and video recordings, personal computer, correspondence texts, and multimedia systems.
  • Library and Information Technology Association
    LITA educates, serves, and reaches out to its members, other ALA members and divisions, and the entire library and information community through its publications, programs, and other activities designed to promote, develop, and aid in the implementation of library and information technology.
  • 'Superarchives' Could Hold All Scholarly Output
    A look at institutional archives as an alternative to academic journals.
  • Information Technology and Libraries
    Information Technology and Libraries is a refereed journal published quarterly by the Library and Information Technology Association, a division of the American Library Association.
  • Collaboratory for Research on Electronic Work
    CREW, the Collaboratory for Research on Electronic Work, is a research unit within the School of Information at the University of Michigan. Research at CREW focuses on the design of new organizations and the technologies of voice, data, and video communication that make them possible.
  • How Scientists Retrieve Publications: An Empirical Study of How the Internet Is Overtaking Paper Media
    A survey of how scientists retrieve publications.
  • Learned Publishing
    Learned Publishing is the journal of the Association of Learned and Professional Society Publishers, and is published quarterly.
  • The American Center for Distance Education
    The American Center for the Study of Distance Education (ACSDE) was established in 1988, aiming to become a network of scholars who have a common interest in studying, teaching, and doing research in the field of distance education.
  • Teaching High School Science in the Information Age: A Review of Courses and Technology for Inquiry-based Learning
    This report reviews programs designed to improve scientific inquiry in high school classes and identifies promising curricular materials.
  • Computers in Libraries
    Computers in Libraries is a monthly magazine that provides complete coverage of the news and issues in the rapidly evolving field of library information technology.
  • The Center for Distance Learning Research
    The mission of the Center for Distance Learning Research at Texas A&M University is to provide timely and appropriate information on the development, application and maintenance of information technology systems.
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