This study describes a professional development program designed to help K–12 teachers effectively integrate technology into their classrooms. It also investigates the impact of this program on teacher learning, taking into consideration school contextual factors. The findings of the study indicate that the program was effective in helping teachers improve their technological skills and become aware of new pedagogical strategies made possible with the use of technology. As a direct result, two of the teachers who participated in the program began implementation of key program activities shortly thereafter. Critical contextual factors that affected the efficacy and degree of technology implementation within the school environment included administrative support, student needs, collaboration with other teachers, and technological resources. Findings of this study help draw guidelines for future design of professional development related to the use of technology in K–12 classrooms.

This article presents the findings of a study on the attitudes of prospective high school mathematics teachers toward integrating computers into their future classroom teaching. Ninety-four prospective teachers in four classes that focused on didactic and cognitive aspects of learning mathematics with computers were asked to present pro and con arguments that would influence their use of computers in their future mathematics teaching. A two-dimensional framework is used to present an analysis of the prospective teachers’ arguments, which were collected through written questionnaires and class discussions. One dimension relates to the class components of a lesson: learner, teacher, mathematical content, learning environment, and class atmosphere. The second dimension is made up of the psychological aspects: cognitive, affective, and social.

The main aim of this article is to introduce the role of the continuous, or professional development, training of the labour force in a computer-aided technology (CAT) context. Retraining is an important topic today because of the importance of optimising available human resources. In this line, we introduce a synthesis of the main competencies to guarantee the success of continuous training in terms of technological changes and obtaining expertise. Moreover, we consider some particular characteristics of the training process within the technological context.

Results are reported on a preliminary use of the Educational Success Prediction Instrument (ESPRI), a measure designed to discriminate between successful and unsuccessful students in virtual high school (VHS) courses and provide a basis for counseling and support for future VHS students to make them more effective online learners. When used with 135 students in 13 virtual high schools, the instrument was found to discriminate with high accuracy and reliability between groups of successful and unsuccessful students. Suggestions are given for how ESPRI results might be used to help VHS students, and recommendations are discussed for further research in this area.

This study examined students’ transfer of strategies modeled during a problem-based learning (PBL) unit to a novel problem situation. A hypermedia-based tool offered video segments of an expert as he engaged in the same tasks as students during PBL. Three conditions were compared. In the modeling condition, the expert “thought aloud” as he engaged in the same tasks as students. In the didactic condition, the expert gave tips and examples of how to work effectively. In the help condition, the expert explained tool functionality but did not provide support for problem solving. The results suggest that the modeling condition provided the most effective support, and that modeling an expert’s cognitive processes during PBL leads to improved performance on a transfer task.

Societal institutions, including colleges of business, are being affected by technological change that, in turn, fosters change in institutional missions and structure. As a result of an exhaustive review of the literature, we make the case that a new technology-based learning environment is developing as a result of (a) the decrease in federal, state, and local funding; (b) the increase in educational costs, including space, staffing, and transport; (c) the increase in local and global competition; (d) the change in student expectations and background; and (e) the necessity for students and communities to engage in continuous lifelong learning. In addition, we believe that the integration of technology into the learning environment of schools has the potential to create a student-centered, technology-based learning environment that allows the student to have greater control and responsibility of the learning process. The role of the teacher changes from knowledge provider to facilitator of learning. Learning outcomes replace teaching outcomes as the main educational focus. This transition must be supported by a well-organized strategic planning process including a continuous environmental scanning process and an adequately funded human resource development program based on the needs of stake-holders. The integration of technology into the learning environment has the potential to enhance the delivery of instruction to students and prepare them for successful entry into the job market.

Affective computing is an emerging area of technology that could offer many benefits to the field of special education. These computing techniques involve the expression and interpretation of emotion and behavioral responses. Although researchers are still in the experimental stages with these devices, it would be valuable for special educators to start thinking about possible implications for the classroom. This article provides some background on psychophysiology and then describes affective computing techniques. Finally, we present two potential examples of these techniques for students with disabilities.

This article describes the process of one college of education’s transformation of three programs through a Preparing Tomorrow’s Teachers to Use Technology grant. Courses in the elementary, secondary, and special education programs became laboratories for providing faculty members and teacher candidates with the philosophy, pedagogy, and skill set to reconsider teaching and learning. This research used mixed methods within the context of a case study. Results showed dramatic changes in faculty knowledge, professional use, and integration of technology into their courses and professional lives. Students gained some skills but primarily broadened their recognition of the potential for technology in their classes and became aware of larger social issues.

A systematic introduction of informatics into comprehensive schools in Lithuania started in 1986. Informatics was included in secondary education as a separate school subject. For many years, the informatics curriculum has covered the main topics: information theory, logic, and algorithms. Since the 1999–2000 school year, the compulsory course of informatics has been taught in the final year of the basic school (Grades 9–10). At present, the informatics curriculum of the basic education embraces four main topics: information theory, algorithms, computers, and information technology. The course of informatics for the profile-based secondary education is centered on the modular principle. Two modules are required for both profiles (humanities and science). The Information Processing module is common for both profiles, the additional Fundamentals of Programming module is required only for the science profile, and the Information Resources module is required only for the humanities. Some remarks on the contents of the informatics curricula are presented here.

Two research studies were conducted to determine if the benefits of studying print geographic maps along with related factual information (i.e., map, order, and edge effects) also apply to studying digital geographic maps with factual information. Both experiments confirm that the learning benefits associated with print maps also apply to digital maps. In addition, the studies reveal that a medium attribute associated with digital maps (computer rollover effect) provides learning advantages beyond what is possible with traditional maps due to the constraints of the print medium. The results are discussed in terms of recommendations for classroom teaching and education in general.