The purpose of this digest is to provide background information and sources that help to understand the concept of educational technology and to serve as a pathfinder to relevant and timely publications that view the field from a variety of perspectives. The following frequently asked questions are addressed: (1) What is educational technology? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? (MES)

The Internet is an international computer network composed of thousands of smaller networks. As K-12 schools connect to the Internet, a new method of communication opens up to educators and their students. This ERIC Digest describes some sample services and resources that are available to the K-12 community by electronic mail over the Internet. Question answering services, electronic discussion groups, and Usenet newsgroups are highlighted. A list of references and readings is also included. (Resources and addresses are subject to change.) (AEF)

The Internet is an international computer network composed of thousands of smaller networks. As K-12 schools connect to the Internet, a new method of communication opens up to educators and their students. This ERIC Digest describes some sample services and resources that are available to the K-12 community by electronic mail over the Internet. Question answering services, electronic discussion groups, and Usenet newsgroups are highlighted. A list of references and readings is also included. (Resources and addresses are subject to change.) (AEF)

Although there are many content-rich resource sites for elementary and middle school students on the World Wide Web, finding such sites can often be difficult. This ERIC Digest describes more than 50 K-8 curriculum related Web sites of special interest to students, teachers, parents and librarians. Sites are listed under the following categories Collections of Sites; Art; Current Events; Health; History/Social Studies; Literature; Reference Materials Online; Science Related Sources; Search Directories for Kids; Electronic Postings for New Sites for Kids; and Books with Web Sites for Kids. (Resources and their Internet addresses are subject to change.) (AEF)

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)

Although library literature reflects more than two decades of interest in collaborative planning between library media specialists and teachers, and though library media specialists are well-trained to perform in this capacity, there are still fewer examples of instructional partnerships than may be expected. However, commitment to the goal remains strong. This ERIC Digest focuses on the research literature addressing these collaborative relationships, noting the results of a study by the Library Service Center of the Colorado State Library which offer the most recent support for library media specialists and teachers working collaboratively, as well as a significant number of prior studies that indicate a positive relationship between the library media program and academic achievement. Following a definition of collaboration, the roles of each partner, and the benefits, conditions favorable to collaborative partnerships are outlined in terms of administrative and interpersonal factors. Contains 25 references. (AEF)

We must strive to guide all our change efforts with a systemic understanding of the context in which they are undertaken. Depending on the circumstance, or as the implementation effort progresses, it may be most effective to focus interventions on a particular component of the framework at a time. This ERIC Digest presents a sequence for approaching the major perspectives, or "models," of educational change in the research. Anyone trying to improve schools may look to "The New Meaning of Educational Change" (Fullan and Stiegelbauer, 1991), to decide where to start. From there, "Systemic Change in Education" (Reigeluth and Garfinkle, 1994) can be read to consider the system being changed. Once the change process has begun, "The Change Agent's Guide" (Havelock and Zlotolow, 1995) can be read for discussion of how to guide and plan future efforts. The Concerns-Based Adoption Model (Hall and Hord, 1987) provides tools to "keep a finger on the pulse" of change and to collect the information needed. "Strategies for Planned Change" (Zaltman and Duncan, 1977) can help narrow down the cause(s) of resistance to change efforts. "Diffusion of Innovations" (Rogers, 1995) identifies the most influential attributes of an innovation, and the "Conditions for Change" (Ely, 1990) can help address obstacles that arise from the environment in which change is implemented. Contains 10 references. (AEF)