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Major Studies
The following is a selective listing of reports on education technology released in the past several years. We have chosen what we believe to be significant works of research and data collection in the various aspects of using technology in the classroom. We will ablockquote to this list as time goes on, and plan to categorize it as well. If you know of a significant work which you think should be included, please let us know at
feedback@milkenexchange.org.
Achieving the Goals: Goal 5, First in the World in Math and Science. Technology Resources. Resource Guide to Federal Support for Technology in Education. Washington, DC: Federal Interagency Committee on Education, 1996.
The information in this volume was compiled in order to provide a guide to the technology-in-education programs of the federal government. The goal of the book is to provide important information about technological resources that will assist teachers, administrators, students, parents and others in achieving the goal of the United States being first in the world in math and science.
Available from the ERIC Document Reproduction Service (1-800-443-ERIC, or via e-mail at edrs@inet.ed.gov) -- ask for document number ED 403 157 -- and from the U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Beyond Bells and Whistles: How to Use Technology to Improve Student Learning. American Association of School Administrators, 1996.
Birman, B.F., Kirshstein, R.J., Levin, D.A., Matheson, N., and Stephens, M. The Effectiveness of Using Technology in K-12 Education: A Preliminary Framework and Review. Washington, DC: American Institutes for Research, 1997.
This document provides a review of the literature on the current availability and use of technology, and on technology's potential impact on learning.
Coley, R., Cradler, J., and Engel, P. Computers and Classrooms: The Status of Technology in U.S. Schools. Princeton, NJ: Policy Information Center, Educational Testing Service, 1997.
This report is about technology in the classroom. It assembles and analyzes data on the penetration and equity of technology in schools; the use of educational technology; the effectiveness of educational technology; connecting teachers and technology; the quality and content of courseware; and the cost of educational technology.
See the site
Also available from Educational Testing Service, Princeton, NJ 08541; phone: 609-734-5694; fax: 609-734-1755; e-mail: pic@ets.org.
Connect, Compute, and Compete: The Report of the California Education Technology Task Force. Sacramento, CA: California Department of Education, 1996.
A final report and "blueprint for action" from the Task Force. Available from Bureau of Publications, Sales Unit, California Department of Education, PO Box 271, Sacramento, CA 95812-0271; fax: 916-323-0823.
E.D. T.A.B.: Advanced Telecommunications in U.S. Public Elementary and Secondary Schools, 1995. Washington, DC: National Center for Education Statistics, U.S. Department of Education, 1996.
In response to the federal goal to connect all of the nation's classrooms, libraries, hospitals, and law enforcement agencies to the information superhighway, the U.S. Department of Education commissioned a survey to obtain current data to compare with baseline data (obtained in 1994) on the status of advanced telecommunications in public elementary and secondary schools. Data was gathered in the fall of 1995 from a nationally representative sample of 917 schools. This report contains tabular summaries that highlight selected findings. Appendices include a glossary of terms, the survey methodology and data reliability, the survey instrument, and background information.
NCES Report No. 96854.
Also available from the ERIC Document Reproduction Service (1-800-443-ERIC, or via e-mail at edrs@inet.ed.gov); ask for document number ED 392 442.
Getting America's Students Ready for the 21st Century: Meeting the Technology Literacy Challenge. Washington, DC: U.S. Department of Education, 1996.
Glennan, T., and Melmed, A. Fostering the Use of Educational Technology: Elements of a National Strategy. Santa Monica, CA: Rand Corp., 1996.
This report identifies principles that should guide the actions of public officials, educators, and others concerned with using technology to improve the performance in the nation's schools and school systems. Based upon a series of workshops, interviews, and literature reviews, the report considers three major areas: (1) current use of educational technology in elementary and secondary education, including effectiveness, equity, and costs; (2) elements of a national strategy to expand the use of technology in education; and (3) the federal role in fostering effective use of educational technology.
See the site
Also available from National Book Network, 4720 Boston Way, Lanham, MD 20706.
Hawkins, J. Technology in Education: Transitions. Education Summit, Briefing Book, 1996.
Honey, M. and Henriquez, A. Union City Interactive Multimedia Education Trial: 1993-95 Summary Report. Princeton, NJ: Center for Children and Technology, Educational Development Center, Inc., 1996.
Jones, B.F., Baldez, G., Nowakowski, J., and Rasmussen, C. Plugging In: Choosing and Using Technology. Washington, DC: The Council for Educational Development and Research and the North Central Regional Educational Laboratory, 1996.
This publication is based on work conducted at the North Central Regional Educational Laboratory, which serves seven states in the Midwest. It pulls together the latest information on how students learn best and guides educators to those technologies that are most useful in promoting learning.
Kozma, R., and Quellmalz, E. Issues and Needs in Evaluating the Education Impact of the National Information Infrastructure. NIE White Paper and SRI International, 1996.
Making the Connection. An "Education Week" Special Report. Washington, DC: Editorial Projects in Education, Inc., 1996.
An "Education Week" special report examining technology's role in bringing schools and homes closer together.
Available from Education Week, 4301 Connecticut Avenue., N.W., Suite 250, Washington, DC 20008. (Education Week, v15 n16 Suppl Jan. 10, 1996.). Also available from the ERIC Document Reproduction Service (1-800-443-ERIC, or via e-mail at edrs@inet.ed.gov); ask for document number ED 401 868. (The version processed by ERIC has been printed from diskette and is not the printed tabloid newspaper version, though the text is the same.)
Means, B., and Olson, K. Technology's Role in Education Reform: Findings from a National Study of Innovating Schools. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education, 1995.
Merrill, D.C. Evaluation of Educational Technology: What Do We Know, and What Can We Know. Washington, DC: Institute on Education and Training, Rand Corp., 1995.
Report to the President on the Use of Technology to Strengthen K-12 Education in the United States. Washington, DC: Panel on Educational Technology, President's Committee of Advisors on Science and Technology, 1997.
See the report
The School Technology and Readiness Report: From Pillars to Progress. CEO Forum on Education and Technology, 1997.
Shinohara, M., Wenn, R., and Sussman, A. (Eds.). Tales from the Electronic Frontier: First-Hand Experiences of Teachers and Students Using the Internet in K-12 Math and Science. San Francisco, CA: WestEd, 1996.
This document presents first-hand experiences of teachers and students using the Internet in K-12 math and science, as well as articles on getting the right hardware, choosing an Internet service provider, designing an online project, and fostering acceptable use.
Available from the ERIC Document Reproduction Service (1-800-443-ERIC, or via e-mail at edrs@inet.ed.gov); ask for document number ED 400 776.
State Strategies for Incorporating Technology Into Education. National Governors Association, 1997.
Teachers & Technology: Making the Connection. Washington, DC: Office of Technology Assessment, Congress of the U.S., 1995.
Do teachers use technology in their teaching? Why? What happens when they do? Why don't more teachers use technology? How do teachers learn about technology? Are prospective teachers being prepared to use technology before entering the classroom? Which factors influence implementation of technology across schools and districts? What roles do schools, districts, states, and the federal government play in helping teachers adjust to the challenges and opportunities presented by new technologies? This report describes the results of the Office of Technology Assessment's research into all of these questions, and seeks to underscore the connection between teachers and effective implementation of technology in schools.
Available from the ERIC Document Reproduction Service (1-800-443-ERIC, or via e-mail at edrs@inet.ed.gov); ask for document number ED 386 155. Also available from New Orders, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954.
Technology and the New Professional Teacher: Preparing for the 21st Century Classroom. National Council for Accreditation of Teacher Education, 1997.
This report briefly reviews the technology challenges for teacher education, discusses the impact of technology on teaching, and focuses on the National Council for Accreditation of Teacher Education's (NCATE) role in facilitating change. Brief case illustrations that demonstrate innovative technology use in a variety of teacher preparation programs are included. Finally, the report makes recommendations about the integration of technology into teacher preparation programs, which, if implemented by NCATE, will undoubtedly foster change at accredited schools of education.
See the report
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