ethanporcaro/eric-fulltext-meta huggingface dataset:
Taking Laptops Schoolwide: A Professional Learning Community Approach
Author: Green, Tim
Date: 2010-08-00
Type: Journal Articles
Subjects: Educational Environment,Laptop Computers,Access to Computers,Teacher Collaboration,Communities of Practice,Use Studies,Computer Uses in Education,Performance Factors,Effective Schools Research,Technology Integration,Educational Practices,Trend Analysis

A defined collaboration, such as a Professional Learning Community (PLC), can help expand a one-to-one program. In this article, the authors discuss four factors to consider in starting a collaborative approach at one's school: (1) school climate; (2) communication; (3) collaboration; and (4) progression of use.
Where's the C in STEM?
Author: Heldman, Bill
Date: 2010-08-00
Type: Journal Articles
Subjects: Computer Science,Computer Science Education,Curriculum Development,Models,Educational Objectives,Instructional Design,Change Strategies,Educational Change,Educational Practices,Educational Philosophy

With few exceptions, students interact with technology in one way or another every day. And yet, in most U.S. schools, the term &quot;computer science&quot; (CS) refers only to generic skills classes, such as keyboarding and computer applications. Even most Web programming classes usually teach students only how to use conventional graphical user interface (GUI) tools instead of HTML and CSS, perhaps because they are often led by teachers with no background in CS. Even worse, many U.S. high schools have dropped CS programs altogether. The end result of this lack of focus on CS is that most U.S. students graduate into an increasingly tech-driven world with little knowledge of how it all works or any chance of contributing to the field. In this article, the author contends that until schools bring CS out of math's backroom and give it a place of prominence as a STEM discipline (changing the acronym to SCTEM, using the same pronunciation, but with a much different meaning), the United States will produce fewer CS majors, and CS work will continue to be outsourced to those countries that do have the &quot;C&quot; correctly placed. The author offers a few tips to get them started. (Contains 4 online resources.)
Get Your Green on!
Author: Frederickson, Matthew J.
Date: 2010-08-00
Type: Journal Articles
Subjects: Energy Conservation,School Districts,Conservation (Environment),Clubs,Student Participation,Recycling,Policy Formation,School Buildings,Computers

In the span of five years, the staff and students at Council Rock School District in Pennsylvania won three Energy Star Awards, saved more than $7 million, and completely changed the culture of the district. This article describes how they did it. (Contains 5 online resources.)
Jazz Up Your Curriculum
Author: Lim, Janine
Date: 2010-08-00
Type: Journal Articles
Subjects: Constructivism (Learning),Music,Workshops,Computer Uses in Education,Internet,Video Technology,Computer Mediated Communication,Professional Development,Technology Integration,Simulation,Computer Literacy

In this article, the author describes the Jazz Workshop, a unique blend of collaboration and constructivist learning using videoconferencing and Web 2.0 tools. Each summer it draws about 400 participants--mostly teachers, technology facilitators, teacher librarians, and videoconferencing coordinators--who convene in 20 locations across three countries and five states. Facilitators who have attended the workshop in the past as participants host the workshop at each of the sites, and lead facilitators, who have several years of experience with videoconferencing and at least two years of experience facilitating the workshop, organize the event. The goal of the Jazz Workshop is to teach participants how to integrate videoconferencing into their curricula.
Total Technology Immersion
Author: Vaughn, Sandy
Date: 2010-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Minority Groups,Technology Integration,Computer Uses in Education,Rural Schools,Low Income Groups,School Districts,Computer Networks,Computers,Teaching Methods,Computer Software,Financial Support

Total technology immersion doesn't happen overnight, but with vision and determination, transformation can take hold and start to grow. Floydada Independent School District (FISD), winner of the 2010 Sylvia Charp Award for District Innovation in Technology, is a great example of what a district can achieve when starting with a modest tech initiative in a single school. FISD's one-to-one project has changed learning for nearly 900 students in a rural west Texas school system where minority students are the majority and those with low socioeconomic classification make up 85% of the student population. This article describes how FISD has taken its one-to-one program to new heights across its entire district.
Where's the Beef? Adding Rigor to Student Digital Products
Author: Porter, Bernajean
Date: 2010-00-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,Communication Skills,Video Technology,Multimedia Instruction,Inquiry,Educational Strategies,Multimedia Materials,Creativity,Thinking Skills,Educational Practices,Technology Education

Effective communication skills start with content that is worthy of sharing. Students exploring and using various technologies, unfortunately, easily become enamoured by media novelties, such as flying words or spinning images, and produce digital products with no beef. Using digital tools does not make their cutting and pasting of summary information more valuable. Mastering technology tools is no longer enough. Using digital products to demonstrate what students know and understand creates a performance task that maps with all NETS for Students and American Association for School Libraries (AASL) standards for the 21st-century learner, but only if inquiry or problem-based learning--"not" technology--guides students' learning tasks. Educators need to help students rehearse thinking, creativity, and communication skills that go beyond repackaging existing information. In this article, the author discusses how to steer students to create more robust digital projects.
Host Your Own Ed Tech Conference
Author: Dunn, Lynn
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Technology,Conferences (Gatherings),Cooperative Planning,Professional Development,Teacher Education Programs,Technology Education,Communities of Practice,Critical Path Method

Every August for the past six years, teachers at Walled Lake Consolidated Schools in Michigan learn how to use the latest educational technology tools from their colleagues during the district's one-day technology conference called Spice It Up! The teachers are both the presenters and the attendees, and they have a shared goal of moving the district forward and ensuring that teachers and administrators understand why staff and students must have access to and use technology every day. In this article, the authors offer tips for hosting one's own conference, including cost-cutting ideas and a timeline. (Contains 5 online resources.)
State of the Science in Technology Transfer: At the Confluence of Academic Research and Business Development--Merging Technology Transfer with Knowledge Translation to Deliver Value
Author: Lane, Joseph P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Transfer,Educational Technology,Assistive Technology,Research and Development,Theory Practice Relationship,School Business Relationship,Delivery Systems,Scientific Research,Innovation,Academic Accommodations (Disabilities),Knowledge Management,Models,Performance Technology

The practice of technology transfer continues to evolve into a discipline. Efforts continue in the field of assistive technology (AT) to move technology-related prototypes, resulting from development in the academic sector, to product commercialization within the business sector. The article describes how technology transfer can be linked to knowledge translation. The results will increase the relevance of technology-oriented knowledge from upstream academic research to downstream development and production that involve both academic and business sectors. The linkage will provide the government sector with evidence with which stakeholders can apply research knowledge outputs to accomplish outcomes that achieve beneficial impacts for target populations of persons with disabilities. The resulting models, methods, and measures will also be useful to other fields of application. (Contains 8 figures and 3 tables.)
SBIR and STTR Program for Assistive Technology Device Development: Evaluation of Impact Using an ICF-Based Classification
Author: Bauer, Stephen M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Awards,Technology Transfer,Disabilities,Program Effectiveness,Classification,Educational Technology,Assistive Technology,Public Agencies,Grants,Federal Programs,Program Evaluation,Small Businesses,Performance Technology,Trend Analysis,Audits (Verification)

The purpose of this paper was to evaluate the impact of Small Business Innovation Research (SBIR) and Small Business Technology Transfer Research (STTR) grant programs of 5 federal agencies National Institutes of Health (NIH), National Science Foundation (NSF), U.S. Department of Education (USDE), U.S. Department of Agriculture (USDA), and Department of Transportation (DOT) on the development of assistive technology (AT) devices using an International Classification of Functioning, Disability and Health (ICF)-based framework SBIR and STTR awards were reviewed for the period 1996 through 2005. An ICF-based classification system, inclusion-exclusion criteria and assignment heuristics was developed. Awards were classified in reference to ICF components: Body Structures and Functions, Activity, Participation (separated in this system from Activity) and Contextual Factors, and further classified within each component. More than 24,000 SBIR and STTR, Phase I and Phase II grants were reviewed. Findings include the distribution of SBIR and STTR grants for assistive technology device (ATD) development, by component and category (of the ICF-based classification system); awards and funding by agency and year; cross-agency and temporal funding patterns; and concordance of funding patterns to agency missions. The authors concluded that the NIH and the USDE are the key SBIR funders for ATD development. The ICF-based classification scheme successfully differentiated agency award portfolios at both the component and category levels. The NIH is the key STTR funder for ATD development however the STTR program is relatively underutilized by ATD manufacturers. The USDE had the smallest SBIR program, yet was second in importance as an SBIR funder only to the NIH. The USDE mission is focused on addressing the needs of people with disabilities. No other agency mission had an analogous focus. (Contains 6 figures and 21 tables.)
Knowledge from Research and Practice on the Barriers and Carriers to Successful Technology Transfer for Assistive Technology Devices
Author: Leahy, James A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Transfer,Educational Technology,Assistive Technology,Barriers,Performance Factors,Research and Development,Theory Practice Relationship,Performance Technology,Human Factors Engineering,Supply and Demand,School Business Relationship,Academic Accommodations (Disabilities)

Historically, the assistive technology (AT) industry is made up of small to medium size companies serving relatively small markets with products characterized as "niche" or "orphan" products. Presenting opportunities to AT companies that are created by outside sources is difficult. Presenting such opportunities to companies serving larger markets is even more difficult. In both cases, transferring new or improved products is fraught with barriers. This paper outlines the critical barriers to brokering efforts between major U.S. university technology transfer offices and U.S. corporations. This paper also identifies the corresponding carriers, or facilitators, and standard practices that are employed to overcome these barriers in both the AT and mainstream markets. The barriers identified in this paper will span the research, development, and commercialization continuum for technology transfer. Over the past 14 years, by using the carriers and standard practices delineated in this paper, the authors have successfully transferred new technologies and devices in the areas of AT and mainstream consumer products. (Contains 2 figures.)
Beyond Technology Transfer: Quality of Life Impacts from R&amp;D Outcomes
Author: Stone, Vathsala I.
Date: 2010-00-00
Type: Journal Articles
Subjects: Summative Evaluation,Quality of Life,Technology Transfer,Program Effectiveness,Assistive Technology,Research and Development,Life Satisfaction,Social Indicators,Accessibility (for Disabled),Questionnaires,Interviews,Use Studies,Independent Living,Value Judgment,Research Universities,Program Evaluation

This paper presents methodology and findings from three product efficacy studies that verify the quality of life benefits resulting from prior research, development, and transfer activities. The paper then discusses key lessons learned with implications for product evaluation practice. The studies assessed the quality of three assistive technology (AT) products transferred to market by the University at Buffalo's Rehabilitation Engineering Research Center on Technology Transfer (T[superscript 2]RERC) and their value to consumers with disabilities. The purpose was to focus on outcome evaluation and seek evidence of effectiveness for the transfer process. Findings showed differences among the three products regarding their impact on end users in terms of satisfaction with product quality and product acceptance. The product most successful on all quality and value indicators was an automatic jar opener designed for persons with limited hand function. The other two--a computer software product designed to facilitate mouse pointer use by persons with limited hand function or with low vision, and a voice interactive thermostat, designed for persons with total or partial visual impairment--were less successful. They showed mixed results. Not many consumers were satisfied with the technical quality or usability of the latter two products. Of the two, the thermostat was slightly better accepted and valued by users. Differences in impact were found to follow from differences in the way evaluation information was utilized by the three product development processes. A case is made for systematic and timely use of evaluation throughout the development process in shaping a product of quality and value, in the context of the intended end users of AT. (Contains 16 figures and 12 tables.)
Technology Transfer and Technology Transfer Intermediaries
Author: Bauer, Stephen M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Program Evaluation,Technology Transfer,Program Effectiveness,Educational Technology,Assistive Technology,Stakeholders,Models,Delivery Systems,Barriers,Supply and Demand,Macroeconomics,Microeconomics,Case Studies,Definitions,Change Strategies,Audits (Verification)

A standard and comprehensive model is needed to evaluate and compare technology transfer systems and the stakeholders within these systems. The principle systems considered include federal laboratories, U.S. universities, the rehabilitation engineering research centers (RERCs), and large small business innovation research programs. An earlier model accounts for technology transfer activities, events, stakeholders, and resource providers (Lane, 1999). This model is augmented to account for dynamic aspects of technology transfer (transfer efficiency, transfer latency) and scale (micro-, macro-). The critical role of technology transfer intermediaries is emphasized. Examples pertaining to the assistive technology industry are used to illustrate important concepts and issues. The technology transfer model with extensions is applied to the four technology transfer systems. Major studies pertaining to the technology transfer performance of: large small business innovation research programs, the federal laboratory system, the U.S. Department of Education RERCs, and U.S. universities are reviewed. Study outcomes are examined in terms of a uniform and comprehensive technology transfer model. Conclusions are drawn regarding the evaluation of program performance. The need for a uniform and comprehensive technology transfer model is demonstrated by showing inconsistencies within and between research study outcomes for major technology transfer systems. Barriers that prevent the full and optimal use of these programs by the assistive technology industry are discussed. The authors conclude that technology transfer from the public to private sector is a major and critical economic driver. Large federal programs, which are generally established through legislation, facilitate and structure the technology transfer efforts of federally funded entities. Effective program oversight and good public policy requires systematic program evaluation in reference to a standard and complete technology transfer model. Identifying and promoting best practices for technology transfer intermediaries requires that the technology transfer model encompass both the macro (systems) and micro (stakeholders within systems) scale. (Contains 2 figures and 3 tables.)
Study Abroad and Intercultural Development: A Longitudinal Study
Author: Rexeisen, Richard J.
Date: 2008-00-00
Type: Journal Articles
Subjects: International Education,Grade Point Average,Alumni,Program Effectiveness,Study Abroad,Academic Ability,Administrators,Longitudinal Studies,Outcomes of Education,Expenditures,Surveys,Measures (Individuals),Scores,Gender Differences,Cultural Awareness

Study abroad is an expensive, resource intensive activity for both students and their home institution. With an estimated 200,000 American students studying abroad in 2006, and an annual growth rate of eight percent, program administrators and international scholars are increasingly being asked to document the learning outcomes associated with study aboard to validate the expenditure of funds and resources. While additional studies employing a pre-post design are needed to evaluate the effect of study abroad programs, there is little research to show that study abroad has a lasting impact after students return to their home culture. A notable exception is a 2002 survey conducted by The Institute for the International Education of Students (IES, 2002), one of the largest known surveys of study abroad alumni. However, an important limitation of the IES survey is that its findings are based on the alumni's subjective self-report. In this study, the authors address this shortcoming by assessing whether or not improvement continues four months after returning from study abroad as measured by the Intercultural Development Inventory (IDI). They also assess whether academic ability as measured by GPA scores or gender are related to changes in intercultural development as the result of a study abroad experience. This study provides strong support for the proposition that study abroad programs have a positive short-term impact on the intercultural development of students. The long-term impact of study abroad remains, however, in question. (Contains 3 figures and 6 tables.)
Not Serious Stuff? Service-Learning in Context: An International Perspective
Author: Woolf, Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: Service Learning,Educational Strategies,Reputation,Academic Education,Credibility,Educational Objectives,Intellectual Disciplines,Educational Benefits,Foreign Countries,Educational Attitudes

The broad enthusiasm for service-learning on U.S. campuses and in education abroad is an extremely welcome development. However, the status of service-learning is problematic institutionally and academically. It is frequently not located in mainstream academic departments or is seen as an incidental activity nor does it, for the most part, achieve parity of esteem with more traditional academic approaches. At the heart of this dilemma lies the fact that service-learning is "often little more than just institutional community service." Clearly, the emphasis must shift from service to learning if one is to achieve some strategic objectives. The debate about whether one writes about "service learning" or "service-learning" (the pesky issue of the hyphen) has to be about real substance rather than style of the endeavor. The strategic objectives for achieving this shift are to achieve parity of esteem for service learning with other academic courses and to increase it academic credibility. To create parity of esteem within academia, service learning programs need to be constructed in concrete and credible terms. It follows that the learning objectives have to be defined as precisely as any other aspect of a course of study and this can be done in two ways: through establishing both discipline-specific objectives and generalized learning objectives. In this article, the author describes both discipline-specific objectives and generalized learning objectives. He discusses the dangers and the benefits of (domestic or international) service-learning. (Contains 10 notes.)
Increasing Study Abroad Participation: The Faculty Makes the Difference
Author: Paus, Eva
Date: 2008-00-00
Type: Journal Articles
Subjects: Multivariate Analysis,Study Abroad,Models,College Students,School Policy,Parent Participation,Teacher Role,College Faculty,Decision Making,Student Participation,Student Characteristics,Racial Differences,Family Income,Grade Point Average,Majors (Students)

In this paper, the authors propose one model for an institution-specific analysis which they then apply to the study of their home institution, Mount Holyoke College. The paper advances their understanding of the determinants of study abroad in two important ways. First, it shows that going beyond descriptive statistics and simple correlations and using multivariate analysis allows one to isolate the factors that are statistically most important in the study abroad context of a particular institution. Such results, in turn, make it possible to assess the effectiveness of some of the institution's existing policies for expanding study abroad and to identify new areas for policy intervention. Second, their analysis of the Mount Holyoke College case identifies parent and faculty encouragement as key determinants of a student's study abroad decision. They stress the role of the faculty in increasing study abroad participation because the statistical coefficient on their encouragement is larger, because it is more feasible to involve faculty in a student's study abroad decision than to involve parents, and because faculty encouragement of study abroad may well be the key to enticing significantly more students to study abroad, especially from groups which have been underrepresented in study abroad. (Contains 6 tables and 3 notes.)