Improvements in portable computing technology and examples of successful pilot programs using laptop computers and other portables have inspired many K-12 schools to consider laptops for their students. In a study of Anytime Anywhere Learning, commissioned by Microsoft (published as the Rockman Report), five models were identified of laptop use currently in place at the K-12 level: Concentrated, where each student has his/her own laptop for use at home or in school; Class set, where a school-purchased classroom set is shared among teachers; Dispersed, where in any given classroom there are students with and without laptops; Desktop, where each classroom is permanently assigned a few laptops for students to share; and Mixed, which is some combination of these models. While the future of mobile computing in K-12 education is still uncertain, and though solutions of cost, technical support needs, security, and equitable access remain challenges for many schools, many with laptop programs remain positive and enthusiastic about the changes observed and benefits their students derive from access to portable computers. Although many laptop programs are new and studies are still in progress, research has shown educational benefits from the use of laptops, particularly with respect to increasing student motivation and creating more student-centered classrooms. (AEF)

This study investigates whether exposure to multimedia and presentation software on laptop computers influenced student achievement in a secondary level anatomy and physiology science course. Group A used laptop computers with A.D.A.M. (Animated Dissection of Anatomy for Medicine) multimedia software and PowerPoint presentation software during the first and second quarter of the 1997-98 school year. Each of the students in Group A was given full-time possession of a laptop computer, including permission to take it home. Group B served as a control group and did not have access to the laptop computers, although MedWorks software and the Internet were available on five workstation computers in their science classroom. Access was reversed for the second half of the year and Group B students used the laptops while Group A served as the control group. Instruction for both groups centered on lectures, lab activities, and open-ended projects. The study demonstrated that students learned more when they had access to laptop computers, were exposed to multimedia software, and created projects with presentation software.

Telematics for Teacher Training (T3), as a European support action, has prepared the profession of European teacher training for the infusion of Telematics into courses, plus the enhancement of training provision via telematics applications. T3 Consortium partners included eight teacher training institutions across eight European countries. Together they researched and developed the infusion of telematics applications into courses, such that good practice with Telematics was modeled in teacher training. Over 6000 teachers and others were trained over the three years of the project. Courses for primary and secondary teachers of science, languages, technology and mathematics are now established within institutional programs, as well as courses for teacher trainers and library staff. In addition, T3 has produced: (1) the T3 Centrum, an interlinked World Wide Web site, to improve access to courses, resources and research; (2) needs analyses for teacher trainers and librarians in the use of multi-media Telematics; (3) an exploitation plan that analyzes the worldwide market for telematics services in teacher training; and (4) research publications and dissemination activities that contribute to the preparation of the education profession's understanding of the information society. T3 has established innovative applications of Telematics in teaching and for good pedagogical practice through a network of user/researchers in universities across Europe. The incorporation of these research findings and the expertise of user/researchers into multidisciplinary research projects to benefit education and training are recommended for future programs.

This document provides guidelines to school districts, BOCES, and teacher training institutions regarding technology-related skills Colorado teachers, school library media specialists and other certified staff should have in order to meet the ever changing needs of Colorado's learners. The document is the result of deliberations by a working group consisting of district and state technology experts and administrators. It draws upon their knowledge and concerns for the state of teaching and learning in Colorado schools and from national, state, and local standards developed by the International Society for Technology in Education (ISTE), the North Carolina Department of Public Instruction, and Jefferson County School District One (Colorado). The guidelines' organization has been adapted from ISTE's National Standards for Educational Technology, and the teacher competencies are taken from all three documents. The technology skills needed by teachers and school library media specialists are divided into three areas: basic computer/technology operations and concepts; personal and professional use of technology; and integration of technology into a standards based curriculum. Essential and extended technology skills are outlined for each of these areas. The appendix includes more advanced skills needed by the individual(s) responsible for maintaining their school's technology infrastructure.

This paper outlines progress of the European Commission (EC) supported Telematics for Teacher Training (T3) project in the development and dissemination of a European Core Curriculum for Information and Communications Technology (ICT) in Teacher Training. National and European governments have recognized the importance of training teachers in the use of information and communication technologies, hence there is a recognized need for such a curriculum across Europe. The aim of the T3 project is to work with teacher trainers across Europe to support them using ICT in order to enhance their own professional development and the learning of their student teachers. The paper concludes by describing the work of developing a European core curriculum in teacher training. The final project of the Core Curriculum policy is presented.

This practicum was developed to provide faculty and administrators in a K-12 school system with the necessary skills and instruction to incorporate Internet technologies into the curriculum using the existing resources located in the school. The project was divided into three phases. The initial phase developed staff and community awareness. The next phase provided training using innovative times, locations, and resources. The final phase consisted of systematically incorporating training resources with existing curriculum activities. Six outcomes were achieved as planned. Teachers were trained to use the Windows 95 user interface to access Internet technologies. Teachers received training to use World Wide Web browsers, search engines, and e-mail, and to create Web pages using traditional and distance instructional delivery models. Appendices include the faculty survey, outcome checklist, skill checklist, curriculum project, e-mail checklist, skill analysis for launching Internet Explorer, equipment sign out letter and form, and student skills chart.

The goals at Eastern Michigan University (EMU) for preparation of pre-service teacher educators in educational media and technology include the development of pedagogical ability as well as technical knowledge and skills. Pedagogically, EMU faculty adopted the goal of teaching the students to use technology to facilitate a constructivist approach to teaching and learning. Classroom-based and online courses in which students are immersed in educational media and technology have been developed. This paper provides accounts of the authors' experiences in the implementation of these constructivist learning environments.

The method by which student teachers at the University of Calgary are prepared to meet technology requirements for teacher certification has been made obsolete by the introduction of a new inquiry-based teacher education program. Combined with a new school curriculum, which requires the seamless integration of technology into core subject areas, this has prompted the need to rethink the technology aspect of the teacher education program. A needs assessment based on the new Alberta curriculum was conducted to generate a technology profile of student teachers entering this new two-year Master of Teaching (MT) program, and to facilitate selecting appropriate means to integrate technology within it. In contrast to the previous teacher education program that concentrated on foundational technology knowledge and productivity skills with computers, it appears that efforts in the Master of Teaching (MT) program should be concentrated on more sophisticated technical skills and on the integration, communication, decision making, and problem solving aspects of educational technology

This paper presents the results of a 1997-98 Goals 2000 Preservice Teacher Education Grant that created a partnership between the State University of New York at Oswego and two local elementary schools. The program was designed to provide preservice teachers in elementary education and special education methods classes the opportunity to observe expert teachers integrate technology in the elementary classroom through a video conferencing system and to experience the infusion of technology in their education courses. Grant activities were implemented during the 1997-98 academic year. Evaluation of these grant activities was conducted through pre- and posttest surveys, observation, and focus group interviews. Results summarize the impact of grant activities on faculty (n=20) technology proficiency and integration and preservice teachers' (n=61) technology proficiency and understanding of technology integration. Recommendations address program improvement, as well as methods that any department of education could utilize when attempting to prepare technology-using educators.

Recent studies suggest that less than half of the nation's teacher preparation institutions require students to design and deliver instruction using technology, and even fewer require technology use during student teaching. The School Technology and Readiness (STaR) Chart for schools, colleges, and departments of education (SCDEs) was designed to address the lack of technology preparedness in today's teacher education programs. The Teacher Preparation STaR Chart was developed with the assistance of a wide group of stakeholders, including deans, faculty members, students, superintendents, educators, and business community members. It offers individual SCDEs an explicit tool for determining their current standing and future directions. It provides a visual display of key factors for the integration of technology in all aspects of teacher preparation. Section 1 of this document sets the context for using the Teacher Preparation STaR Chart. Section 2 explains how to use this self-assessment tool, presenting a call for action. Section 3 emphasizes how to understand the STaR Chart, focusing on roles for the college or university as a whole; roles for the SCDE deans and directors of teacher education; and roles for faculty, students, and alumni.