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The Teacher as Software Developer is an innovative program synthesizing technology instruction, curriculum content, and field experiences in teacher preparation. Since introducing this program in 1998, students have benefited from the transformation ...

The Boston University PT3 grant project proposed first to train faculty to use technology and then to sustain the gained expertise in a curriculum development project. Education faculty gains in integrating technology into their teaching and their...

The year 1996 marked the initiation of Getting America's Students Ready for the 21st Century: Meeting the Technology Literacy Challenge. The grant program aimed to integrate technology in the field of education in the 21st century. This grant...

The Boston University School of Education (SED) PT3 grant proposed a three-year project focusing initially on faculty development in producing technology-based curriculum resources for their methods courses (phase one) and then leveraging and...

This paper reports an investigation into an apparent dichotomy in designing and utilizing efolios for personal growth and collaboration as opposed to its use for assessment, licensure, and other "high stakes" purposes. Napper and Barrett (2004) note ...

The Teacher as Software Developer program synthesizes technology instruction, curriculum, and field experiences in teacher preparation. In introductory education for all undergraduate education students, the required technology lab links to a one...

The Teacher as Software Developer program integrating technology instruction, curriculum, and field experiences in teacher preparation was a 2004 CITE/JTATE Technology Leadership award recipient. In the program, pre-service students produce a Web...

Many young people in the US, especially girls, develop a negative attitude toward technology in general and STEM (Science, Technology, Engineering, Math) careers in particular. The Techne Project is based on the theory that much of this negative...

This study reports on a survey of higher education faculty who have taught online and in a classroom. Participants are engaged both in preparing teachers and other disciplines. Respondents report on both the form and the time involved in utilizing ...

The "Teacher as Web site Developer" (T as W D) program seeks to inform the training of pre-service teachers by respecting historical evidence describing the need to effectively integrate technology into teaching processes. The goal is to overcome...

The “Teacher as Website Developer” program builds on historical evidence suggesting that the most effective use of technology comes when teachers are in charge of developing technology-based resources. The program helps pre-service teachers learn...

One of the cumbersome administrative tasks teachers often face is a lack of systematic and efficient storage and retrieval of their students’ class materials. The storage and retrieval of such data becomes more critical in classrooms that apply the...

In a survey of higher education faculty who have taught both online and in a classroom, respondents reported less enthusiasm for and satisfaction in teaching online compared to teaching in classroom(s). Thirty three percent (n=81) report being ...

Faculty’s satisfaction is a crucial factor to determine the success of online learning. However, faculty is less satisfied with and less enthusiastic about teaching online than teaching in a classroom (Whittier, 2009). Some researchers suggest that...

Teacher preparation programs vary in the way they prepare teachers to teach with technology. In an exit survey of seniors in an undergraduate teacher preparation program who were completing their student teaching and about to graduate and earn...

Digital video recorders and video sharing websites have enabled people to readily create videos, post them online, and share them with worldwide audiences. Consequently, numerous video clips have become available on a wide range of subjects, and...

The Teacher as Designer of Instructional Technology (TDIT) program focuses on improving teachers’ knowledge of technology and curriculum integration and common teaching practices. Delivered in the first year of a four-year undergraduate education...

This paper presents theory and research leading to development of a graduate course in cyberethics education. Theory on the psychology of the Internet and moral development are applied to digital life in cyberspace. Research finding that subject’s ...