<?xml version="1.0" encoding="UTF-8" ?><xml><records><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>591</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tom H. Brown</style></author><author><style face="normal" font="default" size="100%">Erich Henn</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Anticipating future learning paradigms:  Will m-learning survive?</style></title><secondary-title><style face="normal" font="default" size="100%">British Journal for Educational Technology</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">British Journal for Educational Technology</style></full-title></periodical><dates><year><style face="normal" font="default" size="100%">Submitted</style></year></dates><notes><style face="normal" font="default" size="100%">ecopy from the author, Dec. 4, 2005</style></notes><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>32</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Charles Earl</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Implications of semantic web technology for wireless handheld computing</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">Pervasive</style></keyword><keyword><style face="normal" font="default" size="100%">Mobile Computing</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">n.d.</style></year></dates><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.semanticweb.org/SWWS/program/position/soi-earl.pdf</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2004</style></custom1><custom2><style face="normal" font="default" size="100%">July 19</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>581</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elliot Soloway</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Supporting science inquiry in K-12 using palm computers: A palm manifesto</style></title></titles><volume><style face="normal" font="default" size="100%">2005</style></volume><number><style face="normal" font="default" size="100%">December 6</style></number><keywords><keyword><style face="normal" font="default" size="100%">goknow.com/GettingStarted/ Documents/Handheld_articles_online.pdf</style></keyword><keyword><style face="normal" font="default" size="100%">This is the html version of the file http://goknow.com/GettingStarted/Documents/Handheld_articles_online.pdf.</style></keyword><keyword><style face="normal" font="default" size="100%">G o o g l e automatically generates html versions of documents as we crawl the web.</style></keyword><keyword><style face="normal" font="default" size="100%">To link to or bookmark this page, use the following url: http://www.google.com/search?q=cache:IVgDlzJ7qBUJ:goknow.com/GettingStarted/Documents/Handheld_articles_online.pdf+Supporting+Science+Inquiry+in+K-12+Using+Palm+Computers:+A+Palm+Manifesto+&amp;hl=en</style></keyword><keyword><style face="normal" font="default" size="100%">Google is neither affiliated with the authors of this page nor responsible for its content.</style></keyword><keyword><style face="normal" font="default" size="100%">These search terms have been highlighted:  supporting  science  inquiry  k  12  using  palm  computers  manifesto</style></keyword><keyword><style face="normal" font="default" size="100%">--------------------------------------------------------------------------------</style></keyword><keyword><style face="normal" font="default" size="100%">Page 1</style></keyword><keyword><style face="normal" font="default" size="100%">Copyright 2004 GoKnow, Inc., All Rights ReservedA Collection of Handheld-Related Articles Posted Online Competing Visions of Handheld Computer Use in the Classroom ow can we use instructional technology to positively transform teaching and learning env</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">n.a.</style></year></dates><label><style face="normal" font="default" size="100%">1.&#xD;Supporting Science Inquiry in K-12 Using Palm Computers: A Palm Manifesto  &#xD;by Elliot Soloway&#xD;&#xD;--------------------------------------------------------------------------------&#xD;&#xD;Every child in K-12 needs to be provided with a Palm computer, just as they are provided with pencils and notebooks. While it is too early to have data to support this claim, there is a clear prima facie rationale for why Palm computers will indeed support the academic mission of K-12 education:&#xD;&#xD;Support for students:&#xD;&#xD;Palms are the K-12 &quot;personal computer:&quot; All the evidence suggests that routine, daily, pervasive use of computing leads to increased productivity and effectiveness. K-12 children do not have success access:&#xD;&#xD;Laptop computers are too expensive for each and every child to have one.&#xD;&#xD;Desktop computers are used by a different group of children each of the 8 class periods in the day. Typically, a child will have use a computer an hour a week in school.&#xD;&#xD;And, while some children have computers at home, there is still a significant percentage of children who have no access to computation outside of the school. &#xD;&#xD;A Palm computer, outfitted with suitable software, can provide K-12 personal, pervasive access to networked, computational resources to support their learning. &#xD;&#xD;Palms support cycles of doing and reflecting: It is well known that when children revise their written documents, the quality of the documents improve. Similarly, during a multi-week science investigation, students need support for returning and reflecting on what they are doing. A computer lab that provides access for children once a week for an hour is not an effective way to support the development of deep understandings. In contrast, a Palm computer can be used for 15 minutes, put back into the desk, hauled out in the afternoon for further work, and finally can be used at home in the evening to further review and refine a student&apos;s artifact. &#xD;&#xD;Palms support collaboration and sharing: It is also well known that the sharing and commenting by peers on each other&apos;s documents leads to higher quality artifacts. Sharing of artifacts engenders substantive conversations in the classroom and helps children develop into a community of learners. Palm computers make sharing of artifacts just one tap away. Moreover, the immediacy of beaming addresses children&apos;s wavering motivation and focus. &quot;Here, please read this and help me make it better...&quot; BEAM. Laptops and desktops simply do not support such direct and immediate collaboration.&#xD;&#xD;Support for teachers: A truly effective learning tool supports teachers as well as students. Here too Palm computers provide can provide value-added.&#xD;&#xD;&#xD;Palms support teachers evaluating students&apos; progress: Drawing on end-of-day backup of Palm-produced documents, a teacher can quickly review what each child has accomplished that day. Moreover, a child can easily show his/her parents what they did in school that day. &#xD;Palms support teachers in managing class assignments: &quot;PalmSheets&quot; dynamic, interactive cousins to paper worksheets can be readily distributed to a class and then collected via beaming/hotsynching. &#xD;Palms support teachers creating student-specific instruction: Teachers can produce Palm-based assignments that are customized to meet the diversity of needs and learning styles in a classroom. &#xD;&#xD;Educational Software for Palm Computers: The Cool Half-Dozen&#xD;&#xD;In order to justify the purchase of one Palm computer per student, we feel that there needs to be a range of applications that students can routinely use. To that end, we have the notion of the Cool Half-Dozen --- having 6 applications creates a critical mass of educational software that rationalizes the purchase of a Palm per child. Currently, we have 3 applications ready to roll in the Fall for our classroom deployment:&#xD;&#xD;&#xD;PicoMap: Concept mapping graphically-oriented outlining is routinely used across subject matters in classrooms today. PicoMap enables children to create, edit and share concept maps in Palm computers (see PicoMap). PicoMaps can be uploaded, via our conduit, to PCs and Macs and imported into such applications as IE, Netscape, Visio and soon, Inspiration. &#xD;Cooties: How do germs spread? Using a socio-kinesthetic simulation on Palm computers, children &quot;meet&quot; each other by walking around a classroom with a Palm computer and beaming each other either a digital-germ-free or a digital-germ-laden message. After the spread of the digital-infection, students can study the transmission pattern of the &quot;meetings&quot; by viewing a PicoMap that depicts the history of the meetings. (see statler.eecs.umich.edu/cooties.tv) &#xD;PalmSheet Constructor: Paper-based worksheets are pervasive in classrooms. However, using the teachers can create customized, interactive worksheets -PalmSheets -- as web pages and have their students download them to their Palm computers; after they are filled in, PalmSheets can be uploaded back to the teacher&apos;s computer and automatically analyzed. (See Palmsheets.org) We are currently using AvantGo.com as the mechanism for transferring PalmSheets. &#xD;&#xD;Reprinted with permission from Education Week on the Web&#xD; &#xD;http://www.miamisci.org/www/handhelds.html&#xD;Handheld Computer Resources &#xD;High-Tech Teaching - Are You Ready?&#xD;&#xD;&#xD;&#xD;NEA Today article describes how teachers are using handheld technology&#xD;http://nea.org/neatoday/0304/cover.html &#xD;&#xD;101 Great Educational Uses for your Handheld Computer&#xD;http://www.k12handhelds.com/101list.php&#xD;&#xD;Supporting Science Inquiry in K-12 Using Palm Computers: A Palm Manifesto by Dr. Elliot Soloway&#xD;http://www.pdaed.com/features/palmmanifesto.xml&#xD;&#xD;The Paperless Classroom&#xD;PowerPoint presentation describing how a 7th and 8th grade language arts class in Kentucky uses handheld computers for homework and reading assignments.&#xD;http://www.paperlessclassroom.org/&#xD;ktlc2003/KTLCworkshop_files/frame.htm&#xD;&#xD;Using Handheld Technology in Schools http://www.seirtec.org/publications/NewsWire/Vol5.2.pdf&#xD;&#xD;The Final Evaluation Report of the Palm Education Pioneers (PEP)&#xD;Program - Executive Summary &quot;... PEP teachers were overwhelmingly positive about the use of handheld computers in their classrooms.  Approximately 90% of PEP teachers stated that handhelds are effective instructional tool; that handhelds have the potential to have a positive impact on students&apos; learning; and that they will continue to use handhelds in the future...&quot;&#xD;http://www.palmgrants.sri.com/PEP_Final_Report.pdf&#xD;&#xD;Palm Handheld Computers in Special Education&#xD;http://www.palmone.com/us/education/studies/study3.html&#xD;&#xD;K-12 Handheld Success Stories&#xD;http://www.palm.com/education/studies/#k12&#xD;&#xD;A Report Card on Handheld Computing&#xD;TechLearning provides a short history of handhelds and discusses potentials for schools integrating handhelds into instruction.&#xD;http://techlearning.com/db_area/archives/TL/2002/02/handheld.html&#xD;&#xD;&#xD;Education @ Palm&#xD;Learn more about Palm&apos;s mission for education and recent education news, events and promotions. The site provides a wealth of education-related software applications so you can create great, customized learning and teaching experiences.&#xD;http://www.palmone.com/us/education/&#xD;&#xD;The Concord Consortium&#xD;The Concord Consortium provides extensive information and reviews on a large range of Palm handheld educational applications, activities, lesson plans and product reviews. http://pie.concord.org/list.php3&#xD;&#xD;NearlyMobile&#xD;NearlyMobile.com provides information especially designed for the new, non-techie Palm OS user including hints, tricks and tips to be even more productive with your Palm. http://www.nearlymobile.com/&#xD;&#xD;goKnow&#xD;The folks from goKnow have developed a collection of palmOne applications for the classroom along with instructions for each.&#xD;http://www.goknow.com/index.html&#xD;&#xD;SouthEast Initiatives Regional Technology in Education Consortium&#xD;SEIR*TEC NewsWire: Handheld Edition The SouthEast Initiatives Regional Technology in Education Consortium (SEIR*TEC), in cooperation with the Instructional Technology Resource Center at the University of Florida and K12 Handhelds, has published the NewsWire Special Handheld Edition. This resource on handheld computing in education has a wealth of information on a variety of topics, including examples of how schools are using handhelds with students. &#xD;http://www.seirtec.org/&#xD;&#xD;&#xD;Featured Software for Math Classrooms &#xD;CalcWrite Revelation Computing LTD&#xD;With CalcWrite you can write out math problems just like you would on a blackboard at school. Students can practice handwriting and math with one program. If the calculation is written correctly, CalcWrite even supplies the correct answer. Grades: 2+  &#xD;http://homepage.powerup.com.au/~revcom/web/CWGeneral.html&#xD;&#xD;GraphMaker APTE, Inc.&#xD;An interactive introduction to graphing, this program allows students to create graphical representation of data in horizontal, vertical, line and pie charts. Grades: 2-6 http://www.internetcoach.com&#xD;&#xD;ImagiMath ImagiWorks, Inc.&#xD;ImagiMath is an integrated math suite used for calculation and graphing. It includes a full-featured calculator, equation solver, and a powerful equation visualizer (graph builder). Grades: 3+  http://www.imagiworks.com/Pages/Products/ImagiMath.html&#xD;&#xD;MathU Creative Creek&#xD;An advanced scientific calculator that can help in both science and math courses. Grades: 6+ &#xD;http://www.creativecreek.com&#xD;&#xD;MathU Pro Creative Creek&#xD;An advanced scientific calculator that can help in both science and math courses. Grades: 6+ &#xD;http://www.creativecreek.com&#xD;&#xD;powerOne Graph Infinity Softworks&#xD;powerOne Graph is a graphing calculator with algebraic, computation and graphing capability. It also has the capability of storing unlimited user-defined functions and variables. Grades: 6+ &#xD;http://www.infinitysw.com &#xD;&#xD;&#xD;Featured Software for Science Classrooms&#xD;Astro Info AstroInfo SourceForge Project&#xD;Astro Info provides daily data on the rising and setting of the sun and the moon, as well as planetary information. With knowledge of latitude and longitude, students can access information for any location in the world. Grades: 6+ http://sourceforge.net/projects/astroinfo/&#xD;&#xD;ChemTable Robert Eng&#xD;ChemTable is a freeware (no cost) Periodic Table application. The chemical information contained in this program was collected from a variety of online sources, as well as the 80th Edition of the CRC Handbook of Chemistry and Physics. Grades: 6+ &#xD;http://www3.sympatico.ca/marywong/ChemTable/&#xD;&#xD;&#xD;Cooties goKnow&#xD;Cooties is a free simulation program designed to illustrate how viruses are spread. Grades: 3+ &#xD;http://www.goknow.com/Products/Cooties/&#xD;&#xD;&#xD;Gene Yoshimitsu Kanai Gene is a database viewer for students studying biology. It includes amino acid information, restriction enzyme database, and molecular weight makers. Grades: 9+ http://www.freewarepalm.com/educational/gene.shtml&#xD;&#xD;ImagiProbe ImagiWorks, Inc.&#xD;ImagiProbe is a suite of sensors that enable students to collect data, visualize it in real-time, annotate the data, calibrate sensors, and transfer data to the desktop. ImagiProbe hardware is required for full application. Grades: 4+ &#xD;http://www.imagiworks.com/Pages/Products/ImagiProbe.html&#xD;&#xD;&#xD;QuickSheet Cutting Edge Software, Inc.&#xD;QuickSheet synchronizes formula changes, edits, and new workbooks with Microsoft Excel? QuickSheet also works with ImagiProbe for data sampling and with Quickchart adds five ways to graph your data. Grades: All &#xD;http://www.cesinc.com&#xD;&#xD;&#xD;MobileDB Handmark, Inc.&#xD;MobileDB is a database application that allows you to view and edit any table or spreadsheet-like information on your Palm handheld. Designed for simple and efficient access to any table or spreadsheet information, MobileDB has the ability to beam, rename, and lock databases. Grades: 6+ &#xD;http://www.handmark.com/&#xD;&#xD;&#xD;PicoMap Center for Highly Interactive Computing in Education (Hi-CE)&#xD;A free comprehensive program for secondary education that allows students to create, share and explore concept maps. &#xD;http://www.hice.org/soft_hh_picomap.html&#xD;&#xD;&#xD;Planetarium Andreas Hofer Software&#xD;Planetarium plots star charts and offers some unique, useful features for the beginning stargazer as well as for the professional astronomer.Grades: 6+ http://www.aho.ch/pilotplanets/</style></label><notes><style face="normal" font="default" size="100%">ecopy from here: &#xD;http://www.pdaed.com/features/palmmanifesto.xml</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.pdaed.com/features/palmmanifesto.xml</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>587</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Becta, British Educational Communication and Technology Agency</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Educational research on the use of ICT in science teaching ?a selection of abstracts and further sources</style></title></titles><volume><style face="normal" font="default" size="100%">2005</style></volume><keywords><keyword><style face="normal" font="default" size="100%">1, http://www.becta.org.uk/page_documents/research/Science_bib_summary_table.pdf</style></keyword><keyword><style face="normal" font="default" size="100%">Educational research on the use of ICT in science teaching ?a selection of</style></keyword><keyword><style face="normal" font="default" size="100%">abstracts and further sources</style></keyword><keyword><style face="normal" font="default" size="100%">Introduction</style></keyword><keyword><style face="normal" font="default" size="100%">This document presents a selection of research on the use of ICT in science teaching.</style></keyword><keyword><style face="normal" font="default" size="100%">Rather than being an exhaustive literature review, the collection of abstracts and</style></keyword><keyword><style face="normal" font="default" size="100%">references should be seen as a starting point for those interested in the topic.</style></keyword><keyword><style face="normal" font="default" size="100%">References for around 70 documents are presented here, with abstracts for 10 key</style></keyword><keyword><style face="normal" font="default" size="100%">studies.</style></keyword><keyword><style face="normal" font="default" size="100%">The literature is drawn from both the UK and other countries, with the majority of</style></keyword><keyword><style face="normal" font="default" size="100%">studies focusing on the secondary sector. Both primary research and literature</style></keyword><keyword><style face="normal" font="default" size="100%">reviews are represented. The research covers both science teaching as a whole and</style></keyword><keyword><style face="normal" font="default" size="100%">discrete subjects within science. Similarly, some of the studies discuss ICT in</style></keyword><keyword><style face="normal" font="default" size="100%">general while others consider specific technologies, such as simulations or datalogging.</style></keyword><keyword><style face="normal" font="default" size="100%">The literature also covers the pedagogical and organisational issues</style></keyword><keyword><style face="normal" font="default" size="100%">associated with the integration of ICT in science teaching.</style></keyword><keyword><style face="normal" font="default" size="100%">Becta Evidence and Research team welcomes discussion on this topic through the</style></keyword><keyword><style face="normal" font="default" size="100%">ICT Research Network, and suggestions for further additions to this bibliography.</style></keyword><keyword><style face="normal" font="default" size="100%">Betts, S., (2003). Does the use of ICT affect quality in learning science at Key Stage</style></keyword><keyword><style face="normal" font="default" size="100%">3? Studies in Teaching and Learning, pp. 9-17.</style></keyword><keyword><style face="normal" font="default" size="100%">This study assesses the extent to which ICT contributes to quality in learning in</style></keyword><keyword><style face="normal" font="default" size="100%">science at Key Stage 3. The author considers the meaning of quality in the context</style></keyword><keyword><style face="normal" font="default" size="100%">of science education and identifies some of the indicators of quality. Drawing on</style></keyword><keyword><style face="normal" font="default" size="100%">data from tests, interviews and observations, the study examines how ICT affects</style></keyword><keyword><style face="normal" font="default" size="100%">pupils?understanding, their motivation and use of learning strategies, their mental</style></keyword><keyword><style face="normal" font="default" size="100%">engagement and the context for learning. Results suggest that ICT can enhance the</style></keyword><keyword><style face="normal" font="default" size="100%">quality of learning where its use is tailored to lesson objectives and the needs of</style></keyword><keyword><style face="normal" font="default" size="100%">pupils. In conclusion, the author presents a model for the possible use of ICT to</style></keyword><keyword><style face="normal" font="default" size="100%">increase the quality of learning in science. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">Huppert, J., et al., (2002). Computer simulations in the high school: Students&apos;</style></keyword><keyword><style face="normal" font="default" size="100%">cognitive stages, science process skills and academic achievement in microbiology.</style></keyword><keyword><style face="normal" font="default" size="100%">International Journal of Science Education, 24 (8), pp. 803-821.</style></keyword><keyword><style face="normal" font="default" size="100%">This study investigates the impact of a biology simulation he Growth Curve of</style></keyword><keyword><style face="normal" font="default" size="100%">Microorganisms?on high school students?academic achievement and their science</style></keyword><keyword><style face="normal" font="default" size="100%">process skills. The study focuses on the relations between academic achievement,</style></keyword><keyword><style face="normal" font="default" size="100%">mastery of process skills, gender and cognitive stages. The findings indicate that the</style></keyword><keyword><style face="normal" font="default" size="100%">achievement of students using the simulation was higher than those not using the</style></keyword><keyword><style face="normal" font="default" size="100%">simulation, with girls achieving equally with boys. The simulation was found to</style></keyword><keyword><style face="normal" font="default" size="100%">benefit students with low reasoning abilities in particular, enabling them to cope with</style></keyword><keyword><style face="normal" font="default" size="100%">learning scientific concepts and principles which require high cognitive skills. (Israel)</style></keyword><keyword><style face="normal" font="default" size="100%">La Velle, L.B., et al., (2003). Knowledge transformation through ICT in science</style></keyword><keyword><style face="normal" font="default" size="100%">education: A case study in teacher-driven curriculum development - case study 1.</style></keyword><keyword><style face="normal" font="default" size="100%">British Journal of Educational Technology, 34 (2), pp. 183-199.</style></keyword><keyword><style face="normal" font="default" size="100%">This paper looks at a case study of the initial stages of the development of the</style></keyword><keyword><style face="normal" font="default" size="100%">effective use of ICT in science education. Building on research and development</style></keyword><keyword><style face="normal" font="default" size="100%">work from the ICT strand of the Teaching and Learning in the Information Age</style></keyword><keyword><style face="normal" font="default" size="100%">Project, the paper reviews the issues relating to the transformations of teachers?knowledge of science into effective teaching through ICT. The authors discuss the</style></keyword><keyword><style face="normal" font="default" size="100%">development of ICT use in science and illustrate current use in UK schools. A</style></keyword><keyword><style face="normal" font="default" size="100%">theoretical framework of teachers?knowledge and pedagogical reasoning in ICT in</style></keyword><keyword><style face="normal" font="default" size="100%">science is then presented as the basis for the curriculum research and</style></keyword><keyword><style face="normal" font="default" size="100%">redevelopment that the case study involves. The authors describe and discuss the</style></keyword><keyword><style face="normal" font="default" size="100%">findings from the case study and offer some tentative conclusions on how ICT might</style></keyword><keyword><style face="normal" font="default" size="100%">enable effective knowledge transformation in science. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">McFarlane, A., Sakellariou, S., (2002). The role of ICT in science education.</style></keyword><keyword><style face="normal" font="default" size="100%">Cambridge Journal of Education, 32 (2), pp. 219-232.</style></keyword><keyword><style face="normal" font="default" size="100%">This paper considers two perspectives on the relationship between the science</style></keyword><keyword><style face="normal" font="default" size="100%">curriculum and the potential of ICT in science education: the first perspective is</style></keyword><keyword><style face="normal" font="default" size="100%">based on the current English secondary science curriculum, while the second looks at</style></keyword><keyword><style face="normal" font="default" size="100%">how the role of ICT might be developed if the curriculum were to emphasise scientific</style></keyword><keyword><style face="normal" font="default" size="100%">reasoning rather than the practice of empirical science. The paper focuses on the</style></keyword><keyword><style face="normal" font="default" size="100%">use of ICT to support or replace practical work and the use of multimedia or the</style></keyword><keyword><style face="normal" font="default" size="100%">internet as a tool for scientific reasoning. The authors argue that using ICT either as</style></keyword><keyword><style face="normal" font="default" size="100%">a tool in a practical investigation or as a substitute for the laboratory-based elements</style></keyword><keyword><style face="normal" font="default" size="100%">of an investigation can aid theoretical understanding. They also comment on the role</style></keyword><keyword><style face="normal" font="default" size="100%">of the internet and electronic communications in developing scientific literacy and an</style></keyword><keyword><style face="normal" font="default" size="100%">understanding of authentic science. In conclusion, the authors propose a curriculum</style></keyword><keyword><style face="normal" font="default" size="100%">model which has a balance of empirical science and critical science, each supported</style></keyword><keyword><style face="normal" font="default" size="100%">by the appropriate use of ICT. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">Mistler-Jackson, M., Songer, N.B., (2000). Student motivation and internet</style></keyword><keyword><style face="normal" font="default" size="100%">technology: Are students empowered to learn science? Journal of Research in</style></keyword><keyword><style face="normal" font="default" size="100%">Science Teaching, 37 (5), pp. 459-479.</style></keyword><keyword><style face="normal" font="default" size="100%">This article presents data from a case study of one class participating in the Kids as</style></keyword><keyword><style face="normal" font="default" size="100%">Global Scientists (KGS) Program, a project which engages students in the study of</style></keyword><keyword><style face="normal" font="default" size="100%">atmospheric science through the use of authentic images and online communication.</style></keyword><keyword><style face="normal" font="default" size="100%">The authors examine the motivational effect of KGS through an in-depth study of six</style></keyword><keyword><style face="normal" font="default" size="100%">students representing three levels of motivation, looking at how the students view</style></keyword><keyword><style face="normal" font="default" size="100%">science learning and the use of technology both before and after participating in the</style></keyword><keyword><style face="normal" font="default" size="100%">project. Findings indicate that students made significant gains in weather content</style></keyword><keyword><style face="normal" font="default" size="100%">knowledge (as measured by written assessments) and showed a high level of</style></keyword><keyword><style face="normal" font="default" size="100%">motivation. The authors conclude by identifying the key characteristics for creating a</style></keyword><keyword><style face="normal" font="default" size="100%">learning environment that promotes both motivation and achievement. (US)</style></keyword><keyword><style face="normal" font="default" size="100%">Murphy, C., (2003). Literature review in primary science and ICT. NESTA Futurelab</style></keyword><keyword><style face="normal" font="default" size="100%">Series, Bristol: NESTA Futurelab.</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.nestafuturelab.org/research/reviews/psi01.htm</style></keyword><keyword><style face="normal" font="default" size="100%">This review considers the development of primary science since it became a</style></keyword><keyword><style face="normal" font="default" size="100%">compulsory, core subject in England and Wales in 1989 and examines the impact of</style></keyword><keyword><style face="normal" font="default" size="100%">ICT on its teaching and learning. The paper provides both an overview of research</style></keyword><keyword><style face="normal" font="default" size="100%">into children science learning and a critical evaluation of ways in which ICT is</style></keyword><keyword><style face="normal" font="default" size="100%">currently being used to promote good science teaching. In particular, it focuses on</style></keyword><keyword><style face="normal" font="default" size="100%">the relation between ICT and four key areas of concern: the teacher role in</style></keyword><keyword><style face="normal" font="default" size="100%">constructivist learning</style></keyword><keyword><style face="normal" font="default" size="100%">teachers?subject knowledge</style></keyword><keyword><style face="normal" font="default" size="100%">the balance between process</style></keyword><keyword><style face="normal" font="default" size="100%">skills and science content</style></keyword><keyword><style face="normal" font="default" size="100%">the need for greater understanding and application of</style></keyword><keyword><style face="normal" font="default" size="100%">formative assessment. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">Newton, L., (2000). Data-logging in practical science: Research and reality.</style></keyword><keyword><style face="normal" font="default" size="100%">International Journal of Science Education, 22 (12), pp. 1247-1259.</style></keyword><keyword><style face="normal" font="default" size="100%">This article surveys some of the benefits of the use of data-logging methods</style></keyword><keyword><style face="normal" font="default" size="100%">identified in the research literature. The author then examines the classroom</style></keyword><keyword><style face="normal" font="default" size="100%">implementation of data-logging through a small-scale qualitative study of the use of</style></keyword><keyword><style face="normal" font="default" size="100%">data-logging in UK secondary schools. He presents findings from interviews with five</style></keyword><keyword><style face="normal" font="default" size="100%">science teachers under four themes: teachers?rationales for data-logging</style></keyword><keyword><style face="normal" font="default" size="100%">obstacles</style></keyword><keyword><style face="normal" font="default" size="100%">to implementation</style></keyword><keyword><style face="normal" font="default" size="100%">strategies for overcoming these obstacles</style></keyword><keyword><style face="normal" font="default" size="100%">developing learning</style></keyword><keyword><style face="normal" font="default" size="100%">objectives. The author concludes that the potential contribution of data-logging to</style></keyword><keyword><style face="normal" font="default" size="100%">learning is considerable but its successful implementation depends on a number of</style></keyword><keyword><style face="normal" font="default" size="100%">factors, including the availability of resources, teachers?skills, and opportunities to</style></keyword><keyword><style face="normal" font="default" size="100%">use data-logging in the curriculum. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">Osborne, J., Hennessy, S., (2003). Literature review in science education and the</style></keyword><keyword><style face="normal" font="default" size="100%">role of ICT: Promise, problems and future directions. NESTA Futurelab Series,</style></keyword><keyword><style face="normal" font="default" size="100%">Bristol: NESTA Futurelab. http://www.nestafuturelab.org/research/reviews/se01.htm</style></keyword><keyword><style face="normal" font="default" size="100%">This paper reviews the current state of science education, the impact of ICT use on</style></keyword><keyword><style face="normal" font="default" size="100%">the curriculum, pedagogy and learning, and the implications for future practice. The</style></keyword><keyword><style face="normal" font="default" size="100%">paper considers how ICT can be employed flexibly to support different curriculum</style></keyword><keyword><style face="normal" font="default" size="100%">goals and forms of pedagogy, and shows there are diverse ways of linking ICT use to</style></keyword><keyword><style face="normal" font="default" size="100%">existing classroom teaching, including supporting or replacing it. It is suggested,</style></keyword><keyword><style face="normal" font="default" size="100%">however, that transformative use of ICT in science is found only in isolated pockets</style></keyword><keyword><style face="normal" font="default" size="100%">as technology is not yet embedded in the culture and practice of many science</style></keyword><keyword><style face="normal" font="default" size="100%">teachers. The authors argue that the content-oriented National Curriculum has</style></keyword><keyword><style face="normal" font="default" size="100%">hindered the development of classroom use of ICT, but as the science curriculum</style></keyword><keyword><style face="normal" font="default" size="100%">moves towards a greater emphasis on scientific reasoning and analytical skills, they</style></keyword><keyword><style face="normal" font="default" size="100%">suggest there will be more opportunities for ICT to play a key role in science</style></keyword><keyword><style face="normal" font="default" size="100%">education. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">Wetzel, D.R., (2001). A Model for Pedagogical and Curricula Transformation for the</style></keyword><keyword><style face="normal" font="default" size="100%">Integration of Technology in Middle School Science. Paper presented at the Annual</style></keyword><keyword><style face="normal" font="default" size="100%">Meeting of the National Association for Research in Science Teaching, St. Louis, MO,</style></keyword><keyword><style face="normal" font="default" size="100%">March 25-28. http://facstaff.bloomu.edu/dwetzel/pdffiles/NARST2001Paper.pdf</style></keyword><keyword><style face="normal" font="default" size="100%">The purpose of this study was to investigate the factors that influenced five middle</style></keyword><keyword><style face="normal" font="default" size="100%">school science teachers as they implemented and integrated calculator-based</style></keyword><keyword><style face="normal" font="default" size="100%">laboratory (CBL) probeware in the curriculum. The study involved empirical research</style></keyword><keyword><style face="normal" font="default" size="100%">with both qualitative and quantitative data, through interviews, questionnaires,</style></keyword><keyword><style face="normal" font="default" size="100%">anecdotal records and observations of teachers. The study presents a holistic view</style></keyword><keyword><style face="normal" font="default" size="100%">of the influences on the level of teacher technical proficiency with CBL probeware,</style></keyword><keyword><style face="normal" font="default" size="100%">level of actual use during integration into the curriculum, changes in pedagogy,</style></keyword><keyword><style face="normal" font="default" size="100%">changes in organisational culture, and curriculum transformation related to CBL</style></keyword><keyword><style face="normal" font="default" size="100%">probeware. The findings indicate that 80 per cent of participating teachers</style></keyword><keyword><style face="normal" font="default" size="100%">successfully integrated CBL probeware into their teaching. The study also identifies</style></keyword><keyword><style face="normal" font="default" size="100%">the contextual barriers to integration, including training in the use of the technology</style></keyword><keyword><style face="normal" font="default" size="100%">and pedagogical support. (US)</style></keyword><keyword><style face="normal" font="default" size="100%">Yerrick, R., Hoving, T., (1999). Obstacles confronting technology initiatives as seen</style></keyword><keyword><style face="normal" font="default" size="100%">through the experience of science teachers: A comparative study of science teachers&apos;</style></keyword><keyword><style face="normal" font="default" size="100%">beliefs, planning, and practice. Journal of Science Education and Technology, 8 (4),</style></keyword><keyword><style face="normal" font="default" size="100%">pp. 291-307.</style></keyword><keyword><style face="normal" font="default" size="100%">This paper presents the findings from a two-year study of the implementation of ICT</style></keyword><keyword><style face="normal" font="default" size="100%">in teacher education and school settings. Through surveys, interviews, visits and</style></keyword><keyword><style face="normal" font="default" size="100%">observations, the study examines four themes: teachers?knowledge and beliefs</style></keyword><keyword><style face="normal" font="default" size="100%">computer use for instruction</style></keyword><keyword><style face="normal" font="default" size="100%">hardware access</style></keyword><keyword><style face="normal" font="default" size="100%">school support for technology use.</style></keyword><keyword><style face="normal" font="default" size="100%">Results indicate that teachers given identical training and equipment differed widely</style></keyword><keyword><style face="normal" font="default" size="100%">in how they implemented technology. The authors argue that these discrepancies</style></keyword><keyword><style face="normal" font="default" size="100%">result from teachers?existing practice and their beliefs about their school context.</style></keyword><keyword><style face="normal" font="default" size="100%">The authors conclude by considering the implications of the findings for ICT</style></keyword><keyword><style face="normal" font="default" size="100%">implementation, the evaluation of technology initiatives, and, in particular, for</style></keyword><keyword><style face="normal" font="default" size="100%">teacher education. (US)</style></keyword><keyword><style face="normal" font="default" size="100%">Further sources</style></keyword><keyword><style face="normal" font="default" size="100%">Barton, R., (1997). Does data-logging change the nature of children&apos;s thinking in</style></keyword><keyword><style face="normal" font="default" size="100%">experimental work in science? In: Using information technology effectively in</style></keyword><keyword><style face="normal" font="default" size="100%">teaching and learning (Eds, Somekh, B. and Davis, N.). Routledge. London, pp.63-</style></keyword><keyword><style face="normal" font="default" size="100%">72.</style></keyword><keyword><style face="normal" font="default" size="100%">Bell, R., Bell, L., (2003). A bibliography of articles on instructional technology in</style></keyword><keyword><style face="normal" font="default" size="100%">science education. Contemporary Issues in Technology and Teacher Education, 2 (4).</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.citejournal.org/vol2/iss4/science/bibliography_alpha1.rtf</style></keyword><keyword><style face="normal" font="default" size="100%">Brown, D., Harper, E., (2003). A twenty-first century science laboratory. School</style></keyword><keyword><style face="normal" font="default" size="100%">Science Review, 84 (309), pp. 87-91.</style></keyword><keyword><style face="normal" font="default" size="100%">Chang, C.Y., (2002). Does computer-assisted instruction + problem solving =</style></keyword><keyword><style face="normal" font="default" size="100%">improved science outcomes? A pioneer study. Journal of Educational Research, 95</style></keyword><keyword><style face="normal" font="default" size="100%">(3), pp. 143-150.</style></keyword><keyword><style face="normal" font="default" size="100%">Clinch, J., Richards, K., (2002). How can the internet be used to enhance the</style></keyword><keyword><style face="normal" font="default" size="100%">teaching of physics? Physics Education, 37 (2), pp. 109-114.</style></keyword><keyword><style face="normal" font="default" size="100%">Cox, M.J., Nikolopoulou, K., (1997). What information handling skills are promoted</style></keyword><keyword><style face="normal" font="default" size="100%">by the use of data analysis software? Education and Information Technologies</style></keyword><keyword><style face="normal" font="default" size="100%">Journal, 2 (2), pp. 105-120.</style></keyword><keyword><style face="normal" font="default" size="100%">Cox, M.J., (2000). Information and communication technologies: Their role and value</style></keyword><keyword><style face="normal" font="default" size="100%">for science education. In: Good practice in science teaching - what research has to</style></keyword><keyword><style face="normal" font="default" size="100%">say (Eds, Monk, M. and Osborne, J.). Open University Press. Milton Keynes.</style></keyword><keyword><style face="normal" font="default" size="100%">Czerniak, C.M., et al., (1999). Teachers&apos; beliefs about using educational technology</style></keyword><keyword><style face="normal" font="default" size="100%">in the science classroom. International Journal of Educational Technology, 1 (2), pp.</style></keyword><keyword><style face="normal" font="default" size="100%">1-18.</style></keyword><keyword><style face="normal" font="default" size="100%">Davelsbergh, E.R., et al., (2000). Learning physics with a computer algebra system.</style></keyword><keyword><style face="normal" font="default" size="100%">Journal of Computer Assisted Learning, 16 (3), pp. 229-242.</style></keyword><keyword><style face="normal" font="default" size="100%">Davies, D., Rogers, M., (2000). Pre-service primary teachers&apos; planning for science</style></keyword><keyword><style face="normal" font="default" size="100%">and technology activities: Influences and constraints. Research in Science and</style></keyword><keyword><style face="normal" font="default" size="100%">Technological Education, 18 (2), pp. 215-225.</style></keyword><keyword><style face="normal" font="default" size="100%">Dede, C., (2000). Emerging influences of information technology on school</style></keyword><keyword><style face="normal" font="default" size="100%">curriculum. Journal of Curriculum Studies, 32 (2), pp. 281-303.</style></keyword><keyword><style face="normal" font="default" size="100%">Dreyfus, A., et al., (1998). The advantages and problematics of using the electronic</style></keyword><keyword><style face="normal" font="default" size="100%">spreadsheet in biology teaching as perceived by actively engaged teachers. Journal</style></keyword><keyword><style face="normal" font="default" size="100%">of Educational Computing Research, 19 (1), pp. 67-81.</style></keyword><keyword><style face="normal" font="default" size="100%">Dunmore, S., (2000). ICT training for teachers -- a valuable experience. Education in</style></keyword><keyword><style face="normal" font="default" size="100%">Science, (188), pp. 12-13.</style></keyword><keyword><style face="normal" font="default" size="100%">Friedler, Y., McFarlane, A.E., (1997). Data logging with portable computers: A study</style></keyword><keyword><style face="normal" font="default" size="100%">of the impact on graphing skills in secondary pupils. Journal of Computers in</style></keyword><keyword><style face="normal" font="default" size="100%">Mathematics and Science Teaching, 16 (4), pp. 527-550.</style></keyword><keyword><style face="normal" font="default" size="100%">Gunstone, R.F., Tao, P.K., (1999). Conceptual change in science through</style></keyword><keyword><style face="normal" font="default" size="100%">collaborative learning at the computer. International Journal of Science Education,</style></keyword><keyword><style face="normal" font="default" size="100%">21 (1), pp. 39-57.</style></keyword><keyword><style face="normal" font="default" size="100%">Hartel, H., (2000). Xyzet: A simulation program for physics teaching. Journal of</style></keyword><keyword><style face="normal" font="default" size="100%">Science Education and Technology, 9 (3), pp. 275-286.</style></keyword><keyword><style face="normal" font="default" size="100%">Henderson, L., et al., (2000). Under the microscope: Factors influencing student</style></keyword><keyword><style face="normal" font="default" size="100%">outcomes in a computer integrated classroom. Journal of Computers in Mathematics</style></keyword><keyword><style face="normal" font="default" size="100%">and Science Teaching, 19 (3), pp. 211-236.</style></keyword><keyword><style face="normal" font="default" size="100%">Hennessy, S., (2000). Graphing investigations using portable (palmtop) technology.</style></keyword><keyword><style face="normal" font="default" size="100%">Journal of Computer Assisted Learning, 16 (3), pp. 243-258.</style></keyword><keyword><style face="normal" font="default" size="100%">Hoadley, C.M., Linn, M.C., (2000). Teaching science through online, peer</style></keyword><keyword><style face="normal" font="default" size="100%">discussions: Speakeasy in the knowledge integration environment. International</style></keyword><keyword><style face="normal" font="default" size="100%">Journal of Science Education, 22 (8), pp. 839-857.</style></keyword><keyword><style face="normal" font="default" size="100%">Howe, C., Tolmie, A., (1998). Computer support for learning in collaborative</style></keyword><keyword><style face="normal" font="default" size="100%">contexts: Prompted hypothesis testing in physics. Computers &amp; Education, 30 (3-4),</style></keyword><keyword><style face="normal" font="default" size="100%">pp. 223-235.</style></keyword><keyword><style face="normal" font="default" size="100%">Huppert, J., et al., (1998). Learning microbiology with computer simulations:</style></keyword><keyword><style face="normal" font="default" size="100%">Students&apos; academic achievement by method and gender. Research in Science and</style></keyword><keyword><style face="normal" font="default" size="100%">Technological Education, 16 (2), pp. 231-245.</style></keyword><keyword><style face="normal" font="default" size="100%">James, R.K., et al., (2000). Integrating science, mathematics, and technology in</style></keyword><keyword><style face="normal" font="default" size="100%">middle school technology-rich environments: A study of implementation and change.</style></keyword><keyword><style face="normal" font="default" size="100%">School Science and Mathematics, 100 (1), pp. 27-35.</style></keyword><keyword><style face="normal" font="default" size="100%">Jarvis, T., et al., (1997). An evaluation of the role of email in promoting science</style></keyword><keyword><style face="normal" font="default" size="100%">investigative skills in primary rural schools in England. Research in Science</style></keyword><keyword><style face="normal" font="default" size="100%">Education, 27 (1), pp. 223-236.</style></keyword><keyword><style face="normal" font="default" size="100%">Jimoyiannis, A., Komis, V., (2001). Computer simulations in physics teaching and</style></keyword><keyword><style face="normal" font="default" size="100%">learning: A case study on students&apos; understanding of trajectory motion. Computers &amp;</style></keyword><keyword><style face="normal" font="default" size="100%">Education, 36 (2), pp. 183-204.</style></keyword><keyword><style face="normal" font="default" size="100%">Koszalka, T.A., et al., (2002). Designing Web-Based Science Lesson Plans That Use</style></keyword><keyword><style face="normal" font="default" size="100%">Problem-Based Learning To Inspire Middle School Kids: KaAMS (Kids as Airborne</style></keyword><keyword><style face="normal" font="default" size="100%">Mission Scientists). Paper presented at the Annual Meeting of the American</style></keyword><keyword><style face="normal" font="default" size="100%">Educational Research Association, New Orleans, LA, April 1-5.</style></keyword><keyword><style face="normal" font="default" size="100%">Kumpalainen, K., Mutanenen, M., (1998). Collaborative practice of science</style></keyword><keyword><style face="normal" font="default" size="100%">construction in a computer-based multimedia environment. Computers &amp; Education,</style></keyword><keyword><style face="normal" font="default" size="100%">30 (1-2), pp. 75-85.</style></keyword><keyword><style face="normal" font="default" size="100%">Lewis, S., (2003). Enhancing teaching and learning of science through use of ICT:</style></keyword><keyword><style face="normal" font="default" size="100%">Methods and materials. School Science Review, 84 (309), pp. 41-51.</style></keyword><keyword><style face="normal" font="default" size="100%">Linn, M., et al., (1998). Using the internet to enhance student understanding of</style></keyword><keyword><style face="normal" font="default" size="100%">science: The knowledge integration environment. Interactive Learning Environments,</style></keyword><keyword><style face="normal" font="default" size="100%">pp. 4-38.</style></keyword><keyword><style face="normal" font="default" size="100%">Mayer-Smith, J., et al., (1998). An examination of how science teachers&apos; experiences</style></keyword><keyword><style face="normal" font="default" size="100%">in a culture of collaboration inform technology implementation. Journal of Science</style></keyword><keyword><style face="normal" font="default" size="100%">Education and Technology, 7 (2), pp. 127-134.</style></keyword><keyword><style face="normal" font="default" size="100%">Mayer-Smith, J., et al., (2000). Closing of the gender gap in technology enriched</style></keyword><keyword><style face="normal" font="default" size="100%">science education: A case study. Computers &amp; Education, 35 (1), pp. 51-63.</style></keyword><keyword><style face="normal" font="default" size="100%">Monaghan, J.M., Clement, J., (1999). Use of a computer simulation to develop</style></keyword><keyword><style face="normal" font="default" size="100%">mental simulations for understanding relative motion concepts. International Journal</style></keyword><keyword><style face="normal" font="default" size="100%">of Science Education, 21 (9), pp. 921-924.</style></keyword><keyword><style face="normal" font="default" size="100%">Murfin, B., Go, V., (1998). A model for the development of web-based, studentcentered</style></keyword><keyword><style face="normal" font="default" size="100%">science education resources. Paper presented at the 71st Annual Meeting of</style></keyword><keyword><style face="normal" font="default" size="100%">the National Association for Research in Science Teaching, San Diego, CA, April 19-</style></keyword><keyword><style face="normal" font="default" size="100%">22.</style></keyword><keyword><style face="normal" font="default" size="100%">Newton, L., Rogers, L., (2003). Thinking frameworks for planning ICT in science</style></keyword><keyword><style face="normal" font="default" size="100%">lessons. School Science Review, 84 (309), pp. 113-120.</style></keyword><keyword><style face="normal" font="default" size="100%">Nikolopoulou, K., (2000). Development of pupils&apos; classification skills in science</style></keyword><keyword><style face="normal" font="default" size="100%">lessons: An intervention of computer use. Journal of Science Education and</style></keyword><keyword><style face="normal" font="default" size="100%">Technology, 9 (2), pp. 141-148.</style></keyword><keyword><style face="normal" font="default" size="100%">Noh, T., et al., (1999). The effect of computer-assisted instruction using molecularlevel</style></keyword><keyword><style face="normal" font="default" size="100%">animation and worksheet in high school chemistry class. Journal of the Korean</style></keyword><keyword><style face="normal" font="default" size="100%">Association for Research in Science Education, 19 (1), pp. 128-136.</style></keyword><keyword><style face="normal" font="default" size="100%">O&apos;Hara, S.P., (1998). A case study of attitudinal effects of internet use in a middle</style></keyword><keyword><style face="normal" font="default" size="100%">school integrated science curriculum. Paper presented at the Annual Meeting of the</style></keyword><keyword><style face="normal" font="default" size="100%">National Association for Research in Science Teaching, San Diego, CA, April 19-22.</style></keyword><keyword><style face="normal" font="default" size="100%">Osborne, J., Collins, S., (2000). Pupils?and parents&apos; views of the school science</style></keyword><keyword><style face="normal" font="default" size="100%">curriculum. School Science Review, 82 (298), pp. 23-31.</style></keyword><keyword><style face="normal" font="default" size="100%">Parkinson, J., (1998). The difficulties in developing information technology</style></keyword><keyword><style face="normal" font="default" size="100%">competencies with student science teachers. Research in Science and Technological</style></keyword><keyword><style face="normal" font="default" size="100%">Education, 16 (1), pp. 67-78.</style></keyword><keyword><style face="normal" font="default" size="100%">Parkinson, E., (1999). Science, technology and the national curriculum for England</style></keyword><keyword><style face="normal" font="default" size="100%">and Wales: Lost opportunities for scientific and technological literacy in the primary</style></keyword><keyword><style face="normal" font="default" size="100%">school? Science Education International, 10 (1), pp. 11-16.</style></keyword><keyword><style face="normal" font="default" size="100%">Paulisse, K.W., Polik, W.F., (1999). Use of www discussion boards in chemistry</style></keyword><keyword><style face="normal" font="default" size="100%">education. Journal of Chemical Education, 76 (5), pp. 704-708.</style></keyword><keyword><style face="normal" font="default" size="100%">Peat, M., Fernandez, A., (2000). The role of information technology in biology</style></keyword><keyword><style face="normal" font="default" size="100%">education: An australian perspective. Journal of Biological Education, 34 (2), pp. 69-</style></keyword><keyword><style face="normal" font="default" size="100%">73.</style></keyword><keyword><style face="normal" font="default" size="100%">Pedersen, S., Liu, M., (2003). Teachers&apos; beliefs about issues in the implementation of</style></keyword><keyword><style face="normal" font="default" size="100%">a student-centred learning environment. Educational Technology Research &amp;</style></keyword><keyword><style face="normal" font="default" size="100%">Development, 51 (2), pp. 57-76.</style></keyword><keyword><style face="normal" font="default" size="100%">Poland, R., et al., (2003). The virtual field station (VFS): Using a virtual reality</style></keyword><keyword><style face="normal" font="default" size="100%">environment for ecological fieldwork in a-level biological studies - case study 3.</style></keyword><keyword><style face="normal" font="default" size="100%">British Journal of Educational Technology, 34 (2), pp. 215-231.</style></keyword><keyword><style face="normal" font="default" size="100%">Post-Zwicker, A.P., et al., (1999). Teaching contemporary physics topics using realtime</style></keyword><keyword><style face="normal" font="default" size="100%">data obtained via the world wide web. Journal of Science Education and</style></keyword><keyword><style face="normal" font="default" size="100%">Technology, 8 (4), pp. 273-281.</style></keyword><keyword><style face="normal" font="default" size="100%">Pryor, A., Soloway, E., (2000). Foundations of science: Using technology to support</style></keyword><keyword><style face="normal" font="default" size="100%">authentic science learning.</style></keyword><keyword><style face="normal" font="default" size="100%">http://hice.org/hiceinformation/papers/misc/foundations_of_science_using/</style></keyword><keyword><style face="normal" font="default" size="100%">Raaflaub, C.A., Fraser, B.J., (2002). Investigating the learning environment in</style></keyword><keyword><style face="normal" font="default" size="100%">Canadian mathematics and science classrooms in which laptop computers are used.</style></keyword><keyword><style face="normal" font="default" size="100%">Paper presented at the Annual Meeting of the American Educational Research</style></keyword><keyword><style face="normal" font="default" size="100%">Association, New Orleans, LA, April 1-5, 2002.</style></keyword><keyword><style face="normal" font="default" size="100%">Robblee, K.M., et al., (2000). Using computer visualization models in high school</style></keyword><keyword><style face="normal" font="default" size="100%">chemistry: The role of teacher beliefs. Paper presented at the Annual Meeting of the</style></keyword><keyword><style face="normal" font="default" size="100%">American Educational Research Association, New Orleans, LA, April 24-28.</style></keyword><keyword><style face="normal" font="default" size="100%">Rogers, L., (1997). New data-logging tools - new investigations. School Science</style></keyword><keyword><style face="normal" font="default" size="100%">Review, 79 (287), pp. 61-68.</style></keyword><keyword><style face="normal" font="default" size="100%">Rowell, P.M., et al., (1999). Characterization of technology within an elementary</style></keyword><keyword><style face="normal" font="default" size="100%">science program. International Journal of Technology and Design Education, 9 (1),</style></keyword><keyword><style face="normal" font="default" size="100%">pp. 37-55.</style></keyword><keyword><style face="normal" font="default" size="100%">Saurino, D.R., et al., (1999). Science classroom management techniques using</style></keyword><keyword><style face="normal" font="default" size="100%">graphing calculator technology: A collaborative team action research approach. Paper</style></keyword><keyword><style face="normal" font="default" size="100%">presented at the Annual Meeting of the National Association of Research in Science</style></keyword><keyword><style face="normal" font="default" size="100%">Teaching, Boston, MA, March 28-31, 1999.</style></keyword><keyword><style face="normal" font="default" size="100%">Scanlon, E., (2002). Contemporary approaches to learning science: Technologicallymediated</style></keyword><keyword><style face="normal" font="default" size="100%">practical work. Studies in Science Education, pp. 73-114.</style></keyword><keyword><style face="normal" font="default" size="100%">Schoenfeld-Tacher, R., et al., (2001). Differential effects of a multimedia goal-based</style></keyword><keyword><style face="normal" font="default" size="100%">scenario to teach introductory biochemistry ?who benefits most? Journal of Science</style></keyword><keyword><style face="normal" font="default" size="100%">Education and Technology, 10 (4), pp. 305-317.</style></keyword><keyword><style face="normal" font="default" size="100%">Skinner, N.C., Preece, P.F.W., (2003). The use of information and communications</style></keyword><keyword><style face="normal" font="default" size="100%">technology to support the teaching of science in primary schools. International</style></keyword><keyword><style face="normal" font="default" size="100%">Journal of Science Education, 25 (2), pp. 205-220.</style></keyword><keyword><style face="normal" font="default" size="100%">Tao, P.-K., Gunstone, R.F., (1999). Conceptual change in science through</style></keyword><keyword><style face="normal" font="default" size="100%">collaborative learning at the computer. International Journal of Science Education,</style></keyword><keyword><style face="normal" font="default" size="100%">21 (1), pp. 39-57.</style></keyword><keyword><style face="normal" font="default" size="100%">Tebbutt, M., (1999). Information and communications technology in the science</style></keyword><keyword><style face="normal" font="default" size="100%">curriculum: An Australian case study. Journal of Information Technology for Teacher</style></keyword><keyword><style face="normal" font="default" size="100%">Education, 8 (1), pp. 25-39.</style></keyword><keyword><style face="normal" font="default" size="100%">Tebbutt, M., (2000). ICT in science: Problems, possibilities...and principles? School</style></keyword><keyword><style face="normal" font="default" size="100%">Science Review, 81 (297), pp. 57-64.</style></keyword><keyword><style face="normal" font="default" size="100%">Thomas, G.P., (2001). Toward effective computer use in high school science</style></keyword><keyword><style face="normal" font="default" size="100%">education: Where to from here? Education and Information Technologies, 6 (1), pp.</style></keyword><keyword><style face="normal" font="default" size="100%">29-41.</style></keyword><keyword><style face="normal" font="default" size="100%">Thomas, R.A., Hsu, Y.S., (2002). The impacts of a web-based instructional</style></keyword><keyword><style face="normal" font="default" size="100%">simulation on science learning. International Journal of Science Education, 24 (9),</style></keyword><keyword><style face="normal" font="default" size="100%">pp. 955-979.</style></keyword><keyword><style face="normal" font="default" size="100%">Trindade, J., et al., (2002). Science learning in virtual environments: A descriptive</style></keyword><keyword><style face="normal" font="default" size="100%">study. British Journal of Educational Technology, 33 (4), pp. 471-488.</style></keyword><keyword><style face="normal" font="default" size="100%">Trumper, R., (2002). What do we expect from students&apos; physics laboratory</style></keyword><keyword><style face="normal" font="default" size="100%">experiments? Journal of Science Education and Technology, 11 (3), pp. 221-228.</style></keyword><keyword><style face="normal" font="default" size="100%">Wen, M.L., et al., (2002). How does computer availability influence science</style></keyword><keyword><style face="normal" font="default" size="100%">achievement? Paper presented at the Annual Meeting of the National Association for</style></keyword><keyword><style face="normal" font="default" size="100%">Research in Science Teaching, New Orleans, LA, April 6-10.</style></keyword><keyword><style face="normal" font="default" size="100%">Summary table of research on the use of ICT in science</style></keyword><keyword><style face="normal" font="default" size="100%">This summary table provides a quick reference guide to the main findings from selected documents of a literature search</style></keyword><keyword><style face="normal" font="default" size="100%">carried out by Becta in November 2003. It compliments the more detailed bibliography on ICT in science by identifying the key</style></keyword><keyword><style face="normal" font="default" size="100%">findings, age/level and sample size for each reference.</style></keyword><keyword><style face="normal" font="default" size="100%">Key findings Sample Summary Full Reference</style></keyword><keyword><style face="normal" font="default" size="100%">?ICT offers particular</style></keyword><keyword><style face="normal" font="default" size="100%">opportunities to enhance</style></keyword><keyword><style face="normal" font="default" size="100%">learning by making more</style></keyword><keyword><style face="normal" font="default" size="100%">time available for predicting</style></keyword><keyword><style face="normal" font="default" size="100%">and searching for</style></keyword><keyword><style face="normal" font="default" size="100%">explanations</style></keyword><keyword><style face="normal" font="default" size="100%">?ICT allows pupils to work at</style></keyword><keyword><style face="normal" font="default" size="100%">their own speed</style></keyword><keyword><style face="normal" font="default" size="100%">?To take full advantage of</style></keyword><keyword><style face="normal" font="default" size="100%">ICT, lessons need to be</style></keyword><keyword><style face="normal" font="default" size="100%">structured according to the</style></keyword><keyword><style face="normal" font="default" size="100%">possible outcomes that a</style></keyword><keyword><style face="normal" font="default" size="100%">specific application of ICT</style></keyword><keyword><style face="normal" font="default" size="100%">allows</style></keyword><keyword><style face="normal" font="default" size="100%">117 Key</style></keyword><keyword><style face="normal" font="default" size="100%">Stage 3</style></keyword><keyword><style face="normal" font="default" size="100%">pupils</style></keyword><keyword><style face="normal" font="default" size="100%">This study assesses the extent to which ICT</style></keyword><keyword><style face="normal" font="default" size="100%">contributes to quality in learning in science at</style></keyword><keyword><style face="normal" font="default" size="100%">Key Stage 3. The author considers the meaning</style></keyword><keyword><style face="normal" font="default" size="100%">of quality in the context of science education</style></keyword><keyword><style face="normal" font="default" size="100%">and identifies some of the indicators of quality.</style></keyword><keyword><style face="normal" font="default" size="100%">Drawing on data from tests, interviews and</style></keyword><keyword><style face="normal" font="default" size="100%">observations, the study examines how ICT</style></keyword><keyword><style face="normal" font="default" size="100%">affects pupils?understanding, their motivation</style></keyword><keyword><style face="normal" font="default" size="100%">and use of learning strategies, their mental</style></keyword><keyword><style face="normal" font="default" size="100%">engagement and the context for learning.</style></keyword><keyword><style face="normal" font="default" size="100%">Results suggest that ICT can enhance the</style></keyword><keyword><style face="normal" font="default" size="100%">quality of learning where its use is tailored to</style></keyword><keyword><style face="normal" font="default" size="100%">lesson objectives and the needs of pupils. In</style></keyword><keyword><style face="normal" font="default" size="100%">conclusion, the author presents a model for the</style></keyword><keyword><style face="normal" font="default" size="100%">possible use of ICT to increase the quality of</style></keyword><keyword><style face="normal" font="default" size="100%">learning in science. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">Betts, S., (2003). Does the</style></keyword><keyword><style face="normal" font="default" size="100%">use of ICT affect quality in</style></keyword><keyword><style face="normal" font="default" size="100%">learning science at Key Stage</style></keyword><keyword><style face="normal" font="default" size="100%">3? Studies in Teaching and</style></keyword><keyword><style face="normal" font="default" size="100%">Learning, pp. 9-17.</style></keyword><keyword><style face="normal" font="default" size="100%">?Pupils in the simulated</style></keyword><keyword><style face="normal" font="default" size="100%">learning environment</style></keyword><keyword><style face="normal" font="default" size="100%">exhibited complex and</style></keyword><keyword><style face="normal" font="default" size="100%">integrative reasoning</style></keyword><keyword><style face="normal" font="default" size="100%">?The simulation provided a</style></keyword><keyword><style face="normal" font="default" size="100%">self-paced, non-competitive</style></keyword><keyword><style face="normal" font="default" size="100%">learning environment which</style></keyword><keyword><style face="normal" font="default" size="100%">allowed girls and boys to</style></keyword><keyword><style face="normal" font="default" size="100%">achieve equally</style></keyword><keyword><style face="normal" font="default" size="100%">?The simulation allowed</style></keyword><keyword><style face="normal" font="default" size="100%">181 tenth</style></keyword><keyword><style face="normal" font="default" size="100%">grade pupils</style></keyword><keyword><style face="normal" font="default" size="100%">This study investigates the impact of a biology</style></keyword><keyword><style face="normal" font="default" size="100%">simulation he Growth Curve of</style></keyword><keyword><style face="normal" font="default" size="100%">Microorganisms?on high school students?academic achievement and their science</style></keyword><keyword><style face="normal" font="default" size="100%">process skills. The study focuses on the</style></keyword><keyword><style face="normal" font="default" size="100%">relations between academic achievement,</style></keyword><keyword><style face="normal" font="default" size="100%">mastery of process skills, gender and cognitive</style></keyword><keyword><style face="normal" font="default" size="100%">stages. The findings indicate that the</style></keyword><keyword><style face="normal" font="default" size="100%">achievement of students using the simulation</style></keyword><keyword><style face="normal" font="default" size="100%">was higher than those not using the simulation,</style></keyword><keyword><style face="normal" font="default" size="100%">Huppert, J., et al., (2002).</style></keyword><keyword><style face="normal" font="default" size="100%">Computer simulations in the</style></keyword><keyword><style face="normal" font="default" size="100%">high school: Students&apos;</style></keyword><keyword><style face="normal" font="default" size="100%">cognitive stages, science</style></keyword><keyword><style face="normal" font="default" size="100%">process skills and academic</style></keyword><keyword><style face="normal" font="default" size="100%">achievement in microbiology.</style></keyword><keyword><style face="normal" font="default" size="100%">International Journal of</style></keyword><keyword><style face="normal" font="default" size="100%">Science Education, 24 (8),</style></keyword><keyword><style face="normal" font="default" size="100%">pp. 803-821.</style></keyword><keyword><style face="normal" font="default" size="100%">repetition of experiments</style></keyword><keyword><style face="normal" font="default" size="100%">which in turn aided</style></keyword><keyword><style face="normal" font="default" size="100%">understanding</style></keyword><keyword><style face="normal" font="default" size="100%">with girls achieving equally with boys. The</style></keyword><keyword><style face="normal" font="default" size="100%">simulation was found to benefit students with</style></keyword><keyword><style face="normal" font="default" size="100%">low reasoning abilities in particular, enabling</style></keyword><keyword><style face="normal" font="default" size="100%">them to cope with learning scientific concepts</style></keyword><keyword><style face="normal" font="default" size="100%">and principles which require high cognitive</style></keyword><keyword><style face="normal" font="default" size="100%">skills. (Israel)</style></keyword><keyword><style face="normal" font="default" size="100%">Key findings Sample Summary Full Reference</style></keyword><keyword><style face="normal" font="default" size="100%">?Using ICT either as a tool in</style></keyword><keyword><style face="normal" font="default" size="100%">a practical investigation or</style></keyword><keyword><style face="normal" font="default" size="100%">as a substitute for the</style></keyword><keyword><style face="normal" font="default" size="100%">laboratory-based elements</style></keyword><keyword><style face="normal" font="default" size="100%">of an investigation can aid</style></keyword><keyword><style face="normal" font="default" size="100%">theoretical understanding.</style></keyword><keyword><style face="normal" font="default" size="100%">?Electronic communications</style></keyword><keyword><style face="normal" font="default" size="100%">should be used not just to</style></keyword><keyword><style face="normal" font="default" size="100%">disseminate information but</style></keyword><keyword><style face="normal" font="default" size="100%">to create a community of</style></keyword><keyword><style face="normal" font="default" size="100%">learners</style></keyword><keyword><style face="normal" font="default" size="100%">This paper considers two perspectives on the</style></keyword><keyword><style face="normal" font="default" size="100%">relationship between the science curriculum and</style></keyword><keyword><style face="normal" font="default" size="100%">the potential of ICT in science education: the</style></keyword><keyword><style face="normal" font="default" size="100%">first perspective is based on the current English</style></keyword><keyword><style face="normal" font="default" size="100%">secondary science curriculum, while the second</style></keyword><keyword><style face="normal" font="default" size="100%">looks at how the role of ICT might be developed</style></keyword><keyword><style face="normal" font="default" size="100%">if the curriculum were to emphasise scientific</style></keyword><keyword><style face="normal" font="default" size="100%">reasoning rather than the practice of empirical</style></keyword><keyword><style face="normal" font="default" size="100%">science. It focuses on the use of ICT to support</style></keyword><keyword><style face="normal" font="default" size="100%">or replace practical work and the use of the</style></keyword><keyword><style face="normal" font="default" size="100%">internet as a tool for scientific reasoning. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">McFarlane, A., Sakellariou,</style></keyword><keyword><style face="normal" font="default" size="100%">S., (2002). The role of ICT in</style></keyword><keyword><style face="normal" font="default" size="100%">science education. Cambridge</style></keyword><keyword><style face="normal" font="default" size="100%">Journal of Education, 32 (2),</style></keyword><keyword><style face="normal" font="default" size="100%">pp. 219-232.</style></keyword><keyword><style face="normal" font="default" size="100%">?Pupils made significant gains</style></keyword><keyword><style face="normal" font="default" size="100%">in scientific knowledge</style></keyword><keyword><style face="normal" font="default" size="100%">?Pupils showed a high level of</style></keyword><keyword><style face="normal" font="default" size="100%">motivation and self-efficacy</style></keyword><keyword><style face="normal" font="default" size="100%">(empowerment)</style></keyword><keyword><style face="normal" font="default" size="100%">?The communicative and</style></keyword><keyword><style face="normal" font="default" size="100%">collaborative possibilities of</style></keyword><keyword><style face="normal" font="default" size="100%">the internet were crucial to</style></keyword><keyword><style face="normal" font="default" size="100%">the success of KGS</style></keyword><keyword><style face="normal" font="default" size="100%">18 sixth</style></keyword><keyword><style face="normal" font="default" size="100%">grade pupils</style></keyword><keyword><style face="normal" font="default" size="100%">(with six</style></keyword><keyword><style face="normal" font="default" size="100%">case indepth</style></keyword><keyword><style face="normal" font="default" size="100%">studies)</style></keyword><keyword><style face="normal" font="default" size="100%">This article presents data from a case study of</style></keyword><keyword><style face="normal" font="default" size="100%">one class participating in the Kids as Global</style></keyword><keyword><style face="normal" font="default" size="100%">Scientists (KGS) Program, a project which</style></keyword><keyword><style face="normal" font="default" size="100%">engages students in the study of atmospheric</style></keyword><keyword><style face="normal" font="default" size="100%">science through the use of authentic images</style></keyword><keyword><style face="normal" font="default" size="100%">and online communication. The authors</style></keyword><keyword><style face="normal" font="default" size="100%">examine the motivational effect of KGS, and</style></keyword><keyword><style face="normal" font="default" size="100%">identify the key characteristics for creating a</style></keyword><keyword><style face="normal" font="default" size="100%">learning environment that promotes both</style></keyword><keyword><style face="normal" font="default" size="100%">motivation and achievement. (US)</style></keyword><keyword><style face="normal" font="default" size="100%">Mistler-Jackson, M., Songer,</style></keyword><keyword><style face="normal" font="default" size="100%">N.B., (2000). Student</style></keyword><keyword><style face="normal" font="default" size="100%">motivation and internet</style></keyword><keyword><style face="normal" font="default" size="100%">technology: Are students</style></keyword><keyword><style face="normal" font="default" size="100%">empowered to learn science?</style></keyword><keyword><style face="normal" font="default" size="100%">Journal of Research in</style></keyword><keyword><style face="normal" font="default" size="100%">Science Teaching, 37 (5), pp.</style></keyword><keyword><style face="normal" font="default" size="100%">459-479.</style></keyword><keyword><style face="normal" font="default" size="100%">?There is a lack of research</style></keyword><keyword><style face="normal" font="default" size="100%">into how ICT can enhance</style></keyword><keyword><style face="normal" font="default" size="100%">This review considers the development of</style></keyword><keyword><style face="normal" font="default" size="100%">primary science since it became a compulsory,</style></keyword><keyword><style face="normal" font="default" size="100%">Murphy, C., (2003).</style></keyword><keyword><style face="normal" font="default" size="100%">Literature review in primary</style></keyword><keyword><style face="normal" font="default" size="100%">pupils?learning in primary</style></keyword><keyword><style face="normal" font="default" size="100%">science</style></keyword><keyword><style face="normal" font="default" size="100%">?Systematic research is</style></keyword><keyword><style face="normal" font="default" size="100%">needed into the potential of</style></keyword><keyword><style face="normal" font="default" size="100%">specific applications of ICT</style></keyword><keyword><style face="normal" font="default" size="100%">?Software designers need to</style></keyword><keyword><style face="normal" font="default" size="100%">work more closely with both</style></keyword><keyword><style face="normal" font="default" size="100%">children and teachers</style></keyword><keyword><style face="normal" font="default" size="100%">core subject in England and Wales and</style></keyword><keyword><style face="normal" font="default" size="100%">examines the impact of ICT on its teaching and</style></keyword><keyword><style face="normal" font="default" size="100%">learning. The paper provides both an overview</style></keyword><keyword><style face="normal" font="default" size="100%">of research into children science learning and</style></keyword><keyword><style face="normal" font="default" size="100%">a critical evaluation of ways in which ICT is</style></keyword><keyword><style face="normal" font="default" size="100%">currently being used to promote good science</style></keyword><keyword><style face="normal" font="default" size="100%">teaching. It focuses on the relation between</style></keyword><keyword><style face="normal" font="default" size="100%">ICT and four key areas: the teacher role in</style></keyword><keyword><style face="normal" font="default" size="100%">constructivist learning</style></keyword><keyword><style face="normal" font="default" size="100%">teachers?subject</style></keyword><keyword><style face="normal" font="default" size="100%">knowledge</style></keyword><keyword><style face="normal" font="default" size="100%">the balance between process skills</style></keyword><keyword><style face="normal" font="default" size="100%">and science content</style></keyword><keyword><style face="normal" font="default" size="100%">the application of</style></keyword><keyword><style face="normal" font="default" size="100%">formative assessment. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">science and ICT. NESTA</style></keyword><keyword><style face="normal" font="default" size="100%">Futurelab Series, Bristol:</style></keyword><keyword><style face="normal" font="default" size="100%">NESTA Futurelab.</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.nestafuturelab.or</style></keyword><keyword><style face="normal" font="default" size="100%">g/research/reviews/psi01.htm</style></keyword><keyword><style face="normal" font="default" size="100%">Key findings Sample Summary Full Reference</style></keyword><keyword><style face="normal" font="default" size="100%">?Transformative use of ICT in</style></keyword><keyword><style face="normal" font="default" size="100%">science is found only in</style></keyword><keyword><style face="normal" font="default" size="100%">isolated pockets</style></keyword><keyword><style face="normal" font="default" size="100%">?ICT may have a greater role</style></keyword><keyword><style face="normal" font="default" size="100%">to play in a curriculum that</style></keyword><keyword><style face="normal" font="default" size="100%">places greater emphasis on</style></keyword><keyword><style face="normal" font="default" size="100%">scientific reasoning and</style></keyword><keyword><style face="normal" font="default" size="100%">analytical skills</style></keyword><keyword><style face="normal" font="default" size="100%">This paper reviews the current state of science</style></keyword><keyword><style face="normal" font="default" size="100%">education, the impact of ICT use on the</style></keyword><keyword><style face="normal" font="default" size="100%">curriculum, pedagogy and learning, and the</style></keyword><keyword><style face="normal" font="default" size="100%">implications for future practice. The paper</style></keyword><keyword><style face="normal" font="default" size="100%">considers how ICT can be employed flexibly to</style></keyword><keyword><style face="normal" font="default" size="100%">support different curriculum goals and forms of</style></keyword><keyword><style face="normal" font="default" size="100%">pedagogy, and shows there are diverse ways of</style></keyword><keyword><style face="normal" font="default" size="100%">linking ICT use to existing classroom teaching,</style></keyword><keyword><style face="normal" font="default" size="100%">including supporting or replacing it. (UK)</style></keyword><keyword><style face="normal" font="default" size="100%">Osborne, J., Hennessy, S.,</style></keyword><keyword><style face="normal" font="default" size="100%">(2003). Literature review in</style></keyword><keyword><style face="normal" font="default" size="100%">science education and the</style></keyword><keyword><style face="normal" font="default" size="100%">role of ICT: Promise,</style></keyword><keyword><style face="normal" font="default" size="100%">problems and future</style></keyword><keyword><style face="normal" font="default" size="100%">directions. NESTA Futurelab</style></keyword><keyword><style face="normal" font="default" size="100%">Series, Bristol: NESTA</style></keyword><keyword><style face="normal" font="default" size="100%">Futurelab.</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.nestafuturelab.or</style></keyword><keyword><style face="normal" font="default" size="100%">g/research/reviews/se01.htm</style></keyword><keyword><style face="normal" font="default" size="100%">?80 per cent of participating</style></keyword><keyword><style face="normal" font="default" size="100%">teachers successfully</style></keyword><keyword><style face="normal" font="default" size="100%">integrated CBL probeware</style></keyword><keyword><style face="normal" font="default" size="100%">into their teaching</style></keyword><keyword><style face="normal" font="default" size="100%">?Barriers to the integration of</style></keyword><keyword><style face="normal" font="default" size="100%">the CBL probeware included:</style></keyword><keyword><style face="normal" font="default" size="100%">lack of time for training, lack</style></keyword><keyword><style face="normal" font="default" size="100%">of CBL resources, lack of</style></keyword><keyword><style face="normal" font="default" size="100%">Five middle</style></keyword><keyword><style face="normal" font="default" size="100%">school</style></keyword><keyword><style face="normal" font="default" size="100%">teachers</style></keyword><keyword><style face="normal" font="default" size="100%">This study investigates the factors that</style></keyword><keyword><style face="normal" font="default" size="100%">influenced five middle school science teachers</style></keyword><keyword><style face="normal" font="default" size="100%">as they implemented and integrated calculatorbased</style></keyword><keyword><style face="normal" font="default" size="100%">laboratory (CBL) probeware in the</style></keyword><keyword><style face="normal" font="default" size="100%">curriculum. Drawing on interviews,</style></keyword><keyword><style face="normal" font="default" size="100%">questionnaires, anecdotal records and</style></keyword><keyword><style face="normal" font="default" size="100%">observations of teachers, the study presents a</style></keyword><keyword><style face="normal" font="default" size="100%">holistic view of the influences on the level of</style></keyword><keyword><style face="normal" font="default" size="100%">Wetzel, D.R., (2001). A Model</style></keyword><keyword><style face="normal" font="default" size="100%">for Pedagogical and Curricula</style></keyword><keyword><style face="normal" font="default" size="100%">Transformation for the</style></keyword><keyword><style face="normal" font="default" size="100%">Integration of Technology in</style></keyword><keyword><style face="normal" font="default" size="100%">Middle School Science. Paper</style></keyword><keyword><style face="normal" font="default" size="100%">presented at the Annual</style></keyword><keyword><style face="normal" font="default" size="100%">Meeting of the National</style></keyword><keyword><style face="normal" font="default" size="100%">Association for Research in</style></keyword><keyword><style face="normal" font="default" size="100%">support by the school</style></keyword><keyword><style face="normal" font="default" size="100%">system (use probeware was</style></keyword><keyword><style face="normal" font="default" size="100%">not recognised in formal</style></keyword><keyword><style face="normal" font="default" size="100%">assessments)</style></keyword><keyword><style face="normal" font="default" size="100%">teacher technical proficiency with CBL</style></keyword><keyword><style face="normal" font="default" size="100%">probeware, level of actual use during</style></keyword><keyword><style face="normal" font="default" size="100%">integration into the curriculum, changes in</style></keyword><keyword><style face="normal" font="default" size="100%">pedagogy, and changes in organisational</style></keyword><keyword><style face="normal" font="default" size="100%">culture. The study also identifies the contextual</style></keyword><keyword><style face="normal" font="default" size="100%">barriers to integration, including training in the</style></keyword><keyword><style face="normal" font="default" size="100%">use of the technology and pedagogical support.</style></keyword><keyword><style face="normal" font="default" size="100%">(US)</style></keyword><keyword><style face="normal" font="default" size="100%">Science Teaching, St. Louis,</style></keyword><keyword><style face="normal" font="default" size="100%">MO, March 25-28.</style></keyword><keyword><style face="normal" font="default" size="100%">http://facstaff.bloomu.edu/d</style></keyword><keyword><style face="normal" font="default" size="100%">wetzel/pdffiles/NARST2001Pa</style></keyword><keyword><style face="normal" font="default" size="100%">per.pdf</style></keyword><keyword><style face="normal" font="default" size="100%">?Teachers given identical</style></keyword><keyword><style face="normal" font="default" size="100%">training and equipment</style></keyword><keyword><style face="normal" font="default" size="100%">differed widely in how they</style></keyword><keyword><style face="normal" font="default" size="100%">implemented technology.</style></keyword><keyword><style face="normal" font="default" size="100%">These discrepancies result</style></keyword><keyword><style face="normal" font="default" size="100%">from teachers?existing</style></keyword><keyword><style face="normal" font="default" size="100%">practice and their beliefs</style></keyword><keyword><style face="normal" font="default" size="100%">about their school context</style></keyword><keyword><style face="normal" font="default" size="100%">Five</style></keyword><keyword><style face="normal" font="default" size="100%">secondary</style></keyword><keyword><style face="normal" font="default" size="100%">school</style></keyword><keyword><style face="normal" font="default" size="100%">teachers</style></keyword><keyword><style face="normal" font="default" size="100%">This paper presents the findings from a twoyear</style></keyword><keyword><style face="normal" font="default" size="100%">study of the implementation of ICT in</style></keyword><keyword><style face="normal" font="default" size="100%">teacher education and school settings. Through</style></keyword><keyword><style face="normal" font="default" size="100%">surveys, interviews, visits and observations, the</style></keyword><keyword><style face="normal" font="default" size="100%">study examines four themes: teachers?knowledge and beliefs</style></keyword><keyword><style face="normal" font="default" size="100%">computer use for</style></keyword><keyword><style face="normal" font="default" size="100%">instruction</style></keyword><keyword><style face="normal" font="default" size="100%">hardware access</style></keyword><keyword><style face="normal" font="default" size="100%">school support for</style></keyword><keyword><style face="normal" font="default" size="100%">technology use. The authors consider the</style></keyword><keyword><style face="normal" font="default" size="100%">implications for teacher education, ICT</style></keyword><keyword><style face="normal" font="default" size="100%">implementation, and the evaluation of</style></keyword><keyword><style face="normal" font="default" size="100%">technology initiatives. (US)</style></keyword><keyword><style face="normal" font="default" size="100%">Yerrick, R., Hoving, T.,</style></keyword><keyword><style face="normal" font="default" size="100%">(1999). Obstacles confronting</style></keyword><keyword><style face="normal" font="default" size="100%">technology initiatives as seen</style></keyword><keyword><style face="normal" font="default" size="100%">through the experience of</style></keyword><keyword><style face="normal" font="default" size="100%">science teachers: A</style></keyword><keyword><style face="normal" font="default" size="100%">comparative study of science</style></keyword><keyword><style face="normal" font="default" size="100%">teachers&apos; beliefs, planning,</style></keyword><keyword><style face="normal" font="default" size="100%">and practice. Journal of</style></keyword><keyword><style face="normal" font="default" size="100%">Science Education and</style></keyword><keyword><style face="normal" font="default" size="100%">Technology, 8 (4), pp. 291-</style></keyword><keyword><style face="normal" font="default" size="100%">307.</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">n.a.</style></year></dates><publisher><style face="normal" font="default" size="100%">Becta</style></publisher><label><style face="normal" font="default" size="100%">1. http://www.becta.org.uk/page_documents/research/Science_bib_summary_table.pdf</style></label><notes><style face="normal" font="default" size="100%">ecopy</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.becta.org.uk/page_documents/research/Science_bib_summary_table.pdf</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>34</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Robert Rieger </style></author><author><style face="normal" font="default" size="100%">Geraldine Gay</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Using mobile computing to enhance field study</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">mobile computing, handhelds, situated learning, field study, PDA, probes</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">n. d.</style></year></dates><publisher><style face="normal" font="default" size="100%">Interactive Media Group, Department of Communication, Cornell University</style></publisher><abstract><style face="normal" font="default" size="100%">Our research explores the pedagogical, technical,&#xD;and evaluative issues surrounding the use of a&#xD;new generation of hand-held, highly portable&#xD;computers for teaching in the natural sciences. A&#xD;primary goal is to develop pilot curricula that&#xD;bring multimedia resources to the outdoor&#xD;laboratory. Prototypes are being developed for&#xD;data retrieval and input. It is hypothesized that&#xD;learners will flourish in situations that provide an&#xD;opportunity to test skills and theories in the&#xD;ust-in-time?and omadic?field context in&#xD;which they are used. Can computers enrich the&#xD;outdoor, field experience by supporting team&#xD;collaboration for students and teaching staff? This&#xD;paper sets the background for the mobile&#xD;computing research project we have initiated, and&#xD;describes two prototype field applications&#xD;developed for mobile learning environments.</style></abstract><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.oise.utoronto.ca/cscl/papers/rieger.pdf</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2004</style></custom1><custom2><style face="normal" font="default" size="100%">November 23</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>9</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lehner, F.</style></author><author><style face="normal" font="default" size="100%">N飉ekabel, H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The role of mobile devices in e-learning</style></title></titles><volume><style face="normal" font="default" size="100%">2003</style></volume><number><style face="normal" font="default" size="100%">November 4</style></number><keywords><keyword><style face="normal" font="default" size="100%">M-learning</style></keyword><keyword><style face="normal" font="default" size="100%">Wireless</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">n. d.</style></year></dates><publisher><style face="normal" font="default" size="100%">University of Regensburg</style></publisher><work-type><style face="normal" font="default" size="100%">WWW</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://www-mobile.uni-regensburg.de/freiedokumente/Berichte/MobileDevicesInELearning.pdf</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>35</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mona Laroussi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">New e-learning services based on mobile and ubiquitous computing UBI-Learn Project</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">Mobile learning, Ubiquitous learning, Wireless technology</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">n. d.</style></year></dates><publisher><style face="normal" font="default" size="100%">Universit?des Sciences et Technologies de Lille</style></publisher><abstract><style face="normal" font="default" size="100%">Ubiquitous and mobile learning concerns building applications in highly dynamic and&#xD;heterogeneous environments to bring computation into the real, physical world. This paper&#xD;presents UbiLearn a distributed Learning platform with Nomads Objects and new e-learning&#xD;services based on.&#xD;The rapid and accelerating move toward the adoption and use of mobile technologies has&#xD;increasingly provided students and teachers with the ability to study away from the classroom&#xD;and on the move.&#xD;Wireless and mobile technologies influence the evolution of current e-learning use and press&#xD;forward the development of new mode of education enabling any time, anywhere and anyhow&#xD;learning.&#xD;In this paper we present UBI-Learn a distributed learning platform with nomad objects and&#xD;learning services related on.</style></abstract><urls><related-urls><url><style face="normal" font="default" size="100%">http://www-clips.imag.fr/calie04/actes/Laroussi_final.pdf</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2004</style></custom1><custom2><style face="normal" font="default" size="100%">November 30</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>511</rec-number><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pea, R. D.</style></author><author><style face="normal" font="default" size="100%">Maldonado, H.</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">K. Sawyer</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">WILD for learning: Interacting through new computing devices anytime, anywhere</style></title><secondary-title><style face="normal" font="default" size="100%">Cambridge Handbook of the Learning Sciences</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">In press</style></year></dates><pub-location><style face="normal" font="default" size="100%">New York</style></pub-location><publisher><style face="normal" font="default" size="100%">Cambridge University Press</style></publisher><notes><style face="normal" font="default" size="100%">ecopy from Roy Pea&#xD;&#xD;From: Roy Pea [mailto:roypea@stanford.edu] &#xD;Sent: Thursday, December 08, 2005 3:16 PM&#xD;To: ZHANG Baohui (LST, LSL)&#xD;Cc: Roy Pea; Sherry Hsi; discussion@g1to1.org&#xD;Subject: Re: G1:1 action items&#xD;&#xD;Hi BaoHui,&#xD;&#xD;I am pleased to see such an extensive bibliography being put  &#xD;together!  I am sending along the recent Cambridge Handbook of the  &#xD;Learning Sciences chapter we have prepared on G1:1 related research  &#xD;and issues for the collection.  I look forward to the lit review.&#xD;&#xD;Sincerely,&#xD;&#xD;Roy Pea</style></notes><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>592</rec-number><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Namsoo Shin</style></author><author><style face="normal" font="default" size="100%">Cathleen Norris</style></author><author><style face="normal" font="default" size="100%">Elliot Soloway</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">M. van&apos;t Hooft</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Findings from early research on one-to-one handheld use in K-12</style></title><secondary-title><style face="normal" font="default" size="100%">Ubiquitous computing book</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">In press</style></year></dates><publisher><style face="normal" font="default" size="100%">Erlbaum</style></publisher><abstract><style face="normal" font="default" size="100%">What is the evidence that handheld computing devices are enabling a positive impact on teaching and learning in K-12 education? Towards addressing that question, this chapter reviews the empirical research that has been conducted to date. Studies find that handheld use by students can lead to increases in their motivation and achievement. That said, given the exceedingly early stage of handheld use in K-12 and given the types of research methods that have been employed in the empirical work (e.g., interviews with students and teachers, surveys), the research findings, while suggestive, are not yet compelling.  &#xD;In summarizing upwards of 35 studies, our intent is to help the educational community better understand the conditions that must be in place in order for handhelds to support positive learning outcomes.</style></abstract><notes><style face="normal" font="default" size="100%">ecopy from Elliot&#xD;&#xD;From: Elliot Soloway [mailto:soloway@umich.edu] &#xD;Sent: Sunday, December 11, 2005 9:34 AM&#xD;To: ZHANG Baohui (LST, LSL); &apos;Sherry Hsi&apos;; discussion@g1to1.org&#xD;Cc: namsoo@umich.edu; Elliot Soloway&#xD;Subject: RE: G1:1 action items&#xD;&#xD;Here is another paper that reviews the lit of handheld use in K-12.&#xD;We should probably add its references to Baohui&apos;s Endnote database. First,&#xD;though, we have to get Endnote. &#xD;Elliot</style></notes><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>144</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Klopfer, E.</style></author><author><style face="normal" font="default" size="100%">Squire, K.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Environmental Detectives: the development of an augmented reality platform for environmental simulations</style></title><secondary-title><style face="normal" font="default" size="100%">Education Research Technology &amp; Development</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Education Research Technology &amp; Development</style></full-title></periodical><dates><year><style face="normal" font="default" size="100%">in preparation</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>589</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tom H. Brown</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">M-learning in Africa: Doing the unthinkable and reaching the unreachable</style></title><secondary-title><style face="normal" font="default" size="100%">Open and Distance Learning Praxis in Africa</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Open and Distance Learning Praxis in Africa</style></full-title></periodical><dates><year><style face="normal" font="default" size="100%">Accepted</style></year></dates><label><style face="normal" font="default" size="100%">1&#xD;Article accepted for publication in:&#xD;Open and Distance Learning Praxis in Africa&#xD;Details of author:&#xD;Dr Tom H Brown&#xD;Deputy Director&#xD;Telematic Learning and Education Innovation&#xD;University of Pretoria&#xD;Pretoria 0002&#xD;South Africa&#xD;tom.brown@up.ac.za&#xD;+27 12 4203884 (office)&#xD;+27 82 9083884 (mobile)&#xD;Title:&#xD;M-learning in Africa: Doing the unthinkable and reaching the&#xD;unreachable&#xD;ABSTRACT&#xD;One first impressions and perceptions when thinking about the ideal target market for mlearning&#xD;(mobile learning) would probably look something like this: a First World learner&#xD;population that are already highly ICT literate, use the latest handheld device and are either in&#xD;full-time employment or merely prefer studying at their own pace, place and time.&#xD;However, m-learning has already started to play a vital role in Africa. It should be noted that mlearning&#xD;has brought e-learning to the rural communities of Africa ?to learners who we never&#xD;imagined as e-learning learners only a few years ago. M-learning is the gateway to e-learning&#xD;for most learners in Africa as the rapidly growing wireless infrastructure increasingly fulfils their&#xD;access needs. Africa is actually leap-frogging from an unwired, nonexistent e-learning&#xD;infrastructure to a wireless e-learning infrastructure. The statistics in this regard are already&#xD;significant proof of this process.&#xD;This article provides examples of m-learning projects in rural Africa and the successful use of&#xD;basic technologies to enhance learning and learning support.&#xD;INTRODUCTION&#xD;M-learning is a natural extension of e-learning and has the potential to make learning even more&#xD;widely available and accessible than we are used to in existing e-learning environments. The&#xD;role that communication and interaction plays in the learning process is a critical success factor.&#xD;It is in this context that m-learning can contribute to the quality of education. It offers&#xD;opportunities for the optimisation of interaction between lecturers and learners, among learners&#xD;and among members of COPs (communities of practice).&#xD;Wireless and mobile technologies also make it possible to provide learning opportunities to&#xD;learners who are either without infrastructure for access (eg rural learners) or continually on the&#xD;move (eg business professionals).&#xD;THE EMERGING CONCEPT OF M-LEARNING&#xD;Owing to the exponential growth and development of the Internet in the past few decades and&#xD;the experimental use of the WWW and e-mail in education, e-learning emerged as an&#xD;2&#xD;educational concept during the 1990s and has grown into a globally accepted, even necessary&#xD;mode of delivery in most educational institutions. Web-based learning management systems&#xD;such as WebCT, Blackboard and others are already widely used across the globe.&#xD;Further Internet developments in the past decade brought about a greater need for wireless&#xD;connections and the development thereof. Wireless communication received an enormous&#xD;boost when mobile phones reached the market. By 2000, landline telephones and wired&#xD;computers were beginning to be replaced by wireless technologies. The whole world literally&#xD;went mobile as the the millennium dawned. Besides mobile phones, other wireless and mobile&#xD;computational devices such as laptops, palmtops, PDAs (personal digitial assistants) and tablets&#xD;also rapidly entered the market ?some devices, of course, with more success than others for&#xD;particular markets.&#xD;Recent statistics as provided by Keegan (2003) show that China is the country with the most&#xD;mobile phones at 170 million in mid-2001, closely followed by the USA and Japan. Industry&#xD;analysts, including Nokia and Gartner, anticipated more than 1 billion mobile devices in use by&#xD;2004, with about 65% of them data enabled and about 500 million people using them to access&#xD;the Internet. Currently 1 billion mobile phones are in use throughout the world, compared with&#xD;400 million Internet users. (Keegan 2003:ch 9).&#xD;It is only since the beginning of the new millennium that educational institutions have started to&#xD;experiment with wireless and mobile technologies and that the concept of m-learning has started&#xD;to emerge. In 2003, Desmond Keegan published his work entitled: The future of learning: from&#xD;e-learning to m-learning. In chapter 4 of this book, Keegan presents and analyses no fewer than&#xD;30 m-learning initiatives across the globe in 2001. In these initiatives much has already been&#xD;done about the experimental use of wireless technologies (including wireless Internet&#xD;environments and wireless classrooms) and various mobile devices for teaching and learning.&#xD;Advantages, disadvantages and recommendations to enhance learning in mobile learning&#xD;environments are also provided. In further chapters, Keegan (2003) continues to discuss mlearning&#xD;possibilities ?including the capabilities and limitations of mobile devices. This book&#xD;demonstrates the emergence and growing importance of m-learning.&#xD;In the book, Mobile learning: a handbook for educators and trainers,edited and published by&#xD;Kukulska-Hulme and Traxler (2005), theses two authors provide a dozen detailed case studies&#xD;that report on the experiences of pioneer educators around the world who have experimented&#xD;with mobile technologies in universities and colleges and in commercial training. They explore&#xD;user experience with mobile devices, accessibility, pedagogical and institutional change and&#xD;current technology.&#xD;M-LEARNING VS E-LEARNING&#xD;In the past decade we have become familiar with the term e-learning and now m-learning is&#xD;emerging. What then, is the relationship between m-learning (mobile learning) and e-learning&#xD;(electronic learning)?&#xD;The following comprehensive definition of Urdan and Weggen (2000:8) provides an adequate&#xD;basis for distinguishing between m-learning and e-learning:&#xD;The term e-learning covers a wide set of applications and processes, including computerbased&#xD;learning, Web-based learning, virtual classrooms and digital collaboration. We&#xD;define e-learning as the delivery of content [and interaction] via all electronic media,&#xD;including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive&#xD;TV, and CD-ROM. Yet, e-learning is defined more narrowly than distance learning, which&#xD;would include text-based learning and courses conducted via written correspondence.&#xD;M-learning is a subset of e-learning. E-learning is the macro concept that includes online and&#xD;mobile learning environments. The following simple definition of Quin (2001:1) helps to explain&#xD;3&#xD;this: -learning is e-learning through mobile [and handheld] computational devices.?[Author&#xD;addition between square brackets.]&#xD;WHY M-LEARNING IN AFRICA&#xD;One first impressions and perceptions when thinking about the ideal target market for mlearning&#xD;would probably look something like this: A First World learner population whot are&#xD;already highly ICT literate, use the latest handheld device and are either in full-time employment&#xD;or merely prefer studying at their own pace, place and time.&#xD;However, this description does not fit the majority of learners in Africa. Why then m-learning in&#xD;Africa? Well, the answer is quite interesting. Because of the lack of fixed-line infrastructure for&#xD;ICT (cabling for Internet and telecom) in certain areas in Africa, the growth of wireless&#xD;infrastructure is enormous --- even more rapid than in many First World countries.&#xD;East African ( 2002) reported as follows: ? the communications sector in Uganda is growing&#xD;rapidly. Nua Internet Surveys (July 15, 2002) reported that, according to the National&#xD;Information and Communication Technology Policy, the number of mobile phone subscribers in&#xD;Uganda grew from 3,500 in 1996 to a total of 360,000 in 2002.?Wachira (2003:1) reported the following about Kenya:&#xD;When Vodafone UK sent Michael Joseph to Kenya in July 2000 to set up Safaricom, a&#xD;cell-phone service operator jointly owned by Telkom Kenya, he did not expect the&#xD;subscriber base to grow beyond 50,000 connections. Today, both Safaricom and rival&#xD;KenCell Communications (partly owned by Vivendi) have nearly 1.3 million cell-phone&#xD;subscribers. This set-up is deeply rooted in the traditional African communal mode of&#xD;living, which many urban dwellers haven abandoned.&#xD;Shapshak (2002) reported that the adoption rate of mobile technologies in Africa developing&#xD;countries is among the highest rates globally and forecasts estimate almost 100 million mobile&#xD;users in Africa by 2005. Between 1997 and 2001, the number of mobile phone subscribers in&#xD;Africa annually had a triple-digit growth rate. The number of mobile subscribers in Africa rose&#xD;further and increased by over 1 000% between 1998 and 2003 to reach 51,8 million (ITU 2004).&#xD;It is thus obvious that the adoption rate of mobile technologies is exceptional in Africa. Also&#xD;evident is the fact that Africa is actually leap-frogging from an unwired, nonexistent e-learning&#xD;infrastructure to a wireless e-learning infrastructure.&#xD;According to Brown (2004), we can therefore differentiate between two ideal target markets for&#xD;m-learning: learners who are either without infrastructure and access or learners who are&#xD;continually on the move. In other words:&#xD;?First World learners who are the workforce on the move with state-of-the-art mobile devices&#xD;?Third World rural or remote area learners with mobile phones&#xD;SUMMARY OF CURRENT M-LEARNING ACTIVITIES AND PROJECTS IN AFRICA&#xD;In some countries there are many projects and in others m-learning is still nonexistent. The&#xD;majority of projects outside of South Africa but still in sub-Saharan Africa, are funded and&#xD;supported by European and US agencies. In Kenya, for example, there are several EU-funded&#xD;projects with onsite support from personnel from various European countries.&#xD;The summary below provides an overview of activities across the African continent.&#xD;Mobile phones and SMSs are used for the following purposes:&#xD;?Administrative learning support:&#xD;o administrative information&#xD;4&#xD;o access to examination and test marks via a mobile service number or m-portal&#xD;o access to financial statements&#xD;o registration data via mobile service number or m-portal&#xD;?Academic learning support:&#xD;o communication and interaction (bulk SMS/IVR)&#xD;o assessment (MCQs/quizzes)&#xD;o feedback on assignments and tasks&#xD;o motivational and instructional messages&#xD;The integration of m-learning with established e-learning environments&#xD;?M-portals and SMS-gateways:&#xD;o SMS-portal integrated with the LMS/LCMS [eg WebCT])&#xD;o mobile tutoring&#xD;o mobile blogging or moblogging (ie blogging [web logging] on mobile devices)&#xD;o m-assessment (e-assessment on mobile devices)&#xD;o collaborative learning and discussion groups&#xD;?Wireless environments:&#xD;o pilot wireless classrooms&#xD;o hot spots and wireless LANs on campus&#xD;The use of PDAs, Smartphones and pocket PCs&#xD;?Classroom ools?for note taking, scheduling, etc&#xD;?Beaming (via Bluetooth) in classrooms to share notes, hand in assignments, etc&#xD;?Assessment: assessing performance and providing automated results and feedback&#xD;?Coursework, scheduling and assignments in wireless environments; language learning&#xD;through SMS&#xD;?JIT (just-in-time) and OTS (on-the-spot) information for field workers and field studies&#xD;?Experiential learning and fieldwork&#xD;?ME-learning (personalised, appreciation for own learning process)&#xD;?Mobile composing (music composition on PDAs)&#xD;?Contextual and locational awareness (eg at museums)&#xD;?Mobile tutoring&#xD;?Moblogging&#xD;?Courseware and multimedia on PDAs, including distribution and streaming&#xD;?Human language technologies (HLT) (speech-to-text; voice recognition)&#xD;?Collaborative activities via multi-user applications&#xD;?Collaborative learning and discussion groups&#xD;EXAMPLES&#xD;To provide more specific examples of some of the m-learning projects and activities in Africa, it&#xD;would be appropriate at this stage, to share the following examples at the University of Pretoria&#xD;in South Africa.&#xD;Examples of projects with PDAs&#xD;At the University of Pretoria, two projects have been launched using personal digital assistants&#xD;(PDAs).&#xD;In the first project, an M-learning project in the Faculty of Health Sciences, PDAs were used in&#xD;the clinical assessment sessions of medical students. Performance was assessed and&#xD;automated results and feedback provided. The project leader is Prof Ina Treadwell of the&#xD;Faculty Skills Laboratory. Project software was funded by HaPerT software in Vienna, Austria.&#xD;Research is being done on the impact of PDA use on assessment quality; the impact of PDA&#xD;5&#xD;use on student performance; and the impact on efficiency and effectiveness (impact on&#xD;administrative load, time, paper work, human errors, calculation errors, record keeping,&#xD;duplication, costs, etc). Since the project is still in progress, no official results are as yet&#xD;available. However, the feedback received thus far is extremely positive regarding efficiency,&#xD;effectiveness and cost savings.&#xD;In the second project, an M-learning project in the Faculty of Engineering, Built Environment and&#xD;Information Technology, students in a fourth-year course have been issued with PDAs to use in&#xD;a pilot wireless e-learning environment. PDAs are used for queries, content delivery, interactive&#xD;distributed simulations, notices, database access, collaboration, etc. The project leader is Prof&#xD;Etienne Barnard of the Department of Electrical, Electronic and Computer Engineering in the&#xD;University Faculty of Engineering, Building Sciences and Information Technology. HP is&#xD;funding the project.&#xD;In this project, research is being done on human language technologies (HLT) (specifically in the&#xD;fields of speech recognition and speech-to-text, and voice user interfaces); the ability to&#xD;stimulate collaboration with PDAs; mobile sharing of software and resources; multi-user&#xD;applications and resources (multiplayer games are popular); and wireless VoIP (Voice over&#xD;Internet Protocol). Since the project is still in progress, no official results are as yet available.&#xD;Examples of the use of bulk SMSs for administrative support&#xD;The University of Pretoria started using mobile phone support during 2002 in three paper-based&#xD;distance education programmes because more than 99% of the 1 725 students (2002) had&#xD;mobile phones. This is still the case. Currently nearly 98% of the 9 780 students (2005) have&#xD;mobile phones.&#xD;The profile of these students in 2002 was as follows:&#xD;?The majority live in rural areas&#xD;?100% are full-time employees (teaching).&#xD;?77,4% are English second-language speakers.&#xD;?83,8% are between the age of 31 and 50.&#xD;?66,4% are women.&#xD;?0,4% have access to e-mail.&#xD;?99,4% have a mobile phone.&#xD;The majority of these learners live in remote rural areas with little or no fixed-line telecom&#xD;infrastructure.&#xD;Many of the staff at the University were, understandably, sceptical about the idea of using mobile&#xD;technology to support rural distance learners. Some of the arguments put forward by the&#xD;sceptics were:&#xD;?hese students are not ICT literate.??he telecom infrastructure in rural areas is almost non-existent. The students don have&#xD;access to the Internet ?not even to basic e-mail.??he nearest post office is 60-100km away. Now you want to use igh tech?to support&#xD;these rural students??However, a bold step forward was taken and the unreachable were reached with m-learning&#xD;support.&#xD;Mobile phone support to these rural distance learning students entails sending bulk, preplanned&#xD;SMSs to&#xD;?all students&#xD;?students of a specific programme for general administrative support as well as motivational&#xD;support&#xD;6&#xD;?specific groups of students extracted from the database for specific administrative support&#xD;(customised group SMSs)&#xD;?small group or individual SMSs to specific students extracted from the database on an&#xD;individual basis for specific administrative support&#xD;Examples of SMSs sent for administrative support are provided in table A.&#xD;SMS message Purpose Result&#xD;Dear Student. Your study material was&#xD;posted to you today. Enquire in time,&#xD;quote your tracking number:&#xD;PE123456789ZA, at your post office.&#xD;UP&#xD;?Since students do not visit their&#xD;rural post offices that often,&#xD;many packages are returned If&#xD;students know that a package&#xD;has been dispatched, they make&#xD;an effort to fetch it on time&#xD;?A significant drop in&#xD;returned packages&#xD;and accompanying&#xD;costs&#xD;If you have not submitted Assignment&#xD;2, due to late dispatch of study&#xD;material, you may submit before 19&#xD;Sept. Do this urgently to help you&#xD;pass your exam. UP&#xD;?Extension of assignment&#xD;submission date owing a late&#xD;dispatch of study material&#xD;?Encouragement to complete the&#xD;assignment&#xD;?Normal assignment&#xD;submission statistics&#xD;ACE Edu Management contact&#xD;session block 1 from 7-9 July for&#xD;modules EDM 401 EDO 401 ONLY,&#xD;changed to Town Hall Main Street&#xD;KOKSTAD. New letter posted. UP&#xD;?Urgent notification of a change of&#xD;venue for a specific contact&#xD;session&#xD;?All the students&#xD;arrived at the correct&#xD;venue (as far as we&#xD;know)&#xD;Dear Student. We have not received&#xD;your registration for the Oct exam.&#xD;Please fax registration form or letter&#xD;not later than Thursday 31 July. UP&#xD;?Encouragement for exam&#xD;registration&#xD;?Notification of the deadline for&#xD;exam registration&#xD;?Increase in the&#xD;number of exam&#xD;registrations&#xD;compared with&#xD;previous exams&#xD;April exam proved that students&#xD;attending contact sessions are more&#xD;successful. Please attend July contact&#xD;session. Register per fax before or on&#xD;Friday 6 July. UP&#xD;?Encouragement for contact&#xD;session registration&#xD;?Notification of the deadline for&#xD;contact session registration&#xD;?58% of the learners&#xD;registered before the&#xD;closing date&#xD;compared with the&#xD;normal rate of below&#xD;40%&#xD;Table A: Examples of administrative support through bulk SMSs&#xD;The advantages and successes have already been significant.&#xD;?In response to a reminder for registration for contact sessions, 58% of the learners registered&#xD;before the closing date compared with the normal expected percentage of below 40%.&#xD;?In response to a reminder of the contact session dates, 95% of the learners who had&#xD;registered for the contact sessions, attended.&#xD;?Learners respond in mass and almost immediately to information provided in SMS&#xD;messages.&#xD;From a logistical and financial point of view, the successes are also significant.&#xD;?Using print and the postal service to distribute the necessary information to learners would&#xD;have been more than 20 times the cost of the bulk SMSs.&#xD;?While the SMSs provide immediate and JIT (just-in-time) information, the posted information&#xD;would have taken between three and 18 days (depending on the remoteness of the learner)&#xD;to reach all the learners.&#xD;7&#xD;The use of bulk SMSs for academic learning support&#xD;After the successful implementation of bulk SMSs for administrative learning support, the&#xD;University of Pretoria took the project to a higher level and started to do the unthinkable:&#xD;academic learning support on mobile phones for rural distance learners.&#xD;The University of Pretoria started using SMSs for academic learning support in November 2004&#xD;in a module of one of the three paper-based distance education programmes in the Faculty of&#xD;Education, namely ACE: Special Needs Education: Module LPO402. The leaders of this&#xD;exciting m-learning project are Mr Carl du Preez (Department of Educational Psychology) and&#xD;Mrs Jeanne-Marie Viljoen (Unit for Distance Education).&#xD;The pilot project comprises four categories of asynchronous academic interventions during the&#xD;six-month cycle of this module from October 2004 to April 2005. The four categories are:&#xD;?academic instructional messages (regular bulk SMSs messages)&#xD;?IVR (interactive voice response) system for FAQs (students phone in to a AQ number?and&#xD;receive answers from the programmed system)&#xD;?SMS quizzes (MCQs are sent to students and a simple answer choice is sent back via SMS;&#xD;answers and feedback are provided for each quiz)&#xD;?SMS question-answer system (students ask questions via SMS regarding a given&#xD;preselected topic and automatically receive an answer from the system via a comprehensive&#xD;programmed matching system [text database])&#xD;Examples of SMSs sent for academic support are provided in table B.&#xD;CATEGORY SMS MESSAGE/&#xD;VOICE RESPONSE PURPOSE ENVISAGED&#xD;OUTCOME&#xD;Instruction LPO 402 student: study section on&#xD;Assets p43-44 in Tutorial Letter 1&#xD;before answering 1.4 of Assign 1. This&#xD;is also important for your Project &amp;&#xD;Assign 2. UP&#xD;To provide a study hint&#xD;for a difficult assignment&#xD;question that is normally&#xD;answered incorrectly by&#xD;students; to prepare&#xD;students for contact&#xD;sessions; and to provide&#xD;a hint for the project and&#xD;follow-up assignment&#xD;An increase in the&#xD;quality of&#xD;assignment&#xD;answers; and an&#xD;increase in the&#xD;quality of contact&#xD;session interaction&#xD;IVR&#xD;(interactive&#xD;voice&#xD;response)&#xD;SMS message&#xD;LPO 402 student: phone 0124203111&#xD;to hear more about the most import&#xD;concept in this module, the assetbased&#xD;approach. UP&#xD;Voice message when student&#xD;reaches 012 420 3111&#xD;Hello LPO 402 student. We will now&#xD;discuss some frequently asked&#xD;questions on the asset-based approach&#xD;that will enhance your understanding of&#xD;this important concept. Press 1 to hear&#xD;what the asset-based approach is.&#xD;Press 2 to hear what makes it so&#xD;unique. Press 3 to hear why you should&#xD;use it.&#xD;Further voice responses are then&#xD;available at each number indicated.&#xD;To personalise&#xD;automated learning&#xD;support. Students can&#xD;listen to mini lectures&#xD;and explanations in the&#xD;voice of their teacher.&#xD;An increase in&#xD;learning motivation&#xD;as well as an&#xD;enhancement of&#xD;learning with&#xD;deeper&#xD;understanding of&#xD;certain key&#xD;concepts. It also&#xD;ersonalises?the&#xD;interaction. All of&#xD;these require&#xD;further research to&#xD;confirm the&#xD;anticipated&#xD;outcomes.&#xD;Q&amp;A Dear student: See section C no 2 page&#xD;20 in Assignment Workbook. For any&#xD;To afford students the&#xD;opportunity to clarify&#xD;An enhancement of&#xD;achieving the&#xD;8&#xD;assistance SMS your questions about&#xD;these guidelines for educators via reply&#xD;SMS.&#xD;issues and questions&#xD;without the high cost of&#xD;a lengthy telephone call;&#xD;to provide asynchronous&#xD;learning support; and to&#xD;lessen the impact on the&#xD;call centre or the&#xD;faculty telephone&#xD;tutoring.&#xD;desired learning&#xD;outcomes. Other&#xD;successes have not&#xD;yet been&#xD;determined. This&#xD;requires further&#xD;research.&#xD;Quizzes First SMS message&#xD;1st question: Asset-based initiatives&#xD;are clarified in a) learning guide p14, b)&#xD;Assets textbook p 14, c) tutorial letter p&#xD;5. Reply with a, b, or c &amp; send&#xD;SMS if reply was correct&#xD;Correct! The asset-based approach is&#xD;ecosystemic. Ecosystemic approaches&#xD;emphasise a) interrelatedness, b)&#xD;individuality, c) neither. Press &amp; send&#xD;SMS if reply was incorrect&#xD;A needs-based approach emphasises&#xD;individuality and an asset-based&#xD;approach emphasises interrelatedness.&#xD;Press C &amp; send&#xD;[And it continues in this way for up to 5&#xD;questions.]&#xD;Last SMS in quiz&#xD;Correct! You are on your way to&#xD;reaching the 2nd and 3rd outcomes of&#xD;this unit. Now read pp 15-18 in learning&#xD;guide. Good luck! Bye&#xD;To review important&#xD;content; to provide&#xD;tutoring in order to reach&#xD;the desired learning&#xD;outcomes; and to&#xD;provide remedial&#xD;support on identified&#xD;learning shortcomings.&#xD;The envisaged&#xD;outcome is an&#xD;improvement in the&#xD;quality of&#xD;assignment&#xD;answers and the&#xD;achievement of the&#xD;desired learning&#xD;outcomes. Other&#xD;successes have not&#xD;yet been&#xD;determined. This&#xD;requires further&#xD;research.&#xD;Table B: Examples of academic support through bulk SMSs&#xD;Bear in mind that the limitation of having only 160 characters available (including spaces) for an&#xD;SMS text message poses interesting challenges when it comes to formulating an SMS&#xD;messages. It is a real challenge to formulate the correct message that provides the exact&#xD;information you want to communicate without the possibility of misunderstandings or&#xD;misinterpretations. One poorly formulated SMS can create total chaos with financial and many&#xD;other implications.&#xD;PREMISES FOR M-LEARNING IN AFRICA: LESSONS LEARNT FROM PILOT STUDIES AT&#xD;THE UNIVERSITY OF PRETORIA&#xD;Lessons learned from the project as discussed above lead to the establishment of a few&#xD;important premises for m-learning in Africa, which can be summarised as follows:&#xD;?M-learning is a supportive mode of education and not a primary mode of education.&#xD;?M-learning provides flexibilities for various learning styles and lifestyles.&#xD;?The most appropriate mobile device for learners in Africa is a mobile phone.&#xD;?Possibilities and latest developments in mobile technologies must be tested against&#xD;practicality, usability and cost-effectiveness.&#xD;?The use of multimedia on mobile phones must be tested against the envisaged leaning&#xD;outcomes.&#xD;?The major focus of m-learning should be more on communication and interaction than on&#xD;9&#xD;content.&#xD;An ideal model for m-learning in Africa might look far more advanced by 2010 compared with the&#xD;model currently used in pilot projects. We should, however, keep in mind that issues such as&#xD;the cost of mobile and wireless technologies to the user and ICT literacy will probably still restrict&#xD;some learners in Africa to the use of mobile phones for a few years. The cost of more advanced&#xD;mobile technologies will eventually decline as the technologies continue to develop, but mlearning&#xD;in Africa will be through mobile phones for many years to come.&#xD;CONCLUSION&#xD;M-learning has already started to play a key role in e-learning in Africa. It should be noted that&#xD;m-learning has brought e-learning to the rural communities of Africa ?to learners that one never&#xD;imagined as e-learning learners only a few years ago.&#xD;M-learning is the gateway to e-learning for most learners in Africa as the rapidly growing&#xD;wireless infrastructure increasingly fulfils their access needs. Africa is leap-frogging from an&#xD;unwired, nonexistent e-learning infrastructure to a wireless e-learning infrastructure. The&#xD;statistics in this regard are already significant proof of this process.&#xD;The inconceivable is happening. andthose in rural Africa who could not be reached only a few&#xD;years ago, are now being reached. Through m-learning we are doing the unthinkable and&#xD;reaching the unreachable!&#xD;The role of m-learning in the future of e-learning and ODL (open and distance learning) in Africa&#xD;should not be underestimated. M-learning in Africa is a reality that will continue to grow in form,&#xD;stature and importance. It will become the learning environment of choice.&#xD;REFERENCES&#xD;Brown, TH. (2004). The role of m-learning in the future of e-learning in Africa. In: Distance&#xD;Education and Technology: Issues and Practice, 197-216, Open University of Hong&#xD;Kong Press, Hong Kong, China.&#xD;ITU. (2004). Africa ?The world fastest growing mobile market: Does mobile technology hold&#xD;the key to widening access to ICTs in Africa? Article in M2 Presswire, 26 April, 2004.&#xD;[ITU = International Telecommunication Union]&#xD;Keegan, D. (2003) The future of learning: From eLearning to mLearning. Hagen:&#xD;Fernstudienforchung, Germany. E-published version:&#xD;http://learning.ericsson.net/leonardo/thebook/&#xD;Kukulska-Hulme, A. &amp; Traxler J. (2005) Mobile Learning: A Handbook for Educators and&#xD;Trainers, Routledge, London.&#xD;Quin, C. (2001) mLearning: Mobile, Wireless, In-Your-Pocket Learning. LiNE Zine, Fall 2002.&#xD;(http://www.linezine.com/2.1/features/cqmmwiyp.htm)&#xD;Shapshak, D. (2002). Unwiring Africa. DigAfrica 2001 [On-line], Digital Digest. Available:&#xD;http://groups.yahoo.com/group/DigAfrica&#xD;The East African July 8, (2002). Ugandan Internet &amp; mobile use soars. Newspaper article cited&#xD;in TAD Consortium August 2002 Information Update No. 2, Telematics for African&#xD;Development Consortium, SAIDE, Johannesburg, South Africa.&#xD;Urdan, T.A., &amp; Weggen, C.C. (2000). eLearning: corporate eLearning ?exploring a new&#xD;frontier [On-line]. WR Hambrecht + Co research reports 2(10) - eServices:&#xD;10&#xD;Internet Services. Available:&#xD;http://www.wrhambrecht.com/inst/research/nltr/issue002010/index.html&#xD;Wachira, N. (2003). Wireless in Kenya takes a village. Article in Wired. Cited in TAD&#xD;Consortium February 2003 Information Update No. 2, Telematics for African&#xD;Development Consortium, SAIDE, Johannesburg, South Africa.</style></label><notes><style face="normal" font="default" size="100%">ecopy from the author, Dec. 4, 2005</style></notes><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>289</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">J. Taylor</style></author><author><style face="normal" font="default" size="100%">M. Sharples</style></author><author><style face="normal" font="default" size="100%">C. O&apos;Malley</style></author><author><style face="normal" font="default" size="100%">G. Vavoula</style></author><author><style face="normal" font="default" size="100%">J. Waycott</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Towards a Task Model for Mobile Learning:a Dialectical Approach</style></title><secondary-title><style face="normal" font="default" size="100%">Accepted for publication in International Journal of Learning Technology</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Accepted for publication in International Journal of Learning Technology</style></full-title></periodical><dates><year><style face="normal" font="default" size="100%">2006</style></year></dates><publisher><style face="normal" font="default" size="100%">Inderscience Publishers</style></publisher><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>283</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Corlett, D., Chan, T., Ting, J., Westmancott, O., &amp; Sharples, M. </style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Interactive Logbook: a personal, mobile learning environment. Paper accepted for presentation at HCI International conference.</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005 </style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>484</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jeremy Roschelle</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Wireless Internet Learning Devices (WILD)</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">1. Wireless Internet Learning Devices (WILD)</style></keyword><keyword><style face="normal" font="default" size="100%">John Brecht, Mark Chung, Valerie Crawford, Chris DiGiano, Charles Patton, Roy Pea, Bill Penuel, Jeremy Roschelle, Linda Shear, Phil Vahey, Louise Yarnall</style></keyword><keyword><style face="normal" font="default" size="100%">Since 1996, we have been exploring the potential of Wireless Internet Learning Devices (WILDs) to improve student learning of important but difficult ideas in mathematics, science, and other subject areas. Emerging handheld devices offer the opportunity</style></keyword><keyword><style face="normal" font="default" size="100%">Our WILD initiative consists of a set of related projects with different emphases and clients:</style></keyword><keyword><style face="normal" font="default" size="100%">CILT has fostered a multi-institutional &quot;theme team&quot; around ubiquitious computing and communication, sponsoring workshops and seed grants.</style></keyword><keyword><style face="normal" font="default" size="100%">TeamLab, a handheld software program developed for the U.S. Department of Education, allows students and teachers to measure the effectiveness of small group collaboration.</style></keyword><keyword><style face="normal" font="default" size="100%">NetCalc (SimCalc Connected Devices) is conducting classroom design experiments that explore the educational benefits of combining powerful mathematical representations with interpersonal beaming on Palm handhelds</style></keyword><keyword><style face="normal" font="default" size="100%">Palm Educational Pioneers (PEP) performed one of the largest WILD studies to date, studying over one hundred classrooms that applied for and received grants of classroom sets of Palm handhelds.</style></keyword><keyword><style face="normal" font="default" size="100%">With Texas Instruments, we are participating in the design of new collaboration and group work tools for multiple subject matters, targeting a new WILD product line.</style></keyword><keyword><style face="normal" font="default" size="100%">Wireless Handhelds Improving Reflection in Learning (WHIRL) engages in co-design and evaluation research with the Beaufort, SC school district, targeting the use of WILDs to improve formative assessment in science classrooms.</style></keyword><keyword><style face="normal" font="default" size="100%">The team also draws upon SRI&apos;s world leading position in mobile ad hoc networking and wireless applications in creating new technical approaches and intellectual property for the WILDs.</style></keyword><keyword><style face="normal" font="default" size="100%">Began 4/1997 (current)</style></keyword><keyword><style face="normal" font="default" size="100%">Funders &amp; Clients</style></keyword><keyword><style face="normal" font="default" size="100%">National Science Foundation</style></keyword><keyword><style face="normal" font="default" size="100%">Palm, Inc.</style></keyword><keyword><style face="normal" font="default" size="100%">Texas Instruments</style></keyword><keyword><style face="normal" font="default" size="100%">Publications</style></keyword><keyword><style face="normal" font="default" size="100%">Yarnall, L., Penuel, W. R., Ravitz, J., Murray, G., Means, B., &amp; Broom, M. (2003). Portable assessment authoring: Using handheld technology to assess collaborative inquiry. Education, Communication, Information, 3(1), 7-55.</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Brecht, J., Pea, R., &amp; Chung, M. CML ?The ClassSync Modeling Language. CSCL 2002</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">DiGiano, C., &amp; Patton, C. (2002). Orchestrating handhelds in the classroom with SRI ClassSync? In G. Stahl (Ed.), Computer Support for Collaborative Learning 2002 (pp. 706-707). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">DiGiano, C., Yarnall, L., Patton, C., Roschelle, J., Tatar, D. G., &amp; Manley, M. (2002). Collaboration Design Patterns: Conceptual Tools for Planning for The Wireless Classroom. In Proceedings of WMTE 2002 (pp. 39-47).</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Roschelle, J. &amp; Patton, C. (2002). To unlock the learning value of wireless mobile devices, understand coupling. In M. Milrad, U. Hoppe, Kinsuk (Eds.), Wireless and mobile devices in education, Los Alamitos, CA: IEEE Computer Society, 2-6.</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Roschelle, J., &amp; Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168.</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Stroup, W. M., Kaput, J., Ares, N., Wilensky, U., Hegedus, S. J., Roschelle, J., Mack, A., Davis, S., &amp; Hurford, A. (2002). The nature and future of classroom connectivity: The dialectics of mathematics in the social space. Paper presented at the Psycho</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Vahey, P. &amp; Crawford, V. (2002) Palm Education Pioneers Program Final Evaluation Report. Menlo Park, CA: SRI International.</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Soloway, E., Grant, W., Tinker, R., Roschelle, J., Mills, M., Resnick, M., Berg, R., &amp; Eisenberg, M. (1999). Science in the palm of their hands. Communications of the ACM, 42(8), 21-26.</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Roschelle, J., Mills, M., &amp; Stillman, P. (1998). DataGotchi Deep Dive. Menlo Park: SRI International.</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Kaput, J., &amp; Roschelle, J. (1996). Connecting the connectivity and the component revolutions to deep curriculum reform. Washington, DC: Department of Education.</style></keyword><keyword><style face="normal" font="default" size="100%">Read more ?</style></keyword><keyword><style face="normal" font="default" size="100%">Research Areas</style></keyword><keyword><style face="normal" font="default" size="100%">Assessment</style></keyword><keyword><style face="normal" font="default" size="100%">Evaluation</style></keyword><keyword><style face="normal" font="default" size="100%">Learning Environments</style></keyword><keyword><style face="normal" font="default" size="100%">Technology Development</style></keyword><keyword><style face="normal" font="default" size="100%">Keywords</style></keyword><keyword><style face="normal" font="default" size="100%">handhelds</style></keyword><keyword><style face="normal" font="default" size="100%">online education</style></keyword><keyword><style face="normal" font="default" size="100%">wireless communication</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><label><style face="normal" font="default" size="100%">1. Nov. 22, 2005, recommended by Liam,&#xD;Wireless Internet Learning Devices (WILD),&#xD;http://ctl.sri.com/projects/displayProject.jsp?Nick=wild</style></label><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>616</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chen, Y. F., Liu, C. C., Yu, M. H., Chang, S. B., Lu, Y. C., Chan, T. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" charset="136" size="100%">“When does Peer Instruction Fail to Work?”—Elementary Science Classroom Learning with Wireless Response Devices.</style></title><secondary-title><style face="normal" font="default" charset="136" size="100%">IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005)</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">96-103</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" charset="136" size="100%">Nov.28-30, 2005</style></date></pub-dates></dates><pub-location><style face="normal" font="default" charset="136" size="100%">Tokushima, Japan</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>49</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marc Prensky</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">What can you learn from a cellphone: Almost anything</style></title><secondary-title><style face="normal" font="default" size="100%">Innovate</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Innovate</style></full-title></periodical><volume><style face="normal" font="default" size="100%">1</style></volume><number><style face="normal" font="default" size="100%">5</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">June/July</style></date></pub-dates></dates><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.innovateonline.info/index.php?view=article&amp;id=83</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">June 14</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>342</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Klopfer, Eric</style></author><author><style face="normal" font="default" size="100%">Yoon, Susan</style></author><author><style face="normal" font="default" size="100%">Perry, Judy</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Using palm technology in participatory simulations of complex systems: A new take on ubiquitous and sccessible mobile computing</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Science Education &amp; Technology</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Journal of Science Education &amp; Technology</style></full-title></periodical><pages><style face="normal" font="default" size="100%">285-297</style></pages><volume><style face="normal" font="default" size="100%">14</style></volume><number><style face="normal" font="default" size="100%">3</style></number><keywords><keyword><style face="normal" font="default" size="100%">EDUCATION</style></keyword><keyword><style face="normal" font="default" size="100%">ELECTRONIC data processing</style></keyword><keyword><style face="normal" font="default" size="100%">ELECTRONIC data processing -- Distributed processing</style></keyword><keyword><style face="normal" font="default" size="100%">EMBEDDED computer systems</style></keyword><keyword><style face="normal" font="default" size="100%">MOBILE computing</style></keyword><keyword><style face="normal" font="default" size="100%">SCIENCE</style></keyword><keyword><style face="normal" font="default" size="100%">TECHNOLOGY -- Study &amp; teaching</style></keyword><keyword><style face="normal" font="default" size="100%">UBIQUITOUS computing</style></keyword><keyword><style face="normal" font="default" size="100%">simulations</style></keyword><keyword><style face="normal" font="default" size="100%">handhelds</style></keyword><keyword><style face="normal" font="default" size="100%">complex systems</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/09//</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Springer Science &amp; Business Media B.V.</style></publisher><isbn><style face="normal" font="default" size="100%">10590145</style></isbn><abstract><style face="normal" font="default" size="100%">This paper reports on teachers??perceptions of the educational affordances of a handheld application called Participatory Simulations. It presents evidence from five cases representing each of the populations who work with these computational tools. Evidence across multiple data sources yield similar results to previous research evaluations of handheld activities with respect to enhancing motivation, engagement and self-directed learning. Three additional themes are discussed that provide insight into understanding curricular applicability of Participatory Simulations that suggest a new take on ubiquitous and accessible mobile computing. These themes generally point to the multiple layers of social and cognitive flexibility intrinsic to their design: ease of adaptation to subject-matter content knowledge and curricular integration; facility in attending to teacher-individualized goals; and encouraging the adoption of learner-centered strategies.&#xD;ABSTRACT FROM AUTHOR</style></abstract><notes><style face="normal" font="default" size="100%">ecopy&#xD;&#xD;TY  - JOUR&#xD;Accession Number: 17925647; Klopfer, Eric 1 Email Address: klopfer@mit.eduYoon, Susan 1Perry, Judy 1; Affiliations:  1: Teacher Education Program, Massachusetts Institute of Technology, Cambridge 02139-4307; Source Information: Sep2005, Vol. 14 Issue 3, p285; Subject Term: EDUCATIONSubject Term: ELECTRONIC data processingSubject Term: ELECTRONIC data processing -- Distributed processingSubject Term: EMBEDDED computer systemsSubject Term: MOBILE computingSubject Term: SCIENCESubject Term: TECHNOLOGY -- Study &amp; teachingSubject Term: UBIQUITOUS computing; Author-Supplied Keyword: simulationsAuthor-Supplied Keyword: handheldsAuthor-Supplied Keyword: complex systems; NAICS/Industry Codes: 61 Educational Services; Number of Pages: 13p; DOI: 10.1007/s10956-005-7194-0; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://web.media.mit.edu/~mikhak/courses/tsr/readings/klopfer-05.pdf</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>295</rec-number><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">John Traxler</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">van der Merwe, H. </style></author><author><style face="normal" font="default" size="100%">Brown, T.</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Using Mobile Technologies to Support Learning in Sub-Saharan Africa</style></title><secondary-title><style face="normal" font="default" size="100%">mLearn 2005: Book of Abstracts</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">66</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Cape Town</style></pub-location><publisher><style face="normal" font="default" size="100%">mLearn 2005</style></publisher><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>298</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Walthes, S.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Using handhelds in K-12 classrooms</style></title><secondary-title><style face="normal" font="default" size="100%">Media &amp; Methods</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Media &amp; Methods</style></full-title></periodical><pages><style face="normal" font="default" size="100%">9-11</style></pages><volume><style face="normal" font="default" size="100%">42</style></volume><number><style face="normal" font="default" size="100%">1</style></number><keywords><keyword><style face="normal" font="default" size="100%">EDUCATION</style></keyword><keyword><style face="normal" font="default" size="100%">EDUCATIONAL technology</style></keyword><keyword><style face="normal" font="default" size="100%">ELECTRONIC books</style></keyword><keyword><style face="normal" font="default" size="100%">HIGH technology &amp; education</style></keyword><keyword><style face="normal" font="default" size="100%">POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">PORTABLE computers</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/09/</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Media &amp; Methods</style></publisher><isbn><style face="normal" font="default" size="100%">00256897</style></isbn><abstract><style face="normal" font="default" size="100%">This article discusses the ways in which teachers and students are utilizing handheld computers or PDAs in different subject areas. A variety of data-gathering probes can be used in conjunction with PDAs. Probes used in science classes have a compact flash device that plugs into a slot on the PDA. Handhelds also allow students to access the electronic versions of books called e-books. PDAs enable students to take class notes by typing them directly into the PDA. The notes captured on the PDA are then exported into a desktop computer. PDAs with a wireless card also allow students to search the Web for various topics and questions that come up in their classes. Students can search the Web for articles on specific subject areas. Across all subject areas, PDAs help students complete assignments in faster and more efficient ways.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 18535522; Walthes, Scott 1; Affiliations:  1: Educational technology consultant, Madison County Regional Office of Education in Edwardsville, IL; Source Information: Sep2005, Vol. 42 Issue 1, p9; Subject Term: EDUCATIONSubject Term: EDUCATIONAL technologySubject Term: ELECTRONIC booksSubject Term: HIGH technology &amp; educationSubject Term: POCKET computersSubject Term: PORTABLE computers; NAICS/Industry Codes: 61 Educational ServicesNAICS/Industry Codes: 6117 Educational Support Services; Number of Pages: 3p; Document Type: Article; Full Text Word Count: 809</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=18535522</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>353</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">DerVanik, R. &amp; Finkenberg, M. E.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The use of PDAs to assess in physical education</style></title><secondary-title><style face="normal" font="default" size="100%">The Journal of Physical Education, Recreation &amp; Dance</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">The Journal of Physical Education, Recreation &amp; Dance</style></full-title></periodical><pages><style face="normal" font="default" size="100%">50-52</style></pages><volume><style face="normal" font="default" size="100%">76</style></volume><number><style face="normal" font="default" size="100%">6</style></number><keywords><keyword><style face="normal" font="default" size="100%">COMPUTER software</style></keyword><keyword><style face="normal" font="default" size="100%">PHYSICAL education &amp; training</style></keyword><keyword><style face="normal" font="default" size="100%">PHYSICAL education teachers</style></keyword><keyword><style face="normal" font="default" size="100%">PHYSICAL fitness</style></keyword><keyword><style face="normal" font="default" size="100%">POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">SCHOOL attendance</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/08//</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">American Alliance for Health, Physical-Education, Recreation &amp; Dance</style></publisher><isbn><style face="normal" font="default" size="100%">07303084</style></isbn><abstract><style face="normal" font="default" size="100%">Examines the use of personal digital assistants (PDAs) in physical education to collect assessment information that can be converted into meaningful data for students, staff, and administrators. Usage of computer software Microsoft Excel to maintain student attendance and fitness score data; Safety measures to be considered while working on PDAs; Advantages of using PDAs by physical education teachers.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 18530941; DerVanik, Rick 1 Email Address: dervanikr@nhsd.k12.pa.usFinkenberg, Mel E.; Affiliations:  1: Health and Physical Education Curriculum Facilitator, North Hills School District, Pittsburgh, PA.; Source Information: Aug2005, Vol. 76 Issue 6, p50; Subject Term: COMPUTER softwareSubject Term: PHYSICAL education &amp; trainingSubject Term: PHYSICAL education teachersSubject Term: PHYSICAL fitnessSubject Term: POCKET computersSubject Term: SCHOOL attendance; NAICS/Industry Codes: 51121 Software PublishersNAICS/Industry Codes: 61162 Sports and Recreation Instruction; Number of Pages: 2p; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=18530941</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>300</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Savill-Smith, Carol</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The use of palmtop computers for learning: a review of the literature</style></title><secondary-title><style face="normal" font="default" size="100%">British Journal of Educational Technology</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">British Journal of Educational Technology</style></full-title></periodical><pages><style face="normal" font="default" size="100%">567-568</style></pages><volume><style face="normal" font="default" size="100%">36</style></volume><number><style face="normal" font="default" size="100%">3</style></number><keywords><keyword><style face="normal" font="default" size="100%">The use of palmtop computers for learning: a review of the literature.</style></keyword><keyword><style face="normal" font="default" size="100%">Authors: Savill-Smith, Carol1 csavill-smith@LSDA.org.uk</style></keyword><keyword><style face="normal" font="default" size="100%">Source: British Journal of Educational Technology</style></keyword><keyword><style face="normal" font="default" size="100%">May2005, Vol. 36 Issue 3, p567-568, 2p</style></keyword><keyword><style face="normal" font="default" size="100%">Document Type: Other</style></keyword><keyword><style face="normal" font="default" size="100%">Subject Terms: *COMPUTER-assisted instruction</style></keyword><keyword><style face="normal" font="default" size="100%">*EDUCATION</style></keyword><keyword><style face="normal" font="default" size="100%">*EDUCATIONAL technology</style></keyword><keyword><style face="normal" font="default" size="100%">*LEARNING</style></keyword><keyword><style face="normal" font="default" size="100%">*POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">*PORTABLE computers</style></keyword><keyword><style face="normal" font="default" size="100%">NAICS/Industry Codes: 61 Educational Services</style></keyword><keyword><style face="normal" font="default" size="100%">6117 Educational Support Services</style></keyword><keyword><style face="normal" font="default" size="100%">Abstract: The article focuses on the use of palmtop computers in education. The use of palmtop, or handheld computers, is rapidly increasing in the developed world. Nowadays they often run compact editions of the main office applications, have a variety</style></keyword><keyword><style face="normal" font="default" size="100%">help organizational skills</style></keyword><keyword><style face="normal" font="default" size="100%">encourage a sense of responsibility</style></keyword><keyword><style face="normal" font="default" size="100%">etc.</style></keyword><keyword><style face="normal" font="default" size="100%">Author Affiliations: 1Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS.</style></keyword><keyword><style face="normal" font="default" size="100%">ISSN: 0007-1013</style></keyword><keyword><style face="normal" font="default" size="100%">DOI: 10.1111/j.1467-8535.2005.00473.x</style></keyword><keyword><style face="normal" font="default" size="100%">Accession Number: 16657947</style></keyword><keyword><style face="normal" font="default" size="100%">Persistent link to this record: http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=16657947</style></keyword><keyword><style face="normal" font="default" size="100%">Database:  Academic Search Premier</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/05//</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Blackwell Publishing Limited</style></publisher><isbn><style face="normal" font="default" size="100%">00071013</style></isbn><abstract><style face="normal" font="default" size="100%">The article focuses on the use of palmtop computers in education. The use of palmtop, or handheld computers, is rapidly increasing in the developed world. Nowadays they often run compact editions of the main office applications, have a variety of data input devices, and are able to link into wireless networks. A literature review investigating the use of palmtop computers for learning has been published by the Learning and Skills Development Agency. It was found that the key claims for using palmtop computers are that they: assist students&apos; motivation; help organizational skills; encourage a sense of responsibility; &#xD;etc.&#xD;&#xD;?British Educational Communications and Technology Agency, 2005.&#xD;Published by Blackwell Publishing, 9600 Garsington Road, Oxford, OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA.&#xD;British Journal of Educational Technology Vol 36 No 3 2005&#xD;567?68&#xD;Blackwell Publishing Ltd.Oxford, UKBJETBritish Journal of Educational Technology0007-1013British Educational Communications and Technology Agency, 2005January 2005363567568Articles&#xD;ColloquiumBritish&#xD;Journal of EducationalTechnology&#xD;Colloquium&#xD;The use of palmtop computers for learning: a review of the literature&#xD;Carol Savill-Smith&#xD;Dr Carol Savill-Smith, Learning and Skills Development Agency, Regent Arcade House, 19?5 Argyll&#xD;Street, London W1F 7LS. Email: csavill-smith@LSDA.org.uk&#xD;&#xD;Introduction&#xD;The use of palmtop, or handheld computers, is rapidly increasing in the developed&#xD;world. Nowadays they often run compact editions of the main office applications, have&#xD;a v</style><style face="bold" font="default" size="100%">ariety of data input devices, a</style><style face="normal" font="default" size="100%">nd are able to link into wireless networks. &#xD;Continued miniaturisation of the hardware is taking place, as is increasing computing performance,&#xD;and this rapid pace of advancement is predicted to continue. &#xD;It is, therefore, reasonable to expect that educators might now, or in the near future, consider using&#xD;palmtop computers with their students, and examine the impact that such use has on&#xD;their learning when compared with the traditional, and more expensive, desktop or&#xD;laptop machines. &#xD;This appears especially important when the learners involved are&#xD;young adults, most of whom are comfortable and enthusiastic users of mobile phones?which are increasingly incorporating many of the functions associated with palmtop&#xD;computers.&#xD;&#xD;The literature review&#xD;A literature review investigating the use of palmtop computers for learning has been&#xD;published by the Learning and Skills Development Agency (Savill-Smith &amp; Kent, 2003)&#xD;for the m-learning project (see http://www.m-learning.org). &#xD;This review asks the questions:&#xD;(1) How have palmtop computers been used for learning?; and &#xD;(2) what are young adults?experiences of using palmtop computers? &#xD;Such questions are set within the&#xD;context of the m-learning project target audience of disengaged young adults aged&#xD;16?4 who have literacy and numeracy skill development needs. &#xD;The review compliments other recently published reports about the use of handheld computers in schools&#xD;and in the further/higher education sectors (Perry, 2003; Smith, 2003).&#xD;&#xD;Finding</style><style face="bold" font="default" size="100%">s&#xD;It was</style><style face="normal" font="default" size="100%"> found that the key claims for using palmtop computers are that they:&#xD;?assist students?motivation;&#xD;?help organisational skills;&#xD;?encourage a sense of responsibility;&#xD;?help both independent and collaborative learning;&#xD;&#xD;568&#xD;British Journal of Educational Technology Vol 36 No 3 2005&#xD;?British Educational Communications and Technology Agency, 2005.&#xD;?can act as reference tools;&#xD;?can be used to help track students?progress;&#xD;?can be used for assessment purposes.&#xD;Although there is much work currently in progress which will be reported in the next&#xD;couple of years, particularly in the schools and university sectors, it needs to be noted&#xD;that to date there have been few:&#xD;?comparative research studies;&#xD;?studies that relate their work and outcomes to theories of learning;&#xD;?studies which include reference to, or examine in depth, the views of the participants,&#xD;particularly the learners, to the handheld technologies they are using.&#xD;The review is written in three main parts. The first part examines why palmtops should&#xD;be used for learning and the experiences of the users (eg, they offer the possibility of&#xD;different ways of working, can assist with the acquisition of literacy and numeracy&#xD;skills, etc). Other areas discussed are their impact on social issues, the lack of good&#xD;educational software, the use of e-books, and problems with their use. The second part&#xD;gives examples from the literature of the ways in which they have been found to have&#xD;been used for learning (eg, simulation games, for increasing the amount of children&#xD;reading and writing, for science fieldwork, in physical and sports education, and as&#xD;reflective logs). The third notes planning and design issues related to the use of handheld&#xD;computers for learning.&#xD;The review concludes that, interestingly, there have been no published studies which&#xD;relate to the target audience of the m-learning project, that is, young adults aged 16?24 who are disengaged from learning and who may have literacy and numeracy needs,&#xD;although some of the areas which appear important for the research and design activities&#xD;of the m-learning project are summarised from the literature reviewed.&#xD;Acknowledgements&#xD;I would like to thank Jill Attewell and Phillip Kent for commenting on this article. The&#xD;m-learning project is supported by the European Commission Directorate-General&#xD;Information Society (IST-2000-25270).&#xD;&#xD;References&#xD;Perry, D. (2003). Handheld computers (PDAs) in schools&#xD;. British Educational Communications and Technology Agency (Becta), Coventry, March 2003. &#xD;Retrieved March 15, 2003, from&#xD;www.becta.org.uk/resea</style><style face="normal" font="default" size="18">rch/reports/docs/handhelds.pdf&#xD;Savill-Smith, C. &amp; Ke</style><style face="normal" font="default" size="100%">nt, P. (2003). The use of palmtop computers for learning LSDA, London ISBN&#xD;1-85338-862-9.&#xD;Smith, T. (2003).&#xD;Personal Digital Assistants (PDAs) in further and higher education&#xD;. Joint Information&#xD;Systems Committee (JISC). Retrieved March 23, 2003, from www.techlearn.ac.uk/&#xD;NewDocs/editedpdasineducation.doc</style></abstract><notes><style face="normal" font="default" size="100%">ecopy in this record&#xD;&#xD;TY  - GEN&#xD;Accession Number: 16657947; Savill-Smith, Carol 1 Email Address: csavill-smith@LSDA.org.uk; Affiliations:  1: Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS.; Source Information: May2005, Vol. 36 Issue 3, p567; Subject Term: COMPUTER-assisted instructionSubject Term: EDUCATIONSubject Term: EDUCATIONAL technologySubject Term: LEARNINGSubject Term: POCKET computersSubject Term: PORTABLE computers; NAICS/Industry Codes: 61 Educational ServicesNAICS/Industry Codes: 6117 Educational Support Services; Number of Pages: 2p; DOI: 10.1111/j.1467-8535.2005.00473.x; Document Type: Other</style></notes><work-type><style face="normal" font="default" size="100%">Other</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.blackwell-synergy.com/doi/full/10.1111/j.1467-8535.2005.00473.x</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>431</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Heinrich, K. T. P., Karen T.; Davison-Price, M., Murphy, J. I., Neese, R., Walker, P., &amp; White, K. B.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Tranformation nursing education through parternerships</style></title><secondary-title><style face="normal" font="default" size="100%">Nursing Education Perspectives</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Nursing Education Perspectives</style></full-title></periodical><pages><style face="normal" font="default" size="100%">34-41</style></pages><volume><style face="normal" font="default" size="100%">26</style></volume><number><style face="normal" font="default" size="100%">1</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>590</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tom H. Brown</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Towards a model for m-learning in Africa</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal on E-Learning</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">International Journal on E-Learning</style></full-title></periodical><pages><style face="normal" font="default" size="100%">299-315</style></pages><volume><style face="normal" font="default" size="100%">4</style></volume><number><style face="normal" font="default" size="100%">3</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><label><style face="normal" font="default" size="100%">ABSTRACT M-learning is a natural extension of e-learning and has the potential to make learning even more widely available and accessible than we are used to in existing e-learning environments. The role that communication and interaction plays in the learning process is a critical success factor. It is within this context that m-learning can contribute to the quality of education. It offers opportunities for the optimization of interaction between lecturers and learners, among learners and among members of COPs (communities of practice). Wireless and mobile technologies also make it possible to provide learning opportunities to learners that are either without infrastructure for access (example rural learners) or continually on the move (example business professionals). This article shares the latest developments regarding a m-learning project in Africa and proposes a model for the implementation of m-learning in higher education in developing countries.</style></label><notes><style face="normal" font="default" size="100%">ecopy from the author, Dec. 4, 2005</style></notes><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>482</rec-number><ref-type name="Journal Article">17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Template</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>501</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Roger C. 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Retrieved 19 February 2005 from:</style></keyword><keyword><style face="normal" font="default" size="100%">http://scitation.aip.org/getpdf/servlet/GetPDFServlet?filetype=pdf&amp;id=AJPIAS000070000006</style></keyword><keyword><style face="normal" font="default" size="100%">000639000001&amp;idtype=cvips.</style></keyword><keyword><style face="normal" font="default" size="100%">Moody, Pat. (2001). nhancing Focus Groups with Wireless Group Response Systems.?Quirk</style></keyword><keyword><style face="normal" font="default" size="100%">Marketing Research Review. Retrieved 4 March 2005 from:</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.quirks.com/articles/article.asp?arg_ArticleId=665.</style></keyword><keyword><style face="normal" font="default" size="100%">Oare, Mike. (1996). resentation Checklist.?The Electronic Hallway?Network: A Product</style></keyword><keyword><style face="normal" font="default" size="100%">of the Public Service Curriculum Exchange. Cascade Center for Public Service, Institute for</style></keyword><keyword><style face="normal" font="default" size="100%">Public Policy and Management, University of Washington. Seattle Washington. Retrieved 19</style></keyword><keyword><style face="normal" font="default" size="100%">February 2005 from: http://fhss.byu.edu/polsci/Goodliffe/310/presentationtips.pdf.</style></keyword><keyword><style face="normal" font="default" size="100%">Paschal, Cynthia B. (2002). ormative Assessment In Physiology Teaching Using A Wireless</style></keyword><keyword><style face="normal" font="default" size="100%">Classroom Communication System.?Advances in Physiology Education, 26: 299-308.</style></keyword><keyword><style face="normal" font="default" size="100%">Retrieved 19 February 2005 from:</style></keyword><keyword><style face="normal" font="default" size="100%">http://advan.physiology.org/cgi/content/full/26/4/299?ck=nck</style></keyword><keyword><style face="normal" font="default" size="100%">Poulis, J., C. Massen, E. Robens, and M. Gilbert. (1998). hysics Lecturing with Audience Paced</style></keyword><keyword><style face="normal" font="default" size="100%">Feedback.?American Journal of Physics, 66: 439-41. Retrieved 19 February 2005, from:</style></keyword><keyword><style face="normal" font="default" size="100%">http://scitation.aip.org/getpdf/servlet/GetPDFServlet?filetype=pdf&amp;id=AJPIAS000066000005</style></keyword><keyword><style face="normal" font="default" size="100%">000439000001&amp;idtype=cvips.</style></keyword><keyword><style face="normal" font="default" size="100%">Rice, Ronald E. and Ulla Bunz. valuating a Wireless Course Feedback System: The Role of</style></keyword><keyword><style face="normal" font="default" size="100%">Demographics, Expertise, Fluency, Competency, and Usage.?Unpublished manuscript.</style></keyword><keyword><style face="normal" font="default" size="100%">Retrieved 19 February 2005 from: http://www.scils.rutgers.edu/~bunz/NCA2003cps.PDF.</style></keyword><keyword><style face="normal" font="default" size="100%">Shapiro, J. A. (1997). tudent Response Found Feasible in Large Science Lecture Hall.?Journal</style></keyword><keyword><style face="normal" font="default" size="100%">of College Science Teaching. 26(6): 408-12.</style></keyword><keyword><style face="normal" font="default" size="100%">Shotsberger, Paul G. and Ron Vetter. (2001). Teaching and Learning in the Wireless Classroom.?Computer, March: 110-111. Retrieved 19 March 2005 from:</style></keyword><keyword><style face="normal" font="default" size="100%">http://aa.uncwil.edu/numina/documents/internet%20watch%20final.pdf.</style></keyword><keyword><style face="normal" font="default" size="100%">20</style></keyword><keyword><style face="normal" font="default" size="100%">Slain, Douglas et al. (2004). n Interactive Response System to Promote Active Learning in the</style></keyword><keyword><style face="normal" font="default" size="100%">Doctor of Pharmacy Curriculum.?American Journal of Pharmaceutical Education, 68(5): 1-</style></keyword><keyword><style face="normal" font="default" size="100%">9. Retrieved 19 February 2005 from: http://www.ajpe.org/aj6805/aj6805117/aj6805117.pdf.</style></keyword><keyword><style face="normal" font="default" size="100%">tudent Response Systems.?(n.d.). Teaching at Mizzou: A Guide for New Faculty, Graduate</style></keyword><keyword><style face="normal" font="default" size="100%">Instructors and Teaching Assistants website. Retrieved 4 March 2005 from:</style></keyword><keyword><style face="normal" font="default" size="100%">http://teachandlearn.missouri.edu/guide/chapters/activelearning.htm.</style></keyword><keyword><style face="normal" font="default" size="100%">tudent Response Systems Overview.?(2004). Retrieved 19 February 2005 from the University</style></keyword><keyword><style face="normal" font="default" size="100%">of Minnesota, Office of Classroom Management, Classroom Support web site:</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.classroom.umn.edu/notes/support_srs.html.</style></keyword><keyword><style face="normal" font="default" size="100%">Ward, Charles R., James H. Reeves, and Barbara P. Heath. (n.d.). ncouraging Active Student</style></keyword><keyword><style face="normal" font="default" size="100%">Participation in Chemistry Classes with a Web-based, Instant Feedback, Student Response</style></keyword><keyword><style face="normal" font="default" size="100%">System.?Presented at CONFCHEM: Conferences on Chemistry, Spring 2003 (March 28 -</style></keyword><keyword><style face="normal" font="default" size="100%">May 9). Retrieved 19 February 2005 from:</style></keyword><keyword><style face="normal" font="default" size="100%">http://aa.uncw.edu/chemed/papers/srs/confchem/confchem_srs.htm</style></keyword><keyword><style face="normal" font="default" size="100%">Wilkinson, Sophie. eaching the Student Body Electric: In-class, Handheld Computers Make</style></keyword><keyword><style face="normal" font="default" size="100%">Abstruse Subjects Tangible, Show If the Students &quot;Get It.&quot; Chemical and Engineering News.</style></keyword><keyword><style face="normal" font="default" size="100%">79(24): 27. Retrieved 19 February 2005 from:</style></keyword><keyword><style face="normal" font="default" size="100%">http://aa.uncwil.edu/numina/documents/c&amp;en_article.htm.</style></keyword><keyword><style face="normal" font="default" size="100%">Woods, H. Arthur and Charles Chiu. (2003). ireless Response Technology in College</style></keyword><keyword><style face="normal" font="default" size="100%">Classrooms.?Retrieved 2 March 2005 from Michigan Virtual University web site, Tools:</style></keyword><keyword><style face="normal" font="default" size="100%">The Technology Source: http://ts.mivu.org/default.asp?show=article&amp;id=1045.</style></keyword><keyword><style face="normal" font="default" size="100%">21</style></keyword><keyword><style face="normal" font="default" size="100%">Appendix: Vendor Website Directory</style></keyword><keyword><style face="normal" font="default" size="100%">1. Classtalk Classroom Communication System (CCS)</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.bedu.com/classtalk.html</style></keyword><keyword><style face="normal" font="default" size="100%">2. ClassAct Student Response System (SRS)</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.ljgroup.com/products/classactsrs/</style></keyword><keyword><style face="normal" font="default" size="100%">3. eInstruction Classroom Performance System (CPS)</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.einstruction.com</style></keyword><keyword><style face="normal" font="default" size="100%">McGraw-Hill/eInstruction CPS</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.mhhe.com/cps/</style></keyword><keyword><style face="normal" font="default" size="100%">4. Fleetwood Reply Wireless Response Systems (WRS)</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.replysystems.com/</style></keyword><keyword><style face="normal" font="default" size="100%">Meridia Audience Response System (ARS)</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.meridiaars.com/appseduc.htm</style></keyword><keyword><style face="normal" font="default" size="100%">5. Hyper-Active Teaching Technology (H-ITT)</style></keyword><keyword><style face="normal" font="default" size="100%">www.h-itt.com</style></keyword><keyword><style face="normal" font="default" size="100%">Pearson/H-ITT</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.aw-bc.com/h-itt/</style></keyword><keyword><style face="normal" font="default" size="100%">6. InterWrite Personal Response System (PRS) [formerly EduCue]</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.gtcocalcomp.com/interwriteprs.htm</style></keyword><keyword><style face="normal" font="default" size="100%">Pearson/InterWrite PRS</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.aw-bc.com/prs/index.html</style></keyword><keyword><style face="normal" font="default" size="100%">7. Option Technologies?Interactive Option Finder VP</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.optiontechnologies.com/products/ofvp.asp</style></keyword><keyword><style face="normal" font="default" size="100%">8. Quizdom Interactive Learning System (ILS)</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.qwizdom.com/download/higher_ed_Brochure_2004.pdf</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">March 23-26</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">New Orleans, LA</style></pub-location><orig-pub><style face="normal" font="default" size="100%">Page 1&#xD;Teaching and Learning with Interactive Student Response Systems:&#xD;A Comparison of Commercial Products&#xD;in the Higher-Education Market&#xD;Roger C. Lowery, Ph.D.&#xD;Professor and Assistant Department Chair&#xD;Department of Political Science&#xD;University of North Carolina at Wilmington&#xD;Wilmington, NC 28403-5607&#xD;lowery@uncw.edu&#xD;16 March 2005&#xD;Abstract: This paper is addressed to the college or university faculty member contemplating &#xD;adoption of an evolving form of classroom technology ?the interactive student response system &#xD;(SRS). Marketed under a variety of brand names, this student-polling technology is designed to &#xD;maximize student participation, especially in large-enrollment lectures. We will look at the &#xD;components and operation of the two most common types of student response systems, wireless &#xD;keypad and Web-based input devices. Also provided is a brief survey of four decades of published &#xD;research assessing the generally positive impact of student response systems on teaching and &#xD;learning.&#xD;Prepared for presentation at the annual meeting of the Southwestern Social Science Association&#xD;and its affiliates, March 23 - 26, 2005 at New Orleans, LA&#xD;Disclaimer: the author is not affiliated with and has no financial interest in &#xD;any SRS manufacturer or distributor</style></orig-pub><urls><related-urls><url><style face="normal" font="default" size="100%">http://people.uncw.edu/lowery/SWSSA%20ms.pdf.</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>296</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">C. Cortez, </style></author><author><style face="normal" font="default" size="100%">M. Nussbaum, </style></author><author><style face="normal" font="default" size="100%">X. López, </style></author><author><style face="normal" font="default" size="100%">P. Rodríguez, </style></author><author><style face="normal" font="default" size="100%">R. Santelices, </style></author><author><style face="normal" font="default" size="100%">R. Rosas, </style></author><author><style face="normal" font="default" size="100%">V. Marianov</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teachers&apos; support with ad-hoc collaborative networks</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Computer Assisted Learning</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Journal of Computer Assisted Learning</style></full-title></periodical><pages><style face="normal" font="default" size="100%">171-180</style></pages><volume><style face="normal" font="default" size="100%">21</style></volume><number><style face="normal" font="default" size="100%">3</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>506</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jeremy Roschelle</style></author><author><style face="normal" font="default" size="100%">Charles Patton</style></author><author><style face="normal" font="default" size="100%">Tak Wai Chan</style></author><author><style face="normal" font="default" size="100%">ChungLi</style></author><author><style face="normal" font="default" size="100%">John Brecht</style></author><author><style face="normal" font="default" size="100%">SRI International</style></author><author><style face="normal" font="default" size="100%">Marie Bienkowski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Scenarios: Envisioning the context for WMTE in 2015</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><accession-num><style face="normal" font="default" size="100%">G1:1 Scenarios: Envisioning the Context for WMTE in 2015&#xD;Jeremy Roschelle&#xD;SRI International&#xD;Menlo Park, CA, USA&#xD;jeremy.roschelle@sri.com&#xD;Charles Patton&#xD;SRI International&#xD;Menlo Park, CA, USA&#xD;charles.patton@sri.com&#xD;Tak Wai Chan&#xD;National Central University&#xD;ChungLi, Taiwan&#xD;chan@lst.ncu.edu.tw&#xD;John Brecht&#xD;SRI International&#xD;Menlo Park, CA, USA&#xD;john.brecht@sri.com&#xD;Marie Bienkowski&#xD;SRI International&#xD;Menlo Park, CA, USA&#xD;marie.bienkowski@sri.com&#xD;With G1:1 Members&#xD;See acknowledgements section for&#xD;G1:1 members who contributed to the&#xD;ideas in this paper.&#xD;Abstract&#xD;The G1:1 international network of learning researchers&#xD;met to identify major trends and uncertainties that could&#xD;effect the course of future tools for learning. Using a&#xD;technique called scenario-based planning, the group created&#xD;stories of plausible futures that bring to life what&#xD;collaborative learning may be like in 2015. These stories&#xD;present contextual changes in technology and education&#xD;practices that could occur by 2015, with each scenario&#xD;considering a different trajectory. The major trends and&#xD;uncertainties considered were changes in the political and&#xD;social goals of education and in the main role of teachers,&#xD;as well as changes in the economies of publishing content.&#xD;Using these different scenarios as a way to think&#xD;about long-term research plans could serve to make programs&#xD;of research in wireless and mobile technology&#xD;more robust to changes in the educational context that are&#xD;likely to occur in the next 10 years.&#xD;Keywords&#xD;Collaborative Learning, Scenarios, Trends.&#xD;1: INTRODUCTION&#xD;In May 2005, National Central University in Taiwan&#xD;hosted a group of experts from around the world for a&#xD;workshop aimed at envisioning the major factors that&#xD;could influence the future use of mobile technology for&#xD;collaborative learning. The event was organized by G1:1&#xD;(http://www.g1on1.org/), a global network of researchers&#xD;studying how learning could be enhanced when each student&#xD;has a personal computing device, which might be a&#xD;handheld, tablet, or laptop computer. The aim of this&#xD;particular workshop was to identify major trends and&#xD;uncertainties that could change the course of future tools&#xD;for learning. By involving leaders from Asia, Europe,&#xD;and North America in producing these scenarios, we can&#xD;offer an unusually broad perspective on the future.&#xD;As a tool for research planning for educational and research&#xD;leaders, the G1:1 experts produced a set of scenarios-&#xD;stories of plausible futures-that bring to life three&#xD;distinct accounts of what collaborative learning will be&#xD;like in 2015. The purpose of these scenarios is to describe&#xD;contexts that may influence WMTE and CSCL&#xD;research in 2015. Most funded projects in WMTE and&#xD;CSCL are highly responsive to a broader context that is&#xD;outside the individual researcher&apos;s direct control. The&#xD;context includes political, cultural, financial, and technical&#xD;considerations.&#xD;One important use for contextual scenarios is in &quot;weatherproofing&quot;&#xD;long-range plans. When researchers plan a&#xD;new Ph.D. program, select a vision to unify the work of&#xD;their group, choose which professional journals to read&#xD;and which conferences to attend, they are implicitly making&#xD;guesses about what will be important in the future.&#xD;Although it is unlikely that one of these scenarios will&#xD;come true in all its details, by thinking about plans&#xD;against the different futures described here, a WMTE researcher&#xD;may be able to better shape his or her efforts to&#xD;be successful no matter what the context for educational&#xD;innovation looks like in 2015. As most research projects&#xD;take one year to propose and three years to execute, 2015&#xD;is only two or three project cycles away.&#xD;2: ABOUT SCENARIO-BASED PLANNING&#xD;The process of scenario-based planning was first formalized&#xD;by SRI International in 1969, in work for the U.S.&#xD;Department of Education and other agencies [1]. Since&#xD;the oil shocks of the 1970s, and the preparedness of&#xD;Royal/Dutch Shell to weather those shocks based on scenario-&#xD;based planning, academics and practitioners have&#xD;been promulgating scenario-based methods as key elements&#xD;of strategic planning.&#xD;Paul Schoemaker [2] defines scenarios as&#xD;?focused descriptions of fundamentally different futures&#xD;presented in a coherent script-like narrative fashion.&#xD;A key point here is &quot;fundamentally different futures.&quot; A&#xD;central objective of scenario-based planning is to challenge&#xD;the participants&apos; notion that the future, as it relates&#xD;to their core activities, is known-or even necessarily&#xD;knowable [3]. By having the participants construct purposefully&#xD;divergent stories of the future, and considering&#xD;those stories not in isolation, but as alternative possibilities,&#xD;the process can broaden the base for strategic considerations,&#xD;stretching the mental models of the participants&#xD;[4][5], and alerting the participants to potential future&#xD;&quot;markers&quot; or &quot;signposts&quot; of large-scale shifts [3][5].&#xD;Although the process of building scenarios is relatively&#xD;straight forward [6] there are a number of subtleties that&#xD;play an important role in achieving these promised objectives.&#xD;These subtleties include the selection of the participants,&#xD;the group elucidation and categorization of&#xD;&quot;driving forces&quot; [3] or &quot;causal factors&quot; [7], and a focus on&#xD;plausibility rather than probability.&#xD;The issue of recruiting participants involves several factors.&#xD;First, Schwartz and others argue that the participants&#xD;should be the eventual decision-makers themselves- line&#xD;managers rather than staff proxies-because the engagement&#xD;in the process (rather than simply reading the results)&#xD;is a key contributor to the attainment of, especially,&#xD;the cognitive benefits of the scenario-based planning&#xD;effort. Second, since much of the plausibility of the&#xD;resultant scenarios will arise from personal (and idiosyncratic)&#xD;experiences, it is important to involve participants&#xD;with as broad a range of experiences as possible.&#xD;One of the most independently important aspects of scenario-&#xD;based planning is the group identification and classification&#xD;of drivers-factors that shape the large-scale&#xD;structure of the participants&apos; world. If there is any&#xD;&quot;magic&quot; in scenario-based planning, it surely arises from&#xD;a suitable selection of relevant (and generative) drivers&#xD;[8]. Although the elicitation of such driving forces is&#xD;relatively unproblematic, the classification of the drivers&#xD;as constant (&quot;background&quot;), or predetermined (&quot;trends&quot;),&#xD;or uncertain (&quot;scenario parameters&quot;) is both revealing of&#xD;the diversity of the group, and fundamental to the process.&#xD;The very fact that trusted colleagues would be so&#xD;certain (and yet &quot;wrong&quot;) about the significant dimensions&#xD;of the future can have a profound effect on the individual&#xD;participants-individually there may be certainty,&#xD;but collectively there is significant uncertainty. This cognitive&#xD;dissonance can contribute to the triggering and&#xD;accelerating the process of organizational learning [8].&#xD;Finally, leaders often consider probabilities as a route to&#xD;problem simplification. But the increasingly rapid rate of&#xD;global change, path-dependence, and sensitivity to initial&#xD;conditions has focused attention on the need to prepare&#xD;for (apparently) less likely, but plausible, alternative futures.&#xD;The present tense, narrative form of scenarios describing&#xD;the future can contribute strongly to this perspective.&#xD;Together, these factors contribute to a collective learning&#xD;event that reveals critical junctures in the future, collective&#xD;knowledge of the present, and weaknesses and&#xD;strengths of the organizations planning process.&#xD;3: METHOD&#xD;We adapted Scenario-Based Planning to serve our purposes&#xD;as described below. This effort did not complete&#xD;the scenario-based planning process; we stopped at the&#xD;point of generating plausible scenarios, leaving the planning&#xD;work to individual researchers and the community.&#xD;3.1: Procedure&#xD;To formulate an initial set of drivers, we conducted a&#xD;survey of G1:1 members. We conceived of each driver as&#xD;a dimension that will have an unknown outcome in the&#xD;future. The facilitation team brainstormed an initial set of&#xD;drivers. For example, one driver was &quot;how well will&#xD;teachers be prepared to teach with technology?&quot; This is&#xD;potential a driver because it is a contextual factor that&#xD;researchers cannot control but does strongly affect the&#xD;future use of mobile learning technology. Survey participants&#xD;were asked to consider 7 dimensions. For each dimension,&#xD;they were asked to indicate the point on the&#xD;dimension that they believe will be true in 2015. In addition,&#xD;survey participants were asked to rate the importance&#xD;of the driver. To what degree would their research&#xD;program change if reality turned out different from their&#xD;prediction?&#xD;In the first phase of the face-to-face workshop, we introduced&#xD;participants to the process and led participants&#xD;through a short trial-run of scenario generation. For the&#xD;trial run, we selected the drivers that appeared to be most&#xD;important and least certain. After debriefing on this trial&#xD;run, participants discussed and refined the existing drivers&#xD;and added some new ones. Then the group was surveyed&#xD;once again to determine importance and uncertainty.&#xD;In the second phase of the face-to-face workshop, the facilitation&#xD;team selected two drivers as most important&#xD;and least certain. These were arranged in a 2x2 grid, generating&#xD;four possibilities. Groups were assigned to develop&#xD;a scenario for each of three possibilities (we&#xD;dropped the combination that was most similar to conditions&#xD;today). On the next day, these groups spent 6 hours&#xD;brainstorming about their scenario with a facilitator.&#xD;Groups were instructed to try to make their scenario &quot;surprising&#xD;yet plausible.&quot; In addition to a unique pair of&#xD;drivers, each group was given the same set of trends. All&#xD;drivers that were important but not uncertain were considered&#xD;to be trends. For their final output, groups were&#xD;instructed to produce a narrative story about what they&#xD;see in 2015, written in the present tense. We collected&#xD;photographs of the whiteboards used during the exercise&#xD;and the narrative each group produced.&#xD;3.2: Participants&#xD;We invited researchers who are members of the G1:1 collective&#xD;to participate. G1:1 was formed by an informal&#xD;group of WMTE researchers who share a common interest&#xD;in the emergence of personal computing devices for learning.&#xD;(&quot;1:1&quot; refers to a ratio of at least one device per&#xD;learner.) The group has members from Asia, Europe,&#xD;North America, South America, and New Zealand (&quot;G&quot; is&#xD;for global). Members lead research groups and centers,&#xD;run funding programs, or manage networks of excellence&#xD;among researchers. For the purposes of scenario-based&#xD;planning, G1:1 provides a set of research managers and&#xD;decision-makers with a broad set of perspectives. 18 G1:1&#xD;members participated in our initial survey; 19 members&#xD;participated in the workshop. As Table 1 indicates, the&#xD;group was diverse but not globally representative. We&#xD;hope to replicate the exercise in other regions to increase&#xD;the diversity of perspectives that we can incorporate.&#xD;Table 1: Workshop Participants by Region&#xD;Global Region Number of Participants&#xD;Asia 8&#xD;Europe 5&#xD;North America 6&#xD;South America 0&#xD;New Zealand/Australia 0&#xD;Africa 0&#xD;The workshop was hosted by National Central University&#xD;in ChungLi, Taiwan. The authors of this article took&#xD;roles as facilitators for the event.&#xD;3.3: Analysis of Drivers&#xD;In Scenario Based Planning, each contextual variable&#xD;(&quot;driver&quot;) is categorized as trend or an uncertainty. A&#xD;driver is a trend if the participants agree on its most plausible&#xD;future value. For example, obesity is a trend; most&#xD;experts believe that more and more children will be&#xD;overweight unless something is done. A driver is an uncertainty&#xD;if the participants diverge on the most plausible&#xD;future value. World population growth is an uncertainty;&#xD;well-meaning experts disagree on whether birth rates will&#xD;decline worldwide as they have in Japan and Northern&#xD;Europe.&#xD;We initially determined whether each driver under consideration&#xD;was a trend or an uncertainty visually. If the&#xD;expert opinion clustered around a particular point (a bellshaped&#xD;distribution of opinion), we considered it a trend&#xD;towards the value at the center of the distribution. If expert&#xD;opinion was bimodally (&quot;U&quot; shaped) or evenly distributed,&#xD;we considered the driver to be an uncertainty.&#xD;We then discussed each driver in the workshop to see if&#xD;the distribution reflected different meanings for words or&#xD;different opinions about the future. As a group we clarified&#xD;the meaning of dimensions that were not clearly&#xD;stated. We then asked experts to indicate their opinion by&#xD;placing a mark on the whiteboard along each dimension.&#xD;The shapes of the distributions were then re-analyzed.&#xD;4: SURVEY &amp; PHASE 1 RESULTS&#xD;The purpose of the survey and phase 1 work was to arrive&#xD;at an agreed upon list of uncertainties and trends, ranked&#xD;from most important to least important. Below we list&#xD;the drivers, with the most important ones listed first.&#xD;4.1: Ambient &amp; Personal Technology&#xD;This trend considered whether sensors and pervasive&#xD;computing (such as eWhiteboards installed in walls)&#xD;might replace personal technology. Initially this appeared&#xD;to be an uncertainty, but upon group discussion it became&#xD;clear that participants believe that in 2015 both&#xD;trends will be present: students will have personal 1:1&#xD;learning devices and their learning environments will&#xD;have more sensors and embedded displays. The researchers&#xD;present did not agree on how sensors would be used,&#xD;only that they would be increasingly important.&#xD;4.2: Basic or 21st Century Skills&#xD;This uncertainty considered the political consensus in&#xD;2015 will focus on core academic skills (for example, as&#xD;reflected in the PISA test [9]) or on 21st Century Skills&#xD;[10] (such as innovation, collaboration, problem solving,&#xD;&amp; communication). Participants felt that a strong case&#xD;could be made for each perspective. On one hand, PISA&#xD;results are highly visible measures by which nations&#xD;judge the academic effectiveness of their educational system&#xD;and seek improvement. On the other hand, global&#xD;economic competitiveness is increasingly linked to 21st&#xD;century skills. Some regions of the world might accept a&#xD;low average PISA score in order to increase their population&apos;s&#xD;innovation and collaboration capacity. In either&#xD;case, research funding will likely be influenced by which&#xD;problem a society decides is most important (indeed,&#xD;today in the United States almost all funding is directed&#xD;at improving scores on PISA-like measures).&#xD;4.3: Teachers as Professionals&#xD;In the workshop, participants felt strongly that what&#xD;WMTE and CSCL could accomplish was highly dependent&#xD;on the role of teachers. Participants could imagine&#xD;society settling on two different possible roles for a&#xD;teacher. On one hand, teachers have historically been regarded&#xD;as experts in the content they teach. A backlash&#xD;against social constructivism and weariness from pedagogical&#xD;debates could lead societies to emphasize teachers&#xD;as content experts. On the other hand, the rate of change&#xD;in content is accelerating and it is hard for teachers to&#xD;keep up. Models like &quot;home schooling&quot; appear to succeed&#xD;with a teacher (the parent) whose main role is emotion&#xD;and social counseling. Societies could decide to emphasize&#xD;a caring and nurturing role for teachers, instead of&#xD;emphasizing content expertise.&#xD;4.4: Distributed, Open Publishing&#xD;Today, the world market for educational textbooks and&#xD;materials is controlled by a handful of companies. Participants&#xD;in the workshop felt strongly that this domination&#xD;will unravel in the next ten years, as the Internet,&#xD;Digital Libraries and open source movements continue to&#xD;grow. Participants foresee a trend towards using open&#xD;source curricular materials, which are published by curricular&#xD;experts and recommended within online teacher&#xD;communities.&#xD;4.5: Weak Standards, Schools Struggle&#xD;Additionally, G1:1 participants expect some standards to&#xD;be available for learning devices in the future, but for&#xD;standards to be incomplete and only partially supported.&#xD;Further, they imagine that schools will still struggle to&#xD;keep up with the latest technology; they cannot expect&#xD;schools to uniformly have the latest and greatest capabilities,&#xD;nor can they expect advanced capabilities to be standardized&#xD;across settings. Clearly, G1:1 does not see a&#xD;learning technology utopia emerging by 2015.&#xD;5: PHASE 2 RESULTS: SCENARIOS&#xD;The groups considered uncertainties relating to assessment&#xD;and the role of teachers. Specifically, one group&#xD;considered teachers evolving into masters of subject matter&#xD;while going after outcomes on international comparison&#xD;assessments such as PISA, all mediated by a vast,&#xD;available repository of digital material accessible through&#xD;personal technology. In the other two cases, each group&#xD;considered teachers losing their ability to keep up with&#xD;the rapid pace of change in knowledge, and, given the&#xD;availability of digital content, chose to develop skills in&#xD;coaching and counseling to support the physical, emotional,&#xD;and social needs of students. For one group, this&#xD;was combined with a context in which PISA-like testing&#xD;of content knowledge was still the measure of success,&#xD;and in other group, they considered instead a drive toward&#xD;producing skills in teamwork, social cohesion, creativity,&#xD;and productivity to support economic growth. The&#xD;results of the considerations took the form of narratives,&#xD;and the sections below each describe a scenario and its&#xD;&quot;news story from the future.&quot; Each story is told in the&#xD;present tense, as if we were already in 2015.&#xD;5.1: New Jobs for Old Publishers&#xD;Politicians and parents today see it as completely obvious&#xD;that the only sensible role for teachers is as content&#xD;experts. How could you possibly teach mathematics&#xD;without being an expert in mathematics? Teacher educators&#xD;have re-oriented away from culture &quot;wars&quot; over pedagogy&#xD;and now train teachers primarily in grade-level appropriate&#xD;content knowledge. Researchers have demonstrated&#xD;that the best route to advanced knowledge is by&#xD;pursuing a few subjects in depth first and developing&#xD;generalized collaboration and problem solving skills outside&#xD;the structure of formal schools, in sports and hobbies.&#xD;Master teachers are highly revered and paid. Social&#xD;networks of teachers and their recommendations for favorite&#xD;content are linked through digital networks.&#xD;Worldwide, PISA is now a driver of all major decisions&#xD;in educational systems. Nations spend money to optimize&#xD;their PISA scores, although not all nations seek the&#xD;same optimization. Some emphasize their standing in&#xD;International comparisons; others emphasize the equality&#xD;of opportunity they offer students-a student is just as&#xD;likely to get a high PISA score in any school in their&#xD;country.&#xD;Some trends are now mature. Distributed, open source&#xD;digital library content is abundantly available. Most&#xD;teachers have network-enabled eWhiteboards in their&#xD;classroom. Every student has sufficient personal technology&#xD;to interact with &quot;core&quot; digital content at home and in&#xD;the classroom, although some advanced content only&#xD;plays on some devices. Sensors and pedagogical agents&#xD;are widely deployed, but not as intelligent tutors.&#xD;The following story appeared in the Taipei Times on&#xD;June 20, 2015:&#xD;A conference aimed at retraining former workers from&#xD;the educational publishing industry drew 15,000 attendees&#xD;to Taipei this week. Attendees flocked to talks&#xD;and workshops in an effort gain an edge in their search&#xD;for jobs as content localization consultants.&#xD;&quot;I lost my job last year in the big book collapse,&quot; said&#xD;David Copperson, &quot;but I&apos;m hoping to get a job with a&#xD;regional content collective back home.&quot;&#xD;In the past 2 years, all five major educational publishers&#xD;have declared bankruptcy in a tidal wave of school text&#xD;book de-adoptions. Formerly a US$100 billion industry&#xD;worldwide, the publishing industry has fallen victim to&#xD;widespread availability of superior open source content&#xD;in networked library collections. Schools have been all&#xD;too glad to repurpose the money for localization efforts.&#xD;Localization means finding the best interactive materials&#xD;in open libraries and making them fit local school needs.&#xD;&quot;Key skills are structuring, adapting, and differentiating&quot;&#xD;said Professor May Q Smart. &quot;Schools that want&#xD;to increase their PISA score have found that the only&#xD;sure route is to partner teachers with deep content expertise&#xD;and resource localization consultants.&quot;&#xD;More than 60% of schools worldwide have switched over&#xD;to the &quot;teach deep&quot; model, which first gained steam in&#xD;Asia in late 2007. In this model, teachers use eWhiteboards&#xD;and students use personal devices to access the&#xD;best learning resources.&#xD;The model was discovered by a famous net ethnologist,&#xD;Dr. I.P. Noh. In 2011, she uncovered a worldwide network&#xD;of teachers who had quietly assembled materials&#xD;needed to regularly achieve sky high PISA scores from&#xD;open source digital libraries. The members of this&#xD;teacher network can be traced back to a small group of&#xD;master teachers-all content experts-who began rejecting&#xD;textbooks in 2007 in a quest of open, online materials&#xD;that support students in mastering deep content. Dr.&#xD;Noh found that this group regularly produced students&#xD;with high scores, regardless of socio-economic background.&#xD;The &quot;teach deep&quot; model rejected paper textbooks in favor&#xD;of a continually improving flow of interactive digital&#xD;learning resources. Recommender networks track what&#xD;the teachers and schools with the highest PISA scores&#xD;are using. Content localizers take over from there, helping&#xD;regional school collectives write filters to collect the&#xD;best materials, tuning them to support local teachers,&#xD;and smoothing the flow of appropriate resources into&#xD;student&apos;s Individual Educational Plans.&#xD;In the wake of the publishing collapse, political leaders&#xD;have seized the opportunity to use unneeded textbook&#xD;dollars for jobs programs, hoping that localization consultants&#xD;will hasten the spread of the teach deep model&#xD;throughout their school systems. &quot;I&apos;ve always been more&#xD;interesting in supporting teachers than selling dead&#xD;trees&quot; said Copperson, who heads back to England on&#xD;Monday in search of a job in his new chosen profession.&#xD;A brief timeline explains how we got to this state of affairs&#xD;by June 20, 2015. First, in 2005, major publishers&#xD;began to make selective content available online. Disappointment&#xD;over comparative PISA scores lead to broad&#xD;public rejection of the &quot;modern social constructionist&#xD;pedagogies&quot; of the &quot;liberal elite.&quot;&#xD;Then by 2007, Digital Libraries adopted &quot;Creative&#xD;Commons&quot; open source licenses and multilateral treaties&#xD;among developing countries created mega-collections of&#xD;digital educational content. Bilateral US and Taiwanese&#xD;funding led to merger of EduCities [11] and MathForum&#xD;[12] into a &quot;Content Expert Exchange&quot; supporting teacher&#xD;across Asia and the United States. Research demonstrated&#xD;the advantages of eWhiteboards linked to student personal&#xD;devices. A broad shift in teacher training to emphasize&#xD;deep grade-level-appropriate content knowledge began&#xD;to take hold worldwide.&#xD;In 2009, semantic web technology [13] vastly improved&#xD;searching in digital libraries. Improved tools for rapidly&#xD;adapting high quality eContent to local needs become&#xD;available. Research results began to show definitive advantages&#xD;for some resource collections combined with&#xD;some types of pedagogical scripts.&#xD;In 2011, researchers discovered &quot;hidden schools&quot; of master&#xD;teachers by studying the social networks of teachers&#xD;who use digital libraries. These teachers rapidly gained&#xD;fame. Sensors and social agents [14] offered a viable alternative&#xD;to the teacher as social &amp; emotional counselor-&#xD;keeping all students motivated even with teachers who&#xD;expertise is primarily in content knowledge. A combination&#xD;of thin-client computing and standardized &quot;players&quot;&#xD;for personal devices (along with robust within-school&#xD;security measures) give students both the ability to (a)&#xD;interact with the standard content their teachers select in&#xD;school and (b) choose virtual reality, networked games,&#xD;and other forms of interactivity outside school, according&#xD;to their personal preferences.&#xD;Finally, by 2015 schools had decided to re-allocate&#xD;billions of dollars formerly spent on textbooks, leading&#xD;to the collapse of the publishing industry. A worldwide&#xD;market for master teachers exists; teachers who are famous&#xD;can earn mega-salaries. Master Teacher / Localization&#xD;Expert partnerships become a recognized model for&#xD;schools.</style></accession-num><call-num><style face="normal" font="default" size="100%">5.2: New Tuvalu Teaching Model Succeeds&#xD;Today&apos;s newspapers focus on the drive for top rankings&#xD;in the PISA scores, but the quest for memorization and&#xD;cramming of factual knowledge that started waning in&#xD;2005 has fully given way to an emphasis on innovation&#xD;and problem solving. What&apos;s new about PISA-15 is that&#xD;students only take the exam when they are ready rather&#xD;than when scheduling is convenient, and &quot;readiness&quot; encompasses&#xD;psychological, social, emotional, and physical&#xD;readiness. Also PISA-15 has found a new use as a player&#xD;in knowledge evolution: PISA-15 data is used to develop&#xD;&apos;fitness functions&apos; [15, 16] in the evolution of knowledge&#xD;artifacts created by distributed authors.&#xD;Teachers today play a critical role as facilitators in this&#xD;otherwise self-directed learning environment. Teachers&#xD;support learning by creating conditions for successful&#xD;learning, not by knowing specialized content. Teachers&#xD;do not need to know specialized content-every student&#xD;has sufficient personal technology to interact with digital&#xD;content at home and in the classroom and the networks&#xD;support access to content. Interestingly, home-schooling&#xD;is seen as a variant of this model, as parents have emotional&#xD;and social expertise, not content expertise. Classrooms&#xD;are work rooms in which teachers coordinate the&#xD;class, form groups, and guide individual students in their&#xD;learning.&#xD;Connecting to the web offers a repository of open-source,&#xD;high-quality content that is tailored to individuals needs.&#xD;This tailoring is not done dynamically (that problem&#xD;having been long abandoned in favor of manual tailoring)&#xD;but instead, ratings and recommendation systems provide&#xD;the reach that finds the &quot;needle in the haystack&quot; of content&#xD;for a given individual.&#xD;The trend toward using technology to support interpersonal&#xD;relationships that young teens started in the mid-&#xD;00&apos;s has reached a point where students routinely interact&#xD;with friends, teachers, coaches, and spiritual advisors&#xD;through technology. Although fears about privacy remain,&#xD;the collection of personal data in a quest for better&#xD;learning is acceptable, growing out of the relinquishment&#xD;of private information for security purposes. This personal&#xD;data is collected from networks of sensors that are&#xD;ubiquitous and which have evolved to detect psychological&#xD;as well as medical states. At first overwhelmed by the&#xD;vast amounts of data that came in from these sensors,&#xD;now that displays have matured, societies have found that&#xD;both elder and younger care is easier.&#xD;The following story appeared in the Singapore Strait&#xD;Times in June 20, 2015:&#xD;The 2015 PISA-15 results are in and the tiny island&#xD;group nation of Tuvalu stuns the world by placing at the&#xD;top. Faced with ever-dwindling natural resources and&#xD;threatened by a rising Pacific Ocean that has already&#xD;swamped two of the original ten islands in the group,&#xD;Tuvalu has strove to develop its intellectual capital by&#xD;investing heavily in education reform, and it&apos;s obvious&#xD;that the results have paid off.&#xD;Dr. Imam Ali of the University of the Whole Pacific&#xD;claims the secret to Tuvalu&apos;s success is its early and&#xD;complete adoption of the (RTL) &quot;Ready to Learn&quot; program&#xD;developed by an international team in the latter&#xD;half of the last decade. After results from early tests of&#xD;this innovative curriculum showed improvements in students&apos;&#xD;test scores, Tuvalu embraced it completely in&#xD;2010. In RTL, the work that used to be done by teachers&#xD;is split in two: psychosocial supporter and instructor.&#xD;Instructors are embodied in each student&apos;s personal JITT&#xD;(for &quot;Just-in-time teaching&quot;) which taps vast resources&#xD;of web content to offer tailored instruction, &quot;just in&#xD;time&quot; for the student&apos;s needs. Emotional and social support&#xD;is provided by a human teacher who has received&#xD;extensive training in counseling, child psychology, and&#xD;social service. Now, says Dr. Ali, &quot;teachers are recognized&#xD;for their unique role in setting up the psychosocial&#xD;conditions under which learning can occur.&quot; &quot;In&#xD;these times of rapidly evolving technology, scientific discovery&#xD;and broadening cultural interactions, human instructors&#xD;can&apos;t possibly be expected to keep up with advances&#xD;in science, math, cultural studies, and new ways&#xD;of teaching,&quot; says Dr. Morris Day of the TIME Institute,&#xD;a principal architect of the RTL system. &quot;Whereas the&#xD;JITT system can always keep up by leveraging the content&#xD;and best instructional practices available on the&#xD;SEOR network.&quot;&#xD;Indeed, just as important as the JITT&apos;s ability to choose&#xD;the timely and relevant content based on knowing when a&#xD;student is primed to learn is the ready availability of&#xD;that content-free of rigorous copyright protection-via&#xD;SEOR, the Standardized Educational Object Repository.&#xD;Authors of SEOR content release their rights to collect&#xD;royalties from the distribution of the content, and the&#xD;SEOR distributed ranking system ensures that the cream&#xD;rises to the top. Well-ranked authors may go on to lucrative&#xD;deals creating custom content for private institutions&#xD;and corporations. Furthermore, the SEOR ranking system&#xD;forms an integral part of a JITT&apos;s cognitive progression&#xD;logic.&#xD;&quot;The method is dead simple,&quot; says Dr. Day. &quot;The JITT&#xD;takes a student&apos;s current cognitive trajectory - their recent&#xD;performance, their general psychological disposition,&#xD;their current specific emotional state as estimated&#xD;through physiological measures, etc?and compares&#xD;them with a &apos;virtual student&apos; of a similar trajectory.&#xD;This virtual student is a statistical entity, built up from&#xD;a database of student experience that is maintained in&#xD;parallel with SEOP. The JITT is then able to determine&#xD;which object or objects in SEOP are most likely to lead&#xD;to improved performance in the student&apos;s near future&#xD;based upon available data about the virtual student&apos;s&#xD;exposure to various learning objects and resultant assessment&#xD;performance. Later, the JITT makes a validity&#xD;estimate of this determination based on the student&apos;s&#xD;actual performance, and reports the estimate back to&#xD;SEOP, which will help other JITT&apos;s make the determination&#xD;more successfully in the future. A JITT can optimize&#xD;a student&apos;s learning experience towards any of a range&#xD;of tests, but of course, PISA-15 is the most common&#xD;nowadays.&quot;&#xD;A sparkling, sunny afternoon can be found everyday in&#xD;Tuvalu. Standing on a narrow strip of limestone that&#xD;separates the open ocean from a turquoise lagoon, Ani&#xD;Funifaa and her classmate Koloa watches those breakers&#xD;suspiciously, as if trying to gauge just how much of this&#xD;ribbon of white stone, formerly coral, is being eaten&#xD;away by the boiling surf with each successive crash.&#xD;Koloa adjusts his sunglasses as the two of them share a&#xD;view of the breakwater they are designing to help save&#xD;the atoll. The black and yellow lines of their breakwater&#xD;blueprint are superimposed in visual space over the rolling&#xD;waves. &quot;Koloa had already started on his breakwater&#xD;design,&quot; says Ani, &quot;when Ali [Ani&apos;s JITT] suggested&#xD;I might do it too. Actually, it suggested three or four&#xD;projects to continue my studies in ecology, but I knew&#xD;Koloa was enjoying this one very much, so I joined&#xD;him.&quot;&#xD;&quot;The students have a wonderful time engaging in their&#xD;studies out here in the sun,&quot; says their teacher, Ms.&#xD;Tikena. &quot;It can be a double-edged sword though-they&#xD;get more excited about and engaged in their work, but&#xD;distraction is a major factor, so I do my best to keep&#xD;them on task. There are days that a student comes in,&#xD;and I can see that fire in their eyes-they&apos;re ready for&#xD;anything, and I set them to the toughest tasks. But then&#xD;there are the times when what is really needed is quiet&#xD;review, or perhaps an informal group discussion with a&#xD;few others about problems they are facing either at home&#xD;or in their studies.&quot;&#xD;Despite the apparent success of the Ready To Learn&#xD;method, the system does have it&apos;s critics. &quot;RTL is a just&#xD;a band-aid,&quot; says Dr. Troy Bismark of Shweppa University&apos;s&#xD;School of Education. &quot;A desperate last ditch move&#xD;to inflate test scores, while chipping further away at&#xD;children&apos;s rights to true, professional instruction. I admit,&#xD;we&apos;ve seen some turnarounds in certain underfunded&#xD;inner-city schools in the States, as well as this Tuvalu&#xD;development, but RTL utterly fails to address the real&#xD;needs.&quot; &quot;Teachers are nothing more than overpaid&#xD;babysitters now,&quot; states Dr. Nicole Savid of Chewolla&#xD;Central University. &quot;RTL has undercut the professionalism&#xD;of teaching, and has removed the central role of&#xD;content from the classroom. I for one plan to&#xD;homeschool my children.&quot;&#xD;The timeline leading up to this story shares much in&#xD;common with the timeline previously discussed. Two&#xD;key elements came together in 2008. First, some small&#xD;countries such as Tuvalu-rich in social capital but poor&#xD;in access to traditional academic content specialists-&#xD;decided to make a new model work. Observing the&#xD;success of home schooling in the United States, they&#xD;decided that teachers did not need to be content experts-&#xD;excellence in emotional and social support could&#xD;be coupled with tailored, high-quality materials for success.&#xD;To build this model, Governor General Safaatu&#xD;Malei announced in 2008 that 25% of all future revenues&#xD;from Tuvalu&apos;s lucrative leasing of their &quot;.tv&quot; internet&#xD;domain would go to education. He brought in an international&#xD;team of CSCL experts to create the model teaching&#xD;program. The second element was the creation of the&#xD;SEOR in 2009, the Standardized Educational Object Repository.&#xD;Indeed, just as important as the JITT&apos;s ability&#xD;to choose the timely and relevant content based on knowing&#xD;when a student is primed to learn is the ready availability&#xD;of that content-free of rigorous copyright protection-&#xD;via SEOR. Authors of SEOR content release their&#xD;rights to collect royalties from the distribution of the&#xD;content, and the SEOR distributed ranking system ensures&#xD;that the cream rises to the top. Well-ranked authors&#xD;may go on to lucrative deals creating custom content for&#xD;private institutions and corporations. Furthermore, the&#xD;SEOR ranking system forms an integral part of a JITT&apos;s&#xD;cognitive progression logic.&#xD;5.3: China School Gets New Glory&#xD;Politicians and parents today see it as completely obvious&#xD;that the only sensible goal for schooling is to produce&#xD;citizens who can innovate and collaborate. How&#xD;could you possibly care about the solution to a quadratic&#xD;equation when you have no job? Indeed, research has&#xD;firmly generated that the wealth of nations has little to do&#xD;with growth in PISA scores.&#xD;Schools have oriented away from PISA scores to learning&#xD;experience that prepare students to be innovative and collaborative.&#xD;It is necessary for schools to be &quot;fun&quot; places&#xD;where students can master 21st century skills. Collaborating&#xD;and innovating with digital content comes naturally&#xD;to students. Indeed, this year&apos;s graduating class was born&#xD;at the onset of the Internet boom (in 1997) and has experienced&#xD;access to advanced digital content for their whole&#xD;life. Schools and teachers can be certified for the quality&#xD;of the learning experience they support, based on consideration&#xD;of the social and emotional assistance they provide&#xD;to all students, peer evaluation from other like&#xD;schools, the quality of their ethics and mentoring programs,&#xD;and the demonstration of the level of innovation&#xD;and collaboration they produce.&#xD;Some trends are now mature. Students are accustomed to&#xD;the presence of sensors and agents everywhere. Further,&#xD;everyone expects gaming to be part of learning; multiplayer,&#xD;online games are part of the fabric of life. Further,&#xD;there are now many virtual communities organized&#xD;around constructing, playing, and critiquing games.&#xD;The following story appeared in the Taipei Times on&#xD;June 20, 2015:&#xD;At the New China School, the self-motivated students&#xD;here who became famous for designing, building, and&#xD;marketing world-class multi-player games for a number&#xD;of years now have something else to be proud of. Their&#xD;school has won the first ever world-wide certification in&#xD;innovation education excellence. Like its companion&#xD;9004 and 14004 standards, the ISO 15001 standard&#xD;aims to foster continuous improvement in the organizations&#xD;that adopt it. But rather than targeting management&#xD;processes, or environmental protection, the new&#xD;standard is focused on process and practices that help&#xD;students be more innovative and ready to help their&#xD;communities. &quot;This standard defines, quantifies, and&#xD;documents processes and metrics to support learning&#xD;outcomes in ethical, environmental, and 21st century&#xD;skills&quot; says ISO director Dr. R. Pelendra, &quot;and to do so&#xD;through human-centered design for pervasive, embedded,&#xD;and socially relevant technology products.&quot; shifting focus&#xD;The New China School made news in 2009 by shifting&#xD;its academic focus away from traditional subjects and&#xD;teaching methods and toward factors important for&#xD;community and economic growth. &quot;Students can learn&#xD;subject matter of all kinds in many places today - over&#xD;the Internet. Why do it in school? But learning to learn,&#xD;building your capacity to innovate, and developing emotionally&#xD;and ethically, these all require teacher/mentors&#xD;to show the way&quot; Prof. M. Li, director at the time, explained.&#xD;The school developed its apprenticeship approach&#xD;around the very popular computer game building&#xD;club. &quot;We didn&apos;t know at the time how successful (both&#xD;economically and learning-wise) the effort would be.&#xD;And we had to work very hard to broaden the scope so&#xD;that all our students found a suitable place in the ecosystem,&quot;&#xD;she said. Since the inception of the program,&#xD;students at the school have been designers of games incorporating&#xD;all manner of technologies, and the games&#xD;they have produced (and played) have become favorites of&#xD;teens around the world.&#xD;Teachers at the school take their new roles very seriously.&#xD;They attend to the emotional, ethical, and cognitive&#xD;development of the students in their care, serving as&#xD;role models, mentors, and counselors. In 2008, research&#xD;carried out in Europe, Asia, and the Americas provided&#xD;hard evidence that the subject-bound learning common&#xD;throughout the 20th century was not preparing students&#xD;to succeed in today&apos;s rapidly evolving global society. At&#xD;the same time, students around the world were becoming&#xD;increasingly engaged with mobile, on-line, games - not&#xD;just playing the games, but designing, producing, and&#xD;marketing them as well. Teachers at the New China&#xD;School, noting both the intense interest and high levels&#xD;of innovation in the schools game club, conceived of the&#xD;plan to shape and support the educational value of the&#xD;endeavor. global standards effort&#xD;Their work inspired a world-wide consortium of researchers,&#xD;the Global One-on-One Working Group,&#xD;based at the National Central University of Taiwan, to&#xD;establish research-backed guidelines to help other&#xD;schools around the world follow in the footsteps of the&#xD;New China School. Taking a page from the efforts of the&#xD;International Organization for Standardization (ISO)&#xD;that drove the electronics industry to new heights of&#xD;quality, productivity, and environmental sensitivity, the&#xD;researches sought input from representatives of industries&#xD;large and small, economic and education ministers,&#xD;the World Bank and other non-governmental organizations,&#xD;and others to craft standards for the processes of&#xD;education, processes linked to economic growth and&#xD;community wellbeing. After four years of efforts, the new&#xD;ISO 15001 standard was ratified.&#xD;&quot;We&apos;re gloriously happy to be the first school certified&#xD;to be ISO 15001 compliant&quot; one teacher at the school&#xD;proclaimed. &quot;We&apos;ll have the new ISO 15001 banner up&#xD;across the front door by Monday morning.&quot;&#xD;A brief timeline explains how we got to this state of affairs&#xD;by June 20, 2015. First, in 2007, &quot;kid inventors&quot;&#xD;and game designers began to form global entrepreneurial&#xD;communities. They were enabled by the rise of multiplayer,&#xD;online games; freely available game construction&#xD;tools; and a virtual community of practice around creating&#xD;and playing games. Their output became a US$10&#xD;billion industry by 2009.&#xD;In 2008, research demonstrated that standardized, contentfocused&#xD;tests can&apos;t predict success. A backlash ensued, as&#xD;China and other countries began to focus elsewhere. In&#xD;2009, the first Chinese school accepted work in a &quot;game&#xD;club&quot; as certifiable educational achievement. By 2010, a&#xD;social campaign against violence in the cultural environment&#xD;finally paid off. Violent games were marginalized&#xD;and ceased to make money. Participants in violent games&#xD;are social outcasts. Not surprisingly, girls entered the&#xD;market for games in large numbers.&#xD;A &quot;greening of games&quot; unfolded. Starting with traffic&#xD;cameras and other public sensors, citizens demanded and&#xD;gained access to data from publicly owned sensor systems.&#xD;Kids began to incorporate these systems into their&#xD;games. Shanghai was nominated as SimCity 2010-but&#xD;the &quot;simulation&quot; was enacted in the real, physical city!&#xD;There were camera dots on everything and even pets had&#xD;radio frequency identification elements. Students could&#xD;make robots and stationary agents to play roles in the&#xD;simulation.&#xD;Meanwhile, starting back in 2008, G1:1 convened an ISO&#xD;standards workshop. ISO 15001 certifies the quality of a&#xD;21st Century Skills Enhancement Process. It considers&#xD;practices, metrics and reporting, as well as the use of&#xD;sensors, visualization and data integration. This standard&#xD;was formalized in 2012 and in 2015 the New China&#xD;School became the first to be certified.&#xD;6: DISCUSSION&#xD;Our process of gathering and synthesizing the collective&#xD;expert opinion of G1:1 led to recognition of some key&#xD;trends for WMTE and CSCL. First, researchers believe&#xD;that by 2015 all students will have some form of personal&#xD;learning device. Schools will have difficulty keeping&#xD;up with the range of personal devices that students&#xD;bring to class. They will seek to use the devices that students&#xD;favor in appropriate ways, but will also provide the&#xD;teacher with some standard technology, such as electronic&#xD;whiteboards. Personal devices will have some standards&#xD;that allow the teacher and students to share their work,&#xD;but will also include non-standard features to suit student&#xD;preferences. Second, researchers believe sensors and&#xD;agents will increasingly be part of the learning environment.&#xD;Sensors will detect students&apos; progress and provide&#xD;appropriate feedback and help to the student and teacher.&#xD;Major ethical dilemmas will emerge around the ethics of&#xD;monitoring student behavior electronically. Third, researchers&#xD;believe that content for learning will increasingly&#xD;come from collections in digital libraries and online&#xD;communities. The current roles of a small set of&#xD;authors and publishers will be challenged as it becomes&#xD;possible for many more authors to produce content and&#xD;for teachers to recommend content to each other through&#xD;the network.&#xD;These trends, however, do not point to a single certain&#xD;future. After deliberation, the experts decided that two&#xD;uncertainties will have the most impact on the future.&#xD;First, the role of the teacher is in flux. On one hand,&#xD;strong content experts will be needed to select appropriate&#xD;materials from the many possibilities available on the&#xD;network, to adapt these to local use, and to participate in&#xD;creating new, high quality materials. On the other hand,&#xD;faced with the rapidly changing nature of knowledge,&#xD;countries may opt for teachers who are experts in students&apos;&#xD;social and emotional well-being, relying on technology-&#xD;based content to make the latest knowledge available&#xD;to students. Second, the overall goals for education&#xD;are in flux. On one hand, schools may compete to produce&#xD;easily recognized measures of success, such as&#xD;scores on international comparison tests. On the other&#xD;hand, schools may be certified for their capability to produce&#xD;students who can innovate and collaborate - qualities&#xD;that can be enhanced through good teaching, but are&#xD;not easily measured on comparative tests.&#xD;We should note that these three scenarios do not necessarily&#xD;form a complete set. In particular, the group briefly&#xD;discussed two alternative scenarios but did not have time&#xD;to complete them. In one, religious leaders take advantage&#xD;of the &quot;Tuvalu&quot; premises to take control of the content&#xD;that children are exposed to; they hire teachers as&#xD;social and emotional counselors to build children&apos;s character&#xD;to fit religious norms. The resulting schools are&#xD;happy places with very little intellectual freedom. In the&#xD;other, global entertainment/publishing companies take&#xD;over the schooling function, producing branded schools&#xD;(e.g., &quot;The Disney School&quot;) that keep students happy and&#xD;use a proprietary mix of ambient and personal technology&#xD;to produce highly unique learning experiences and outcomes.&#xD;Parents choose a school for their children based&#xD;upon the actors and characters in the media whom they&#xD;most admire.&#xD;The next step in using these scenarios would be to consider&#xD;how individual research programs might fare in each&#xD;set of conditions. For example, research that aims to create&#xD;open libraries of content and recommend particular&#xD;interactive objects to students fares well under all the&#xD;scenarios. Research that focuses on building teachers&apos;&#xD;ability to support student collaboration with wireless&#xD;mobile devices, however, is not particularly important in&#xD;the first scenario as social constructivist views have fallen&#xD;out of favor in that scenario. It is also interesting to note&#xD;that in one scenario, the major research breakthrough&#xD;comes by studying what content highly-skilled teachers&#xD;use, while in another it comes from partnering with a&#xD;small country to develop a breakthrough teaching model,&#xD;and in the third, it comes from creating a new means of&#xD;certifying the quality of schools. Technology in an enabler&#xD;in each case, but is not itself the major research&#xD;breakthrough.&#xD;Some of the key areas for future research that emerged&#xD;through this process are:&#xD;  the use of sensors and ambient technology in&#xD;mobile learning,&#xD;  the study of teachers&apos; and students&apos; social networks,&#xD;and&#xD;  the role of gaming in preparing students for 21st&#xD;century skills.&#xD;From the perspective of 2015 looking back to 2005, we&#xD;might say that WMTE researchers overemphasized the&#xD;importance of new hardware form factors and social constructivism&#xD;but underemphasized the importance of new&#xD;semantic web technologies, recommender systems, open&#xD;source digital libraries for education, content localization&#xD;and adaptation tools, and the role of the teacher.&#xD;The G1:1 group looks forward to discussing these scenarios&#xD;with the WMTE community and further refining our&#xD;collective ability to make effective strategic plans to improve&#xD;learning through research.&#xD;ACKNOWLEDGMENTS&#xD;This work reports on the content of a workshop. We are&#xD;grateful for the participation and contributions of the following&#xD;people in the workshop: Mohamed Ally, Nicolas&#xD;Balacheff, Muriel Ney, William Chang, John Cherniavsky,&#xD;Ulrich Hoppe, Hiroaki Ogata, Mike Sharples,&#xD;Pierre Dillenbourg, Roy Pea, L.F. Kwok, Timothy&#xD;Koschmann, Chee-Kit Looi, Yam-San Chee, Dave Liu,&#xD;Gwo-Dong Chen, Shelley S C Young, Fu-Yun Yu, and&#xD;May Hou. This material is based in part upon work supported&#xD;by the National Science Foundation under Grant&#xD;Number #0427783. It was also supported in part by Taiwan&apos;s&#xD;National Science Council under contract&#xD;NSC2004-2524-S008-003. Any opinions, findings,&#xD;and conclusions or recommendations expressed in this&#xD;material are those of the authors and do not necessarily&#xD;reflect the views of the National Science Foundation or&#xD;the National Science Council.&#xD;REFERENCES&#xD;[1] Nielson, D. (2005). A Heritage of Innovation: SRI&apos;s&#xD;First Half Century. Menlo Park, CA: SRI International.&#xD;[2] Schoemaker, P.J.H. (1993). Multiple scenario development:&#xD;Its conceptual and behavioral basis. Strategic&#xD;Management Journal 14): 193-213/&#xD;[3] Schwartz, P. (1991). The art of the long view: Planning&#xD;for the future in an uncertain world. New York:&#xD;Doubleday.&#xD;[4] Wack, P. (1985). Scenarios: Uncharted waters ahead.&#xD;Harvard Business Review 63(5):72-79&#xD;[5] Wack, P. (1985). Scenarios: Shooting the rapids.&#xD;Harvard Business Review 63(6):139-150&#xD;[6] Wilkinson, L. (1995). How to build scenarios.&#xD;Wired 3.9:74-81&#xD;[7] Porter, M.E. (1985). Competitive advantage: Creating&#xD;and sustaining superior performance. New York:&#xD;The Free Press.&#xD;[8] Bood, R.P. and Postma, T.J.B.M. (1998), Scenario&#xD;analysis as a strategic management tool, Research report&#xD;SOM 9805, University of Groningen, Groningen&#xD;[9] Adams, R. &amp; Wu, M. (eds.) (2002): PISA 2000&#xD;Technical Report. Organization for Economic Co-&#xD;Operation and Development.&#xD;[10] enGuage?21st Century Skills: Literacy in the Digital&#xD;Age. (2003). NCREL and the Metiri Group.&#xD;http://www.ncrel.org/engauge/skills/skills.htm&#xD;[11] Chan, T. W., Hue, C. W., Chou, C. Y., &amp; Tzeng,&#xD;Ovid J. L. (2001). Four spaces of network learning&#xD;models. International Journal of Computers &amp; Education,&#xD;37(2), 141-161.&#xD;[12] The Math Forum (1094-2005).&#xD;http://mathforum.org/&#xD;[13] National Research Council, Canada. Institute for&#xD;Information Technology. (2004) The Semantic Web&#xD;Laboratory. http://iit-iti.nrc-cnrc.gc.ca/projectsprojets/&#xD;sem-web-lab-web-sem_e.html&#xD;[14] Roda, C., Angehrn, A. and Nabeth, T. &quot;Conversational&#xD;Agents for Advanced Learning: Applications&#xD;and Research. (2001). Centre for Advanced Learning&#xD;Technologies, France. Accessed in June 2005 at&#xD;http://www.calt.insead.edu/Publication/conference/20&#xD;01-botshow-&#xD;Conversational_Agents_for_Advanced_Learning-&#xD;_Applications_and_Research.pdf&#xD;[15] Mitchell, M. An Introduction to Genetic Alg o -&#xD;rithms. (1996). Cambridge, MA (US). MIT Press.&#xD;[16] Wright, S. &quot;The roles of mutation, inbreeding,&#xD;crossbreeding and selection in evolution&quot; (1932)&#xD;Proceedings of the VI International Congress of Genetrics:&#xD;1 pp 356-366&#xD;G1:1 Members in ChungLi ,Taiwan</style></call-num><abstract><style face="normal" font="default" size="100%">From: LOOI Chee Kit (LST, LSL) &#xD;Sent: Thursday, June 23, 2005 10:30 AM&#xD;To: LSL_ACAD; LSL_Research; LST/ACAD&#xD;Subject: FW: G1:1 workshop report in May, Taiwan&#xD;&#xD; &#xD;Here is a report on a workshop (facilitated by SRI) that envisions scenarios in 2015 for what learning will be like and the technology to support it.&#xD;It has some ideas for long-term research.&#xD; &#xD;For your bedside reading - the scenarios read fascinating just like as in your favourite sci-fi novel.&#xD; &#xD;Chee Kit</style></abstract><notes><style face="normal" font="default" size="100%">ecopy from Chee Kit</style></notes><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>302</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Curtis, M., Luchini, K., Bobrowsky, W., Quintana, C., &amp; Soloway, E.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The rise of the handheld computer in schools</style></title><secondary-title><style face="normal" font="default" size="100%">Media &amp; Methods</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Media &amp; Methods</style></full-title></periodical><pages><style face="normal" font="default" size="100%">14</style></pages><volume><style face="normal" font="default" size="100%">41</style></volume><number><style face="normal" font="default" size="100%">6</style></number><keywords><keyword><style face="normal" font="default" size="100%">HIGH technology &amp; education</style></keyword><keyword><style face="normal" font="default" size="100%">PERSONAL communication service systems</style></keyword><keyword><style face="normal" font="default" size="100%">POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">PORTABLE computers</style></keyword><keyword><style face="normal" font="default" size="100%">PERSONAL information managers</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/05/May/Jun2005</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Media &amp; Methods</style></publisher><isbn><style face="normal" font="default" size="100%">00256897</style></isbn><abstract><style face="normal" font="default" size="100%">This article discusses some popular uses of handheld computers in schools. Connect an attachable keyboard to the handheld and you have got the ultimate in portable word processing. Virtually any model of handheld has Microsoft Word-like capabilities and can upload text to desktop computers. True, the handheld might not have great libraries of clip art, but you do have a wide range of fonts, formatting, and a spell-checker. Many schools use the handheld for writing, revision and collaboration. Then they make use of their desktop computers to polish the final draft. Now, electronic books for handheld devices are creeping into schools. Just about any book may be purchased in a digital format. Today huge libraries of free e-books exist on the Internet. Most are what are often referred to as classics or older tomes that are great for high school students. The second aspect of reading on the handheld is to let students write their own e-book. Students can write in their books and even adjust options such as font size and color to customize their own readings. A class book can be created with each student contributing a chapter and putting it all together--complete with a table of contents hyperlinking each section.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 17539429; Curtis, Mike; Source Information: May/Jun2005, Vol. 41 Issue 6, p14; Subject Term: HIGH technology &amp; educationSubject Term: PERSONAL communication service systemsSubject Term: POCKET computersSubject Term: PORTABLE computersSubject Term: PERSONAL information managers; Number of Pages: 5/6p; Illustrations: 1c; Document Type: Article; Full Text Word Count: 609</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=17539429</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>611</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Deng, Y. C., Chang, S. B., Hu, M. T. &amp; Chan, T. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PuzzleView Activities: Encouraging Participation in Mobile Computer Support Collaborative Learning.</style></title><secondary-title><style face="normal" font="default" size="100%">The 5th IEEE International Conference on Advanced Learning Technologies (ICALT)</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">682-685</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Taiwan</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>299</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Heath, B. P., Herman, R. L., Lugo, G. G., Reeves, J. H., Vetter, R. J., &amp; Ward, C. R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Project numina: Enhancing student learning with handheld computers</style></title><secondary-title><style face="normal" font="default" size="100%">Computer</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Computer</style></full-title></periodical><pages><style face="normal" font="default" size="100%">46-53</style></pages><volume><style face="normal" font="default" size="100%">38</style></volume><number><style face="normal" font="default" size="100%">6</style></number><keywords><keyword><style face="normal" font="default" size="100%">COMPUTER software</style></keyword><keyword><style face="normal" font="default" size="100%">COMPUTER software -- Development</style></keyword><keyword><style face="normal" font="default" size="100%">COMPUTER software industry</style></keyword><keyword><style face="normal" font="default" size="100%">EDUCATION</style></keyword><keyword><style face="normal" font="default" size="100%">INSTRUCTIONAL systems</style></keyword><keyword><style face="normal" font="default" size="100%">MOBILE communication systems</style></keyword><keyword><style face="normal" font="default" size="100%">MOBILE communication systems in education</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/06/</style></date></pub-dates></dates><isbn><style face="normal" font="default" size="100%">00189162</style></isbn><abstract><style face="normal" font="default" size="100%">Despite the technological revolution in information access and communication, the promise of the virtual classroom remains largely unfulfilled. Existing learning systems do not provide rich data sharing and location-aware services, and multiway communication is usually limited to text. Project Numina&apos;s mobile learning environment (MLE) attempts to address these deficiencies by supporting virtual learning communities. Its modular construction and reliance on readily available commercial software should make the MLE relatively easy to implement at other institutions. Several additional software applications are under development, and future plans call for integrating the MLE more fully with core campus data services to build more useful value-added educational offerings.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 17252265; Heath, Barbara P. 1 Email Address: bheath@ec.rr.comHerman, Russell L. 2 Email Address: hermanr@uncw.eduLugo, Gabriel G. 2 Email Address: lugo@uncw.eduReeves, James H. 2 Email Address: reeves@uncw.eduVetter, Ronald J. 2 Email Address: vetter@uncw.eduWard, Charles R. 2 Email Address: ward@uncw.edu; Affiliations:  1: East Main Educational Consulting 2: University of North Carolina Wilmington; Source Information: Jun2005, Vol. 38 Issue 6, p46; Subject Term: COMPUTER softwareSubject Term: COMPUTER software -- DevelopmentSubject Term: COMPUTER software industrySubject Term: EDUCATIONSubject Term: INSTRUCTIONAL systemsSubject Term: MOBILE communication systemsSubject Term: MOBILE communication systems in education; NAICS/Industry Codes: 51121 Software PublishersNAICS/Industry Codes: 61 Educational Services; Number of Pages: 7p; Illustrations: 2 charts, 1 diagram; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=17252265</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>354</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Trinder, J. J., Magill, J. V., &amp; Roy, S.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Portable assessment: towards ubiquitous education</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Electrical Engineering Education</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">International Journal of Electrical Engineering Education</style></full-title></periodical><pages><style face="normal" font="default" size="100%">73-78</style></pages><volume><style face="normal" font="default" size="100%">42</style></volume><number><style face="normal" font="default" size="100%">1</style></number><keywords><keyword><style face="normal" font="default" size="100%">COMPUTER-assisted instruction</style></keyword><keyword><style face="normal" font="default" size="100%">EDUCATIONAL technology</style></keyword><keyword><style face="normal" font="default" size="100%">ELECTRIC engineering</style></keyword><keyword><style face="normal" font="default" size="100%">ELECTRONICS</style></keyword><keyword><style face="normal" font="default" size="100%">POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">COLLABORATIVE learning</style></keyword><keyword><style face="normal" font="default" size="100%">CAA</style></keyword><keyword><style face="normal" font="default" size="100%">engineering</style></keyword><keyword><style face="normal" font="default" size="100%">mobile</style></keyword><keyword><style face="normal" font="default" size="100%">PDA</style></keyword><keyword><style face="normal" font="default" size="100%">portable</style></keyword><keyword><style face="normal" font="default" size="100%">assessment</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/01//</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Manchester University Press</style></publisher><isbn><style face="normal" font="default" size="100%">00207209</style></isbn><abstract><style face="normal" font="default" size="100%">This paper reports on the progress of a project conducted at the University of Glasgow to investigate the benefits of Personal Digital Assistants (PDAs) as teaching, learning and formative assessment tools and the practicalities of deploying PDAs and assessing their use. Students from both electronics and electrical engineering degree courses and from summer schools were involved. Benefits included an increase in off-campus learning opportunities, in collaborative learning and in engagement with the course material.ABSTRACT FROM AUTHOR</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 16765138; Trinder, J. J. 1 Email Address: j.trinder@elec.gla.ac.ukMagill, J. V. 1Roy, S. 2; Affiliations:  1: Robert Clark Centre for Technological Education, University of Glasgow, Glasgow, Scotland 2: Department of Electronics and Electrical Engineering, University of Glasgow, Scotland; Source Information: Jan2005, Vol. 42 Issue 1, p73; Subject Term: COMPUTER-assisted instructionSubject Term: EDUCATIONAL technologySubject Term: ELECTRIC engineeringSubject Term: ELECTRONICSSubject Term: POCKET computersSubject Term: COLLABORATIVE learning; Author-Supplied Keyword: CAAAuthor-Supplied Keyword: engineeringAuthor-Supplied Keyword: mobileAuthor-Supplied Keyword: PDAAuthor-Supplied Keyword: portableAuthor-Supplied Keyword: assessment; NAICS/Industry Codes: 6117 Educational Support ServicesNAICS/Industry Codes: 443112 Radio, Television, and Other Electronics Stores; Number of Pages: 6p; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=16765138</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>488</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nicholas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Pocket PC Software: Wireless connection</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">1.</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><label><style face="normal" font="default" size="100%">1. Nov. 24, 2005, Nicholas is thinking about how &quot;netfront3&quot; can be used for &quot;old&quot; handhelds to be used for the 3R project</style></label><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>487</rec-number><ref-type name="Journal Article">17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Pocket PC Software: Chinese or languague</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">1. From: CHUA Wee Ann, Chris (LSL)</style></keyword><keyword><style face="normal" font="default" size="100%">Sent: Monday, November 21, 2005 10:17 AM</style></keyword><keyword><style face="normal" font="default" size="100%">To: ZHANG Baohui (LST, LSL)</style></keyword><keyword><style face="normal" font="default" size="100%">Subject: Discussion points last Wed</style></keyword><keyword><style face="normal" font="default" size="100%">Hi Dr Zhang,</style></keyword><keyword><style face="normal" font="default" size="100%">Sorry it took me a while to reply you as I was on sick leave last week. Came down with stomach flu. Well here are some discussion points that we made during our brief meeting last week:</style></keyword><keyword><style face="normal" font="default" size="100%">Chinese Font System</style></keyword><keyword><style face="normal" font="default" size="100%">1.&#x9;Maction Monster Chinese CE http://www.mactiontech.com/download_monster_chinese.htm</style></keyword><keyword><style face="normal" font="default" size="100%">2.&#x9;Mobem CEStar  http://www.mobem.com/products/cestar2003.php</style></keyword><keyword><style face="normal" font="default" size="100%">Chinese systems require large font and system files to be loaded into main memory for proper use. Mobem CEStar should include a Chinese input system as well.</style></keyword><keyword><style face="normal" font="default" size="100%">eBooks</style></keyword><keyword><style face="normal" font="default" size="100%">eBook format&#x9;Ext&#x9;Comments&#x9;eBook Creation&#x9;Sample ebooks</style></keyword><keyword><style face="normal" font="default" size="100%">Microsoft Reader</style></keyword><keyword><style face="normal" font="default" size="100%">LIT&#x9;Most commonly used ebook format with highlighting, inking and text to speech functions.</style></keyword><keyword><style face="normal" font="default" size="100%">Creators are not too smart as they do not support the latest Word and HTML format such as cascading tablets etc.&#x9;OverDrive Reader Works</style></keyword><keyword><style face="normal" font="default" size="100%">Reader Home</style></keyword><keyword><style face="normal" font="default" size="100%">CHM</style></keyword><keyword><style face="normal" font="default" size="100%">CHM&#x9;Another common ebook format that uses Compiled HTML which is also the format used in standard Help files. Many pocket pc readers are available&#x9;Sample Tools</style></keyword><keyword><style face="normal" font="default" size="100%">Adobe PDF</style></keyword><keyword><style face="normal" font="default" size="100%">PDF&#x9;Basic ebook with reading only. Reads any PDF files, no editing.</style></keyword><keyword><style face="normal" font="default" size="100%">Microsoft Word&#x9;PSW&#x9;Simply drag and drop any MS Word documents to the device directorys or use the Synchronised Folder function and ActiveSync automaticallys converts DOC files to PSW files and vice versa. This process strips of most of the formatting in</style></keyword><keyword><style face="normal" font="default" size="100%">MobiBook</style></keyword><keyword><style face="normal" font="default" size="100%">PRC&#x9;One widely accept ebook format on the internet as it supports many platforms such as Palm and PocketPC. Creation software is very user friendly and seamlessly imports Word, text and PDF files. Allows highlighting and lookup functions.&#x9;MobiPocket Cre</style></keyword><keyword><style face="normal" font="default" size="100%">Mobibook Mainsite</style></keyword><keyword><style face="normal" font="default" size="100%">iSilo</style></keyword><keyword><style face="normal" font="default" size="100%">PDB&#x9;A simpler ebook reader with hyperlinking functions. Also commonly accepted on the internet. Originally meant for the Palm. &#x9;iSiloX</style></keyword><keyword><style face="normal" font="default" size="100%">Project Gutenberg http://www.gutenberg.org/</style></keyword><keyword><style face="normal" font="default" size="100%">I&apos;ll keep you posted on any new stuff I may find.</style></keyword><keyword><style face="normal" font="default" size="100%">Cheers</style></keyword><keyword><style face="normal" font="default" size="100%">Chris</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><label><style face="normal" font="default" size="100%">1.</style></label><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>605</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ching, E., Chen, C. T., Chou, C. Y., Deng, Y. C. &amp; Chan, T. W.</style></author></authors><tertiary-authors><author><style face="normal" font="default" size="100%">T. Koschmann, D. Suthers, &amp; T.W. Chan (Eds.)</style></author></tertiary-authors></contributors><titles><title><style face="normal" font="default" size="100%">A Pilot Study of Computer Supported Learning by Constructing Instruction Notes and Peer Expository Instruction.</style></title><secondary-title><style face="normal" font="default" size="100%">Proceedings of the International Conference on Computer Supported Collaborative Learning 2005: The Next 10 Years!</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">63-68</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Taiwan</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>55</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Stephen J. H. Yang</style></author><author><style face="normal" font="default" size="100%">Norman W. Y. Shao</style></author><author><style face="normal" font="default" size="100%">Addison Y. S. Sue</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Personalized Metadata Mechanism Applied to Adaptive Mobile Learning</style></title><secondary-title><style face="normal" font="default" size="100%">2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE&apos;04)</style></secondary-title></titles><pages><style face="normal" font="default" size="100%"> 168</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls><related-urls><url><style face="normal" font="default" size="100%">http://csdl2.computer.org/persagen/DLAbsToc.jsp?resourcePath=/dl/proceedings/&amp;toc=comp/proceedings/wmte/2004/1989/00/1989toc.xml&amp;DOI=10.1109/WMTE.2004.1281377</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">September 10</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>608</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ching, E., Chen, C. T., Chou, C. Y., Deng, Y. C. &amp; Chan, T. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">P3T: A System to Support Preparing and Performing Peer Tutoring.</style></title><secondary-title><style face="normal" font="default" size="100%">Proceedings of Artificial Intelligence in Education</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">768-771</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Amsterdam</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>306</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Embrey, Theresa A.R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Open walls to a larger world: What handheld computing can do for school libraries and media centers</style></title><secondary-title><style face="normal" font="default" size="100%">Library Media Connection</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Library Media Connection</style></full-title></periodical><pages><style face="normal" font="default" size="100%">56-57</style></pages><volume><style face="normal" font="default" size="100%">23</style></volume><number><style face="normal" font="default" size="100%">4</style></number><keywords><keyword><style face="normal" font="default" size="100%">EDUCATION -- Data processing</style></keyword><keyword><style face="normal" font="default" size="100%">EQUIPMENT &amp; supplies</style></keyword><keyword><style face="normal" font="default" size="100%">INSTRUCTIONAL materials centers</style></keyword><keyword><style face="normal" font="default" size="100%">POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">PORTABLE computers</style></keyword><keyword><style face="normal" font="default" size="100%">SCHOOL libraries</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/01/</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Linworth Publishing, Inc.</style></publisher><isbn><style face="normal" font="default" size="100%">15424715</style></isbn><abstract><style face="normal" font="default" size="100%">The article discusses the uses of handheld computers in school libraries and media centers. They have been used as a classroom resource by a number of innovative schools such as Illinois??District 230 in Orland Park and Michigan? West Hills Middle School in Bloomfield Hills. However, library media specialists have a larger challenge in deciding whether to use handheld computers. They have to decide whether to use wireless or not. Once a decision on whether to go wireless has been made, they then have to consider which handheld computing devices the library media center can support. Connecting to the library media center? online catalog is then made possible. Some library automation vendors such as TLC /CARL and Innovative Interfaces have products and solutions to make wireless access easier.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 16537831; Embrey, Theresa A.R.; Source Information: Jan2005, Vol. 23 Issue 4, p56; Subject Term: EDUCATION -- Data processingSubject Term: EQUIPMENT &amp; suppliesSubject Term: INSTRUCTIONAL materials centersSubject Term: POCKET computersSubject Term: PORTABLE computersSubject Term: SCHOOL libraries; NAICS/Industry Codes: 61 Educational Services; Number of Pages: 2p; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=16537831</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>596</rec-number><ref-type name="Magazine Article">19</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrew A. Zucker</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">One-to-one computing: It not whether every student gets a computer, it when</style></title></titles><pages><style face="normal" font="default" size="100%">26,36</style></pages><volume><style face="normal" font="default" size="100%">25</style></volume><number><style face="normal" font="default" size="100%">15</style></number><keywords><keyword><style face="normal" font="default" size="100%">1. One-to-One Computing http://www.edweek.org/ew/articles/2005/12/14/15zucker.h25.html?ral...</style></keyword><keyword><style face="normal" font="default" size="100%">1 of 3 12/13/2005 9:14 PM</style></keyword><keyword><style face="normal" font="default" size="100%">Many of the likely benefits are</style></keyword><keyword><style face="normal" font="default" size="100%">barely visible now, let alone</style></keyword><keyword><style face="normal" font="default" size="100%">well documented by</style></keyword><keyword><style face="normal" font="default" size="100%">high-quality research. We will</style></keyword><keyword><style face="normal" font="default" size="100%">have to rely on human</style></keyword><keyword><style face="normal" font="default" size="100%">judgment to make decisions</style></keyword><keyword><style face="normal" font="default" size="100%">about investing in it.</style></keyword><keyword><style face="normal" font="default" size="100%">Published: December 14, 2005</style></keyword><keyword><style face="normal" font="default" size="100%">COMMENTARY</style></keyword><keyword><style face="normal" font="default" size="100%">One-to-One Computing</style></keyword><keyword><style face="normal" font="default" size="100%">It Not Whether Every Student Gets a Computer, It When</style></keyword><keyword><style face="normal" font="default" size="100%">By Andrew A. Zucker</style></keyword><keyword><style face="normal" font="default" size="100%">Putting personal computers into the hands of students is an idea whose time has come. All of the more</style></keyword><keyword><style face="normal" font="default" size="100%">than 34,000 middle school students and teachers in Maine are given a laptop to use during the academic</style></keyword><keyword><style face="normal" font="default" size="100%">year, with wireless connections to the Internet provided in each school, and the state is interested in</style></keyword><keyword><style face="normal" font="default" size="100%">expanding its program to high schools. More than 20,000 Henrico County, Va., students in grades 6-12</style></keyword><keyword><style face="normal" font="default" size="100%">use personal computers on loan from the district, just the way textbooks are. Interest in this innovation is</style></keyword><keyword><style face="normal" font="default" size="100%">growing quickly, and Massachusetts, Michigan, New Hampshire, New Mexico, Vermont, Texas, and</style></keyword><keyword><style face="normal" font="default" size="100%">hundreds of individual schools and districts across the United States are making investments in so-called</style></keyword><keyword><style face="normal" font="default" size="100%">one-to-one computing.</style></keyword><keyword><style face="normal" font="default" size="100%">Why are policymakers interested in one-to-one computing? One reason is</style></keyword><keyword><style face="normal" font="default" size="100%">economic competitiveness. Here how former Gov. Angus S. King Jr. of</style></keyword><keyword><style face="normal" font="default" size="100%">Maine, who started his state laptop program, put it: or more than 100</style></keyword><keyword><style face="normal" font="default" size="100%">years, Maine has always been in the bottom third of statesn prosperity,</style></keyword><keyword><style face="normal" font="default" size="100%">income, education, and opportunity for our kids. In my 30 years of</style></keyword><keyword><style face="normal" font="default" size="100%">working on Maine economic issues, no idea has had as much potential for</style></keyword><keyword><style face="normal" font="default" size="100%">leapfrogging the other states and putting Maine in a position of national</style></keyword><keyword><style face="normal" font="default" size="100%">leadership as this oneiving our students portable, Internet-ready</style></keyword><keyword><style face="normal" font="default" size="100%">computers as a basic tool for learning.?Equity concerns are another reason for policymakers?interest. Mark A. Edwards, who was the</style></keyword><keyword><style face="normal" font="default" size="100%">superintendent when Henrico County began its laptop program, was concerned about the inequitable</style></keyword><keyword><style face="normal" font="default" size="100%">distribution of computers and access to information among student haves and have-nots. Thousands of</style></keyword><keyword><style face="normal" font="default" size="100%">students in the county who did not have easy access to computers, the World Wide Web, and a wealth of</style></keyword><keyword><style face="normal" font="default" size="100%">digital resources now have such access. And because students can take the computers home, homework</style></keyword><keyword><style face="normal" font="default" size="100%">assignments can take advantage of them.</style></keyword><keyword><style face="normal" font="default" size="100%">Improving teaching and learning, increasing student achievement, and preparing students for the future</style></keyword><keyword><style face="normal" font="default" size="100%">are other reasons cited in support of implementing one-to-one computing. Teachers in both Maine and</style></keyword><keyword><style face="normal" font="default" size="100%">Henrico County, sites of the largest one-to-one computing programs in the country, are strongly in favor</style></keyword><keyword><style face="normal" font="default" size="100%">of them, as are school administrators, parents, and the students themselves. This has been documented in</style></keyword><keyword><style face="normal" font="default" size="100%">multiple surveys and studies by a number of different organizations. These reports, and others looking at</style></keyword><keyword><style face="normal" font="default" size="100%">different one-to-one sites, suggest that students are more engaged in school, demonstrate greater</style></keyword><keyword><style face="normal" font="default" size="100%">independence and more self-directed learning, and show improvement in a variety of skills, such as</style></keyword><keyword><style face="normal" font="default" size="100%">writing. There also are unique benefits for students with disabilities, and as a result, special education</style></keyword><keyword><style face="normal" font="default" size="100%">teachers are especially enthusiastic.</style></keyword><keyword><style face="normal" font="default" size="100%">Of course, not everyone is a supporter. Critics point to the price tag. Both Maine and Henrico County,</style></keyword><keyword><style face="normal" font="default" size="100%">however, have lower-than-average financial resources, and both have continued their programs for</style></keyword><keyword><style face="normal" font="default" size="100%">years, long beyond the administrations that began them. Critics also claim that many teachers are not yet</style></keyword><keyword><style face="normal" font="default" size="100%">ready to integrate computers into instruction, and it is true that one lesson learned about one-to-one</style></keyword><keyword><style face="normal" font="default" size="100%">computing is how important it is to prepare teachers and provide them with high-quality resources and</style></keyword><keyword><style face="normal" font="default" size="100%">professional development. But the same is true of any serious instructional innovation.</style></keyword><keyword><style face="normal" font="default" size="100%">Evidence of student achievement gains at one-to-one sites,</style></keyword><keyword><style face="normal" font="default" size="100%">as measured by test scores, is still weak. But many earlier</style></keyword><keyword><style face="normal" font="default" size="100%">One-to-One Computing http://www.edweek.org/ew/articles/2005/12/14/15zucker.h25.html?ral...</style></keyword><keyword><style face="normal" font="default" size="100%">2 of 3 12/13/2005 9:14 PM</style></keyword><keyword><style face="normal" font="default" size="100%">rian Jensen</style></keyword><keyword><style face="normal" font="default" size="100%">Educator ought to be asking</style></keyword><keyword><style face="normal" font="default" size="100%">how computers will be used to</style></keyword><keyword><style face="normal" font="default" size="100%">support the most important</style></keyword><keyword><style face="normal" font="default" size="100%">functions of schools. No school</style></keyword><keyword><style face="normal" font="default" size="100%">can afford to start an</style></keyword><keyword><style face="normal" font="default" size="100%">expensive and challenging</style></keyword><keyword><style face="normal" font="default" size="100%">program that is at odds with</style></keyword><keyword><style face="normal" font="default" size="100%">its core mission.</style></keyword><keyword><style face="normal" font="default" size="100%">studies, and meta-analyses of studies, have documented the</style></keyword><keyword><style face="normal" font="default" size="100%">benefits of using computers. Moreover, the U.S. Department of Education currently is sponsoring a</style></keyword><keyword><style face="normal" font="default" size="100%">large, randomized experimental study of some discrete educational software products, such as those for</style></keyword><keyword><style face="normal" font="default" size="100%">instruction in beginning reading and middle school mathematics, and the results of that study will</style></keyword><keyword><style face="normal" font="default" size="100%">answer questions about certain benefits that computers may offer.</style></keyword><keyword><style face="normal" font="default" size="100%">As an education researcher, I am interested in good research about computers in schools. I co-direct a</style></keyword><keyword><style face="normal" font="default" size="100%">project seeking to connect researchers who study one-to-one computing so that we can share findings</style></keyword><keyword><style face="normal" font="default" size="100%">and avoid reinventing the wheel. But a seldom- discussed facet of the debate about cientifically based</style></keyword><keyword><style face="normal" font="default" size="100%">research?is that many education innovations, by virtue of their being new, are not likely to have much</style></keyword><keyword><style face="normal" font="default" size="100%">of a research base. There still a debate, for example, about what the research says about charter</style></keyword><keyword><style face="normal" font="default" size="100%">schools. Indeed, when that idea was first introduced in federal legislation there was practically no</style></keyword><keyword><style face="normal" font="default" size="100%">research available.</style></keyword><keyword><style face="normal" font="default" size="100%">We should not expect more of research than is reasonable. In the context of one-to-one computing, we</style></keyword><keyword><style face="normal" font="default" size="100%">should realize that many of the likely benefits are barely visible now, let alone well documented by</style></keyword><keyword><style face="normal" font="default" size="100%">high-quality research.</style></keyword><keyword><style face="normal" font="default" size="100%">Suppose, for example, textbooks stored on a disk or a USB drive could replace the contents of students?heavy, bulky backpacks. Students could mark up and interact with electronic texts without damaging</style></keyword><keyword><style face="normal" font="default" size="100%">them. And their backpacks would weigh far less. A few schools and companies are beginning to</style></keyword><keyword><style face="normal" font="default" size="100%">experiment along these lines. Such electronic instructional materials could incorporate animated</style></keyword><keyword><style face="normal" font="default" size="100%">examples, movies, interactive tests, and links to historical documents on the Web. They also could</style></keyword><keyword><style face="normal" font="default" size="100%">provide the opportunity to learn and listen to a foreign language, as well as the capacity to use scientific</style></keyword><keyword><style face="normal" font="default" size="100%">probes and sensors to improve instruction.</style></keyword><keyword><style face="normal" font="default" size="100%">Examples of these and other opportunities can be found in schools today, but few of them have been</style></keyword><keyword><style face="normal" font="default" size="100%">sufficiently developed or in place long enough to lead to scientifically based research documenting their</style></keyword><keyword><style face="normal" font="default" size="100%">benefits. Moreover, there is no well-accepted methodology that would allow us to add up a disparate set</style></keyword><keyword><style face="normal" font="default" size="100%">of benefits across school subjects and apply a hypothetical cost-benefit formula to tell us whether these</style></keyword><keyword><style face="normal" font="default" size="100%">benefits are worth their cost. We will simply have to rely on human judgment to make decisions about</style></keyword><keyword><style face="normal" font="default" size="100%">investing in one-to-one computing. Good research can help inform those judgments, however, and I</style></keyword><keyword><style face="normal" font="default" size="100%">all for that. In fact, as new one-to-one initiatives begin, more money ought to be invested in research</style></keyword><keyword><style face="normal" font="default" size="100%">about them.</style></keyword><keyword><style face="normal" font="default" size="100%">Improved school-home connections constitute another important benefit</style></keyword><keyword><style face="normal" font="default" size="100%">of one-to-one computing programs. Virginia Henrico County, for</style></keyword><keyword><style face="normal" font="default" size="100%">example, licenses K12Planet, a Web site that provides administrators,</style></keyword><keyword><style face="normal" font="default" size="100%">teachers, parents, and students access to a variety of information, such as</style></keyword><keyword><style face="normal" font="default" size="100%">students?homework assignments and grades. Many teachers and parents</style></keyword><keyword><style face="normal" font="default" size="100%">are enthusiastic about this innovation.</style></keyword><keyword><style face="normal" font="default" size="100%">Large numbers of school systems also are getting serious about</style></keyword><keyword><style face="normal" font="default" size="100%">data-driven decisionmaking. The availability of useful data about students</style></keyword><keyword><style face="normal" font="default" size="100%">will increase as computers become ubiquitous, and many states, such as</style></keyword><keyword><style face="normal" font="default" size="100%">Oregon and Virginia, are experimenting with online or computer-based testing as well.</style></keyword><keyword><style face="normal" font="default" size="100%">The picture is not all rosy. Teachers have to learn to manage a complex set of devices, which takes up</style></keyword><keyword><style face="normal" font="default" size="100%">precious time, and they also must minimize the potential disruptions caused by students?use of the</style></keyword><keyword><style face="normal" font="default" size="100%">computers in inappropriate ways. There are systemic ways to help teachers contend with such issues,</style></keyword><keyword><style face="normal" font="default" size="100%">including the avoidance of ukebox?software and the creation of codes of conduct for students and</style></keyword><keyword><style face="normal" font="default" size="100%">parents to sign. Another problem arises if teachers rely on the computers for classroom instruction but</style></keyword><keyword><style face="normal" font="default" size="100%">find that some students have not brought their computer to class. This is a problem not entirely different</style></keyword><keyword><style face="normal" font="default" size="100%">from students?forgetting textbooks or other materials. Computer batteries also are not as good as we</style></keyword><keyword><style face="normal" font="default" size="100%">like, so ways must be found to charge them at school. No instructional innovation is without its</style></keyword><keyword><style face="normal" font="default" size="100%">difficulties, and one-to-one computing is not an exception.</style></keyword><keyword><style face="normal" font="default" size="100%">Still, these are manageable problems. The most serious criticism leveled at one-to-one computing</style></keyword><keyword><style face="normal" font="default" size="100%">One-to-One Computing http://www.edweek.org/ew/articles/2005/12/14/15zucker.h25.html?ral...</style></keyword><keyword><style face="normal" font="default" size="100%">3 of 3 12/13/2005 9:14 PM</style></keyword><keyword><style face="normal" font="default" size="100%">programs is that they are add-ons distracting people from what is important in schools. The research</style></keyword><keyword><style face="normal" font="default" size="100%">literature provides some examples, such as sites where teachers complain that insufficient effort has</style></keyword><keyword><style face="normal" font="default" size="100%">been made to provide them with high-quality digital resources for instruction. Teachers should not be</style></keyword><keyword><style face="normal" font="default" size="100%">left on their own to find or develop these materials, classroom by classroom, and resource by resource.</style></keyword><keyword><style face="normal" font="default" size="100%">Fortunately, such examples seem to be the exception and not the rule. And guides are beginning to be</style></keyword><keyword><style face="normal" font="default" size="100%">made available to help schools implement one-to-one computing effectively. One, for example, has been</style></keyword><keyword><style face="normal" font="default" size="100%">published by the Northeast and the Islands Regional Technology in Education Consortium.</style></keyword><keyword><style face="normal" font="default" size="100%">Places that adopt one-to-one computing ought to be asking how computers will be used to support the</style></keyword><keyword><style face="normal" font="default" size="100%">most important functions of schools, because no school can afford to start an expensive and challenging</style></keyword><keyword><style face="normal" font="default" size="100%">program that is at odds with its core mission. But that is not what is being reported at the nation two</style></keyword><keyword><style face="normal" font="default" size="100%">largest sites of one-to-one computing. To the contrary, there is evidence there that one-to-one programs</style></keyword><keyword><style face="normal" font="default" size="100%">are helping schools achieve more.</style></keyword><keyword><style face="normal" font="default" size="100%">One thing is certain: The price of technology will continue to drop. Hand-held computers, graphing</style></keyword><keyword><style face="normal" font="default" size="100%">calculators, and laptops are becoming more sophisticated, cheaper, and smaller. At the Massachusetts</style></keyword><keyword><style face="normal" font="default" size="100%">Institute of Technology, one visionary has unveiled a $100 laptop for students in developing nations.</style></keyword><keyword><style face="normal" font="default" size="100%">We may not be able to predict what the common electronic devices used in schools will look like in five</style></keyword><keyword><style face="normal" font="default" size="100%">or 10 years. But it is no longer a question of whether every student in our schools will have a powerful</style></keyword><keyword><style face="normal" font="default" size="100%">computing device to use. The question is when. Will we be prepared to make good use of these devices?</style></keyword><keyword><style face="normal" font="default" size="100%">Andrew A. Zucker is a senior research scientist at the Concord Consortium, in Concord, Mass. He</style></keyword><keyword><style face="normal" font="default" size="100%">co-directs the Ubiquitous Computing Evaluation Consortium (ubiqcomputing.org, funded by a National</style></keyword><keyword><style face="normal" font="default" size="100%">Science Foundation grant), and is the author of The Virtual High School: Teaching Generation V,</style></keyword><keyword><style face="normal" font="default" size="100%">published by Teachers College Press.</style></keyword><keyword><style face="normal" font="default" size="100%">Vol. 25, Issue 15, Pages 26,36</style></keyword><keyword><style face="normal" font="default" size="100%">espite Allure, Using Digital Games for Learning Seen as No Easy Task,?November 2, 2005.</style></keyword><keyword><style face="normal" font="default" size="100%">homas Edison Crystal Ball,?October 26, 2005.</style></keyword><keyword><style face="normal" font="default" size="100%">omney Pushes Plans for Merit Pay, Laptop Computers,?October 19, 2005.</style></keyword><keyword><style face="normal" font="default" size="100%">omework Online,?August 31, 2005.</style></keyword><keyword><style face="normal" font="default" size="100%">onnecticut Governor Seeks Laptops for English Classes,?February 23, 2005.</style></keyword><keyword><style face="normal" font="default" size="100%">d. Tech. Plan Is Focused on Broad Themes,?January 12, 2005.</style></keyword><keyword><style face="normal" font="default" size="100%">aptops for All Doesn&apos;t Mean They&apos;re Always Used,?June 7, 2000.</style></keyword><keyword><style face="normal" font="default" size="100%">For background, previous stories, and Web links, read Technology in Education.</style></keyword><keyword><style face="normal" font="default" size="100%">Learn more about the U.S. Department of Education&apos;s National Education Technology Plan and the</style></keyword><keyword><style face="normal" font="default" size="100%">steps being taken to implement it.</style></keyword><keyword><style face="normal" font="default" size="100%">Visit K12 Planet, which provides administrators, teachers, parents, and students online access to information about</style></keyword><keyword><style face="normal" font="default" size="100%">Virginia&apos;s Henrico County schools.</style></keyword><keyword><style face="normal" font="default" size="100%">One-To-One Computing: Lessons Learned and Pitfalls to Avoid, a Sept. 1, 2004, article from EdWorld</style></keyword><keyword><style face="normal" font="default" size="100%">describes additional pros and cons of one-to-one computing in the classroom.</style></keyword><keyword><style face="normal" font="default" size="100%">The Northeast and the Islands Regional Technology in Education Consortium (NEIRTEC) offers tools</style></keyword><keyword><style face="normal" font="default" size="100%">and guides related to technology in education, including the paper, &quot;Lessons Learned About Providing</style></keyword><keyword><style face="normal" font="default" size="100%">Laptops for All Students&quot;.</style></keyword><keyword><style face="normal" font="default" size="100%">?2005 Editorial Projects in Education</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">December 14</style></date></pub-dates></dates><label><style face="normal" font="default" size="100%">1.</style></label><notes><style face="normal" font="default" size="100%">ecopy forwarded by Jeremy&#xD;&#xD;From: discussion-bounces@g1to1.org [mailto:discussion-bounces@g1to1.org] On Behalf Of Jeremy Roschelle&#xD;Sent: Wednesday, December 14, 2005 1:19 PM&#xD;To: discussion@g1to1.org&#xD;Subject: andy zucker beat us to Ed Week&#xD;&#xD;Andy captured the back page of Education Week with this commentary. Not &#xD;as important as G1:1&apos;s commentary, I daresay...&#xD;&#xD;-- &#xD;&#xD;jeremy&#xD;&#xD;Jeremy Roschelle&#xD;SRI International&#xD;333 Ravenswood Ave, BN-376&#xD;Menlo Park CA 94025&#xD;phone: 650 859-3049&#xD;fax: 650 859-4605</style></notes><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>297</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mohnsen, B.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Notebooks, handhelds, and software in physical education (grades 5 - 8)</style></title><secondary-title><style face="normal" font="default" size="100%">Teaching Elementary Physical Education</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Teaching Elementary Physical Education</style></full-title></periodical><pages><style face="normal" font="default" size="100%">18-21</style></pages><volume><style face="normal" font="default" size="100%">16</style></volume><number><style face="normal" font="default" size="100%">5</style></number><keywords><keyword><style face="normal" font="default" size="100%">COMPUTER software</style></keyword><keyword><style face="normal" font="default" size="100%">EDUCATIONAL technology</style></keyword><keyword><style face="normal" font="default" size="100%">INSTRUCTIONAL systems</style></keyword><keyword><style face="normal" font="default" size="100%">LAPTOP computers</style></keyword><keyword><style face="normal" font="default" size="100%">PHYSICAL education &amp; training</style></keyword><keyword><style face="normal" font="default" size="100%">PHYSICAL education teachers</style></keyword><keyword><style face="normal" font="default" size="100%">TEACHERS</style></keyword><keyword><style face="normal" font="default" size="100%">COMPUTER systems</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/09/</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Human Kinetics Publishers, Inc.</style></publisher><isbn><style face="normal" font="default" size="100%">10454853</style></isbn><abstract><style face="normal" font="default" size="100%">This article focuses on the use of computers and software in physical education grades five through eight. Here, the author used technology to facilitate learning of specific movement concepts. This article presents authentic scenarios to justify the inclusion of software, designed by a physical educator, for physical educators.  &#xD;INSETS: How to Use Computers in Physical Education; Software Aligned to Standards.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 18344115; Mohnsen, Bonnie; Source Information: Sep2005, Vol. 16 Issue 5, p18; Subject Term: COMPUTER softwareSubject Term: EDUCATIONAL technologySubject Term: INSTRUCTIONAL systemsSubject Term: LAPTOP computersSubject Term: PHYSICAL education &amp; trainingSubject Term: PHYSICAL education teachersSubject Term: TEACHERSSubject Term: COMPUTER systems; NAICS/Industry Codes: 51121 Software PublishersNAICS/Industry Codes: 6117 Educational Support ServicesNAICS/Industry Codes: 61162 Sports and Recreation Instruction; Number of Pages: 4p; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=18344115</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>40</rec-number><ref-type name="Unused 2">41</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Reporter</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Negroponte touts $100 laptop</style></title><secondary-title><style face="normal" font="default" size="100%">New York Times</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">January 31</style></date></pub-dates></dates><notes><style face="normal" font="default" size="100%">NEGROPONTE TOUTS $100 LAPTOP&#xD;       MIT Media Lab chief Nicholas Negroponte was prowling the halls of last week&apos;s World Economic Forum in Davos, Switzerland, showing off his latest inspiration -- a mock-up of a $100 laptop computer. Negroponte&apos;s device, which runs on free Linux software, derives much of its affordability through an innovative idea for lowering the cost of its display to a reasonable $25 or less. The tentlike pop-up display uses technology now found in rear-projection televisions in conjunction with an LED light source. Negroponte says he&apos;s already received initial backing from Advanced Micro Devices and is in discussions with Google, Motorola, News Corp. and Samsung for support. Meanwhile, Advanced Micro CEO Hector de J. Ruiz brought his own low-cost concept computer to the meeting -- the $185 Personal Internet Communicator, which features a stripped down version of Windows and comes sans monitor or fan. Both men see the low-cost computer as the answer to developing countries&apos; increasing demand for technology, and Negroponte says he&apos;s confident his laptop could find a ready market as early as 2006. &quot;China is important because there are 220 million students,&quot; he notes. (New York Times 31 Jan 2005)</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.nytimes.com/2005/01/31/technology/31newcon.htm</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">January 31</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>449</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sang Hyun Kim</style></author><author><style face="normal" font="default" size="100%">Kerry Holmes</style></author><author><style face="normal" font="default" size="100%">Clif Mims</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Mobile Wireless Technology Use and Implementation: Opening a Dialogue on the New Technologies in Education</style></title><secondary-title><style face="normal" font="default" size="100%">TechTrends</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">TechTrends</style></full-title></periodical><pages><style face="normal" font="default" size="100%">54-64</style></pages><volume><style face="normal" font="default" size="100%">49</style></volume><number><style face="normal" font="default" size="100%">3</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>67</rec-number><ref-type name="Report">27</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jill Attewell</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Mobile technologies and learning: A technology update and mlearning project summary</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">London</style></pub-location><publisher><style face="normal" font="default" size="100%">Learning and Skills Development Agency</style></publisher><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>59</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Philippe Greenspun</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Mobile phone as home computer</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">September</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Author</style></publisher><notes><style face="normal" font="default" size="100%">What would you call a device that has a screen, a keyboard, storage for personal information such as contacts, email, documents, the ability to play audio and video files, some games, a spreadsheet program, and a communications capability? Sound like a personal computer? How about &quot;mobile phone&quot;?</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://philip.greenspun.com/business/mobile-phone-as-home-computer</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">November 29</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>48</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Empowering Technologies Inc.,</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Mobile learning era</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">April 5</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Author</style></publisher><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.empoweringtechnologies.net/mobile.htm</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">April 5</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>42</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">ABI Research,</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Mobile Devices Market Update: 1Q 2005</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">March</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Author</style></publisher><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.abiresearch.com/products/market_update/Mobile_Devices_Market_Update/51</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">March 31</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>65</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Uther</style></author><author><style face="normal" font="default" size="100%">Iraide Zipetria</style></author><author><style face="normal" font="default" size="100%">James Uther</style></author><author><style face="normal" font="default" size="100%">Pshpendra Singh</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Hiroaki Ogata</style></author><author><style face="normal" font="default" size="100%">Mike Sharples</style></author><author><style face="normal" font="default" size="100%">Kinshuk</style></author><author><style face="normal" font="default" size="100%">Yoneo Yano</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Mobile adaptive CALL(MAC): A case study in developing a mobile learning application for speech/audio language training</style></title><secondary-title><style face="normal" font="default" size="100%">Wireless and Mobile Technologies in Education (IEEE)</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">187 - 191</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Tokushima, Japan</style></pub-location><publisher><style face="normal" font="default" size="100%">IEEE Computer Society</style></publisher><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>39</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Russell Beattie</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Microsoft&apos;s consumer electronics endgame</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">January 8</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Author</style></publisher><notes><style face="normal" font="default" size="100%">Posted on Saturday, January 8, 2005 08:12:00 PM&#xD;&#xD;Ever play a game of chess and your opponent makes a move and you realize the game is over? Nothing dramatic like taking your queen, just a simple strategic move where, after you look at it for a second you think &quot;oh-oh,&quot; and from that moment on you&apos;re basically just looking for your opponent to make a mistake because otherwise they&apos;re obviously going to win. &#xD;Well, I&apos;ve been watching Microsoft&apos;s moves over the past few weeks and I can pretty much say that it&apos;s game over for a lot of Microsoft competitors, though they may not realize it yet. To me the decisive move was their MSN Video announcement which included deals with MTV as well as TiVo to make sure that TiVo To Go recordings play on Microsoft Mobile devices. That&apos;s when I saw the big picture: Microsoft&apos;s DRM strategy and Windows Media WMA codec are going to allow them to have a massive advantage in the consumer electronics market, which includes everything from MP3 players, to mobile phones to your set-top box, to a host of other converged devices. &#xD;&#xD;Obviously, I&apos;m mostly concerned about the mobile phone market, so it&apos;s come as a real shock to me the integration and forsight that Microsoft has applied to this area when it comes to music and video. Very soon anything you&apos;re able to record on your TiVo will be playable on your Windows Mobile device, the new MSN Video Downloads service (among others) will allow you to see television and movies, and the variety of integrated music stores will allow you to buy and play music. There&apos;s no competitor to this breadth of mobile media offerings right now or that I can see in the near future. &#xD;&#xD;It doesn&apos;t matter that Microsoft doesn&apos;t lead in music downloads right now, though if you combined all the different WMA music stores, it might come close to Apple&apos;s iTunes. What&apos;s important is that Microsoft *owns* the alternative to Apple and is already branching out to areas like movies and home-recorded content. It&apos;s amazing to see history repeating itself, no? Apple lost the PC desktop because it refused to license its Graphical User Interface and now they&apos;re going to lose the Consumer Electronics market because they&apos;ve failed to license their FairPlay DRM technology. &#xD;&#xD;Everyone was laughing at Bill Gates&apos; gaffs this week at the CES. The bluescreen of death, etc. But did you *see* what they were showing off? They have set top boxes, mobile phones, PDAs, portable video players, game consoles and more all running Microsoft software, and most importantly, all supporting the same Windows Media codec and DRM. The final piece of the puzzle was the TiVo To Go announcement. Now it&apos;s not just content you buy, it&apos;s your personal content as well. &#xD;&#xD;It was when I bought my Creative Labs MuVo 100 that I realized how far Microsoft has gone to penetrate the CE market. I&apos;ve been hearing about WMA being pushed on a bunch of platforms including even the new HD disc formats, but it wasn&apos;t until I was shopping for an audio player that I grokked what was going on. Every audio player (besides the Apple iPod), no matter how inexpensive - supported WMA. I was outside the Microsoft Media ecosystem until just recently. I own a TiVo as my PVR, a Nokia as my smart phone and a iPod as my music player. I did, however, like 98% of the population use a Windows PC. But then I needed a new music player for myself and chose a WMA device because it was inexpensive. Now suddenly I find myself downloading the Windows Media Player 10 and checking out the content on the MSN Music Store and realize, &quot;Hey, that&apos;s not a bad looking site.&quot; Then I notice all the other sites that use Windows Media including CinemaNow, Napster, MusicNow, MLB, Atom Films and Wal-Mart Music. &#xD;&#xD;Sure, some of those sites support Real&apos;s encodings. And some sites have their own encoding like Audible, which only work on a subset of devices. And some players support more than just WMA. And there&apos;s new specs coming out all the time like OMA&apos;s recent DRM 2.0 announcement which is supported by big players like Vodafone. But none of these guys are *working together*! The TiVos of the world aren&apos;t talking to the iTunes which don&apos;t talk to the Nokias which may not talk to the Vodafones. But the WMA devices of the world do talk to each other, and all of them rely on Microsoft providing the middleware to work together seamlessly. See it now? &#xD;&#xD;We&apos;re already starting to see the synergistic effects of this process. In addition to TiVo capitulating to the Borg, Cingular just announced more Microsoft SmartPhones in addition to their Audiovox SMT5600 model, and even before that, AT&amp;T Wireless had online music store (powered by Loudeye, which uses WMA as their DRM), which of course only works on Windows Mobile phones. &#xD;&#xD;Motorola, Samsung and others have Windows Mobile devices, so they get to play in this sandbox. But if you&apos;re Nokia which has based its smart phone around an alternative OS, how do you compete with this? The answer is &quot;you don&apos;t&quot; you just end up licensing WMA like Real did so at least you&apos;re not on the outside. Sony Ericsson could try to make a play to control the DRM space using Sony&apos;s Magic Gate DRM. Or maybe all these players could hope that the various DRM Standards bodies come up with some sort of universal DRM interop spec that everyone adopts to save them. Or they could try to do what Real is doing with their Harmony tech and re-encode everything into device-supported formats - the problem with this is that re-encoding sucks, not only do you lose quality, but companies like Apple can just flip some switches and turn off iTunes compatibility. &#xD;&#xD;So while all these competitors mess around with alternatives specs, Microsoft is going to blanket the Earth with PlaysForSure devices. &#xD;&#xD;Say you&apos;re technologically agnostic (i.e. a &quot;dumb consumer&quot;). First, you immediately notice the Microsoft logo on any consumer product you&apos;re about to buy and since you have a Windows PC at home, you immediately think &quot;ooh, good that&apos;ll work.&quot; Now you bring it home - maybe it&apos;s an music player or a video player or what have you. As soon as you grok that PlaysForSure logo, the *next* consumer device you buy for yourself or friends or family, is going to have that logo on it as well, just to make sure. The first time you buy a device that&apos;s outside the WMA world, you will do nothing but bitch about it to all your friends. As soon as you buy something which does allow you to move content around, you&apos;ll proudly *show* all your friends, &quot;Hey look, here&apos;s last night&apos;s 24, on my phone!&quot; It&apos;s a classic vicious or virtuous cycle. As consumers get more intwined with Microsoft DRM content, they will start to migrate towards more Microsoft OS devices: set-top boxes, smart phones, video gadgets, etc. Just like in the PC world, Microsoft will sit back and collect royalties on all this software, while the device manufacturers compete tooth and nail and survive on insanely-low margins. &#xD;&#xD;Okay, now that I&apos;ve raised the alarm, what is there to do? Well, first there needs to be a competing consortium of device manufacturers lead by Apple. Apple needs to license FairPlay soon and as widely as possible. If they&apos;re going to be a leader in the consumer electronics space not just in music players, they&apos;re going to need to buddy up. The first step with Motorola was a good one. Now reach out to the TiVos and Nokias and Samsungs and start creating an alternative DRM ecosystem immediately. Otherwise, I&apos;m afraid the only other option is to become a ever-smaller niche player or generic device manufacturer. Really, what&apos;s the difference between a Nokia and a Samsung if they&apos;re both running Windows Mobile? &#xD;&#xD;This solution, however, I doubt is going to happen. And if I can&apos;t start easily playing my personal media on my mobile phone pretty damn quick, it looks like I might actually be buying a Microsoft handset soon myself. Can you imagine? &#xD;&#xD;-Russ</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.russellbeattie.com/notebook/1008231.html</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">January 31</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>303</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Le Ber, J., Lombardo, N., Bramble, J., &amp; Lovett, D. G.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Medical students find power in their palm: PDAs in a clinical rotation</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Electronic Resources in Medical Libraries</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Journal of Electronic Resources in Medical Libraries</style></full-title></periodical><pages><style face="normal" font="default" size="100%">91-100</style></pages><volume><style face="normal" font="default" size="100%">2</style></volume><number><style face="normal" font="default" size="100%">2</style></number><keywords><keyword><style face="normal" font="default" size="100%">MEDICAL colleges</style></keyword><keyword><style face="normal" font="default" size="100%">MEDICAL librarians</style></keyword><keyword><style face="normal" font="default" size="100%">MEDICAL libraries</style></keyword><keyword><style face="normal" font="default" size="100%">MEDICAL students</style></keyword><keyword><style face="normal" font="default" size="100%">POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">Curricula</style></keyword><keyword><style face="normal" font="default" size="100%">handheld computers</style></keyword><keyword><style face="normal" font="default" size="100%">mobile technology</style></keyword><keyword><style face="normal" font="default" size="100%">health sciences libraries</style></keyword><keyword><style face="normal" font="default" size="100%">clinical rotation</style></keyword><keyword><style face="normal" font="default" size="100%">medical school curriculum</style></keyword><keyword><style face="normal" font="default" size="100%">Palm Tungsten C</style></keyword><keyword><style face="normal" font="default" size="100%">PDAs</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Haworth Press, Inc.</style></publisher><isbn><style face="normal" font="default" size="100%">15424065</style></isbn><abstract><style face="normal" font="default" size="100%">Librarians partnered with School of Medicine faculty to integrate the use of handheld devices into a third-year course. This was an excellent opportunity for the library to integrate emerging technologies into the curriculum. The course planning team met regularly for three months to design the lessons. Using a list of criteria for selecting a device, the team chose the Palm Tungsten C and obtained funding for the project. Technical issues needed to be resolved before the first clinical rotation. In addition, course content was developed, faculty trained, course implemented, and challenges met. Student surveys and faculty interviews indicated that students perceived the course as worthwhile.ABSTRACT FROM AUTHOR</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 17860180; Le Ber, Jeanne 1 Email Address: jeannele@lib.med.utah.eduLombardo, Nancy 2 Email Address: nancyl@lib.med.utah.eduBramble, John 3 Email Address: jbramble@lib.med.utah.eduLovett, Deborah G. Email Address: dlovett@psu.edu; Affiliations:  1: Education Librarian, Spencer S. Eccles Health Sciences Library, University of Utah, 10 North 1900 East, Salt Lake City, UT 84112-5890 2: Systems Librarian, Spencer S. Eccles Health Sciences Library, University of Utah, 10 North 1900 East, Salt Lake City, UT 84112-5890 3: Outreach Librarian, Spencer S. Eccles Health Sciences Library, University of Utah, 10 North 1900 East, Salt Lake City, UT 84112-5890; Source Information: 2005, Vol. 2 Issue 2, p91; Subject Term: MEDICAL collegesSubject Term: MEDICAL librariansSubject Term: MEDICAL librariesSubject Term: MEDICAL studentsSubject Term: POCKET computers; Subject Term: Curricula; Author-Supplied Keyword: handheld computersAuthor-Supplied Keyword: mobile technologyAuthor-Supplied Keyword: health sciences librariesAuthor-Supplied Keyword: clinical rotationAuthor-Supplied Keyword: medical school curriculumAuthor-Supplied Keyword: Palm Tungsten CAuthor-Supplied Keyword: PDAs; Number of Pages: 10p; DOI: 10.1300/J383v02n02_09; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=17860180</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>604</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cheng, H., Chang, B., Deng, Y. C. &amp; Chan T. W.</style></author></authors><tertiary-authors><author><style face="normal" font="default" size="100%">T. Koschmann, D. Suthers, &amp; T.W. Chan (Eds.)</style></author></tertiary-authors></contributors><titles><title><style face="normal" font="default" size="100%">MatrixDesks: Interactive Computing Desks toward One-on-Two Educational Computing Environments.</style></title><secondary-title><style face="normal" font="default" size="100%">Proceedings of the International Conference on Computer Supported Collaborative Learning 2005: The Next 10 Years!</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">48-52</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Taiwan</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>512</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tom Brown</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">List of websites of handheld use</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><label><style face="normal" font="default" size="100%">From: Dr Tom Brown [mailto:tom.brown@up.ac.za] &#xD;Sent: Thursday, December 08, 2005 9:04 PM&#xD;To: ZHANG Baohui (LST, LSL)&#xD;Cc: discussion@g1to1.org&#xD;Subject: Re: G1:1 action items&#xD;&#xD;Dear BaoHui&#xD;&#xD;The attached list of websites might be useful for the literature review.&#xD;&#xD;Best wishes with this big but important task!&#xD;&#xD;Regards&#xD;Tom&#xD;&#xD;M-learning related sites:&#xD;&#xD;http://learning.ericsson.net/mlearning2/&#xD;&#xD;http://learning.ericsson.net/mlearning2/project_one/book.html&#xD;&#xD;http://www.ambientlearning.net/ambient/Home.asp&#xD;&#xD;http://www.w2forum.com/&#xD;&#xD;http://www.wirelesseducator.com/&#xD;&#xD;http://www.smartmobs.com/index.html&#xD;&#xD;http://www.mobilearn.org/&#xD;&#xD;http://cc.oulu.fi/~jlaru/mlearning/&#xD;&#xD;http://www.pjb.co.uk/m-learning.htm&#xD;&#xD;http://www.k12handhelds.com/book&#xD;&#xD;http://www.lsda.org.uk/home.asp&#xD;&#xD;http://www.learningcircuits.org/2003/sep2003/singh.htm&#xD;&#xD;http://www.wrhambrecht.com/inst/research/nltr/issue002010/index.html&#xD;&#xD;&#xD;&#xD;Distance Education and other sites:&#xD;&#xD;http://www.distance-educator.com&#xD;&#xD;http://www.icde.org/&#xD;&#xD;http://www-icdl.open.ac.uk/&#xD;&#xD;http://www.africaodl.org/frontend/default.asp&#xD;&#xD;http://www.saide.org.za/Frontend/&#xD;&#xD;http://www.e-learningcentre.co.uk/&#xD;&#xD;http://bokcenter.fas.harvard.edu/docs.html&#xD;&#xD;http://wbweb4.worldbank.org/DistEd/&#xD;&#xD;http://coe.sdsu.edu/eet/&#xD;&#xD;http://www.ieee-virtual-museum.org/exhibit/exhibit.php?id=159249&amp;lid=1&#xD;&#xD;http://www.ncrtec.org/capacity/profile/profwww.htm&#xD;&#xD;http://web.mit.edu/tll/&#xD;&#xD;http://www.flexiblelearning.net.au/toolbox/&#xD;&#xD;http://www.linezine.com</style></label><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>60</rec-number><ref-type name="Magazine Article">19</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andreas Holzinger</style></author><author><style face="normal" font="default" size="100%">Alexander Nischelwitzer</style></author><author><style face="normal" font="default" size="100%">Matthias Meisenberger</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Lifelong-learning support by m-learning: Example scenarios</style></title><secondary-title><style face="normal" font="default" size="100%">E-learn Magazine</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">November 15</style></date></pub-dates></dates><abstract><style face="normal" font="default" size="100%">It is often emphasized, that the main advantage of e-learning is independence of both location and time. However, in traditional e-learning the minimum requirement is still a personal computer (PC)onsequently an absolute independence in location is not provided. These independencies are still not fulfilled with the use of notebooks because a real independency in location depends on the rapid advancement and affordability of the necessary technology. This problem could be solved by using highly mobile and available devices Such as mobile phones. For example, the market saturation of mobile phones in Austria is currently at a level of 81 percent and the numbers are still increasing. Since the majority of students at both secondary schools and universities have a mobile phone at hand most of the time, mobile learning (m-learning) could be an important instrument for assisting learning in future.&#xD;&#xD;&quot;Successful technologies are those that are in harmony with end-users&apos; needs.&quot;&#xD;&#xD;en Shneiderman (2002)&#xD;&#xD;Int</style></abstract><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.elearnmag.org/subpage.cfm?section=research&amp;article=6-1</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">December 1</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>285</rec-number><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sharples, M. </style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Learning As Conversation: Transforming Education in the Mobile Age</style></title><secondary-title><style face="normal" font="default" size="100%">Proceedings of Conference on Seeing, Understanding, Learning in the Mobile Age</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">147-152</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Budapest, Hungary</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>483</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nicholas Negroponte</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">$100 laptops</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><label><style face="normal" font="default" size="100%">1. http://laptop.media.mit.edu/&#xD;Please note that the $100 laptopsot yet in productionill not be available for sale. The laptops will only be distributed to schools directly through large government initiatives. &#xD;&#xD;&#xD;The MIT Media Lab has launched a new research initiative to develop a $100 laptop technology that could revolutionize how we educate the world&apos;s children. To achieve this goal, a new, non-profit association, One Laptop per Child (OLPC), has been created. The initiative was first announced by Nicholas Negroponte, Lab chairman and co-founder, at the World Economic Forum at Davos, Switzerland in January 2005.&#xD;&#xD;2. </style><style face="bold" font="default" size="100%">Principals&#xD;&#xD;&#xD;</style><style face="normal" font="default" size="100%">--------------------------------------------------------------------------------&#xD;Nicholas Negroponte&#xD;Mary Lou Jepsen &#xD;  &#xD;Walter Bender&#xD;Michael Bletsas&#xD;V. Michael Bove, Jr.&#xD;David Cavallo&#xD;Benjamin Mako Hill&#xD;Joseph Jacobson&#xD;&#xD;Alan Kay&#xD;Tod Machover&#xD;Seymour Papert&#xD;Mitchel Resnick&#xD;Ted Selker&#xD;&#xD; &#xD;&#xD;--------------------------------------------------------------------------------&#xD;&#xD;&#xD; Nicholas Negroponte&#xD;Chairman, One Laptop per Child&#xD;Chairman, MIT Media Laboratory&#xD;Jerome B. Wiesner Professor of Media Technology, MIT &#xD;Nicholas Negroponte is chairman and co-founder of the MIT Media Laboratory and Wiesner Professor of Media Technology. Negroponte, who studied at MIT, has been an MIT faculty member since 1966. He was the founder of MIT&apos;s pioneering Architecture Machine Group, a combination lab and think tank responsible for many radically new approaches to the human-computer interface. In 1995, he published the New York Times bestseller Being Digital, which has been translated into over 40 languages. In the private sector, Negroponte serves on the board of directors for Motorola, Inc., and as a special general partner in a venture capital firm focusing on technologies for information and entertainment. He was a founder of WiReD magazine and has been an &quot;angel investor&quot; for over 40 start-ups, including three in China. Negroponte helped to establish, and serves as chairman of, the 2B1 Foundation, an organization dedicated to bringing computer access to children in the most remote and poorest parts of the world. He is chairman of One Laptop per Child (OLPC), a non-profit organization created by faculty members from the MIT Media Lab to design, manufacture, and distribute the $100 Laptop. &#xD;&#xD;top &#xD;&#xD; Mary Lou Jepsen&#xD;CTO, One Laptop per Child &#xD;Mary Lou Jepsen has been has been a pioneer in developing display technologiesrom flat-panel televisions, to holography, to laser displays and day-lighting. For the last decades she has focused on bringing liquid-crystal-on-silicon (LCOS) technology to maturity. She was most recently director of technology development in Intel&apos;s Display Division. Previously, she co-founded the MicroDisplay Corporation and served as its chief technology officer. Jepsen&apos;s principal technical contributions to LCOS are in liquid crystal mode development, LCOS panel drive scheme design, and head-mounted-display and optical engine architectural design. Her recent emphasis has been on single-panel LCOS systems, and her leadership in this area has brought her worldwide recognition as a top innovator in the industry. Jepsen also contributed to several breakthroughs in diffractive optics and holographic display technology, including building the world&apos;s first holographic video system (at MIT&apos;s Media Lab), and the largest hologram in the world, one that spanned a city block (in Cologne). Her PhD work combined rigorous theoretical coupled-wave analysis with lab work, in which she created large-scale, embossed, surface-relief diffraction gratings with liquid-crystal-filled grooves. Jepsen holds a PhD in optics, a BS in electrical engineering, and a BA in studio art, all from Brown University. She also holds an MS from MIT, where she studied in the Media Lab&apos;s Spatial Imaging group. &#xD;&#xD;top &#xD;&#xD; Walter Bender&#xD;Executive Director, MIT Media Laboratory &#xD;Walter Bender is executive director of the MIT Media Laboratory and director of the Lab&apos;s Electronic Publishing group. After receiving his BA from Harvard University, he joined the Architecture Machine Group at MIT, and received his MS from MIT. A founding member of the Media Laboratory, Bender studies new information technologies, particularly those that affect people directly; much of this research addresses the idea of building upon the interactive styles associated with existing media and extending them into domains where a computer is incorporated into the interaction. He has participated in much of the pioneering research in the field of electronic publishing and personalized, interactive multimedia. &#xD;&#xD;top &#xD;&#xD; Michail Bletsas&#xD;Director of Computing, MIT Media Laboratory &#xD;Michail Bletsas, a research scientist and director of computing at the MIT Media Laboratory, designed and deployed most of the Internet network infrastructure systems at the Lab. Currently, he is experimenting with wireless networks that are implemented using off-the-shelf, low-cost components to provide broadband Internet access to underserved areas. Before joining the Media Lab, he was a systems engineer at Aware, Inc., where he designed and wrote high-performance software libraries for Intel&apos;s distributed-memory parallel supercomputers, and was involved in the development of one of the first ADSL Internet-access test beds. He holds a diploma in electrical engineering from Aristotle University of Thessaloniki, Greece and an MS in computer engineering from Boston University. &#xD;&#xD;top &#xD;&#xD; V. Michael Bove, Jr.&#xD;Director, Consumer Electronics Laboratory, MIT Media Laboratory &#xD;V. Michael Bove, Jr. heads both the Media Lab&apos;s Consumer Electronics Laboratory (CELab) and Object-Based Media research group. He is the author or co-author of over 50 journal and conference papers on digital television systems, video processing hardware/software design, multimedia, scene modeling, visual display technologies, and optics. He holds patents on inventions relating to video recording, hardcopy, interactive television, and medical imaging. Bove is on the board of editors of the Journal of the Society of Motion Picture and Television Engineers, and associate editor of Optical Engineering. In 2002 he was named a Fellow of the International Society for Optical Engineering. He is serving as general chair of the 2006 IEEE Consumer Communications and Networking Conference, and was a founder of and technical advisor to WatchPoint Media, Inc. (now a part of GoldPocket Interactive). Bove holds a BS in electrical engineering, an MS in visual studies, and a PhD in media technology, all from MIT. &#xD;&#xD;top &#xD;&#xD; David Cavallo&#xD;Research Scientist, MIT Media Laboratory &#xD;David Cavallo is the co-head of the Lab&apos;s Future of Learning group, which focuses on the design and implementation of new learning environments and on the design of new technologies that will change the way we think about &quot;learning&quot; and &quot;school.&quot; Prior to joining the Media Lab, he led the design and implementation of medical informatics at Harvard University Health Services, was a software engineer at Digital Equipment Corporation&apos;s Artificial Intelligence Technology Center, founded and led the Advanced Technology group for Digital&apos;s Latin American and Caribbean region, and designed and built numerous knowledge-based systems for industry, most notably a set of intelligent micro worlds for training air traffic controllers. Cavallo has advised numerous heads of state and ministries of education on the adoption of advanced technologies for learning and the reform of educational institutions. He received his BS in computer science from Rutgers University, and MS and PhD in media arts and sciences from MIT. &#xD;&#xD;top &#xD;&#xD; Benjamin Mako Hill&#xD;Research Assistant, MIT Media Laboratory &#xD;Benjamin Mako Hill has worked for more than a decade on Free and Open Source Software (FOSS) projects. He is a developer and leading member of the Debian Project and a member of the founding development team for the Ubuntu projectn initiative that created a complete, Linux-based operating system that is freely available with both community and professional support. He also focused on building and sustaining the Ubuntu community during its first year. Since then, Hill has worked as a consultant on issues of FOSS development and project management, and for Canonical Ltd. He has published a book and numerous articles on FOSS, and is a frequent speaker at FOSS conferences globally. Hill, who holds a BA from Hampshire College, is currently a research assistant in the Electronic Publishing group at the MIT Media Lab. &#xD;&#xD;top &#xD;&#xD; Joseph Jacobson&#xD;Associate Professor of Media Arts and Sciences, MIT Media Laboratory &#xD;Joseph Jacobson, head of the Media Lab&apos;s Molecular Machines research group, is working to reinvent microelectronics by developing processes for directly and continuously printing communication, computation, and displays onto arbitrary substrates. He received a PhD in physics from MIT and was a postdoctoral fellow in physics at Stanford. As a graduate student researching femtosecond lasers, he set the record for the shortest pulse ever generated by a laser (in optical cycles). His postdoctoral work in nonlinear-nonlocal quantum systems was published in the Physical Review and was written up in the New York Times, New Scientist and Physics Today. Jacobson is the author of more than 40 peer-reviewed journal and conference papers and holds several patents and patent pendings in display technology and printed electronics. A technical founder of E Ink Corporation, he received a 2001 Discover magazine award for technological innovation, and in 1999 he was named as one of Technology Review magazine&apos;s 100 most influential innovators under the age of 35 for his work on &quot;microsphere&quot; technologyesearch that has led to the development of &quot;e-ink&quot; and technologies for electronic books. &#xD;&#xD;top &#xD;&#xD; Alan Kay &#xD;Alan Kay is known for his early work on object-oriented programming and user-interface design. At the University of Utah, he worked with Ivan Sutherland on pioneering graphics applications, including Sketchpad, an early computer graphics program. Later, at Xerox PARC, he was one of the key developers of prototypes for networked workstations using Smalltalk, the first fully dynamic, object-oriented programming language; this work influenced the user interface and programming of modern desktop computers, beginning with the Apple Macintosh. He created the Dynabook, which defined the basics of the laptop and tablet computer, and is also considered by some as the architect of the modern windowing graphical user interface (GUI). After Xerox PARC, Kay worked at Atari, was a fellow at Apple Computer (where he collaborated with many others to start the open-source, dynamic media software Squeak), was a Disney fellow at Walt Disney Imagineering, worked with a team at Applied Minds, and was a senior fellow at Hewlett-Packard. More recently, he and others began the Croquet project, which seeks to offer an open-source, networked 3-D environment for collaborative work. Kay earned a BS in mathematics and molecular biology from the University of Colorado, and an MS and PhD in computer science from the University of Utah. &#xD;&#xD;top &#xD;&#xD; Tod Machover&#xD;Professor of Music and Media, MIT Media Laboratory &#xD;Tod Machover is head of the Media Lab&apos;s Hyperinstruments/Opera of the Future group. An influential composer, he has been praised for creating music that breaks traditional artistic and cultural boundaries; his music has been performed and commissioned by some of the world&apos;s most important performers and ensembles. In 1995, he received a &quot;Chevalier de l&apos;Ordre des Arts et des Lettres,&quot; one of France&apos;s highest cultural honors, and in 1998 he was awarded the first DigiGlobe Prize from the German government. He has composed five operas and is the inventor of Hyperinstruments, a technology that uses smart computers to augment virtuosity. Hyperinstruments have been used by performers such as Yo-Yo Ma, Prince, and Peter Gabriel. Machover is also the creator of the Toy Symphony, an international music performance and education project. His research group is currently examining ways to use music in therapy for emotionally and physically challenged individuals. Machover was formerly director of musical research at Pierre Boulez&apos;s IRCAM institute in Paris. He received both his BA and MA from the Juilliard School in New York. &#xD;&#xD;top &#xD;&#xD; Seymour Papert&#xD;Professor of Education and Media Technology, Emeritus, MIT Media Laboratory &#xD;A mathematician by training, Seymour Papert was one of the early pioneers of artificial intelligence. He is also internationally recognized as the seminal thinker regarding computers and pedagogy for children. His collaboration with Jean Piaget at the University of Geneva led him to consider using mathematics to help understand how children can learn and think. In the early 1960s, Papert came to MIT, where, with Marvin Minsky, he founded the Artificial Intelligence Lab and co-authored their seminal work Perceptrons. With former Governor of Maine Angus King, he worked on the Maine Learning Technology Initiative, a program that provided a laptop for every middle-school student in Maine. He is the author of Mindstorms: Children, Computers, and Powerful Ideas; The Children&apos;s Machine: Rethinking School in the Age of the Computer; and The Connected Family: Bridging the Digital Generation Gap. He has also written numerous articles about mathematics, artificial intelligence, education, learning, and thinking. Born and educated in South Africa, Papert was an active participant in the anti-apartheid movement. &#xD;&#xD;top &#xD;&#xD; Mitchel Resnick&#xD;LEGO Papert Professor of Learning Research, MIT Media Laboratory &#xD;Mitchel Resnick explores how new technologies can help people (especially children) learn new things in new ways. His Lifelong Kindergarten research group at the MIT Media Lab has developed a variety of educational tools, including the &quot;programmable bricks&quot; that were the basis for the award-winning LEGO MindStorms robotics construction kit. Resnick co-founded the Computer Clubhouse project, an international network of after-school centers where youth from low-income communities learn to express themselves creatively with new technologies. Resnick&apos;s group recently developed a new programming language, &quot;Scratch,&quot; which makes it easier for kids to create their own animated stories, video games, and interactive art. Resnick earned a BS in physics from Princeton, and an MS and PhD in computer science from MIT. Before pursuing his graduate degrees, he worked for five years as a science and technology journalist for Business Week magazine. He is the author or co-author of several books, including Turtles, Termites, and Traffic Jams. &#xD;&#xD;top &#xD;&#xD; Ted Selker&#xD;Benesse Career Development Professor of Media Arts and Sciences, MIT Media Laboratory &#xD;Ted Selker directs the MIT Media Lab&apos;s Context-Aware Computing group, and the Lab&apos;s Counter Intelligence/Design Intelligence special interest group, focused on domestic and product design of the future. He is also the MIT director of the Caltech/MIT Voting Technology Project. His work seeks to demonstrate that people&apos;s intentions can be recognized and respected by the things we design, and he uses technology-rich platforms, such as kitchens, to examine this premise. For the Caltech/MIT voting technology project, Selker is building and testing technology for improving security and accuracy in voting. Before coming to MIT, he was an IBM fellow and directed IBM&apos;s User Systems Ergonomics Research Lab. He has served as a consulting professor at Stanford University, taught at Hampshire College, the University of Massachusetts at Amherst, and Brown University, and worked at Xerox PARC and Atari Research Labs. Selker&apos;s research has contributed to products ranging from notebook computers to operating systems; his work has resulted in many products (such as the TrackPoint in-keyboard pointing device found in many notebook computers), and numerous patents and papers. He was co-recipient of the Computer Science Policy Leader award from Scientific American magazine (2004) for his work on voting technology. &#xD;&#xD;3. FREQUENTLY ASKED QUESTIONS&#xD;&#xD;Nicholas Negroponte, founding chairman of MIT&apos;s Media Laboratory, answers questions on the initiative. &#xD;&#xD;&#xD;--------------------------------------------------------------------------------&#xD;&#xD;What is the $100 Laptop, really?&#xD;The proposed $100 machine will be a Linux-based, full-color, full-screen laptop that will use innovative power (including wind-up) and will be able to do most everything except store huge amounts of data. This rugged laptop will be WiFi-enabled and have USB ports galore. Its current specifications are: 500MHz, 1GB, 1 Megapixel.&#xD;&#xD;Why do children in developing nations need laptops?&#xD;Laptops are both a window and a tool: a window into the world and a tool with which to think. They are a wonderful way for all children to &quot;learn learning&quot; through independent interaction and exploration.&#xD;&#xD;Why not a desktop computer, orven better recycled desktop machine?&#xD;Desktops are cheaper, but mobility is important, especially with regard to taking the computer home at night. Kids in the developing world need the newest technology, especially really rugged hardware and innovative software. Recent work with schools in Maine has shown the huge value of using a laptop across all of one&apos;s studies, as well as for play. Bringing the laptop home engages the family. In one Cambodian village where we have been working, there is no electricity, thus the laptop is, among other things, the brightest light source in the home.&#xD;&#xD;Finally, regarding recyled machines: if we estimate 100 million available used desktops, and each one requires only one hour of human attention to refurbish, reload, and handle, that is forty-five thousand work years. Thus, while we definitely encourage the recycling of used computers, it is not the solution for One Laptop per Child.&#xD;&#xD;How is it possible to get the cost so low?&#xD;&#xD;First, by dramatically lowering the cost of the display. The first-generation machine will have a novel, dual-mode display that represents improvements to the LCD displays commonly found in inexpensive DVD players. These displays can be used in high-resolution black and white in bright sunlightll at a cost of approximately $35. &#xD;Second, we will get the fat out of the systems. Today&apos;s laptops have become obese. Two-thirds of their software is used to manage the other third, which mostly does the same functions nine different ways. &#xD;Third, we will market the laptops in very large numbers (millions), directly to ministries of education, which can distribute them like textbooks. &#xD;Why is it important for each child to have a computer? What&apos;s wrong with community-access centers?&#xD;One does not think of community pencilsids have their own. They are tools to think with, sufficiently inexpensive to be used for work and play, drawing, writing, and mathematics. A computer can be the same, but far more powerful. Furthermore, there are many reasons it is important for a child to &quot;own&quot; somethingike a football, doll, or bookot the least of which being that these belongings will be well-maintained through love and care.&#xD;&#xD;What about connectivity? Aren&apos;t telecommunications services expensive in the developing world?&#xD;When these machines pop out of the box, they will make a mesh network of their own, peer-to-peer. This is something initially developed at MIT and the Media Lab. We are also exploring ways to connect them to the backbone of the Internet at very low cost.&#xD;&#xD;What can a $1000 laptop do that the $100 version can&apos;t?&#xD;Not much. The plan is for the $100 Laptop to do almost everything. What it will not do is store a massive amount of data. &#xD;&#xD;How will these be marketed?&#xD;The idea is to distribute the machines through those ministries of education willing to adopt a policy of &quot;One Laptop per Child.&quot; Initial discussions have been held with China, Brazil, Thailand, and Egypt. Additional countries will be selected for beta testing. Initial orders will be limited to a minimum of one million units (with appropriate financing).&#xD;&#xD;When do you anticipate these laptops reaching the market? What do you see as the biggest hurdles?&#xD;Our preliminary schedule is to have units ready for shipment by the end of 2006 or early 2007. Manufacturing will begin when 5 to 10 million machines have been ordered and paid for in advance.&#xD;&#xD;The biggest hurdle will be manufacturing 100 million of anything. This is not just a supply-chain problem, but also a design problem. The scale is daunting, but I find myself amazed at what some companies are proposing to us. It feels as though at least half the problems are being solved by mere resolve.&#xD;&#xD;How will this initiative be structured?&#xD;The $100 laptop is being developed by One Laptop per Child (OLPC), an independent, non-profit association based on the &quot;constructionist&quot; theories of learning pioneered by Seymour Papert and later Alan Kay. It is totally separate from MIT, with its own board, executives, location, and staff. Its founding members are AMD, Brightstar, Google, News Corporation, and Red Hat, all of whom have funded both OLPC and the MIT Media Lab.&#xD;&#xD;OLPC is funding research at the Media Lab focused on developing the $100 Laptop.&#xD;&#xD;The three principals at MIT are faculty members at the Media Lab: Nicholas Negroponte (a founder of the Lab), Joe Jacobson (serial entrepreneur, co-founder and director of E Ink), and Seymour Papert (one of the world&apos;s leading theorists on child learning).&#xD;&#xD;Additional researchers include: Mike Bove, Mary Lou Jepsen, Alan Kay, Tod Machover, Mitchel Resnick, and Ted Selker.&#xD;&#xD;&#xD;&#xD;October 2005</style></label><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>58</rec-number><ref-type name="Magazine Article">19</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mike Ricciuti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The $100 laptop moves closer to reality</style></title><secondary-title><style face="normal" font="default" size="100%">CNet News</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">September 28</style></date></pub-dates></dates><notes><style face="normal" font="default" size="100%">The $100 laptop moves closer to reality&#xD;By Mike Ricciuti &#xD;Staff Writer, CNET News.com&#xD;&#xD;Published: September 28, 2005, 8:55 AM PDT &#xD;TalkBack E-mail Print TrackBack &#xD;CAMBRIDGE, Mass.--A low-cost computer for the masses moved one step closer to reality on Wednesday. &#xD;&#xD;Nicholas Negroponte, the co-founder of the Media Lab at the Massachusetts Institute of Technology, detailed specifications for a $100 windup-powered laptop targeted at children in developing nations.&#xD;&#xD;Negroponte, who laid out his original proposal at the World Economic Forum in Davos, Switzerland, in January, said MIT and his nonprofit group, called One Laptop Per Child, is in discussions with five countries--Brazil, China, Thailand, Egypt and South Africa--to distribute up to 15 million test systems to children.&#xD;&#xD; &#xD;In addition, Massachusetts is working with MIT on a plan to distribute the laptops to schoolchildren, Negroponte said.&#xD;&#xD;&quot;This is the most important thing I have ever done in my life,&quot; Negroponte said on Wednesday during a presentation at Technology Review&apos;s Emerging Technologies Conference at MIT. &quot;Reception has been incredible. The idea is simple. It&apos;s an education project, not a laptop project. If we can make education better--particularly primary and secondary schools--it will be a better world.&quot;&#xD;&#xD;He said a goal of the project is to make the low-cost PC idea a grassroots movement that will spread in popularity, like the Linux operating system or the Wikipedia free online encyclopedia. &quot;This is open-source education. It&apos;s a big issue.&quot;&#xD;&#xD;Negroponte said the idea is that governments will pay roughly $100 for the laptops and will distribute them for free to students. &#xD;&#xD;The proposed design of the machines calls for a 500MHz processor, 1GB of memory and an innovative dual-mode display that can be used in full-color mode, or in a black-and-white sunlight-readable mode. The display makes the laptop &quot;both an electronic book and a laptop,&quot; he said.&#xD;&#xD;One display design being considered is a flat, flexible printed display developed at MIT&apos;s Media Lab. Negroponte said the technology can be used to produce displays that cost roughly 10 cents per square inch. &quot;The target is $12 for a 12-inch display with near-zero power consumption,&quot; he said.&#xD;&#xD;Power for the new systems will be provided through either conventional electric current, batteries or by a windup crank attached to the side of the notebooks, since many countries targeted by the plan do not have power in remote areas, Negroponte said.&#xD;&#xD; &#xD; &#xD; &#xD; &#xD;Previous Next The machines, which will run a version of the Linux operating system, will also include other applications, some developed by MIT researchers, as well as country-specific software. &quot;Software has gotten too fat and unreliable, so we started with Linux,&quot; he said.&#xD;&#xD;For connectivity, the systems will be Wi-Fi- and cell phone-enabled, and will include four USB ports, along with built-in &quot;mesh networking,&quot; a peer-to-peer concept that allows machines to share a single Internet connection.&#xD;&#xD;&quot;In emerging nations, the issue is not connectivity,&quot; Negroponte said. &quot;That was the issue, but there are many people working on it, (thanks to) global competitiveness. But for education, the roadblock is the laptop.&quot;&#xD;&#xD;Five companies are working with MIT to develop an initial 5 million to 15 million test units within the year: Google, Advanced Micro Devices, News Corp., Red Hat and BrightStar, Negroponte said. He said the current plan is to produce 100 million to 150 million units by 2007.&#xD;&#xD;Negroponte admits that his goals are ambitious. Currently, the world production of laptops is just under 50 million, he said.&#xD;&#xD;While the initial goal of the project is to work with governments, Negroponte said MIT is considering licensing the design or giving it to a third-party company to build commercial versions of the PC. &quot;Those might be available for $200, and $20 or $30 will come back to us to make the kids&apos; laptops. We&apos;re still working on that,&quot; he said.&#xD;&#xD;Others have launched low-cost PC ideas in the past, though MIT&apos;s project may be the most ambitious. &#xD;&#xD;Last year, Advanced Micro Devices announced plans for its Personal Internet Connector--a prototype with a price tag of at least $185, with no display. And an Indian company called Novatium said it plans to offer a stripped-down home computer for about $70 or $75. &#xD;&#xD;In addition, Microsoft&apos;s antipiracy-minded Steve Ballmer last year called for a move toward the $100 PC for developing nations.</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://news.com.com/The+100+laptop+moves+closer+to+reality/2100-1044_3-5884683.html</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">November 14</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>53</rec-number><ref-type name="Magazine Article">19</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Richard Taylor</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Kenya pilots handheld education</style></title><secondary-title><style face="normal" font="default" size="100%">BBC News</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">July 29</style></date></pub-dates></dates><notes><style face="normal" font="default" size="100%">In the final report of Click Online&apos;s Africa season, we visit Kenya where a trial project using handheld computers could help reduce the costs of education in poor communities.&#xD;&#xD;School pupils&#xD;Books are a scarce resource in Kenyan primary schools&#xD;Mbita Point, on the eastern shores of Lake Victoria, hosts a small rural community.&#xD;&#xD;A few minutes walk from the main town lies the local primary school, housed on the campus of a renowned research institute.&#xD;&#xD;As the only school in the area with access to electricity, Mbita Primary enjoys a relatively privileged location.&#xD;&#xD;This aside, it suffers from the same problems encountered by other public schools.&#xD;&#xD;&apos;Willing guinea pigs&apos;&#xD;&#xD;Since the Kenyan government introduced free primary school education two years ago, the resulting influx of kids has meant that resources are spread as thinly as ever.&#xD;&#xD;&#x9;&#xD;In the future the students will be able to complete their assignments on these books and send them to the teacher.&#xD;Eduvision co-founder Maciej Sudra&#xD;Classrooms are crowded, and the all-too-familiar scenario of children sharing outdated textbooks is still very much in evidence.&#xD;&#xD;However, in Class Five, things are just a little bit different. Fifty-four 11-year-old students are willing guinea pigs in an extraordinary experiment aimed at using technology to deliver education across the continent.&#xD;&#xD;In the Eduvision pilot project, textbooks are out, customised Pocket PCs, referred to as e-slates, are very much in.&#xD;&#xD;They are wi-fi enabled and run on licence-free open source software to keep costs down.&#xD;&#xD;&quot;The e-slates contain all the sorts of information you&apos;d find in a textbook and a lot more,&quot; said Eduvision co-founder Maciej Sudra.&#xD;&#xD;&quot;They contain textual information, visual information and questions. Within visual information we can have audio files, we can have video clips, we can have animations.&#xD;&#xD;&quot;At the moment the e-slates only contain digitised textbooks, but we&apos;re hoping that in the future the students will be able to complete their assignments on these books and send them to the teacher, and the teacher will be able to grade them and send them back to the student.&quot;&#xD;&#xD;The handheld PCs were chosen in place of desktops because they are more portable, so the children can take them home at night, and also because they&apos;re also cheaper, making them cost-effective alternatives to traditional methods of learning.&#xD;&#xD;Enormous potential&#xD;&#xD;Eduvision co-founder Matthew Herren says families pay upwards of $100 a year for textbooks.&#xD;&#xD;&quot;Our system is something that we hope will be sustainable, and the money that they use towards textbooks could be used to buy e-slates instead, which can last more than a year, thereby reducing the cost of education.&quot;&#xD;&#xD;Pupils with an e-slate&#xD;E-slates have replaced books for 54 pupils&#xD;Moreover, the potential offered by e-slates is enormous. The content stored on them can be dynamically updated wirelessly, hence the need for wi-fi.&#xD;&#xD;This means that they could include anything from new textbooks which have just come on stream, to other content like local information or even pages from the web.&#xD;&#xD;The team have also devised a rather neat system for getting the information onto the devices.&#xD;&#xD;First off, content is created and formatted for use on the e-slate.&#xD;&#xD;A central operations centre distributes the material over a cheap satellite radio downlink to a satellite radio receiver in the school.&#xD;&#xD;The information passes through a base station which beams it out wirelessly to the students. And so a new and enjoyable way of learning is born.&#xD;&#xD;&quot;I like using [the] e-slate because I can take it home to use it at night and I can use it because it has [a] battery,&quot; said Viola, a pupil at Mbita Primary.&#xD;&#xD;Fellow pupil Felix had a few problems: &quot;At first I found it difficult, but when our teacher, Maureen, told me to go in early to teach me, I went. The next day I found it easy.&quot;&#xD;&#xD;Potential pitfalls&#xD;&#xD;Although the kids are certainly enthralled by the novelty of the hi-tech gadgetry, their teachers are a little more realistic.&#xD;&#xD;&quot;There are too many drawbacks,&quot; said Robert Odero, a teacher at the school.&#xD;&#xD;&quot;One is the lack of electric power in most of our schools, and since the machine needs constant recharging for it to be effectively used this would affect the users as well as the teachers.&#xD;&#xD;&#x9;&#xD;Kilemi Mwiria, Kenyan Asst. Minister of Education&#xD;I think it&apos;s a big leap, a big giant leap for schools, students and communities that don&apos;t even know what a desktop computer is.&#xD;Assistant Minister for Education, Kilemi Mwiria&#xD;&quot;Another thing is the delicate nature of the machine. Given the rugged terrain of our country and the paths our kids use on their way to school, these things could easily fall on the way.&quot;&#xD;&#xD;According to Eduvision co-founder Matthew Herren, the e-slates are fragile because the project is in a pilot stage.&#xD;&#xD;&quot;In any implementation in the future that&apos;s on a larger scale we will have them custom made to our specifications and coated in rubber and made much hardier,&quot; he said.&#xD;&#xD;&quot;At the same time, with textbooks there&apos;s no reason why a student couldn&apos;t drop all of their books into a pail of water and damage them as well.&quot;&#xD;&#xD;There are plenty of concerns which have given pause for thought during the 18 months the pilot&apos;s been running.&#xD;&#xD;The Eduvision team says all the issues can be solved and that the technology could be rolled out across countries and even extended beyond education.&#xD;&#xD;Nevertheless, there are plenty of sceptics who believe it will never make it off this campus.&#xD;&#xD;Kenya&apos;s Assistant Minister of Education, Science and Technology believes the project&apos;s flawed not just in design, but in its very conception.&#xD;&#xD;&quot;We need to be careful that we don&apos;t bring about too many experiments, and this is another such experiment being done without ensuring that we have the right environment for it to be assured of success,&quot; said Kilemi Mwiria.&#xD;&#xD;&quot;I think it&apos;s a big leap, a big giant leap for schools, students and communities that don&apos;t even know what a desktop computer is, as well as what you can use computers for.&#xD;&#xD;&quot;I think to suddenly bring even more advanced technology is being a bit unrealistic.&quot;&#xD;&#xD;Few people could deny that this project is both novel and enterprising, and even while it&apos;s still in testing, Eduvision concede that they themselves have still got a lot to learn.&#xD;&#xD;But they are convinced it will play a part in Africa&apos;s digital future.</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://news.bbc.co.uk/2/hi/programmes/click_online/4727617.stm</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">August 4</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>594</rec-number><ref-type name="Electronic Source">12</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Basmat Parsad</style></author><author><style face="normal" font="default" size="100%">Jennifer Jones</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Internet Access in U.S. Public Schools and Classrooms: 1994-2003</style></title></titles><volume><style face="normal" font="default" size="100%">2005</style></volume><keywords><keyword><style face="normal" font="default" size="100%">1.</style></keyword><keyword><style face="normal" font="default" size="100%">Internet Access in U.S. Public Schools and Classrooms: 1994-2003</style></keyword><keyword><style face="normal" font="default" size="100%">Description: This report presents 10 years of data from 1994 to 2003 on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the</style></keyword><keyword><style face="normal" font="default" size="100%">Online Availability: Browse the full report.</style></keyword><keyword><style face="normal" font="default" size="100%">Download, view and print the report as a pdf file.  ( 666KB)</style></keyword><keyword><style face="normal" font="default" size="100%">Need Help Viewing PDF files?</style></keyword><keyword><style face="normal" font="default" size="100%">Cover Date: February 2005</style></keyword><keyword><style face="normal" font="default" size="100%">Web Release: February 24, 2005</style></keyword><keyword><style face="normal" font="default" size="100%">Print Release: March 24, 2005</style></keyword><keyword><style face="normal" font="default" size="100%">Publication #: NCES 2005015</style></keyword><keyword><style face="normal" font="default" size="100%">Order Your Free Copy Now From Ed Pubs</style></keyword><keyword><style face="normal" font="default" size="100%">General Ordering Information</style></keyword><keyword><style face="normal" font="default" size="100%">Authors: Basmat Parsad and Jennifer Jones</style></keyword><keyword><style face="normal" font="default" size="100%">Type of Product: ED TAB</style></keyword><keyword><style face="normal" font="default" size="100%">Survey/Program Areas: Fast Response Survey System (FRSS)</style></keyword><keyword><style face="normal" font="default" size="100%">Keywords: ComputersInternet access in schoolsTeachers</style></keyword><keyword><style face="normal" font="default" size="100%">professional development</style></keyword><keyword><style face="normal" font="default" size="100%">Technology use in educationTelecommunications in schools</style></keyword><keyword><style face="normal" font="default" size="100%">Questions: For questions about the content of this ED TAB, please contact:</style></keyword><keyword><style face="normal" font="default" size="100%">Bernard R. Greene.</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><publisher><style face="normal" font="default" size="100%">NCES, National Center for Education Statistics</style></publisher><abstract><style face="normal" font="default" size="100%">&#xD;this report says that more than 10% of U.S. public schools provide handheld computers to students and teachers for instructional purposes</style></abstract><label><style face="normal" font="default" size="100%">1.</style></label><notes><style face="normal" font="default" size="100%">ecopy from online</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://nces.ed.gov/pubs2005/2005015.pdf</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>64</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yanjie Song</style></author><author><style face="normal" font="default" size="100%">Robert Fox</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Hiroaki Ogata</style></author><author><style face="normal" font="default" size="100%">Mike Sharples</style></author><author><style face="normal" font="default" size="100%">Kinshuk</style></author><author><style face="normal" font="default" size="100%">Yoneo Yano</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Integrating m-technology into Web-based ESL vocabulary learning for working adult learners</style></title><secondary-title><style face="normal" font="default" size="100%">Wireless and Mobile Technologies in Education (IEEE)</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">155 - 158</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Tokushima, Japan</style></pub-location><publisher><style face="normal" font="default" size="100%">IEEE Computer Society</style></publisher><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>467</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">White, A., et. al.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Infusing PDA technology into nursing education</style></title><secondary-title><style face="normal" font="default" size="100%">Nurse Educator</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Nurse Educator</style></full-title></periodical><pages><style face="normal" font="default" size="100%">150-154</style></pages><volume><style face="normal" font="default" size="100%">30</style></volume><number><style face="normal" font="default" size="100%">4</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>54</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rory McGreal </style></author><author><style face="normal" font="default" size="100%">Billy Cheung</style></author><author><style face="normal" font="default" size="100%">Tony Tin</style></author><author><style face="normal" font="default" size="100%">Steve Schafer</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Implementing mobile environments using learning objects: The Athabasca University Digital Reading Room</style></title><secondary-title><style face="normal" font="default" size="100%">IEEE International Workshop on Wireless and Mobile Technologies in Education Conference (WMTE) 2005</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Tokushima, Japan</style></pub-location><publisher><style face="normal" font="default" size="100%">IEEE</style></publisher><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>445</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Penuel, W. R.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%"> Implementing a handheld program: Lessons from a district-level Initiative</style></title><secondary-title><style face="normal" font="default" size="100%">Learning and Leading with Technology</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Learning and Leading with Technology</style></full-title></periodical><pages><style face="normal" font="default" size="100%">6-10</style></pages><volume><style face="normal" font="default" size="100%">32</style></volume><number><style face="normal" font="default" size="100%">6</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>304</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Goyette, S.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Handhelds in K-12 Schools</style></title><secondary-title><style face="normal" font="default" size="100%">Media &amp; Methods</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Media &amp; Methods</style></full-title></periodical><pages><style face="normal" font="default" size="100%">22</style></pages><volume><style face="normal" font="default" size="100%">41</style></volume><number><style face="normal" font="default" size="100%">5</style></number><keywords><keyword><style face="normal" font="default" size="100%">MOBILE communication systems</style></keyword><keyword><style face="normal" font="default" size="100%">POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">SCHOOL administrators</style></keyword><keyword><style face="normal" font="default" size="100%">SCHOOL management &amp; organization</style></keyword><keyword><style face="normal" font="default" size="100%">TELECOMMUNICATION systems</style></keyword><keyword><style face="normal" font="default" size="100%">UNITED States</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/03/Mar/Apr2005</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Media &amp; Methods</style></publisher><isbn><style face="normal" font="default" size="100%">00256897</style></isbn><abstract><style face="normal" font="default" size="100%">This article discusses the use of mobile applications by school administrators in K-12 schools in the U.S. School administrators and staff know that carrying around multiple handheld devices can be a burden. Now there is a solution: consolidation and maximizing the mobility benefits of existing units such as personal digital assistants, cellphones and walkie talkies. Mobile applications provide access to attendance, discipline and schedules. Using a cell phone as a walkie talkie can be a challenge if a user does not have the right technology. While some cell phone providers offer true direct connect (real time connection with another cell phone), other providers offer walkie talkie service through the Internet. This results in a delay that can be a problem for schools, especially in an emergency situation. For an emergency situation--or just daily activities--consolidation and maximizing the mobility benefits of existing units of handheld devices can often times make sense for K-12 schools.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 17539378; Goyette, Scott 1; Affiliations:  1: Partner, Austin Sky Technology; Source Information: Mar/Apr2005, Vol. 41 Issue 5, p22; Subject Term: MOBILE communication systemsSubject Term: POCKET computersSubject Term: SCHOOL administratorsSubject Term: SCHOOL management &amp; organizationSubject Term: TELECOMMUNICATION systems; Subject Term: UNITED States; NAICS/Industry Codes: 92311 Administration of Education Programs; Number of Pages: 1/3p; Document Type: Article; Full Text Word Count: 312</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=17539378</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>615</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Liu, C. C. &amp; Kao, L. C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Handheld Devices with Large Shared Display Groupware: Tools to Facilitate Group Communication in One-to-One Collaborative Learning Activities.</style></title><secondary-title><style face="normal" font="default" size="100%">IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005)</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">128-135</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">Nov.28-30, 2005</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Tokushima, Japan</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>498</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Edward Dieterle</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Handheld devices for ubiquitous learning and analyzing</style></title><secondary-title><style face="normal" font="default" size="100%">National Educational Computing Conference</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Philadelphia, PA, USA</style></pub-location><call-num><style face="normal" font="default" size="100%">http://center.uoregon.edu/ISTE/NECC2005/</style></call-num><label><style face="normal" font="default" size="100%">Handheld Devices for Ubiquitous Learning and AnalyzingEdward Dieterle | dietered@gse.harvard.edu&#xD;&#xD;Wireless handheld devices (WHDs) include but are not limited to cellphones, personal&#xD;digital assistants and handheld gaming devices. Despite their differences, WHDs offer similar&#xD;capabilities as they evolve technologically and become staples of American culture. Indeed,&#xD;students and teachers are increasingly likely to own WHDs, offering educators and learners&#xD;opportunities to harness the affordances such devices provide. The Handheld Devices for&#xD;Ubiquitous Learning (HDUL) project seeks to understand the potentials and limitations, problems&#xD;and possibilities WHDs pose teaching and learning in the 21st Century. During the 2003-2004 and&#xD;2004-2005 academic years, HDUL worked with students, faculty and staff from eight diverse&#xD;courses at the Harvard Graduate School of Education and the Harvard Extension School. At the&#xD;end of a two-year project, our work has shown that WHDs can be used as (1) portable research&#xD;assistants and (2) traveling conduits for online learning. This paper discusses our methods and&#xD;initial findings situated in current theories of learning and teaching. As the evaluation of HDUL&#xD;continues, this paper is also a venue to share with community members work to be more fully&#xD;published at a later date (Dieterle &amp; Dede, forthcoming).&#xD;Introduction ?Wireless handheld devices (WHDs) encompass an array of tools such as, but not limited to,&#xD;cellphones, personal digital assistants and handheld gaming devices. They come in a variety of shapes and sizes,&#xD;have different operating systems and are used for a range of purposes. Despite these dissimilarities, wireless&#xD;handheld devices (WHDs) share five commonalities: 1) Connectability ?they connect to the Internet wirelessly via&#xD;wireless fidelity, or WiFi, 2) Wearability ?they are wearable and therefore always at the fingertips of the user, 3)&#xD;Instant Accessibility ?they turn instantly on and off, 4) Flexibility ?they can collect data by accommodating a wide&#xD;variety of peripheral extensions, and 5) Economic Viability ?they have much of the computing capability and&#xD;expandable storage capacity of laptops at a fraction of the cost (Dieterle, 2004). While the raw computing power of&#xD;2&#xD;WHDs approaches those of laptop and desktop computers, they were never intended to replace their stationary&#xD;counterparts. On the contrary, recent technological and networking advances for WHDs hybridize the affordances of&#xD;personal information managers, telephony, wireless Internet connectivity, and Global Positioning Systems (GPS)&#xD;into mobile, wearable devices designed to accompany users as they engage in everyday activities in the real world.&#xD;Nascent handhelds introduced in the late 1980 and early 1990 (e.g., Apple Newton; Nintendo Game&#xD;Boy) have gained sophisticated computational and connectivity capabilities, morphing and evolving into smart&#xD;phones, PDA-phone hybrids and next generation handheld gaming devices (e.g., Sony Playstation Portable).&#xD;Indeed, users of such devices are likely to take greater advantage of the affordances of wireless handheld computers,&#xD;such as watching TiVo programs (Hansberry, 2005), playing games like Cyan Worlds Myst For Pocket PC (Cyan&#xD;Worlds Inc., 2005), and utilizing Voice over IP (VoIP), which allows real-time transmission of audio conversations&#xD;over the Internet instead of phone lines (Hanttula, 2004). Beyond technical evolution, handhelds have evolved&#xD;culturally, becoming staples of American life. For example, nearly 55% of all Americans regularly carry cellular&#xD;telephones (Baker &amp; Green, 2004). As a result, students and instructors are increasingly likely to own such devices,&#xD;often for reasons other than education, and to bring them to class and into the field thus providing educators and&#xD;learners opportunities to harness the functionality of such devices as objects with which to think and learn.&#xD;The Impetus for HDUL ?When used for teaching and learning, WHDs have been heralded as education solution&#xD;to one-to-one computing (e.g., Soloway, Norris, &amp; Curtis, 2001), yet have simultaneously been blamed for a new&#xD;wave of classroom antics and cheating (e.g., surfing the Web or doing email during class, IM-ing answers during&#xD;tests). WHDs, like similar technologies, are neither education silver bullet nor its Pandora Box. Dismissing these&#xD;extreme perspectives and interested in understanding the potentials and limitations, problems and possibilities&#xD;WHDs pose for teaching and learning, the Harvard Graduate School of Education (HGSE) established and housed&#xD;the Handheld Devices for Ubiquitous Learning (HDUL) project, which conducted studies over the 2003 - 2004 and&#xD;2004 - 2005 academic school years.&#xD;Startup Decisions ?The HDUL team included members from HGSE Learning and Technology Center and HGSE&#xD;faculty and staff from diverse backgrounds and expertise. An early objective of the project was determining which&#xD;hardware, peripherals, and software to purchase. Utilizing criteria from trade journals (e.g., Pocket PC Magazine),&#xD;online resources (e.g., palmOne, CNet and ZDNet websites), and best practices from other projects (e.g., Vincent,&#xD;2004; Ward, 2005), the HDUL team constructed evaluation matrixes for selecting handheld devices, peripherals&#xD;3&#xD;such as probeware, and software, which are available in Appendix 1 and in the Findings section of the HDUL&#xD;website (Dieterle, 2005). The HDUL team then contacted vendors to preview handhelds from leading manufacturers&#xD;(i.e., Compaq, Dell, Palm and Toshiba) along with various peripherals (e.g., probeware; digital camera). In general,&#xD;the HDUL team found limited variation among the devices. However, the differences that did exist where significant&#xD;enough to warrant a well grounded decision1. The compelling differences, summarized in Table 1 below, existed in:&#xD;1) handheld costs, 2) probeware startup costs and 3) wireless connectivity.&#xD;...&#xD;&#xD;References&#xD;Baker, S., &amp; Green, H. (2004). Big bang! Digital convergence is finally happening. Retrieved July 29, 2004, from&#xD;http://www.businessweek.com/magazine/content/04_25/b3888601.htm&#xD;Center for Highly Interactive Computing. (2001a). Air quality experiment. Retrieved April 23, 2005, from&#xD;http://palm.hice-dev.org/palmair.mpeg&#xD;Center for Highly Interactive Computing. (2001b). Stories from the classroom. Retrieved April 23, 2005, from&#xD;http://palm.hice-dev.org/multipleMovies/palm6_18_DSL.WMV&#xD;Cyan Worlds Inc. (2005). Myst for Pocket PC homepage. Retrieved May 3, 205, from&#xD;http://www.cyanworlds.com/games/mystppc.php&#xD;Data Harvest. (2005). Data harvest homepage. Retrieved 2005, April 23, from&#xD;http://www.dataharvest.com/index.htm&#xD;Dede, C., &amp; Dieterle, E. (2004). Ubiquitous Handhelds: Sifting Knowledge Through Our Fingertips. Seminar&#xD;presented at the Harvard Graduate School of Education, Cambridge, MA.&#xD;Dieterle, E. (2004). Wearable computers and evaluation. The Evaluation Exchange, 10(3), 4-5.&#xD;Dieterle, E. (2005). Handheld devices for ubiquitous learning homepage. Retrieved April 23, 2005, from&#xD;http://gseacademic.harvard.edu/~hdul&#xD;Dieterle, E., &amp; Dede, C. (forthcoming). Building university faculty and student capacity to use wireless handheld&#xD;devices for learning. In M. van  Hooft &amp; K. Swan (Eds.), Ubiquitous computing in education: Invisible&#xD;technology, visible Impact. Mahwah, NJ: Lawrence Erlbaum Associates.&#xD;Fowler, F. J. (2002). Survey research methods. Thousand Oaks, Calif.: Sage Publications.&#xD;GoKnow. (2005a). PiCoMap homepage. Retrieved April 23, 2005, from http://goknow.com/Products/PiCoMap/&#xD;GoKnow. (2005b). Sketchy homepage. Retrieved April 23, 2005, from http://goknow.com/Products/Sketchy/&#xD;Hansberry, E. (2005). Watch your TiVo program on your Pocket PC. Retrieved May 3, 2005, from&#xD;http://www.pocketpcthoughts.com/articles.php?action=expand,38029&#xD;Hanttula, D. (2004). More out of Wi-Fi. Pocket PC Magazine, 7(5), 65.&#xD;Klopfer, E. (2003). Environmental detectives simulation. Retrieved April 23, 2005, from&#xD;http://education.mit.edu/ED/EnvDet.mov&#xD;Klopfer, E., Squire, K., &amp; Jenkins, H. (2003). Augmented reality simulations on handheld computers. Paper&#xD;presented at the 2003 AERA, Chicago, IL.&#xD;Luchini, K., Quintana, C., &amp; Soloway, E. (2003). Pocket PiCoMap: a case study in designing and assessing a&#xD;handheld concept mapping tool for learners. Paper presented at the SIGCHI conference on Human factors&#xD;in computing systems, Ft. Lauderdale, Florida, USA.&#xD;Math Resources. (2004). MRI graphing calculator for Pocket PC. Retrieved April 23, 2005, from&#xD;http://www.mathresources.com/products/mricalc/&#xD;14&#xD;Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, Calif.: Sage&#xD;Publications.&#xD;MIT Teacher Education Program. (2005). Virus homepage. Retrieved April 23, 2005, from&#xD;http://education.mit.edu/pda/ivirus.htm&#xD;Muldrow, C. (2003). Students help friends via text messaging, The Free Lance Star. Fredericksburg, VA.&#xD;Novak, J. D., &amp; Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.&#xD;Perkins, D. (1992). Smart schools: better thinking and learning for every child. New York: Free Press.&#xD;Schneps, M. H., &amp; Sadler, P. M. (1989). A private universe project. Retrieved April 10, 2005, from&#xD;http://www.learner.org/teacherslab/pup/&#xD;Soloway, E., Norris, C. A., &amp; Curtis, M. (2001). Making palm-sized computers the PC of choice for K-12. Learning&#xD;and Leading with Technology, 28(7), 32?4, 56?7.&#xD;Spinuzzi, C. (2003). Using a handheld PC to collect and analyze observational data. Paper presented at the 21st&#xD;annual international conference on Documentation, San Francisco, CA, USA.&#xD;Vincent, T. (2004). Planet 5th. Retrieved May 1, 2005, from http://www.mpsomaha.org/willow/p5/index.html&#xD;Ward, C. R. (2005). Project Numina. Retrieved May 1, 2005, from http://aa.uncw.edu/numina/&#xD;Appendix 1 Matrixes for selecting devices, peripherals and software&#xD;Matrix for Selecting Handheld Devices&#xD;Operating System&#xD;Questions&#xD;?Is your product compatible with Palm OS?&#xD;o Will it work with the most current Palm operating system or only with a legacy OS?&#xD;o Does your company intend to continue developing software for the Palm OS?&#xD;?Is your product compatible with Windows Mobile OS?&#xD;o Does your company intend to continue developing software for the Windows Mobile OS?&#xD;Hardware Questions ?How much memory comes standard with the device?&#xD;?How does your product attach itself to a desktop or laptop computer?&#xD;?Does your product have internal SD and/or CF card slots?&#xD;?How long can I expect the battery of your device to last?&#xD;o How will this vary when I am using different extensions such as Wi-Fi?&#xD;?What is the standard warranty for your device?&#xD;Software Questions ?What software comes standard with your product?&#xD;?Does it come with a:&#xD;o word processor&#xD;o spreadsheet application&#xD;o internet browser&#xD;Networking Questions ?Is your device Wi-Fi compatible?&#xD;o Is the hardware needed to use Wi-Fi internal or would that require an additional card or&#xD;extension?&#xD;?Is your device Bluetooth compatible?&#xD;o Is the hardware needed to use Bluetooth internal or would that require an additional card&#xD;or extension?&#xD;Examining Demo Devices&#xD;?Can you send me a demo of your product directly?&#xD;?Can a sales associate visit our campus and model your product?&#xD;?Do you have contact information of someone that is currently using your product in a school or&#xD;university?&#xD;15&#xD;Matrix for Selecting Handheld Peripherals&#xD;Operating System&#xD;Questions&#xD;?Is your product compatible with Palm OS?&#xD;o Will it work with the most current Palm operating system or only with a legacy OS?&#xD;o Does your company intend to continue developing software for the Palm OS?&#xD;?Is your product compatible with Windows Mobile OS?&#xD;o Does your company intend to continue developing software for the Windows Mobile OS?&#xD;Hardware Questions ?How does your product attach itself to the handheld device?&#xD;?Does your product utilize an internal SD or CF card slot?&#xD;?Are there specific handheld manufacturers and models that are especially compatible or&#xD;incompatible with your product?&#xD;?What is the standard warranty for your device?&#xD;Software Questions ?What software comes standard with your product?&#xD;?Will I need to purchase or download additional software to use your product?&#xD;Examining Demo&#xD;Devices&#xD;?Can you send me a demo of your product directly?&#xD;?Can a sales associate visit our campus and model your product?&#xD;?Do you have contact information of someone that is currently using your product in a school or&#xD;university?&#xD;Scientific Probeware&#xD;Questions&#xD;?Besides the handheld device, what is everything that I would need to purchase to begin&#xD;collecting temperature, pH and motion-related data?&#xD;Matrix for Selecting Handheld Software&#xD;Operating System Questions ?Is your product compatible with Palm OS?&#xD;o Will it work with the most current Palm operating system or only with a legacy OS?&#xD;o Does your company intend to continue developing software for the Palm OS?&#xD;?Is your product compatible with Windows Mobile OS?&#xD;o Does your company intend to continue developing software for the Windows Mobile&#xD;OS?&#xD;Software Questions ?What software comes standard with your product?&#xD;?Will I need to purchase or download additional software to use your product?&#xD;Learning and Teaching&#xD;Questions&#xD;?What learning objectives does your software seek to address?&#xD;?Are there particular grades that your software is designed for?&#xD;?How does your software engage student learning?&#xD;?What research has been conducted to examine teaching and learning with your software?&#xD;?Does your software use networking capabilities?&#xD;Examining Demo Devices&#xD;?Can you send me a demo of your product directly?&#xD;?Can a sales associate visit our campus and model your product?&#xD;?Do you have contact information of someone that is currently using your product in a&#xD;school or university?</style></label><notes><style face="normal" font="default" size="100%">ecopy</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://center.uoregon.edu/ISTE/uploads/NECC2005/KEY_7287575/Dieterle_NECC2005Dieterle_RP.pdf.</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>307</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Brazell, W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Handheld computers: A boon for principals</style></title><secondary-title><style face="normal" font="default" size="100%">Principal</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Principal</style></full-title></periodical><pages><style face="normal" font="default" size="100%">48</style></pages><volume><style face="normal" font="default" size="100%">84</style></volume><number><style face="normal" font="default" size="100%">3</style></number><keywords><keyword><style face="normal" font="default" size="100%">Principals</style></keyword><keyword><style face="normal" font="default" size="100%">Computer Uses in Education</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/01/</style></date></pub-dates></dates><isbn><style face="normal" font="default" size="100%">02716062</style></isbn><abstract><style face="normal" font="default" size="100%">As I reflect on my many years as an elementary school principal, I realize how much more effective I would have been if I had owned a wireless handheld computer. This relatively new technology can provide considerable assistance to today?s principals and recent advancements have increased its functions and capacity. Handheld computers are inexpensive mobile computing devices that have outgrown their description as Personal Digital Assistants. Handhelds have evolved into sophisticated computers with expandable data storage and exceptional capabilities for improving communication, security, discipline, and management of data files, while providing stress relief for overworked principals.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;AV  - Not available from EDRS&#xD;Accession Number: EJ693950.  Minor Descriptors: PrincipalsComputer Uses in Education.  Language: English.  Audience: Administrators.  Source of Acquisition: The Journal of Rural Health, Department of Family Medicine, U. B. Clinical Center 462 Grider Street, Buffalo, NY 14215. E-mail: ruralhealth@buffalo.edu..  Document Type: Journal ArticleReports - Evaluative/Feasibility</style></notes><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=eric&amp;an=EJ693950</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>481</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Deng, Feng</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Fourier is a High-Tech privately held company,&#xD;http://www.fourier-sys.com/about_who.html</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">2. Fourier is a High-Tech privately held company, established in 1989. Fourier has now become a worldwide leader of compact portable data logging devices and accessories for the education market. The Fourier science kits are elevating the standard of ed</style></keyword><keyword><style face="normal" font="default" size="100%">Unique data collection products (EcoLog, EcoLog Timer, MicroLog) and software are aimed at students of ages 5 to 12. MultiLogPRO, Weather Station and the new TriLog Palm based hand held have extended the Fourier spectrum to the needs of high school and</style></keyword><keyword><style face="normal" font="default" size="100%">During June 2000, Fourier started a new Start-Up company called Science On Line (SOL). This company develops School Science Lab centers that can be accessed and actively remotely operated via the Internet. The first product to be developed is called Exp</style></keyword><keyword><style face="normal" font="default" size="100%">Fourier has won many awards both National and International including two Wordidac awards for the EcoLog in 1998 and Experinet Worldidac award 2002.</style></keyword><keyword><style face="normal" font="default" size="100%">Click here to see the Fourier Success Stories worldwide, awards</style></keyword><keyword><style face="normal" font="default" size="100%">letters of recommendations and successful applications</style></keyword><keyword><style face="normal" font="default" size="100%">3.    Home</style></keyword><keyword><style face="normal" font="default" size="100%">?  Product Lines</style></keyword><keyword><style face="normal" font="default" size="100%">?  Price Lists</style></keyword><keyword><style face="normal" font="default" size="100%">Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">?  Temperature</style></keyword><keyword><style face="normal" font="default" size="100%">?  Humidity</style></keyword><keyword><style face="normal" font="default" size="100%">?  Voltage / Current</style></keyword><keyword><style face="normal" font="default" size="100%">?  Shock / Acceleration</style></keyword><keyword><style face="normal" font="default" size="100%">?  Pulse / Count / Event</style></keyword><keyword><style face="normal" font="default" size="100%">?  State Change / On/Off</style></keyword><keyword><style face="normal" font="default" size="100%">?  Light</style></keyword><keyword><style face="normal" font="default" size="100%">?  Pressure</style></keyword><keyword><style face="normal" font="default" size="100%">?  Thermocouple</style></keyword><keyword><style face="normal" font="default" size="100%">?  Automotive</style></keyword><keyword><style face="normal" font="default" size="100%">?  Other Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">?  Accessories</style></keyword><keyword><style face="normal" font="default" size="100%">Other Products</style></keyword><keyword><style face="normal" font="default" size="100%">?  Data Acquisition</style></keyword><keyword><style face="normal" font="default" size="100%">?  Wireless Products</style></keyword><keyword><style face="normal" font="default" size="100%">?  Weather Stations</style></keyword><keyword><style face="normal" font="default" size="100%">More Information</style></keyword><keyword><style face="normal" font="default" size="100%">?  Contact Us</style></keyword><keyword><style face="normal" font="default" size="100%">?  Support</style></keyword><keyword><style face="normal" font="default" size="100%">?  Site Map</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><label><style face="normal" font="default" size="100%">1. This is a Isearal company, now Qian Yangyi&apos;s project is using Multi-lab data loggers&#xD;The previous DB-lab and Tan Shijie data logger was made by a Chinese company who might copy he Isearal company&apos;s core technology&#xD;2. http://www.fourier-sys.com/about_who.html&#xD;3. Data logger types</style></label><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>402</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tan, S. C., Hung, D., &amp; So, K. L.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Fostering scientific inquiry in schools through science research course and Computer-Supported Collaborative Learning (CSCL)</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of Learning Technology</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">International Journal of Learning Technology</style></full-title></periodical><pages><style face="normal" font="default" size="100%">N.PAG</style></pages><volume><style face="normal" font="default" size="100%">1</style></volume><number><style face="normal" font="default" size="100%">3</style></number><keywords><keyword><style face="normal" font="default" size="100%">COMPUTER-assisted instruction</style></keyword><keyword><style face="normal" font="default" size="100%">LEARNING</style></keyword><keyword><style face="normal" font="default" size="100%">SCIENCE -- Study &amp; teaching</style></keyword><keyword><style face="normal" font="default" size="100%">EDUCATIONAL cooperation</style></keyword><keyword><style face="normal" font="default" size="100%">INQUIRY-based learning</style></keyword><keyword><style face="normal" font="default" size="100%">COLLABORATIVE learning</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/</style></date></pub-dates></dates><isbn><style face="normal" font="default" size="100%">14778386</style></isbn><abstract><style face="normal" font="default" size="100%">This study focused on fostering students&apos; scientific inquiry skills through Computer-Supported Collaborative Learning (CSCL) in K-12 classrooms through a science research course complemented with Knowledge Forum (a CSCL tool). The subjects were 71 secondary one (7th grade) students in a Singapore school. The Test for Integrated Process Skills II (TIPS II) developed by Burns et al. (1985) was administered before and after the treatment so as to compare the students&apos; scientific inquiry skills. Qualitative analysis of the students&apos; discourse was used to derive possible reasons and processes leading to the observed outcomes. The results showed that the treatment enhanced the students&apos; scientific inquiry skills, especially in the area of identifying variables and stating hypothesis. Possible contributing factors to the results include provision of scaffolding and students&apos; characteristics such as direct engagement with scientific problems and recognition of self as epistemic agent. [ABSTRACT FROM AUTHOR]</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 16660512; Source Information: 2005, Vol. 1 Issue 3, pN.PAG; Subject Term: COMPUTER-assisted instructionLEARNINGSCIENCE -- Study &amp; teachingEDUCATIONAL cooperationINQUIRY-based learningCOLLABORATIVE learning; Number of Pages: 00p; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=cph&amp;an=16660512</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>601</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Liang, J. K., Liu, T. C., Wang, H. Y., Chang, B., Deng, Y. C., Yang, J. C., Chou, C. Y., Ko, H. W., Yang, S. &amp; Chan, T. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A few design perspectives on one-on-one digital classroom.</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Computer-Assisted Learning</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Journal of Computer-Assisted Learning</style></full-title></periodical><pages><style face="normal" font="default" size="100%">181-189</style></pages><volume><style face="normal" font="default" size="100%">21</style></volume><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>401</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Salovaara, Hanna</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">An exploration of students&apos; strategy use in inquiry-based computer-supported collaborative learning</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Computer Assisted Learning</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Journal of Computer Assisted Learning</style></full-title></periodical><pages><style face="normal" font="default" size="100%">39-52</style></pages><volume><style face="normal" font="default" size="100%">21</style></volume><number><style face="normal" font="default" size="100%">1</style></number><keywords><keyword><style face="normal" font="default" size="100%">COGNITIVE learning</style></keyword><keyword><style face="normal" font="default" size="100%">LEARNING strategies</style></keyword><keyword><style face="normal" font="default" size="100%">MNEMONICS</style></keyword><keyword><style face="normal" font="default" size="100%">MOTIVATION (Psychology)</style></keyword><keyword><style face="normal" font="default" size="100%">STUDENTS</style></keyword><keyword><style face="normal" font="default" size="100%">PARTNERSHIPS in education</style></keyword><keyword><style face="normal" font="default" size="100%">COLLABORATIVE learning</style></keyword><keyword><style face="normal" font="default" size="100%">CSCL</style></keyword><keyword><style face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style face="normal" font="default" size="100%">self-regulation</style></keyword><keyword><style face="normal" font="default" size="100%">cognitive strategies</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><publisher><style face="normal" font="default" size="100%">Blackwell Publishing Limited</style></publisher><isbn><style face="normal" font="default" size="100%">02664909</style></isbn><abstract><style face="normal" font="default" size="100%">The aim of this study is to investigate students&apos; use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL). &#xD;A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was developed. The students of an intervention group (n=18) participating in inquiry-based CSCL and a comparison group (n=8) were interviewed six to eight times during the 3 years of the study. The results derived from the mixed-method analysis of altogether 161 interviews were compared between the two groups. &#xD;&#xD;The results indicate that the students who participated in the inquiry-based CSCL activities reported deeper-level cognitive strategies such as monitoring, creating representations and sharing information collaboratively. The students of the comparison group reported more surface-level strategies such as memorization. However, the findings concerning the utility of CSCL inquiry on cognitive learning strategies were not uniformly positive. It was found that the students of the comparison group reported significantly more strategies under the category of content evaluation. Nevertheless, the results suggest that computer-supported inquiry-based learning can enhance the use of cognitive strategies that support learning.ABSTRACT FROM AUTHOR</style></abstract><notes><style face="normal" font="default" size="100%">&#xD;TY  - JOUR&#xD;Accession Number: 15916956; Salovaara, Hanna 1 Email Address: hanna.salovaara@oulu.fi; Affiliations:  1: Department of Educational Sciences and Teacher Education, University of Oulu, Finland; Source Information: Feb2005, Vol. 21 Issue 1, p39; Subject Term: COGNITIVE learningSubject Term: LEARNING strategiesSubject Term: MNEMONICSSubject Term: MOTIVATION (Psychology)Subject Term: STUDENTSSubject Term: PARTNERSHIPS in educationSubject Term: COLLABORATIVE learning; Author-Supplied Keyword: CSCLAuthor-Supplied Keyword: inquiry learningAuthor-Supplied Keyword: self-regulationAuthor-Supplied Keyword: cognitive strategies; Number of Pages: 14p; DOI: 10.1111/j.1365-2729.2005.00112.x; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=15916956</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>382</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Corlett, D.</style></author><author><style face="normal" font="default" size="100%">Sharples, M.</style></author><author><style face="normal" font="default" size="100%">Bull, S.</style></author><author><style face="normal" font="default" size="100%">Chan, T.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Evaluation of a mobile learning organiser for university students</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Computer Assisted Learning</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Journal of Computer Assisted Learning</style></full-title></periodical><pages><style face="normal" font="default" size="100%">162-170</style></pages><volume><style face="normal" font="default" size="100%">21</style></volume><number><style face="normal" font="default" size="100%">3</style></number><keywords><keyword><style face="normal" font="default" size="100%">EDUCATION, Higher</style></keyword><keyword><style face="normal" font="default" size="100%">EDUCATIONAL innovations</style></keyword><keyword><style face="normal" font="default" size="100%">EDUCATIONAL technology</style></keyword><keyword><style face="normal" font="default" size="100%">LEARNING</style></keyword><keyword><style face="normal" font="default" size="100%">WIRELESS communication systems</style></keyword><keyword><style face="normal" font="default" size="100%">MOBILE communication systems in education</style></keyword><keyword><style face="normal" font="default" size="100%">learning organiser</style></keyword><keyword><style face="normal" font="default" size="100%">mobile learning</style></keyword><keyword><style face="normal" font="default" size="100%">undergraduate student</style></keyword><keyword><style face="normal" font="default" size="100%">hand-held computer</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/06/</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Blackwell Publishing Limited</style></publisher><isbn><style face="normal" font="default" size="100%">02664909</style></isbn><abstract><style face="normal" font="default" size="100%">This paper describes a 10-month trial of </style><style face="bold" font="default" size="100%">a mobile learning organiser</style><style face="normal" font="default" size="100%">, developed for use by university students. Implemented on a wireless-enabled Pocket PC hand-held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning. &#xD;The trial set out to identify the most-used tools for such a learning device and their patterns and problems of usage. &#xD;The primary uses of the organiser were communication, time-management and access to content. &#xD;No single application took precedence. &#xD;&#xD;The results from an analysis of questionnaire surveys and focus groups indicate that there was a demand for institutional support of mobile learning, in particular to provide course content and timetabling information. &#xD;</style><style face="bold" font="default" size="100%">Wireless connectivity</style><style face="normal" font="default" size="100%"> was crucial to the usefulness of the organiser. &#xD;</style><style face="bold" font="default" size="100%">Usability issues</style><style face="normal" font="default" size="100%"> relating to the hardware and software had considerable impact on the students&apos; usage and satisfaction with the system.&#xD;ABSTRACT FROM AUTHOR&#xD;&#xD;Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. &#xD;Tel: 800-835-6770 (Toll Free); &#xD;Fax: 781-388-8232; &#xD;e-mail: subscrip@bos.blackwellpublishing.com.</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 17168372; Corlett, Dan 1 Email Address: d.j.corlett@bham.ac.ukSharples, Mike 1Bull, Susan 1Chan, Tony 1; Affiliations:  1: Educational Technology Research Group, Department of Electronic, Electrical and Computer Engineering, University of Birmingham, Edgbaston, Birmingham, UK; Source Information: Jun2005, Vol. 21 Issue 3, p162; Subject Term: EDUCATION, HigherSubject Term: EDUCATIONAL innovationsSubject Term: EDUCATIONAL technologySubject Term: LEARNINGSubject Term: WIRELESS communication systemsSubject Term: MOBILE communication systems in education; Author-Supplied Keyword: learning organiserAuthor-Supplied Keyword: mobile learningAuthor-Supplied Keyword: undergraduate studentAuthor-Supplied Keyword: hand-held computer; NAICS/Industry Codes: 61171 Educational Support ServicesNAICS/Industry Codes: 51332 Wireless Telecommunications Carriers (except Satellite); Number of Pages: 9p; DOI: 10.1111/j.1365-2729.2005.00124.x; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=17168372</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>50</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ellen D. Wagner</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Enabling mobile learning</style></title><secondary-title><style face="normal" font="default" size="100%">EDUCAUSE Review</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">EDUCAUSE Review</style></full-title></periodical><volume><style face="normal" font="default" size="100%">40</style></volume><number><style face="normal" font="default" size="100%">3</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">May/June</style></date></pub-dates></dates><urls><related-urls><url><style face="normal" font="default" size="100%">http://www.educause.edu/ir/library/pdf/erm0532.pdf</style></url></related-urls></urls><custom1><style face="normal" font="default" size="100%">2005</style></custom1><custom2><style face="normal" font="default" size="100%">July 31</style></custom2></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>610</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Liao, H. C., Deng, Y. C., Chiang, M. C., Chang, H. Z. &amp; Chan, T. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EduBingo: A Bingo-like System for Skill Building.</style></title><secondary-title><style face="normal" font="default" size="100%">The 5th IEEE International Conference on Advanced Learning Technologies (ICALT)</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">376-378</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Taiwan</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>613</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chiang, M. C., Deng, Y. C., Chang, H. Z., Liao H. C., Ho, C. W. &amp; Chan, T. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EduBingo: A Bingo-like Game for Mathematics Skill Building.</style></title><secondary-title><style face="normal" font="default" size="100%">IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005)</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">93-95</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">Nov.28-30, 2005</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Tokushima, Japan</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>479</rec-number><ref-type name="Journal Article">17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Dynamic grouping in collaborative learning supported by wireless handhelds</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Educational Technology &amp; Society</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">Journal of Educational Technology &amp; Society</style></full-title></periodical><pages><style face="normal" font="default" size="100%">1</style></pages><volume><style face="normal" font="default" size="100%">8</style></volume><number><style face="normal" font="default" size="100%">3</style></number><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>301</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Boehner, K., Gay, G. &amp; Larkin, C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Drawing evaluation into design for mobile computing: a case study of the Renwick Gallery&apos;s handheld rducation project</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal on Digital Libraries</style></secondary-title></titles><periodical><full-title><style face="normal" font="default" size="100%">International Journal on Digital Libraries</style></full-title></periodical><pages><style face="normal" font="default" size="100%">219-230</style></pages><volume><style face="normal" font="default" size="100%">5</style></volume><number><style face="normal" font="default" size="100%">3</style></number><keywords><keyword><style face="normal" font="default" size="100%">EVALUATION</style></keyword><keyword><style face="normal" font="default" size="100%">MOBILE computing</style></keyword><keyword><style face="normal" font="default" size="100%">MUSEUMS</style></keyword><keyword><style face="normal" font="default" size="100%">POCKET computers</style></keyword><keyword><style face="normal" font="default" size="100%">VIRTUAL museums</style></keyword><keyword><style face="normal" font="default" size="100%">Handheld mobile computing</style></keyword><keyword><style face="normal" font="default" size="100%">Reflective design</style></keyword><keyword><style face="normal" font="default" size="100%">Evaluation methods</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style face="normal" font="default" size="100%">2005/05/</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Springer Science &amp; Business Media B.V.</style></publisher><isbn><style face="normal" font="default" size="100%">14325012</style></isbn><abstract><style face="normal" font="default" size="100%">We present a detailed case study of the design, launch, and evaluation of a handheld mobile computing guide for visitors to the Smithsonian American Art Museum? Renwick Gallery. Of particular emphasis is integrating methods and tools of evaluation into the process of designing for new visitor experiences. Using a method of reflective design and evaluation incorporating interviews, surveys, observation, and clickstream analysis, we uncover assumptions and hypothesis for further testing. Finally, we discuss the cross-over between physical navigation of museum spaces and information navigation of online museum data.ABSTRACT FROM AUTHOR</style></abstract><notes><style face="normal" font="default" size="100%">TY  - JOUR&#xD;Accession Number: 16948010; Boehner, Kirsten 1 Email Address: Kab18@cornell.eduGay, Geri 1Larkin, Claire 2; Affiliations:  1: Human-Computer Interaction Group, Information Science Building, 301 College Avenue, Ithaca, NY 14850, USA 2: Smithsonian American Art Museum, VB 3200 MRC 970, P. O. Box 37012, Washington, D. C. 20013-7012, USA; Source Information: May2005, Vol. 5 Issue 3, p219; Subject Term: EVALUATIONSubject Term: MOBILE computingSubject Term: MUSEUMSSubject Term: POCKET computersSubject Term: VIRTUAL museums; Author-Supplied Keyword: Handheld mobile computingAuthor-Supplied Keyword: Reflective designAuthor-Supplied Keyword: Evaluation methods; NAICS/Industry Codes: 7121 Museums, Historical Sites, and Similar Institutions; Number of Pages: 12p; Illustrations: 1 graph, 3bw; DOI: 10.1007/s00799-004-0107-7; Document Type: Article</style></notes><work-type><style face="normal" font="default" size="100%">Article</style></work-type><urls><related-urls><url><style face="normal" font="default" size="100%">http://search.epnet.com/login.aspx?direct=true&amp;db=aph&amp;an=16948010</style></url></related-urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>287</rec-number><ref-type name="Book Section">5</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vavoula, G.</style></author><author><style face="normal" font="default" size="100%">Karagiannidis, C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Designing Mobile Learning Experiences. </style></title><secondary-title><style face="normal" font="default" size="100%">Accepted for publication in Lecture Notes in Computer Science, Proceedings of the 10th Panhellenic Conference on Informatics (PCI 2005), Volos, Greece, Nov 11-13.</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>495</rec-number><ref-type name="Thesis">32</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kathleen Tamara Luchini Colbry</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Design guidelines for developing scaffolded, handheld software to support learners during science inquiry</style></title><secondary-title><style face="normal" font="default" size="100%">Computer Science and Engineering</style></secondary-title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><abstract><style face="normal" font="default" size="100%">&#xD;ABSTRACT&#xD;&#xD;&#xD;DESIGN GUIDELINES FOR DEVELOPING SCAFFOLDED, HANDHELD SOFTWARE TO SUPPORT LEARNERS DURING SCIENCE INQUIRY&#xD;&#xD;&#xD;by&#xD;&#xD;&#xD;Kathleen Tamara Luchini Colbry&#xD;&#xD;Chair: Elliot Soloway&#xD;&#xD;The Mobile Learning Tools for Science (</style><style face="bold" font="default" size="100%">MaLTS</style><style face="normal" font="default" size="100%">) project developed design guidelines for building scaffolded, handheld software to support learners during science inquiry projects.  &#xD;The MaLTS project consisted of three phases of work.  &#xD;In Phase 1 (Analysis), related research from Learner-Centered Design and User-Centered Design was analyzed to identify the underlying challenge of designing handheld software to support learners during science inquiry.  &#xD;The design challenge resulting from Phase 1 was &quot;How can we balance learners&apos; need for scaffolds with the need to make handheld software easy to use?&quot;&#xD;&#xD;Phase 2 (Design and Implementation) addressed the design challenge from Phase 1 by developing three design guidelines for building handheld software that provided scaffolds and was easy to use.  &#xD;Using these design guidelines, three handheld tools were also developed during Phase 2: &#xD;</style><style face="bold" font="default" size="100%">Pocket PiCoMap</style><style face="normal" font="default" size="100%">, to support concept mapping; &#xD;</style><style face="bold" font="default" size="100%">ArtemisExpress</style><style face="normal" font="default" size="100%">, to support online research; and &#xD;</style><style face="bold" font="default" size="100%">Pocket Model-It</style><style face="normal" font="default" size="100%">, to support scientific modeling.&#xD;&#xD;Phase 3 (Evaluation and Reformulation) focused on determining whether the design guidelines developed during Phase 2 effectively addressed the design challenge articulated during Phase 1.  In order for the design guidelines to be successful, handheld software built according to the design guidelines needed to be easy to use and needed to provide helpful scaffolding.  To evaluate whether using the design guidelines resulted in handheld software that was easy to use and helpful to students, Pocket PiCoMap, ArtemisExpress and Pocket Model-It were used during a classroom study.  &#xD;The results of the classroom study highlighted several areas where the design guidelines could be reformulated to better address the design challenge.  The reformulated design guidelines for building scaffolded, handheld software were the final results of the MaLTS project.&#xD;The MaLTS project demonstrated the viability of including scaffolds in handheld software for learners, and the design guidelines resulting from this project could be used to guide the development of a variety of handheld software for learners.  Future work might explore the design of learner-centered handheld tools that take advantage of new features and peripherals, such as expanded wireless Internet access, mobile phones, powerful processors, removable storage, and scientific probeware.</style></abstract><label><style face="normal" font="default" size="100%">-----Original Message-----&#xD;From: Katy Luchini Colbry [mailto:katycolbry@gmail.com] &#xD;Sent: Thursday, August 04, 2005 7:51 PM&#xD;To: ZHANG Baohui (LST, LSL)&#xD;Subject: Re: Help with Model-It on Pocket PC&#xD;&#xD;Hi BaoHui,&#xD;&#xD;I don&apos;t know whether there is a functional version of Model-It for the&#xD;Pocket PC.  It&apos;s not listed as one of the products on the GoKnow&#xD;website.  But GoKnow may have a version in development.  You will need&#xD;to ask someone there; maybe Ben Levy is a good place to start.  I&#xD;haven&apos;t used the program in several years, since I finished my data&#xD;collection.&#xD;&#xD;Most of my papers are on Docushare, at&#xD;http://docushare.hice-dev.org/docushare/dsweb/View/Collection-462. &#xD;Feel free to browse and use whatever might be useful.  My dissertation&#xD;chapters are at&#xD;http://docushare.hice-dev.org/docushare/dsweb/View/Collection-469. &#xD;The bibliography might be a good place for you to find references on&#xD;handheld tools.  GoKnow also has lists of papers, some from HiCE and&#xD;some from other places, that you may find useful.  Their website is&#xD;www.goknow.com.&#xD;&#xD;Good luck!&#xD;&#xD;Katy&#xD;&#xD;&#xD;&#xD;&#xD;On 7/29/05, ZHANG Baohui (LST, LSL) &lt;bhzhang@nie.edu.sg&gt; wrote:&#xD;&gt; Dear Katy, &#xD;&gt; How are you? &#xD;&gt; It has been a while since I last met you at Hice. &#xD;&gt; How is everything going? &#xD;&gt; I have been to Singapore for three weeks. &#xD;&gt; Right now I am preparing research proposals. &#xD;&gt; One of them is using pocket PC. &#xD;&gt; I hope to use curricula and programs developed at Hice. &#xD;&gt; Model-It on Pocket PC is certainly my favorite. &#xD;&gt; I did not see it as a commercial product. &#xD;&gt; Is it fully functional? &#xD;&gt; Could you please send me its installer for pocket PC if possible? &#xD;&gt; It would be great if we can use it for free for my pocket PC project. &#xD;&gt;  I am wondering whether you can send me papers about your research on using&#xD;&gt; pocket PC applications. &#xD;&gt; If others have papers and resources to help me to set up things for using&#xD;&gt; pocket PC in Singapore primary and secondary schools, &#xD;&gt; could you also point me to the person(s)? &#xD;&gt; I will need to finish at least a draft proposal in order to send it to&#xD;&gt; Elliot to ask for feedback. &#xD;&gt; Your help is greatly appreciated! &#xD;&gt; Hope everything is well with you. &#xD;&gt; Best regards, &#xD;&gt; BaoHui</style></label><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>607</rec-number><ref-type name="Conference Proceedings">10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Deng, Y. C., Chang, S. B., Chang, B. &amp; Chan, T. W.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DCE: A One-on-One Digital Classroom Environment.</style></title><secondary-title><style face="normal" font="default" size="100%">Proceedings of Artificial Intelligence in Education</style></secondary-title></titles><pages><style face="normal" font="default" size="100%">786-789</style></pages><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><pub-location><style face="normal" font="default" size="100%">Amsterdam</style></pub-location><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>480</rec-number><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Qiang, Yangyi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Data loggers</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">1. What is a data logger?</style></keyword><keyword><style face="normal" font="default" size="100%">http://www.omega.com/prodinfo/dataloggers.html</style></keyword><keyword><style face="normal" font="default" size="100%">Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">What is a Data Logger?</style></keyword><keyword><style face="normal" font="default" size="100%">Technically speaking, a data logger is any device that can be used to store data.</style></keyword><keyword><style face="normal" font="default" size="100%">This includes many data acquisition devices such as plug-in boards or serial communication systems which use a computer as a real time data recording system. However, most instrument manufacturers consider a data logger a stand alone device that can rea</style></keyword><keyword><style face="normal" font="default" size="100%">The advantage of data loggers is that they can operate independently of a computer, unlike many other types of data acquisition devices. Data loggers are available in various shapes and sizes. The range includes simple economical single channel fixed fu</style></keyword><keyword><style face="normal" font="default" size="100%">Choosing a Data Logger</style></keyword><keyword><style face="normal" font="default" size="100%">When choosing a data logger the following parameters should be considered.</style></keyword><keyword><style face="normal" font="default" size="100%">Input Signal</style></keyword><keyword><style face="normal" font="default" size="100%">OMEGA offers data loggers that are compatible with most types of signals. Some data loggers are dedicated to a certain input type while others are programmable for different types of inputs. OMEGA offers data loggers for the following types of signals.</style></keyword><keyword><style face="normal" font="default" size="100%">Bridge/Strain/Load/Pressure    Motor On/Off Sound</style></keyword><keyword><style face="normal" font="default" size="100%">Dew point PH Pressure Temperature</style></keyword><keyword><style face="normal" font="default" size="100%">Event or State Process Voltage/Current   Thermistor</style></keyword><keyword><style face="normal" font="default" size="100%">Frequency Relative Humidity Thermocouple</style></keyword><keyword><style face="normal" font="default" size="100%">Level RTD</style></keyword><keyword><style face="normal" font="default" size="100%">Number of Inputs</style></keyword><keyword><style face="normal" font="default" size="100%">Data Loggers are available in both single and multi-channel designs. Some data loggers are capable of handling hundreds of inputs. OMEGA&apos;s OMB-LOGBOOK-300 for example is expandable to over 400 channels.</style></keyword><keyword><style face="normal" font="default" size="100%">Size</style></keyword><keyword><style face="normal" font="default" size="100%">In many applications space is a limitation. In those cases the size of the data logger may be a critical selection parameter. OMEGA&apos;s OM-CP family of data loggers are extremely compact and include models for most input types.</style></keyword><keyword><style face="normal" font="default" size="100%">Speed/Memory</style></keyword><keyword><style face="normal" font="default" size="100%">In comparison to real time data acquisition systems, data loggers generally have low sample rates. This is normally because they store data in internal memory which is limited. The higher the data rates the more memory required. Therefore when specifyin</style></keyword><keyword><style face="normal" font="default" size="100%">Real Time Operation</style></keyword><keyword><style face="normal" font="default" size="100%">In some applications it may be desirable to display the data being collected in real time on a computer. Certain data loggers such as OMEGA&apos;s OM-CP family support this feature.</style></keyword><keyword><style face="normal" font="default" size="100%">Data Logger Frequently Asked Questions(FAQ)</style></keyword><keyword><style face="normal" font="default" size="100%">Why Choose a Data Logger Over Other Types of Data Collection Instruments?</style></keyword><keyword><style face="normal" font="default" size="100%">Three types of instruments are commonly used for collecting and storing data. They are 1)Real-Time Data Acquisition Systems, 2)Chart Recorders and 3)Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">Data loggers are normally more economical than chart recorders. They offer more flexibility and are available with a greater variety of input types. Most data loggers collect data which may be directly transferred to a computer. Although this option is</style></keyword><keyword><style face="normal" font="default" size="100%">Data acquisition systems offer a great deal of flexibility and are certainly attractive when high sample rates are required, however, since they require connection or installation into a computer, the computer must also be present and active when collec</style></keyword><keyword><style face="normal" font="default" size="100%">Do Data Loggers Need to be Connected to a Computer?</style></keyword><keyword><style face="normal" font="default" size="100%">No, some data loggers provide an option for real-time display but all OMEGA data loggers collect data independently of the computer.</style></keyword><keyword><style face="normal" font="default" size="100%">What is the Maximum Sample Rate for a Data Logger?</style></keyword><keyword><style face="normal" font="default" size="100%">The sample rate depends on the specific model. Although most data loggers have a maximum data rate of 1 or 2 samples per second, OMEGA offers a number of data loggers that can sample in excess of 100 samples per second.</style></keyword><keyword><style face="normal" font="default" size="100%">How are the Data Loggers Powered?</style></keyword><keyword><style face="normal" font="default" size="100%">Most data loggers are battery powered some also offer an option for external power.</style></keyword><keyword><style face="normal" font="default" size="100%">How Long Does the Battery Powered Logger Last?</style></keyword><keyword><style face="normal" font="default" size="100%">The battery life of a data logger depends on a number of parameters including the specific model and sample rate. In general the faster the sample rate the shorter the battery life. Many OMEGA data loggers feature a battery life as long as ten years.</style></keyword><keyword><style face="normal" font="default" size="100%">Will the Data Logger Loose its Data if the Power or Battery Fails ?</style></keyword><keyword><style face="normal" font="default" size="100%">Most OMEGA data loggers use non-volatile memory for data storage. This means that the data will not be lost if the power fails.</style></keyword><keyword><style face="normal" font="default" size="100%">How Long Can the Data Logger Record Data?</style></keyword><keyword><style face="normal" font="default" size="100%">The recording duration is dependent on the memory capacity of the data logger and the desired sample rate. To determine the duration divide the memory capacity(number of samples the device can record) by the sample rate. As an example assume that a give</style></keyword><keyword><style face="normal" font="default" size="100%">Data Logger Types</style></keyword><keyword><style face="normal" font="default" size="100%">Miniature Single Input Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">Miniature single input data loggers are generally low cost loggers dedicated to a specific input type. These types of data loggers are often used in the transportation industry. A typical application would be to include a temperature data logger in a sh</style></keyword><keyword><style face="normal" font="default" size="100%">Fixed Mount Multi-Channel Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">Fixed input loggers have a fixed number of input channels which are generally dedicated for a specific type of input. OMEGA offers fixed input data loggers ranging from one to 8 channels.</style></keyword><keyword><style face="normal" font="default" size="100%">Handheld Multi-Channel Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">Handheld multi-channel loggers are commonly used in applications where the data logger is to be carried from one location to another. They are also commonly used in benchtop or laboratory environments. In addition to storing data internally some models</style></keyword><keyword><style face="normal" font="default" size="100%">Modular Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">A modular data logger is configurable and expandable through the use of plug-in modules. The modules are normally field configurable and the user has the option of adding as many channels to satisfy the application requirement.</style></keyword><keyword><style face="normal" font="default" size="100%">Buy Data Loggers!</style></keyword><keyword><style face="normal" font="default" size="100%">?Data Logger Product Finder</style></keyword><keyword><style face="normal" font="default" size="100%">?Humidity/Temperature Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">?Data Acquistion Systems and Signal Conditioners</style></keyword><keyword><style face="normal" font="default" size="100%">?ON-900 Series Precision-Interchangeable Thermistor Probes</style></keyword><keyword><style face="normal" font="default" size="100%">?Linear Thermistors</style></keyword><keyword><style face="normal" font="default" size="100%">?Environmental Wall Mount Thermistor Sensor</style></keyword><keyword><style face="normal" font="default" size="100%">?TJ Thermistor Probes</style></keyword><keyword><style face="normal" font="default" size="100%">?THX-400 Series Probes</style></keyword><keyword><style face="normal" font="default" size="100%">?Thermistor Elements, Probes and Assemblies</style></keyword><keyword><style face="normal" font="default" size="100%">?Wire: Thermocouple, RTD, Thermistor and Heater Hook-Up</style></keyword><keyword><style face="normal" font="default" size="100%">?Data Logger Product Finder</style></keyword><keyword><style face="normal" font="default" size="100%">?Humidity/Temperature Data Loggers</style></keyword><keyword><style face="normal" font="default" size="100%">?Data Acquistion Systems and Signal Conditioners</style></keyword><keyword><style face="normal" font="default" size="100%">?ON-900 Series Precision-Interchangeable Thermistor Probes</style></keyword><keyword><style face="normal" font="default" size="100%">?Linear Thermistors</style></keyword><keyword><style face="normal" font="default" size="100%">?Environmental Wall Mount Thermistor Sensor</style></keyword><keyword><style face="normal" font="default" size="100%">?TJ Thermistor Probes</style></keyword><keyword><style face="normal" font="default" size="100%">?THX-400 Series Probes</style></keyword><keyword><style face="normal" font="default" size="100%">?Thermistor Elements, Probes and Assemblies</style></keyword><keyword><style face="normal" font="default" size="100%">?Wire: Thermocouple, RTD, Thermistor and Heater Hook-Up</style></keyword><keyword><style face="normal" font="default" size="100%">2. Related web sites</style></keyword><keyword><style face="normal" font="default" size="100%">2a. 25 data logger stores, http://www.microdaq.com/</style></keyword></keywords><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><label><style face="normal" font="default" size="100%">1. What is a data logger?&#xD;2. Related web sites&#xD;2a. 25 data logger stores, http://www.microdaq.com/</style></label><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>290</rec-number><ref-type name="Unpublished Work">34</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vavoula, G.N. </style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">D4.4: A Study of Mobile Learning Practices</style></title></titles><dates><year><style face="normal" font="default" size="100%">2005</style></year></dates><publisher><style face="normal" font="default" size="100%">Internal report of MOBIlearn project</style></publisher><urls></urls></record><record><database name="bibliography.enl" path="C:\Documents and Settings\Administrator\Desktop\zzz pics\bibliography\bibliography.enl">bibliography.enl</database><source-app name="EndNote" version="8.0">EndNote</source-app><rec-number>508</rec-number><ref-type name="Book">6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Carolyn Staudt</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Changing how we teach and learn with handheld computers</style></title></titles><keywords><keyword><style face="normal" font="default" size="100%">3. Chapter 1, http://www.sagepub.com/staudt%20ch.%201_7006.pdf</style></keyword><keyword><style face="normal" font="default" size="100%">1 Handheld</style></keyword><keyword><style face="normal" font="default" size="100%">Computers as</style></keyword><keyword><style face="normal" font="default" size="100%">Educational Tools</style></keyword><keyword><style face="normal" font="default" size="100%">Educational tools over the years have ranged from pieces of chalk and slate</style></keyword><keyword><style face="normal" font="default" size="100%">to pencil and paper, from fountain pens to ballpoint pens. Similarly, materials</style></keyword><keyword><style face="normal" font="default" size="100%">changed from primers to full sets of texts. As schools and communities</style></keyword><keyword><style face="normal" font="default" size="100%">built libraries, students were assigned research topics and referred to bound</style></keyword><keyword><style face="normal" font="default" size="100%">encyclopedias, books, and magazine articles to gather facts and figures. With</style></keyword><keyword><style face="normal" font="default" size="100%">the arrival of the ditto machine and later the photocopier, teachers reproduced</style></keyword><keyword><style face="normal" font="default" size="100%">worksheets to provide drill activities and question sheets for practicing and processing</style></keyword><keyword><style face="normal" font="default" size="100%">classroom learning. The invention of the overhead projector provided a</style></keyword><keyword><style face="normal" font="default" size="100%">means for making learning more visual and colorful than the old blackboard</style></keyword><keyword><style face="normal" font="default" size="100%">and further reinforced the role of the teacher as the expert in the classroom.</style></keyword><keyword><style face="normal" font="default" size="100%">The tools did little to reconstruct the fundamental notion of teacher as imparter</style></keyword><keyword><style face="normal" font="default" size="100%">of knowledge. Tools and materials evolved, but the classroom roles remained</style></keyword><keyword><style face="normal" font="default" size="100%">constant until recently. The late 20th century saw the beginning of a transformation</style></keyword><keyword><style face="normal" font="default" size="100%">in the teaching and in the learning relationships. Frequently, students</style></keyword><keyword><style face="normal" font="default" size="100%">whose families invested early in home technology at the beginning of the Internet</style></keyword><keyword><style face="normal" font="default" size="100%">wave would come to school the day after the teacher introduced a new topic or</style></keyword><keyword><style face="normal" font="default" size="100%">unit and offer,  found something on the Internet about what you told us yesterday.</style></keyword><keyword><style face="normal" font="default" size="100%">Would you like me to bring it in??Then the student would enthusiastically</style></keyword><keyword><style face="normal" font="default" size="100%">share with the class and teacher the additional background the student had</style></keyword><keyword><style face="normal" font="default" size="100%">found on the topic. The teacher or a classmate might then ask the student a question</style></keyword><keyword><style face="normal" font="default" size="100%">about the material. This was the lightning bolt moment when a new kind of</style></keyword><keyword><style face="normal" font="default" size="100%">electricity began to recharge classrooms and reconfigure learning relationships.</style></keyword><keyword><style face="normal" font="default" size="100%">Once learning started to move across the bridge to technology, including</style></keyword><keyword><style face="normal" font="default" size="100%">Internet access, more changes were bound to come. Unfortunately, the promise</style></keyword><keyword><style face="normal" font="default" size="100%">often outstripped reality, for a variety of reasons both technological and human.</style></keyword><keyword><style face="normal" font="default" size="100%">By the close of the 20th century, adventuresome teachers in well-funded schools</style></keyword><keyword><style face="normal" font="default" size="100%">were incorporating technology directly into learning as they sent students to</style></keyword><keyword><style face="normal" font="default" size="100%">1</style></keyword><keyword><style face="normal" font="default" size="100%">01-Staudt.qxd 11/8/2004 6:55 PM Page 1</style></keyword><keyword><style face="normal" font="default" size="100%">computers for information, powerful processing tools and simulations, and</style></keyword><keyword><style face="normal" font="default" size="100%">new stimuli for the teaching of critical thinking and problem solving. Still, the</style></keyword><keyword><style face="normal" font="default" size="100%">hardware and infrastructure costs, as well as the logistics of this kind of learning,</style></keyword><keyword><style face="normal" font="default" size="100%">challenged many schools and teachers. One of the greatest impediments</style></keyword><keyword><style face="normal" font="default" size="100%">to full use was that unlike workplace and other similar settings, where it was</style></keyword><keyword><style face="normal" font="default" size="100%">assumed that no one could accomplish work goals without an individual computer,</style></keyword><keyword><style face="normal" font="default" size="100%">in schools not every desk had a computer on it for ready individual use.</style></keyword><keyword><style face="normal" font="default" size="100%">In fact, usage was both limited and complicated. The reason for this was largely</style></keyword><keyword><style face="normal" font="default" size="100%">but not entirely expense.</style></keyword><keyword><style face="normal" font="default" size="100%">We are at a new crossroads, thanks to new technology that scales down the</style></keyword><keyword><style face="normal" font="default" size="100%">equipment in both cost and size without a substantial sacrifice of power. For the</style></keyword><keyword><style face="normal" font="default" size="100%">cost of 3 classroom computers, it is now possible to purchase 10 to 12 handheld</style></keyword><keyword><style face="normal" font="default" size="100%">computers. Putting these new portables in the hands of all students has the</style></keyword><keyword><style face="normal" font="default" size="100%">capacity to change the way we teach and learn. Teachers will guide student</style></keyword><keyword><style face="normal" font="default" size="100%">learning experiences and, particularly in our standards-based environment, will</style></keyword><keyword><style face="normal" font="default" size="100%">align learning experiences to meet those standards. What the new technology</style></keyword><keyword><style face="normal" font="default" size="100%">allows is for students to meet those standards in individualized ways, collect</style></keyword><keyword><style face="normal" font="default" size="100%">personally meaningful data, and use it to gain understanding of a larger inquiry</style></keyword><keyword><style face="normal" font="default" size="100%">process that begins to replicate the thinking and learning processes of real work</style></keyword><keyword><style face="normal" font="default" size="100%">or advanced study. Students and teachers can share data together and create</style></keyword><keyword><style face="normal" font="default" size="100%">larger data pools from which to build the skills of deep analysis and further</style></keyword><keyword><style face="normal" font="default" size="100%">inquiry. Students are likely to ask teachers bigger questions, and teachers are</style></keyword><keyword><style face="normal" font="default" size="100%">as likely to provide some necessary information and then turn those questions</style></keyword><keyword><style face="normal" font="default" size="100%">back to students with further questions and suggestions for further inquiry or</style></keyword><keyword><style face="normal" font="default" size="100%">analysis. The new tools can be used in ways that hugely expand what we think</style></keyword><keyword><style face="normal" font="default" size="100%">of as the learning space. Teachers and students can develop more collaborative</style></keyword><keyword><style face="normal" font="default" size="100%">ways of teaching and learning than ever before. Handheld computers can place</style></keyword><keyword><style face="normal" font="default" size="100%">the student at the center of learning</style></keyword><keyword><style face="normal" font="default" size="100%">handheld computers offer such promise.</style></keyword><keyword><style face="normal" font="default" size="100%">Both hardware and software evolve overnight, and new tools as well as new</style></keyword><keyword><style face="normal" font="default" size="100%">capacity for the last ew?tools come to the marketplace every day. One of the</style></keyword><keyword><style face="normal" font="default" size="100%">most promising technologies for education likely will be cell phones, which are</style></keyword><keyword><style face="normal" font="default" size="100%">already incorporating communication, Internet research, applications, and</style></keyword><keyword><style face="normal" font="default" size="100%">photographic capacity. For purposes of this book, we will think of handhelds as</style></keyword><keyword><style face="normal" font="default" size="100%">a combination of technology that offers this future potential. Specific activities</style></keyword><keyword><style face="normal" font="default" size="100%">and instructions are offered for these handhelds. As equipment changes, these</style></keyword><keyword><style face="normal" font="default" size="100%">processes will become models that migrate to new equipment.</style></keyword><keyword><style face="normal" font="default" size="100%">FIVE BIG REASONS FOR HANDHELDS IN SCHOOLS</style></keyword><keyword><style face="normal" font="default" size="100%">When asked recently what are the top five reasons for using handheld computers</style></keyword><keyword><style face="normal" font="default" size="100%">in schools, my response was immediate: They provide equitable access to</style></keyword><keyword><style face="normal" font="default" size="100%">2 Changing How We Teach and Learn With Handheld Computers</style></keyword><keyword><style face="normal" font="default" size="100%">01-Staudt.qxd 11/8/2004 6:55 PM Page 2</style></keyword><keyword><style face="normal" font="default" size="100%">digital technologies for all children, they are intuitive and easy-to-use learning</style></keyword><keyword><style face="normal" font="default" size="100%">tools, they are the much-needed future ubiquitous portable devices, they promote</style></keyword><keyword><style face="normal" font="default" size="100%">collaboration among students and teachers, and they make it possible for meaningful</style></keyword><keyword><style face="normal" font="default" size="100%">and seamless interactions between multiple applications and peripheral</style></keyword><keyword><style face="normal" font="default" size="100%">devices.</style></keyword><keyword><style face="normal" font="default" size="100%">To make changes in how students are taught and how they learn, teachers</style></keyword><keyword><style face="normal" font="default" size="100%">need to be prepared to use new tools and to change their roles in the classroom</style></keyword><keyword><style face="normal" font="default" size="100%">(Darling-Hammond, 1997):</style></keyword><keyword><style face="normal" font="default" size="100%">If teachers are to prepare an ever more diverse group of students for</style></keyword><keyword><style face="normal" font="default" size="100%">much more challenging workor framing problems</style></keyword><keyword><style face="normal" font="default" size="100%">finding, integrating</style></keyword><keyword><style face="normal" font="default" size="100%">and synthesizing information</style></keyword><keyword><style face="normal" font="default" size="100%">creating new solutions</style></keyword><keyword><style face="normal" font="default" size="100%">learning</style></keyword><keyword><style face="normal" font="default" size="100%">on their own</style></keyword><keyword><style face="normal" font="default" size="100%">and working cooperativelyhey will need substantially</style></keyword><keyword><style face="normal" font="default" size="100%">more knowledge and radically different skills than most now have and</style></keyword><keyword><style face="normal" font="default" size="100%">most schools of education now develop. (p. 154)</style></keyword><keyword><style face="normal" font="default" size="100%">Teachers in the field will need initial courage to open the path to these new</style></keyword><keyword><style face="normal" font="default" size="100%">kinds of learning. I hope that this book will offer support for that journey for</style></keyword><keyword><style face="normal" font="default" size="100%">both classroom teachers and teachers in training.</style></keyword><keyword><style face="normal" font="default" size="100%">Because many new technologies are interactive, it is easier to create environments</style></keyword><keyword><style face="normal" font="default" size="100%">in which students can learn by doing, receive formative feedback,</style></keyword><keyword><style face="normal" font="default" size="100%">and continually refine their understanding and build new knowledge.</style></keyword><keyword><style face="normal" font="default" size="100%">Technology can help to create an active environment in which students not</style></keyword><keyword><style face="normal" font="default" size="100%">only solve problems but also find their own problems (Bransford, Brown, &amp;</style></keyword><keyword><style face="normal" font="default" size="100%">Cocking, 1999). When used in a context of student inquiry and critical</style></keyword><keyword><style face="normal" font="default" size="100%">analysis of a vast amount of information simultaneously, handheld technologies</style></keyword><keyword><style face="normal" font="default" size="100%">offer a promise to provide the computational power and communication</style></keyword><keyword><style face="normal" font="default" size="100%">channels to empower the individual learner in and outside school.</style></keyword><keyword><style face="normal" font="default" size="100%">Equitable Access to Digital Technologies</style></keyword><keyword><style face="normal" font="default" size="100%">All students need to have the benefits of the digital technologies. They all</style></keyword><keyword><style face="normal" font="default" size="100%">must have access to information, computation, and communications tools that</style></keyword><keyword><style face="normal" font="default" size="100%">will help them in the future workforce. Keep in mind that these educational</style></keyword><keyword><style face="normal" font="default" size="100%">benefits are what are important and that the access to the technology is only a</style></keyword><keyword><style face="normal" font="default" size="100%">means to an end. Today, few students, especially the disadvantaged, have adequate</style></keyword><keyword><style face="normal" font="default" size="100%">exposure to computers to become comfortable with them as a personal</style></keyword><keyword><style face="normal" font="default" size="100%">tool. Institutional school computers by nature limit familiarity by restricting</style></keyword><keyword><style face="normal" font="default" size="100%">use. There are too few computers for the numbers of students, computers are</style></keyword><keyword><style face="normal" font="default" size="100%">located in overcrowded and overbooked computer labs, and computers and</style></keyword><keyword><style face="normal" font="default" size="100%">servers do not allow access to stored work outside the school. Research shows</style></keyword><keyword><style face="normal" font="default" size="100%">that giving students a personal learning device can make learning more</style></keyword><keyword><style face="normal" font="default" size="100%">3 Handheld Computers as Educational Tools</style></keyword><keyword><style face="normal" font="default" size="100%">01-Staudt.qxd 11/8/2004 6:55 PM Page 3</style></keyword><keyword><style face="normal" font="default" size="100%">meaningful to them. Using handheld computers makes it possible for students</style></keyword><keyword><style face="normal" font="default" size="100%">to take ownership of their work products and learning. With ongoing access to</style></keyword><keyword><style face="normal" font="default" size="100%">a handheld computer, students become more autonomous and self-directed in</style></keyword><keyword><style face="normal" font="default" size="100%">their learning (SRI International &amp; Palm, Inc., 2002). According to the National</style></keyword><keyword><style face="normal" font="default" size="100%">Center for Educational Statistics (NCES), the ratio of students to computers in</style></keyword><keyword><style face="normal" font="default" size="100%">elementary and secondary schools in the United States is eight students to one</style></keyword><keyword><style face="normal" font="default" size="100%">computer in cities and five students to one computer in rural settings (NCES,</style></keyword><keyword><style face="normal" font="default" size="100%">2000). For those limited classrooms equipped with between 3 and 10 computers,</style></keyword><keyword><style face="normal" font="default" size="100%">a student still needs to wait in line behind other classmates to use the technology.</style></keyword><keyword><style face="normal" font="default" size="100%">The technology becomes an intrusion, not a natural extension of the</style></keyword><keyword><style face="normal" font="default" size="100%">learning environment.</style></keyword><keyword><style face="normal" font="default" size="100%">A handheld computer offers automatic storage, an intuitive pen-based</style></keyword><keyword><style face="normal" font="default" size="100%">graphical interface, and quick and easy communication with other handheld</style></keyword><keyword><style face="normal" font="default" size="100%">or desktop computers at any location, in or outside school. To provide digital</style></keyword><keyword><style face="normal" font="default" size="100%">personal tools that will bridge the digital divide, students must have access</style></keyword><keyword><style face="normal" font="default" size="100%">where and when they need it. The low costs of handheld computers make</style></keyword><keyword><style face="normal" font="default" size="100%">it more possible for schools to provide equitable access, leaving no child behind.</style></keyword><keyword><style face="normal" font="default" size="100%">Intuitiveness</style></keyword><keyword><style face="normal" font="default" size="100%">It is easy to forget that student achievement in school depends in part on</style></keyword><keyword><style face="normal" font="default" size="100%">what happens outside school. Modern technologies can help make connections</style></keyword><keyword><style face="normal" font="default" size="100%">between students?in-school and out-of-school activities (Bransford et al.,</style></keyword><keyword><style face="normal" font="default" size="100%">1999). The students of today grew up using GameBoys?and video games.</style></keyword><keyword><style face="normal" font="default" size="100%">They easily manipulate small graphically designed screens to complete tasks.</style></keyword><keyword><style face="normal" font="default" size="100%">They insert game modules and other peripheral devices such as cameras to</style></keyword><keyword><style face="normal" font="default" size="100%">create their own gaming environments. Although these portable gaming units</style></keyword><keyword><style face="normal" font="default" size="100%">are toys, they fulfill many educational needs. Similarly, student use of pagers</style></keyword><keyword><style face="normal" font="default" size="100%">and cell phones outside school make the new handhelds natural tools for them.</style></keyword><keyword><style face="normal" font="default" size="100%">When students have shared their dreams about the design of their own</style></keyword><keyword><style face="normal" font="default" size="100%">personal educational handheld devices, requests have been remarkably similar, as</style></keyword><keyword><style face="normal" font="default" size="100%">shown by the research funded by the National Science Foundation (DataGotchi</style></keyword><keyword><style face="normal" font="default" size="100%">Deep Dive, 1998). Students want a personal device that is portable and easy to</style></keyword><keyword><style face="normal" font="default" size="100%">operate. It should feel like a toy, they say, yet provide the ability to input and</style></keyword><keyword><style face="normal" font="default" size="100%">analyze data from a wide variety of sources. Often students want the tool to</style></keyword><keyword><style face="normal" font="default" size="100%">be as powerful as a desktop computer, yet compact enough to wear. Finally,</style></keyword><keyword><style face="normal" font="default" size="100%">students want wireless connection to the Internet and to other devices.</style></keyword><keyword><style face="normal" font="default" size="100%">When teachers are asked about their computing needs (DataGotchi Deep</style></keyword><keyword><style face="normal" font="default" size="100%">Dive, 1998), they focus on reliability and performance rather than size or portability.</style></keyword><keyword><style face="normal" font="default" size="100%">Teachers are often wary of all technology and fear that they will need</style></keyword><keyword><style face="normal" font="default" size="100%">elaborate skills to operate or troubleshoot problems. The teacher ideal device</style></keyword><keyword><style face="normal" font="default" size="100%">would provide applications that build student inquiry-based skills and track</style></keyword><keyword><style face="normal" font="default" size="100%">4 Changing How We Teach and Learn With Handheld Computers</style></keyword><keyword><style face="normal" font="default" size="100%">01-Staudt.qxd 11/8/2004 6:55 PM Page 4</style></keyword><keyword><style face="normal" font="default" size="100%">5 Handheld Computers as Educational Tools</style></keyword><keyword><style face="normal" font="default" size="100%">student progress seamlessly. Handheld computers in the classroom must</style></keyword><keyword><style face="normal" font="default" size="100%">provide a means to communicate and collaborate between the student and</style></keyword><keyword><style face="normal" font="default" size="100%">the teacher. Like students, teachers demand ease of use. Handheld computers,</style></keyword><keyword><style face="normal" font="default" size="100%">software, and peripherals that meet most of these needs are now available.</style></keyword><keyword><style face="normal" font="default" size="100%">Student Needs</style></keyword><keyword><style face="normal" font="default" size="100%">?Personal and portable device</style></keyword><keyword><style face="normal" font="default" size="100%">?Ability to create, invent, and imagine</style></keyword><keyword><style face="normal" font="default" size="100%">?Useful outside the classroom</style></keyword><keyword><style face="normal" font="default" size="100%">?Be a tool, yet feel like a toy</style></keyword><keyword><style face="normal" font="default" size="100%">?Work that can be private, shared, and/or published</style></keyword><keyword><style face="normal" font="default" size="100%">?Promote reflection</style></keyword><keyword><style face="normal" font="default" size="100%">?Multiple representations (e.g., graphs, tables, animations)</style></keyword><keyword><style face="normal" font="default" size="100%">?Multiple inputs (e.g., touch screen, optional keyboard, voice, camera,</style></keyword><keyword><style face="normal" font="default" size="100%">sensor)</style></keyword><keyword><style face="normal" font="default" size="100%">?Multiple outputs (e.g., Web page, paper, projection)</style></keyword><keyword><style face="normal" font="default" size="100%">Teacher Needs</style></keyword><keyword><style face="normal" font="default" size="100%">?Total class participation</style></keyword><keyword><style face="normal" font="default" size="100%">?Ease of use</style></keyword><keyword><style face="normal" font="default" size="100%">?No downtime</style></keyword><keyword><style face="normal" font="default" size="100%">?Inquiry-based activities and applications</style></keyword><keyword><style face="normal" font="default" size="100%">?Richer meanings of concepts and student models</style></keyword><keyword><style face="normal" font="default" size="100%">?Tight coupling to curriculum and standards</style></keyword><keyword><style face="normal" font="default" size="100%">?Recording of process and end product</style></keyword><keyword><style face="normal" font="default" size="100%">?Evaluation of performance and response</style></keyword><keyword><style face="normal" font="default" size="100%">?Reliable data transfer</style></keyword><keyword><style face="normal" font="default" size="100%">SOURCE: Adapted from DataGotchi Deep Dive (1998) and unpublished data collected by KidSolve? Inc.</style></keyword><keyword><style face="normal" font="default" size="100%">In the past, successful integration of technology was related to the user</style></keyword><keyword><style face="normal" font="default" size="100%">comfort with the technology and its features and functions. Unlike desktop</style></keyword><keyword><style face="normal" font="default" size="100%">computers, the handheld computer has a remarkably short learning curve,</style></keyword><keyword><style face="normal" font="default" size="100%">especially for students. Because of their familiarity with gaming devices,</style></keyword><keyword><style face="normal" font="default" size="100%">students intuitively adopt the handheld as a personal computing device. They</style></keyword><keyword><style face="normal" font="default" size="100%">quickly find the stylus, tap into applications, and learn methods to enter and</style></keyword><keyword><style face="normal" font="default" size="100%">eam?data between devices. Training sessions are no longer days or weeks,</style></keyword><keyword><style face="normal" font="default" size="100%">but can be measured in minutes. Teachers, on the other hand, take a little</style></keyword><keyword><style face="normal" font="default" size="100%">longer to learn the functions and are often tentative with the smaller device, but</style></keyword><keyword><style face="normal" font="default" size="100%">they also learn easily to work with handhelds. The reality is that the technology</style></keyword><keyword><style face="normal" font="default" size="100%">01-Staudt.qxd 11/8/2004 6:55 PM Page 5</style></keyword><keyword><style face="normal" font="default" size="100%">and technological savvy of this generation of students is different from that for</style></keyword><keyword><style face="normal" font="default" size="100%">adults. Handheld devices are part of their world already!</style></keyword><keyword><style face="normal" font="default" size="100%">Ubiquitous Portability</style></keyword><keyword><style face="normal" font="default" size="100%">Students?casual and disjointed use of digital technology in education often</style></keyword><keyword><style face="normal" font="default" size="100%">impedes learning. They spend valuable time adjusting to different computers</style></keyword><keyword><style face="normal" font="default" size="100%">and applications, rather than experiencing the technology as a seamless extension</style></keyword><keyword><style face="normal" font="default" size="100%">of their learning environment. As students are shifted from one institutional</style></keyword><keyword><style face="normal" font="default" size="100%">computer to another throughout the school, they must familiarize</style></keyword><keyword><style face="normal" font="default" size="100%">themselves with differences between devices and applications. If the classroom</style></keyword><keyword><style face="normal" font="default" size="100%">is equipped with a few desktops or laptops, they must walk down the hall to a</style></keyword><keyword><style face="normal" font="default" size="100%">desktop computer located in a separate computer lab or wait in line. With handheld</style></keyword><keyword><style face="normal" font="default" size="100%">computers, students could simply reach into their backpacks or pockets</style></keyword><keyword><style face="normal" font="default" size="100%">whenever they need the digital tool. Future students might even wear such</style></keyword><keyword><style face="normal" font="default" size="100%">small computers!</style></keyword><keyword><style face="normal" font="default" size="100%">Students?interaction with computers in a discrete lab environment, dissociated</style></keyword><keyword><style face="normal" font="default" size="100%">from other learning activities, is not a realistic demonstration of their</style></keyword><keyword><style face="normal" font="default" size="100%">future digital workplace, where computer use is encountered nearly everywhere,</style></keyword><keyword><style face="normal" font="default" size="100%">in jobs at every level. Portable handheld computers can be used at any</style></keyword><keyword><style face="normal" font="default" size="100%">location: in the school hallway, on the school bus, in the field, and at home.</style></keyword><keyword><style face="normal" font="default" size="100%">Through the attachment of sensors (e.g., light, pH, temperature), cameras, or</style></keyword><keyword><style face="normal" font="default" size="100%">GPS (global positioning system) units to portable handheld computers, the</style></keyword><keyword><style face="normal" font="default" size="100%">learning experiences become enhanced and more realistic to the students</style></keyword><keyword><style face="normal" font="default" size="100%">in and outside the classroom.</style></keyword><keyword><style face="normal" font="default" size="100%">Collaboration</style></keyword><keyword><style face="normal" font="default" size="100%">Handheld computers have the capability to transmit data from device to</style></keyword><keyword><style face="normal" font="default" size="100%">device, either by infrared beaming orith newer modelshrough radio</style></keyword><keyword><style face="normal" font="default" size="100%">waves. This means that data, writing, concept maps, graphs, and drawings can</style></keyword><keyword><style face="normal" font="default" size="100%">be exchanged digitally among the devices without wires. Infrared beaming is</style></keyword><keyword><style face="normal" font="default" size="100%">limited to relatively short, line-of-sight distances between one handheld computer</style></keyword><keyword><style face="normal" font="default" size="100%">and another, but it offers a powerful way to share information between</style></keyword><keyword><style face="normal" font="default" size="100%">team members. Radio transmittance enables a network that can send or receive</style></keyword><keyword><style face="normal" font="default" size="100%">information from multiple handheld computers, at distances of up to 30 feet. The</style></keyword><keyword><style face="normal" font="default" size="100%">transfer of data does not need to be restricted to other handheld computers. Other</style></keyword><keyword><style face="normal" font="default" size="100%">wireless devices, such as GPS units, printers, and sensors, can also transfer data</style></keyword><keyword><style face="normal" font="default" size="100%">to and from handheld computers.</style></keyword><keyword><style face="normal" font="default" size="100%">In addition to supplementing sharing of group information among team</style></keyword><keyword><style face="normal" font="default" size="100%">members, infrared and wireless beaming affords the opportunity for a joint</style></keyword><keyword><style face="normal" font="default" size="100%">ollaborative white board?in the classroom. With classroom networks,</style></keyword><keyword><style face="normal" font="default" size="100%">6 Changing How We Teach and Learn With Handheld Computers</style></keyword><keyword><style face="normal" font="default" size="100%">01-Staudt.qxd 11/8/2004 6:55 PM Page 6</style></keyword><keyword><style face="normal" font="default" size="100%">teachers can require students to send their ideas, solutions, or questions during</style></keyword><keyword><style face="normal" font="default" size="100%">the instruction, and teachers can make immediate adjustments to account for</style></keyword><keyword><style face="normal" font="default" size="100%">students?needs and their developing ideas in a learner-centered environment.</style></keyword><keyword><style face="normal" font="default" size="100%">Students can reveal important contrasts and patterns in mathematical and</style></keyword><keyword><style face="normal" font="default" size="100%">scientific ideas and connect the learning of each individual with the learning</style></keyword><keyword><style face="normal" font="default" size="100%">of the group. Teachers can provide each student with frequent, formative</style></keyword><keyword><style face="normal" font="default" size="100%">feedback, and the teacher receives rapid insight into the current level of understanding</style></keyword><keyword><style face="normal" font="default" size="100%">throughout the classroom (Roschelle, Penuel, &amp; Abrahamson, 2003).</style></keyword><keyword><style face="normal" font="default" size="100%">By making it possible for students to share thoughts, predictions, and drawings,</style></keyword><keyword><style face="normal" font="default" size="100%">teachers can obtain immediate conceptual models from their students. By</style></keyword><keyword><style face="normal" font="default" size="100%">encouraging students to justify their input on a shared document, teachers can</style></keyword><keyword><style face="normal" font="default" size="100%">instantly poll students?understanding and adjust lessons accordingly.</style></keyword><keyword><style face="normal" font="default" size="100%">Transferred information is digital information, which means that the data are</style></keyword><keyword><style face="normal" font="default" size="100%">searchable and can be sorted. Students can review group predictions, collaborative</style></keyword><keyword><style face="normal" font="default" size="100%">sketches, and laboratory results to produce a joint report of their findings.</style></keyword><keyword><style face="normal" font="default" size="100%">With the use of wireless networking, students also can publish their conclusions</style></keyword><keyword><style face="normal" font="default" size="100%">on the Web directly from their handheld computers.</style></keyword><keyword><style face="normal" font="default" size="100%">Seamless Interactions</style></keyword><keyword><style face="normal" font="default" size="100%">But why use a technological device in the classroom that costs more than</style></keyword><keyword><style face="normal" font="default" size="100%">less-expensive educational tools such as paper and pencils? The answer is quite</style></keyword><keyword><style face="normal" font="default" size="100%">simple: Relatively low-cost handheld computers can provide additional benefits</style></keyword><keyword><style face="normal" font="default" size="100%">not found with paper and pencil. How they are used in schools is the determining</style></keyword><keyword><style face="normal" font="default" size="100%">factor when considering purchasing these devices. If the handheld computer</style></keyword><keyword><style face="normal" font="default" size="100%">is used to utomate?existing practices, the additional cost is not warranted.</style></keyword><keyword><style face="normal" font="default" size="100%">utomating essentially means olting?technology on top of current processes</style></keyword><keyword><style face="normal" font="default" size="100%">and procedures?(November, 2001, p. xix). If used properly, technology tools</style></keyword><keyword><style face="normal" font="default" size="100%">can change the focus of the classroom from teacher to student</style></keyword><keyword><style face="normal" font="default" size="100%">the flow of</style></keyword><keyword><style face="normal" font="default" size="100%">information (from data, drawings, sensors, and pictures) also changes. Using</style></keyword><keyword><style face="normal" font="default" size="100%">handheld computers as an nformating?tool rather than as an automating</style></keyword><keyword><style face="normal" font="default" size="100%">one empowers students to solve problems. Properly designed and applied technologies</style></keyword><keyword><style face="normal" font="default" size="100%">can generate information as a consequence of their use. Scientific</style></keyword><keyword><style face="normal" font="default" size="100%">visualization provides models of how, in the course of the data collection,</style></keyword><keyword><style face="normal" font="default" size="100%">students can generate new views of that data and therefore support new</style></keyword><keyword><style face="normal" font="default" size="100%">insights. Digital applications can present teachers with new information about</style></keyword><keyword><style face="normal" font="default" size="100%">student understanding as students use the technologies.</style></keyword><keyword><style face="normal" font="default" size="100%">In the business world, handhelds are often used as organizers and planners,</style></keyword><keyword><style face="normal" font="default" size="100%">but educational software is steadily increasing the capabilities of the</style></keyword><keyword><style face="normal" font="default" size="100%">handheld computers to help students engage in inquiry learning and problem</sty