PB+works+williamwoods+univeristy

What is Educational Technology? ** 1. ** **__ Defining Educational Technology __** a. In 2004 the Association for Educational Communications and Technology (AECT), defined Educational Technology as the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources( [|www.indiana.edu/~molpage/Definition%20of%20ET_classS05.pdf] __ ). __ The AECT is a professional association whose activities and goals are directed toward improving instruction through technology. It is actively involved in the designing of instruction and a systematic approach to learning. b. Educational Technology is a way of teaching. It is a belief in life-long, self-directed, and networked learning. It is also an innovative way to design, deliver, facilitate, and manage instruction for learners of all ages, whether it is face-to-face in a classroom, online, or a combination of methods. This definition comes from the website of the Department of Educational Technology at Boise State University. Boise State offers high quality Master’s Degrees in Educational Technology. Boise State’s “EDTECH is an NCATE accredited program, aligned with AECT and ISTE standards. " says the NCATE Board of Examiners, March 2009. Boise State Named Among ‘ [|__Top Up-And-Coming Schools__] ’ by U.S. News and World Report. ( [|__http://edtech.boisestate.edu/web/edtech.htm__] ) The 2007 ISTE National Educational Technology Standards & Performance Indicators for Students  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.  ** 2. Communication and Collaboration **  Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. ** 3. Research and Information Fluency ** Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. ** 4. Critical Thinking, Problem Solving, and Decision Making ** Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. ** 5. Digital Citizenship ** Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. ** 6. Technology Operations and Concepts ** Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. // © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education. // Retrieved October 28, 2009 from: [|__http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf__] The 2008 ISTE National Educational Technology Standards & Performance Indicators for Teachers Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments ** 2. Design and Develop Digital-Age Learning Experiences and Assessments ** Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching ** 3. Model Digital-Age Work and Learning ** Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning ** 4. Promote and Model Digital Citizenship and Responsibility ** Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools ** 5. Engage in Professional Growth and Leadership ** Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community // Copyright © 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 1.541.302.3777 (Int’l), // //__iste@iste.org__// Retrieved October 28, 2009 from: [|__http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm__]
 * 2. ** **__ ISTE National Educational Technology Standards for Students and Teachers __**__ : __ __Compare & contrast the changes in the over the last decade.__
 * 1. Creativity and Innovation **
 * 1. Facilitate and Inspire Student Learning and Creativity **

The 1998 ISTE National Educational Technology Standards & Performance Indicators for Students (1998) Retrieved October 28, 2009 from: [|__http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/1998Standards/NETS_for_Students_1998_Standards.pdf__] The 2000 ISTE National Educational Technology Standards & Performance Indicators for Teachers Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students). B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. ** 2. Planning and Designing Learning Environments and Experiences ** Teachers plan and design effective learning environments and experiences supported by technology. Teachers: A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. B. apply current research on teaching and learning with technology when planning learning environments and experiences. C. identify and locate technology resources and evaluate them for accuracy and suitability. D. plan for the management of technology resources within the context of learning activities. E. plan strategies to manage student learning in a technology-enhanced environment. ** 3. ** ** Teaching, Learning, and the Curriculum ** Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: A. facilitate technology-enhanced experiences that address content standards and student technology standards. B. use technology to support learner-centered strategies that address the diverse needs of students. C. apply technology to develop students' higher-order skills and creativity. D. manage student learning activities in a technology-enhanced environment. ** 4. ** ** Assessment and Evaluation ** Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: A. apply technology in assessing student learning of subject matter using a variety of assessment techniques. B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. ** 5. ** ** Productivity and Professional Practice ** Teachers use technology to enhance their productivity and professional practice. Teachers: A. use technology resources to engage in ongoing professional development and lifelong learning. B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. C. apply technology to increase productivity. D. use technology to communicate and collaborate with peers, parents, and the larger community to nurture student learning. ** 6. ** ** Social, Ethical, Legal, and Human Issues ** Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: A. model and teach legal and ethical practice related to technology use. B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. C. identify and use technology resources that affirm diversity. D. promote safe and healthy use of technology resources. E. facilitate equitable access to technology resources for all students. (2000). NETs for Teachers. Retrieved October 28, 2009 from: [|__http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2000Standards/NETS_for_Teachers_2000.pdf__] There are several similarities between the older and newer NET Standard lists. The student lists are almost identical both discussing similar topics. In fact, both lists have the same six points to make. The updated version has just been rearranged and added to. All six topics have been reworded and clarified somewhat. The updated student topics include: 1)Creativity and Innovation, 2)Communication and Collaboration, 3)Research and Information Fluency, 4)Critical Thinking, Problem Solving and Decision Making, 5)Digital Citizenship, & 6)Technology Operations and Concepts. They may have been rearranged and listed in order of importance, but that hasn’t been indicated. The original descriptions were very general and the new standards reflect more in-depth concerns. Next the ISTE included a list of standards geared primarily towards the teachers utilizing technology. The new list for teachers mirrors the list for students where the teacher is expected to facilitate for what they students are supposed to be learning. In other words the teacher’s standards are in place to insure the teachers are teaching the students what they need to know to meet the student standards. Therefore many of the teacher standards are the same as the student standards because to teach something one has to understand it. Both teacher lists include that the teacher needs to understand and convey the issues that correspond with technology. However the older list seems to focus primarily on how the teacher should use technology in the classroom for his/her own benefit. In the newer list the standards focus on the teacher using technology in the classroom to benefit the students and to further their knowledge of technology and its uses. This can be seen in the newer list when the standard encourage the teacher to model proper behavior rather than just letting the students figure it out on their own. ** 3. ** **__Communication model__** __– Define and explain the communication model. Also explain how technology fits in to that model in an educational setting. Which learning styles fit into the communication model?__ In the communication model there is always a sender and an intended receiver. Each party has their own world that is formed by their own unique experiences and so they will read and decode things in different ways. With this in mind, the two will have something in common for communication to take place. This is called the shared space. The shared space is where the sending and receiving takes place. There is usually more then one type of communication going on when two people are speaking. There is verbal communication when two people are talking, and body language or non-verbal communication. In an educational setting communication is essential. If lines of communication aren’t crisp and clear, learning does not take place. Technology enhances communication with tools like email and Moodle to help parents and students stay current on homework and other class or school activities. Smart Boards are another neat piece of technology in classrooms today. The teacher’s computer screen is projected on to the Smart Board. The class can then use it as the interactive computer screen. Technology is an ever growing tool in our schools because it tends to appeal to all three learning styles – visual, auditory, and kinesthetic. Keeping our children excited and involved in the classroom is key. ** 4. ** **__Related Websites and Descriptions__** 1. [|__http://en.wikipedia.org/wiki/Educational_technology/__] - this site is an online encyclopedia containing a variety of information and definitions on educational technology. Context includes perspectives, history, benefits and criticisms of educational technology, theories and practices instructional technique and technology and technology in the classroom. 2. [|__http://www.web-conferencing-zone.com/4030-educational-technology.htm/__] - This site displays an article written by Bob whitehead, explaining how educational technology allows for flexibility in learning and teaching. With the increasing affordability of these technologies we will see a growing trend for virtual classrooms and distance learning in the future. 3. [|__http://www.iste.org/AM/Template.cfm?Section=NETS/__] - Provides current background knowledge of the National Educational Technology Standards. ISTE standards have been providing a roadmap since 1998. 4. [|__http://www.ncrel.org/tech/nets/rubrics.htm/__] - Provides an achievement rubric to assist state and school-district leaders to measure and monitor the development of student technology literacy throughout Elementary and Secondary grades. 5. [|__http://www.newhorizons.org/strategies/technology/tech_review_kellyp.htm/__] - Great resource enabling teachers to use the tools of technology. Provides quarterly journal, current notices, information about New Horizon for learning, etc. 6. [|__http://www.iteaconnect.org/__] - International Technology Education Association which envisions a society where all people are technologically literate. Great resource for teachers. 7. [|__http://www.eschoolnews.com/news/top-news/index.cfm?i=44849&CFID=4025141&CFTOKEN=11285343/__] - This is an online eSchool News Report. This report states technology news for today’s K-20 Educators. 8. [|__http://books.google.com/books?id=G8gEAAAACAAJ&dq=national+educational+technology+standards/__] - This book introduces the standards of educational technology to teachers. Provides access to purchase the book “National Educational Technology Standards for Teachers”. 9. [|__http://books.google.com/books?id=CRd5ui2VGGwC&printsec=frontcover&dg=national+educational+technology+standards__] – A resource book which provides information about technology standards for students. 10. [|__http://books.google.com/books?id=_jF98bxA4mgC&pg=PA181&dq=national+educational+technology+standards__] – This book provides case studies for teachers and students that work with educational technology in the classroom. 11. [|__http://books.google.com/books?id=OWCKtLO_AJEC&pg=PA6&dq=national+educational+technology+standards__] – This book can also be found in online form, and it shows you how to make the most out of the web in your classroom. 12. [|__http://www.wordtrans.org/TP/TP1/TP1-17.html__] - This website breaks the communication model down into simple terms for everyone to understand. 13. [|__http://www.ksde.org/Default.aspx?tabid=1670__] – This website breaks down the standards into different grade levels and the State Department of Kansas Education touches on the communication model. Includes information on career and technical education. 14. [|__http://tc.eserver.org/dir/Articles/Education/Technology__] - A library link which provides you with a large variety of articles ranging from technology skills to how to integrate educational technology into your classroom. A very helpful website. 15. [|__http://tc.eserver.org/30150.html__] - The Society for Technical Communication (STC) explains how important it is to successfully integrate new technology into curriculum. Educators need to work together with other departments and make themselves available for trainings, to enable them to properly utilize the technology. 16. [|__http://www.routledgeeducation.com/books/Handbook-of-Research-on-Educational-Communications-and-Technology-isbn9780415963381__] - An updated handbook on educational communications and technology. 17. [|__http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails.detailmini.jsp?_nfpb=true&_&ERICExtSearchValue_0EJ664854&ERICExtSearch_SearchType_0=no&accno+EJ664854__] – This website explains how to analyzing hypermedia and internet communication models in educational applications. 18. [|__http://www.education-world.com/a_tech/tech083.shtml__] - This website discusses a technology article explaining how portal digital assistants (PDA’s) are making a transition from the briefcase to backpacks. This article looks @ the experiences of four schools experimenting with integrating handhelds into the classroom. 19. [|__http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf__] - The official website for the National Educational Technology Standards (NETS*S) and Performance Indicators for Students. This contains six areas of interest with descriptions. 20. [|__http://wested.org/techpolicy/reapproach.html__] - Website explains how to implement technology into education with recent findings from research and evaluation studies.
 * 1. ** ** Basic operations and concepts **
 * a. ** Students demonstrate a sound understanding of the nature and operation of technology systems.
 * b. ** Students are proficient in the use of technology.
 * 2. ** ** Social, ethical, and human issues **
 * a. ** Students understand the ethical, cultural, and societal issues related to technology.
 * b. ** Students practice responsible use of technology systems, information, and software.
 * c. ** Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
 * 3. ** ** Technology productivity tools **
 * a. ** Students use technology tools to enhance learning, increase productivity, and promote creativity.
 * b. ** Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
 * 4. ** ** Technology communications tools **
 * a. ** Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
 * b. ** Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
 * 5. ** ** Technology research tools **
 * a. ** Students use technology to locate, evaluate, and collect information from a variety of sources.
 * b. ** Students use technology tools to process data and report results.
 * c. ** Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
 * 6. ** ** Technology problem-solving and decision-making tools **
 * a. ** Students use technology resources for solving problems and making informed decisions.
 * b. ** Students employ technology in the development of strategies for solving problems in the real world.
 * 1. Technology Operations and Concepts **

Association for Educational Communications and Technology. (2009, October 28). The definition of educational technology. Retrieved from The Definition of Educational Technology website: [|__www.indiana.edu/~molpage/**Definition**%20of%20ET_classS05.pdf__] Department of Educational Technology at Boise State University: What is Educational Technology? website: [|__http://edtech.boisestate.edu/web/edtech.htm__] Retrieved October 28, 2009. B. Designing and Planning Instruction-Stephanie Moats Final Edit responsible by, and As a field, Instructional Design is historically and traditionally rooted in cognitive and behavioural psychology. However, because it is not a regulated field, and therefore not well understood, the term 'instructional design' has been co-opted by or confused with a variety of other ideologically-based and / or professional fields. Instructional Design, for example, is not Graphic Design although graphic design (from a cognitive perspective) could play an important role in Instructional Design. ( [|__http://encyclopedia.thefreedictionary.com/Instructional+Systems+Design__] ) The National Resources Conservation Service (NRCS) provides a 10-step process that covers the needs of assessment for instructional design: ** Conduct a needs assessment ** -The design of training begins with a series of assessments that provide the foundation for the development of the instruction itself. The first assessment determines if training is the appropriate solution to the identified performance problem. [|__http://www.nedc.nrcs.usda.gov/isd/index.html__] There are many different models of Instructional System Design. The following are some of the most popular examples of ISD but there are many more available. 1. **ADDIE Model** The generic term for the five-phase instructional design model consisting of Analysis, Design, Development, Implementation, and Evaluation. Each step has an outcome that feeds into the next step in the sequence. There are probably over 100+ different variations of the generic ADDIE model. The five phases of ADDIE are as follows: // Analysis // // Design // // Development // // Implementation // // Evaluation // [|__http://edweb.sdsu.edu/Courses/EDTEC700/ETP/images/addie.jpg__] [|__http://www.learning-theories.com/addie-model.html__] For more information, see: Rapid Prototyping (RP) can be defined as a group of techniques used to quickly fabricate a scale model of a part or assembly using three-dimensional computer aided design (CAD) data. Rapid Prototyping has also been referred to as solid free-form manufacturing, computer automated manufacturing, and layered manufacturing. RP has obvious use as a vehicle for visualization. In addition, RP models can be used for testing, such as when an airfoil shape is put into a wind tunnel. RP models can be used to create male models for tooling, such as silicone rubber molds and investment casts. In some cases, the RP part can be the final part, but typically the RP material is not strong or accurate enough. When the RP material is suitable, highly convoluted shapes (including parts nested within parts) can be produced because of the nature of RP. [|__http://www.efunda.com/processes/rapid_prototyping/intro.cfm__]
 * Works Cited **
 * 1) What is Instructional System Design (ISD)? What are some different models? Provide sources and detail information on those different models.
 * 2) What is the relationship between ISD and Educational Technology?
 * 3) What are some different teaching strategies? How to use the technology to enhance teaching under those different strategies?
 * 4) 20 related Websites (URL + site descriptions)
 * 1) ** **__ What is Instructional System Design (ISD)? What are some different models? Provide sources and detail information on those different models. __**
 * Instructional design ** is the practice of arranging media and content to help learners and teachers transfer knowledge most effectively. The process consists broadly of determining the current state of learner understanding, defining the end goal of instruction, and creating some media-based "intervention" to assist in the transition. Ideally the process is informed by pedagogically tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.
 * Assess relevant characteristics of learners ** - This step established who the targeted learners are and how their characteristics may affect the design of instruction. As instruction is prepared these differences must be taken into account if learning is to be accomplished efficiently and effectively.
 * Analyze characteristics of a work setting ** - This assessment gathers information about the organization's resources, constraints and culture so that instruction will be designed in a way appropriate to the environment.
 * Perform job, task content or goal analysis ** - Entire jobs, specific tasks and areas of training content are analyzed when appropriate to gather additional information about what people do, how they do it and to isolate single idea or skills units for instruction.
 * Write statements of performance objectives ** - The development of performance objectives guides the rest of the process by describing precisely what the targeted learners should know, do or feel at the completion of a planned learning experience.
 * Develop performance measurements ** - Performance measurements are various means, from observation to written tests, established to monitor learner achievement and to help ensure that training is efficient and effective.
 * Sequence instruction (performance objectives) ** - This step ensures that learners are introduced systematically to what they must know or do to perform competently.
 * Specify instructional strategies ** - This step establishes both the overall blueprint of how instruction will be delivered and the specific strategies for individual units of instruction.
 * Design instructional materials ** - This step focuses on selecting, modifying or designing instructional materials. This includes both materials that are print-based and electronically-based.
 * Evaluate instruction ** - Instructional design is not finished until it is apparent that targeted learners can learn what they need to know or do from the delivery methods and materials selected.
 * During analysis, the designer identifies the learning problem, the goals and objectives, the audience’s needs, existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project.
 * A systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.
 * The actual creation (production) of the content and learning materials based on the Design phase.
 * During implementation, the plan is put into action and a procedure for training the learner and teacher is developed. Materials are delivered or distributed to the student group. After delivery, the effectiveness of the training materials is evaluated.
 * This phase consists of (1) formative and (2) summative evaluation. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for criterion-related referenced items and providing opportunities for feedback from the users. Revisions are made as necessary.
 * Dick, W., & Carey, L. (1996). //The Systematic Design of Instruction// (4th Ed.). New York: Haper Collins College Publishers.
 * Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). //Instructional Design Strategies and Tactics//. Englewood Cliffs, NJ: Education Technology Publications.
 * 2. RAPID PROTOTYPING**

[|__http://www.dean.usma.edu/math/activities/cape/Instructional_Models/rp_design_gif.htm__]

3. **DICK AND CAREY** The Dick and Carey model prescribes a methodology for designing instruction based on a reductionist model of breaking instruction down into smaller components. Instruction is specifically targeted on the skills and knowledge to be taught and supplies the appropriate conditions for the learning of these outcomes. [|__http://www.gse.pku.edu.cn/jxsj/materials2/Dick%20&%20Carey.htm__] [|__http://edutechwiki.unige.ch/en/Systematic_Design_of_Instruction__]
 * 1) Determine instructional goal – what do you want learners to be able to do when they have completed the instruction
 * 2) Analyze the instructional goal – a step-by-step determination of what people are doing when they perform the goal and what entry behaviors are needed
 * 3) Analyze learners and contexts – context in which the skills will be learned and the context in which the skills will be used
 * 4) Write performance objectives – specific behavior skills to be learned, the conditions under which they must be performed and the criteria for successful performance
 * 5) Develop assessment instruments – based on the objectives
 * 6) Develop instructional strategy – identify strategy to achieve the terminal objective; emphasis on presentation of information, practice and feedback, testing
 * 7) Develop and select instruction – using the stated strategy produce instructional materials
 * 8) Design and conduct formative evaluation – testing of instructional materials in one-to-one, small groups or field evaluations so that the materials can be evaluated with learners and revised prior to distribution
 * 9) Revise instruction – data from the formative evaluation are summarized and interpreted to attempt to identify difficulties experience by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the materials
 * 10) Summative evaluation – independent evaluation to judge the worth of the instruction

4. **MORRISON/ROSS/KEMP MODEL** The Morrison, Ross and Kemp Model, more commonly known as the Kemp Model defines different elements – not “step, stage, level, or sequential item” (Morrison, Ross & Kemp 2004, p.10) of an instructional design, and emphasizes the adoption of continuous implementation and evaluation through the instructional design process. These elements are independent of each other, in that they do not need to be considered in a linear fashion and there is no particular start- and end point. The oval shape of this model is constructed to convey the idea that the design and development process is an iterative cycle that needs constant planning, design, development and assessment to ensure effective instruction. [|__http://michaelhanley.ie/elearningcurve/discovering-instructional-design-11-the-kemp-model/2009/06/10/__]

There are nine key elements to instructional design: [|**__http://www.quasar.ualberta.ca/edit573/modules/module4.htm__**]
 * 1) Identify instructional problems//,// and specify goals for designing an instructional program.
 * 2) Examine learner characteristics that should receive attention during planning.
 * 3) Identify subject content, and analyze task components related to stated goals and purposes.
 * 4) State instructional objectives for the learner.
 * 5) Sequence content within each instructional unit for logical learning.
 * 6) Design instructional strategies so that each learner can master the objectives.
 * 7) Plan the instructional message and delivery.
 * 8) Develop evaluation instruments to assess objectives.
 * 9) Select resources to support instruction and learning activities.


 * 2) ** ** What is the relationship between ISD and Educational Technology? **

Central to any distance learning program are decisions about the design of instruction. As many people have discovered, even the most sophisticated technological system will not be successful if instruction is poorly designed. Decisions about instructional design involve selecting teaching methods and strategies that fit learning needs and instructional objectives. Such decisions not only require a basic knowledge of teaching methods but also an understanding of how to plan and design a learning experience when using distance education technology. [|__http://www.uwex.edu/disted/depd/course_desc.cfm?cid=8__]


 * __ 3) __** **__What are some different teaching strategies? How to use the technology to enhance teaching under those different strategies?__**

Some instructional teaching strategies include but are not limited to the following: Department of Staff Development, Instructional Strategies. Retrieved April 24, 2009, from Prince George's County Public Schools Web site: [|__http://www.pgcps.org/~elc/strategies.html__]
 * Developing Performance Assessment Tasks
 * Classroom Management: A Game Plan for Success
 * Portfolio Assessment
 * Questioning to Promote Higher-Order Thinking
 * Dimensions of Learning Reference Guide
 * A Guide to Cooperative Learning
 * Equity in Response
 * Reading Across the Curriculum
 * Writing Across the Curriculum

[|__http://www.worldofteaching.com/index.html__]
 * // Ways to add Technology: //**
 * PowerPoint Presentations
 * Field Trips-Virtual Classroom Field Trip
 * A field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project.
 * Virtual Field Trips allows both students and teachers the opportunity to travel to areas of the world that would otherwise be out of reach Teachers can take their students on a field trip right in their own classroom. Students can gather information about areas in the world that would have been impossible for most of them to see.
 * Atomic Learning
 * Internet
 * A valuable source of information and educational resources for research, investigation, acceleration, remediation, practice and enrichment. To learn about the Internet, how to use it and conduct effective searches, click on the links below.
 * Resources
 * Tutorials
 * Wireless Lab
 * Blackboard
 * Digital Media
 * Cameras, Digital Video, Computers, Phones, Televisions, Movie Maker, Wiki, Photo Shop
 * Word
 * SMART Board
 * Excel
 * A dynamic spreadsheet program that allows you to enter numbers and make calculations. Both teachers and students can use this software to create useful and informative databases, graphs, and charts.
 * WebQuests
 * Web Cams
 * Graphics
 * Copyright free graphic files from the Internet may be saved and used in many different programs including PowerPoint, Word, Excel and on web pages. It is a good idea to document the copyright status of the graphic by printing a copy of the page where the graphic is found, as well as, the page that indicates that the graphic is free to use.

[|__http://www.uen.org/utahlink/tours/__]

[|__http://its.leesummit.k12.mo.us/__] C. Computers and Teaching/Learning Final edit responsible by Ed Ryerson In the computing cycle, the sender sends a message. The computer has to use hardware and software to code the information. It goes through the switch and the router. The router finds the fastest path to the receiver. After it goes through the router, it can hit a firewall. It enters the local area network. The receiver’s computer decodes the information. Central Processing Unit, also known as CPU was first developed by Intel in 1974. It is responsible for handling all instructions and calculation it receives from other hardware components in the computer and software programs running on the computer. CPU is the brain of the computer--it is the 'compute' in computer. Modern CPU's are what are called 'integrated chips'. The idea of an integrated chip is that several processing components are integrated into a single piece of silicon. Without the CPU, you have no computer. The CPU is composed of thousands (and soon billions) of transistors. Each transistor is a set of inputs and outputs. When the inputs receive electricity, the combined charge changes the state of the transistor internally and you get a result out the other side. This is what makes it possible for the computer to count and perform logical operations, all of which we call //processing.// A lot of components go into building a modern processor and just what goes in changes with every generation as engineers and scientists find new, more efficient ways to do old tasks. · Execution Core(s) · Data Bus · Address Bus · Math Co-processor · Instruction sets / Microcode · Multimedia extensions · Registers · Flags · Pipelining · Memory Controller · High-Speed Cache Memory
 * 1) Explain the computing cycle.

2. Explain various components of a computer system (Input devices, Output devices, Storages -- provide detail and examples on how it related to teaching and learning) There are many different components to a computer system and each has a different role to play in order for the machine to perform properly. Some of these components are the CPU, RAM, hard drive, mother board, monitor, input/output devices, and many more. Each component has a specific function that without, the computer would not function properly or efficiently. The CPU is the central processing unit. It is the most powerful micro processing chip in a computer. The speed at which the CPU is measured is giga hertz (billions of cycles per second). The CPU performs stored instructions called programs. These programs are either pre-loaded on a computer or downloaded in some way. The CPU can be coined as “the brain” of a computer. There are four terms that are used to describe the work that a CPU does. The first is “fetch” which does exactly what one might think, this is when the CPU retrieves an instruction. Next is “decode”. This is when the CPU interprets the numerical sequence it has fetched and determines what action is to be taken. Third is “execute”. This is the step in which different parts of the CPU are connected in order to carry out the desired task. Lastly, the CPU performs a task called Writeback. The Writeback phase simply communicates what has been done to some form of memory storage. Writeback more or less just records what has been done throughout the previous steps. RAM, or random access memory, is the hardware inside your computer that keeps a record of the work you are doing while you are doing it. It is important to understand that RAM is not a permanent memory bank. every time the computer is shut off the RAM is lost. RAM can differ in size, type, and speed depending on the motherboard. A computer’s hard drive is what stores all of your information. Contrary to RAM, a hard drive’s information is always stored and never lost unless deleted by the user. A hard drive’s capacity is measured in gigabytes (GB) so it is also considerably larger than RAM. The motherboard is a very important component as all other components such as RAM, hard drive, and CPU plug directly into the motherboard. The faster data can travel across the motherboard the better the performance of the computer. BUS is the term used to describe the speed at which information travels across the motherboard. There are various input/output devices that a computer can utilize. Input devices include keyboards, a mouse, a mic, or a scanner. Input devices are things that relay information into the computer. Output devices include printers, monitors, and speakers. Output devices are anything that take information from a computer and put it into the world. Lastly is the monitor. The monitor is an output device that allows the user to see what he or she is doing, it's a lot like a T.V. screen but it is also interactive. There are also touch screen monitors in which case it would be considered both an input and output device. Operating systems and application programs go hand in hand with one another.An operating system is an interface between hardware and user. It is responsible for the management and coordination of activities and the sharing of the limited resources of the computer. The operating system acts as a host for applications that are run on the machine. As a host, one of the purposes of an operating system is to handle the details of the operation of the hardware. This relieves application programs from having to manage these details and makes it easier to write applications. Almost all computers, including handheld computers, desktop computers , supercomputers , and even video game consoles , use an operating system of some type. Some of the oldest models may however use an embedded operating system that may be contained on a compact disk or other data storage device. All desktop computers have operating systems. There are hundreds of other operating systems available for special-purpose applications, including specializations for mainframes, robotics, manufacturing, real-time control systems and so on. For other devices, an operating system creates the ability to serve a variety of purposes, interact with users in more complicated ways, and keep up with needs that change over time. Operating systems offer a number of services to application programs and users. Applications access these services through application programming interfaces.
 * 1) What's operating system? What's an application program?

Application programs are any tool that functions and is operated by means of a computer, with the purpose of supporting or improving the software user 's work. It is the subclass of computer software that employs the capabilities of a computer directly and thoroughly to a task that the user wishes to perform. An application program is any program designed to perform a specific function directly for the user or, in some cases, for another application program. Examples of application programs include word processors, database programs, Web browsers, development tools, drawing, paint, and image editing programs, and communication programs. Application programs use the services of the computer's operating system and other supporting programs. The formal requests for services and means of communicating with other programs that a programmer uses in writing an application program is called the application program interface. Application programs are also any data entry, update, query or report program that processes data for the user. It includes the generic productivity software as well as custom and packaged programs for payroll, billing, inventory and other accounting purposes.

4. One to One computing

One-to-one computing means putting a computer, a PC, laptop, handheld, or tablet PC into the hands of every student. While many educators say that one-to-one computing is transforming education for the better, others say it's making the classroom teacher's job harder than ever. Some even believe that the emphasis on technology actually //prevents// students from learning. Much research has been conducted on reasons to consider one-to-one computing in the classroom, research data on the impact of technology on student achievement, concerns about technology's overuse in the classroom, and tips to ensure that classroom computing helps, rather than hinders, the learning process. Following are reasons most often given for providing students with one-to-one classroom computing tools: Many researchers believe that one-to-one computing increases student achievement although this is difficult to prove. Standardized testing makes the need for improved student learned and less wasted effort. Most research on one-to-one computing has been done by computer companies preventing objective research results. Many educators say that attendance and student interest improves in classrooms using one-to-one technology. One-to-one computing helps students to become engaged in the lesson and interested in the teacher’s message. One-to-one technology is at its best in classrooms in which learning is driven by projects requiring research, collaboration, and production of a final product (a slide show, video, or Web page). Another bonus of one-to-one computing is that time and distance no longer create barriers when students can access the world around them in an instant. High school students can see news unfold on their laptops. Elementary students can view locations around the world on a Web cam and get real-time local data. Middle school students can e-mail a nuclear physicist to clarify questions raised during science class. Many of the advantages of one-to-one classroom computing also can apply to computers in a lab or at a small classroom computer center. Capitalizing on a student's intriguing question or on an unexpected discussion is much harder, however, when a teacher has to schedule computer time. In a one-to-one computing classroom, students and teachers are able to learn and teach as they go. When a student's only exposure to a computer is in a lab at the end of the hall, technology can be seen as a fragmented skill unrelated to daily life or a future career. As we know, however, computers are essential for almost any job -- doctors record patient notes on Tablet PCs; small businesses order supplies online; farmers check the Internet for the latest weather conditions. One-to-one computing ensures that all students have the skills and confidence to integrate technology into their future, as well as their present. eMINTS stands for enhancing Missouri's Instructional Networked Teaching Strategies. The goal of the eMINTS Program is to transform classrooms into places for learning where teachers and students use multimedia tools to better understand the world, work together and achieve at new and higher levels. Each eMINTS classroom is equipped with student computers, an interactive SmartBoard, a projection system, scanner, digital camera, and printer. However, the success of the eMINTS Program has more to do with the instructional practices that are used in conjunction with the technology rather than with the technology equipment itself. The eMINTS professional development program provides teachers with the knowledge and skills they need to examine and change their teaching practices as they relate to instructional technology. In order to become certified, each eMINTS teacher must complete 175 hours of training over a two-year period. Additionally, mentoring and classroom visits support eMINTS teachers as they learn how to incorporate new skills and strategies into their classrooms. Instructional functionality is key in an eMINTS classroom. To achieve the desired level of instructional functionality, specific Internet and equipment connectivity requirements must be met. Connectivity requirements may be met using either wired or wireless connectivity configurations or may be a combination of the two. In addition to Internet connectivity, equipment may need to be upgraded to achieve the following instructional functionality: i. Teacher workstation connects to interactive whiteboard. ii. Teacher workstation image appears on teacher monitor and interactive whiteboard. iii. Student work can be displayed on interactive whiteboard through a shared folder system or server. The following items must also be available and current for a successful functioning eMINTS classroom: vi. eMINTS building connectivity – a reliable 1-2 Mbps connection. Wireless networking is an option as long as it is at least 1 Mbps. vii. Networking (bandwidth, switches, cabling for teacher workstation, networked printer and student computers). viii. Any electrical service in the official eMINTS classrooms to support the computers, interactive whiteboard and projector. (As with the network cabling, electrical installation should be flexible to allow teachers to rearrange furniture placement as much as possible.) ix. Air-conditioning. x. Telephone with full outside access is highly recommended (multiple options are allowed but teachers in eMINTS classrooms must have adequate access to telephone technical support in the same location as their computer). xi. Filtering software needed to meet federal and state requirements. xii. Participating districts are expected to provide program participants with functional e-mail service and with server space of sufficient size and with reasonable access for easy uploading of website folders particular to the programs in which they are enrolled. Teachers and PD4ETS participants must be able to publish their websites to the Internet. [|__http://en.kioskea.net/contents/systemes/sysintro.php3__] [|__http://www.howstuffworks.com/operating-system.htm__] [|__http://www2.krellinst.org/AiS/textbook/unit6/introcomp6.1.html__] [|__http://www.pcmech.com/article/function-of-each-major-computer-component/__] [|__http://www.articledashboard.com/Article/The-Important-Computer-Components/536010__] [|__http://encyclopedia.farlex.com/Computer+components__] [|__http://www.webopedia.com/TERM/O/operating_system.html__] [|__http://www.computerhope.com/os.htm#01__] [|__http://www.wisegeek.com/what-is-an-operating-system.htm__] [|__http://www.personal.kent.edu/~rmuhamma/OpSystems/Myos/osHistory.htm__] [|__http://www.personal.kent.edu/~rmuhamma/OpSystems/os.html__] [|__http://www.linfo.org/operating_system.html__] [|__http://www.inetdaemon.com/tutorials/computers/hardware/cpu/index.shtml__] [|__http://www.computerhope.com/jargon/i/inputdev.htm__] [|__http://www.computerhope.com/jargon/c/cpu.htm__] [|__http://mobhappy.com/blog1/2008/05/01/new-computing-cycle/__] [|__http://www.securecomputing.com/index.cfm?sKey=1312__] [|__http://www.elook.org/computing/machine-cycle.htm__] [|__http://www.education-world.com/a_tech/tech/tech197.shtml__] [|__http://www.k12one2one.org/__] [|__http://blogs.scholastic.com/techtools/2008/08/one-to-one-comp.html__] [|__http://news.cnet.com/1606-2_3-50003483.html__] [|__http://www.emints.org/about/participants/__] [|__http://www.vp.k12.mo.us/district/technology/emints/emints.html__] [|__http://www.emints.org/equipment/index.shtml__] D. Software and Teaching/Learning Final Edit by Michele Schaefer and Erin Landrum 1. Provide detailed information on **Administrative Software**: Administrative software refers to software that is used by many businesses and school districts to manage the institutions using technology. Administrative software can range from the simple ways to store data to a very complex model that can manage everything that takes place. Over the past few years administrative software has become especially valuable to school districts. It can provide scheduling calendars for the administration, teachers, and students as well as managing grades, attendance, and finances. Some administrative software even has the capability to provide communication between teachers, parents, students, and administrators regarding grades, assignments, and even discipline reports. Because these software systems range in complexity, the price ranges as well. Most websites for the administrative software companies require school districts to apply for a quotation on costs. It is important for school administrators to select the best software for their particular school district based on size, needs of the district, costs, and availability of updates, although software is always being updated. Included in the top rated administrative software at this time are Skyward Software, Ren Web, Time Clock Plus, Dynamic Data Conceptions, and Focus School Software. Spam blocker software, which is considered to be administrative software, must be provided on district computers. There are many types of administrative software that can help school districts manage their institutions in a more efficient and cost effective manner. 2. Provide detailed information on ** Academic Software**: Academic software is similar to administrative software in that there are many programs to choose from and it is used to enhance education. This software is used primarily by students and may overlap the academic and administrative areas. Gearfire is one type of academic software that is a newsletter and blog that helps improve student organization and productivity. This site allows students to share advice, chat with tutors, read study tips, and complete practice quizzes. Gearfire can also send periodic progress reports to parents. Other academic software includes programs like Microsoft Office Student and Adobe which are used in the classroom (JourneyED). Basic Math Solver 2008 and Citation 9 Student Edition is similar to Microsoft Office Student but is subject-matter specific. These applications provide students with extra practice and template that they can use in their content area courses. PBwiki is an academic software program that allows students to collaborate with each other. Many programs also provide students with interactive practice including manipulations which can increase understanding and retention in the classroom. Using content area specific games, such as Math Blaster, provides more engaged practice for students (CNET Reviews). Academic software is important because it allows students to build on the knowledge base they already have and also enables them to explore technology in a controlled setting.
 * Increases achievement **
 * Increases student engagement **
 * Complements project-based learning classroom **
 * Broadens learning beyond the classroom **
 * Takes advantage of the teachable moment **
 * Prepares for tomorrow's workplace **
 * 1) eMINTS classroom
 * 1) 30 related Websites (URL + site descriptions)

3. How can you evaluate software for teaching and learning? Evaluating software for teaching and learning is crucial for programs which integrate technology in the classroom. The quality of software can be evaluated before purchasing, during instruction, or following use. There are various ways in which to do this. It is important to select software that will best meet the needs of your classroom. The use of evaluation organizations, online reviews, and cost comparisons are effective ways to evaluate software before purchasing. (Stirling) When searching for the evaluation organization you will use, it is important that the organization has access to student data from schools already using the software. Reiser and Kegelmann's article titled "Evaluating Instructional Software: A Review and Critique of Current Methods" stresses the use of these organizations in order to get ample information about software before a school district purchases it. Online reviews and cost comparisons are easily accessible and provide more in depth information about the makeup of the software. Cost comparisons are important to keep your district on budget. (Popkin) Although these evaluation methods are usually done long before purchase, it is also important to continue your evaluations during instruction when the software is being implemented by students. One of the best ways to do this and be available for your students is with the use of teacher and student checklists. This can be in the form of a log students complete when they use the particular software. The list may be very short or very complex based on the needs of the evaluation. It may include questions regarding amount of time needed to open software, what was learned, was the software engaging, etc. While students are working, teachers may also complete their own checklist with similar questions based on their observations of students. Following instruction teachers may base other evaluation on the overall achievement of students. It is important to assess what students learned when using the software. This may be compared to data acquired before the software was used to see if it was helpful to students. All of these evaluation methods may be easily adapted to different classroom and software types. 1. (2003, December 28). A System for Evaluating Muhlenberg's Academic and Administrative Departments. Retrieved April 13, 2009, from Muhlenberg College Web site: [|__http://www.muhlenberg.edu/mgt/presoff/observers/info.html__] Description: This website provides information as to how one academic and administrative software provider handles evaluations of their product. 2. Stirling, Deborah Lynn (1999). Evaluating Instructional Software. Retrieved April 13, 2009, from Stirling Communications Web site: [|__http://www.stirlinglaw.com/deborah/software.htm__] Description: This is an article about effective software evaluation methods by Deborah L. Stirling. The article gives detailed information about evaluation organizations, user surveys, checklists, etc. 3. Blackbaud Inc., (2009). The Education Edge. Retrieved April 13, 2009, from Blackbaud Web site: [|__http://www.blackbaud.com/products/school/educationedge.aspx__] Description: This website gives information based on specific administrative software and what it offers to school administration. 4. Wilcomp Software L.P., (2008). Retrieved April 13, 2009, from School Management Software Web site: [|__http://www.renweb.com/?ref=ggle&gclid=CKi8i7C57pkCFRKAxgodEylVSw__] Description: This particular company provides administrative software. It gives information about what their product can provide for a school district. 5. (2009). Academic Software. Retrieved April 13, 2009, from Academic Superstore Web site: [|__http://www.academicsuperstore.com/category/Software/277591?sourcecode=lcg&promocode=0D0200A1__] Description: This is the website of a retailer that specializes in academic software for schools. This can be helpful when doing price comparisons or finding software for a particular need. 6. (2009). JourneyED. Retrieved April 13, 2009, from Journey Education Marketing Inc. Web site: [|__http://www.journeyed.com/home.asp__] Description: This is a website that sells academic software to not only school districts, but also directly to teachers and students. This website is a wholesale market for software. 7. (2009). Private Schools: Software and Other Programs For Administrators. Retrieved April 13, 2009, from About.com Web site: [|__http://privateschool.about.com/od/administrativesoftware/Software_and_Other_Programs_For_Administrators.htm__] Description: This page provides links to administrative software providers. It also has information about what administrative software is and why it is so useful in educational institutions. 9. (2009). PBWiki. Retrieved April 13, 2009, from PBWiki Inc. Web site: [|__http://pbwiki.com/__] Description: This was one example of academic software used today. The site allows students to be actively involved in their education through collaboration. 10. (2009). Student Tips. Retrieved April 13, 2009, from GearFire Web site: [|__http://www.gearfire.net__] Description: This is an example of a weblog that is available to students which enables them to actively collaborate with other students and teachers. 11. (2007, May 17). CNET Reviews: Software. Retrieved April 13, 2009, from CBS Interactive Inc. Web site: [|__http://reviews.cnet.com/computer-software/?filter=500479_5016442___] Description: This webpage is customer reviews about academic software brands. This page may be beneficial for both teachers and parents alike. 12. Haney, S., & Others, A. (1992, January 1). Software Forum: A Conversation about Software, Technology, and Composition Studies. //Computers and Composition//, //10//(1), 151-68. (ERIC Document Reproduction Service No. EJ455630) Retrieved April 13, 2009, from ERIC database. Description: This is an online article that offers educational opinions regarding the newest academic software available. 13. Kerr, J. Software Evaluation. Retrieved April 13, 2009, Web site: [|__http://www.ed.brocku.ca/~jkerr/sftwreva.htm__] Description: This website provides you with an example of checklist evaluation for software used in education. 14. (2007). Educational Software. Retrieved April 13, 2009, from Educational Resources Web site: [|__http://www.edresources.com/__] Description: This website is a resource for educational institutions. It provides information on various types of academic and administrative software for schools. Products may also be purchased from this website. 15. Blackboard Inc. . (2008). Blackboard Inc. . In //Wikipedia// [Web]. Wikipedia Foundation Inc. . Retrieved April 13, 2009, from [|__http://en.wikipedia.org/wiki/Blackboard_Inc.__] Description: This webpage gives specific information about Blackboard, a form of academic software used by many schools and universities. 16. (2002, November 4). An Educator's Guide to Evaluating Claims About Educational Software. Retrieved April 13, 2009, from Learning Point Associates Web site: [|__http://www.ncrel.org/tech/claims/__] Description: This website provides information regarding how to evaluate software based on the claims of effectiveness. 17. Valesky, T., Memphis State Univ., T., & Others, A. (1986, January 1). Administrative Software Evaluations for Schools. (ERIC Document Reproduction Service No. ED288495) Retrieved April 13, 2009, from ERIC database. Description: This article provides detailed information about how to evaluate administrative software used in schools. 18. (2009). Academic Software. Retrieved April 13, 2009, from Academic Software Inc. Web site: [|__http://academicsoftware.com/__] Description: This company is an official educational software provider. It gives information regarding pricing and reviews on academic and administrative software. 19. DeLoughry, T. (1988, February 17). Plan for Scholars to Review Peers' Academic Software Is Announced by College Computing Consortium. //Chronicle of Higher Education//, //34//(23), A13,18. (ERIC Document Reproduction Service No. EJ366336) Retrieved April 13, 2009, from ERIC database. Description: This article reveals a new plan to compose of a peer review system for academic software. This is important information in the education field because such a system could dramatically help administration make decision on what software will work best for specific classrooms. 20. Popkin, Minna (2000, July 24). A Faculty Guide to Academic Software Selection. Retrieved April 13, 2009, Web site: [|__http://www.conncoll.edu/is/info-resources/software-eval/guide.html__] Description: Popkin, a former software evaluator at a major university gives her insight on the most effective software evaluation methods. E. Internet and Infrastructure - Amy Rosner 2009 Edits by Amy Rosner ** 1) Explain how the Internet works. ** The Internet is a global network of computers. Each computer that is connected to the Internet must have a unique address (unless it’s behind a router or a firewall device). Internet addresses are in the form nnn.nnn.nnn.nnn. Where nnn is, must be a number from 0 - 255. This number address is known as an IP address. (IP stands for Internet Protocol) For example, your computer may have an IP address of 1.2.3.4 and another computer may have an IP address of 5.6.7.8. this allows individual computers to get on the internet using their own, unique IP address.  a) If you connect to the Internet through an Internet Service Provider (ISP), you are usually assigned a temporary IP address for the duration of your dial-in session. If you connect to the Internet from a Local Area Network (LAN) your computer might have a permanent IP address, or it might obtain a temporary one from a DHCP (Dynamic Host Configuration Protocol) server. In any case, if you are connected to the Internet, your computer has a unique IP address. The Internet backbone is prepared up of many huge networks which interconnect with each other. These big networks are known as Network Service Providers or NSPs. Some examples of the great NSPs include: UUNet, Cerf Net, IBM, BBN Planet, Sprint Net, PSINet, as well as many others. These networks go over with each other to swap packet traffic. Each NSP is necessary to connect to three Network Access Points or NAPs. At the NAPs, packet traffic may skip from one NSP's backbone to another NSP's backbone. NSPs also are linked at Metropolitan Area Exchanges or MAEs. MAEs serve the same point as the NAPs but are privately owned. NAPs were the original Internet interconnects points. Both NAPs and MAEs are referred to as Internet Exchange Points (or IXs). NSPs also sell bandwidth to smaller networks, such as ISPs and smaller bandwidth providers (compnetworking.about.com). b) Many computers linked to the Internet host part of the DNS database and the software that permits others to way in it. These computers are known as DNS servers. No DNS server controls the entire database; they only contain a subset of it. If a DNS server does not contain the domain name requested by another computer, the DNS server re-directs the requesting computer to another DNS server (Rus Shuler). The Internet is based on a series of standard technical protocols which allow various computers located around the world to access specified files on other computers and then view those files. Specifically, the protocol in question is TCP/ IP. TCP/IP allows computes to describe data to one another over a network. Every computer hooked to the Internet understands these two protocols and are able to speak cordially (Marnie Webb). In many ways the internet can be very tricky. The internet has so many things required in order to have it. Although it’s simple to use and appears to be simple, when it comes down to it, the internet is very complex and complicated.
 * 1) 20 Related Websites:

A way to familiarize students first-hand with the internet is to have them design a website. This first-hand experience will give them valuable insight, hands-on learning and a great tool for future use. Another way is to give them some web sites and have to view the site and report back if it’s done correctly, what they would do differently, etc. One great educational tool regarding the internet is the ability to have distance learning. It allows us to view different cultures, teach around our busy schedules and connect with others in faraway lands that we otherwise wouldn’t ever work with. Internet technology has expanded our way of teaching. Distance education has evolved frequently since correspondence schools developed in the late 19th century. These connection schools, which were from time-to-time confidential, for-profit businesses and from time-to-time addition units of publicly funded universities, originally accessible lessons through printed materials—as many still do. Educational content also delivered by radio in the 1930s, by television in the 1950s, and through recorded programs on audio and videocassettes in the 1970s. Material was sent back to the school by students through the mail and later by fax. The 1970s also saw the establishment of open universities institutions that are open to a big segment of the residents, offer a diversity of traditional academic and nontraditional courses, and make extensive use of distance education. The British Open University, which is one of the oldest and best known of these institutions, has approximately 200,000 students and is often considered the model for open universities. More than 20 similar systems have been set up in other nations (National Science Foundation, Division of Science Resources Statistics). Since then, distance education has been improved and much easier to use. In today’s world a lot of students have a computer-it’s almost as necessary as pen and paper to help a student succeed. With the internet, students can collaborate with people across campus or at another college on assignments, topics and current events. In our fast-paced world it’s crucial to have internet access and be familiar with how greatly internet can help and simplify your life. From doing research for papers, to contacting your professor with a question, to taking an online class, the internet has proven to be invaluable to today’s student (apple.com). ** 3) ** **Explain CCTV and RFID network and provide the implication of its use.** 1) As the name implies, Closed Circuit Television (CCTV) is a system in which the circuit is closed and all the elements are directly connected. This is unlike broadcast television where any receiver that is correctly tuned can pick up the signal from the airwaves. CCTV i s experiencing a leap in technology by using digital techniques and the Internet. The new edition of this high-level, professional reference includes details of CCD cameras, lenses, coaxial cables, fiber-optics,system design, and covers all video compression techniques used in the ever increasing assortment of digital video recorders (DVRs) available on the market today. It also serves to clarify the technology of data networking. The theoretical section explains the various compression techniques, such as MPEG-1, MPEG-2, JPEG, Wavelet, H.261/263, JPEG-2000, MPEG-4, etc. Networking is also a new and unknown area for many CCTV installers and this is explained in a brand new section. The challenge of selecting the right system from such a wide variety of new technologies available in CCTV has been compounded by the invention of DVRs. A point of reference is the new edition of the book __CCTV demystifies DVR technology__. CCTV is also used in surveillance. CCTV, the safety/security scenario, covers cameras transmission, monitors, switchers, camera housing, recorders, printers, image intensifiers and (Secuyritypark.net). (RFID)Radio frequency identification tags will be used to track the individuals who buy products with them attached. RFID are used in replacement for the existing system of bar-coding goods. The long term for this technology is to retailers is to attach the tags to every item in the store. RFID tags come in two basic types ( [|__http://www.rfident.org/__] . As mentioned above, there are two types of RFID tags: active and passive. Passive RFID tags have no internal power supply. Instead, a small electric current is created in the antenna when an incoming signal reaches it. This current provides enough power to briefly activate the tag, usually just long enough to relay simple information, such as an ID number or product name. Because passive RFID tags do not contain a power supply, they can be very small in size, sometimes thinner than a piece of paper. These tags can be activated from a distance of ten millimeters to over 6 meters away. Active RFID tags do contain an internal power source, which allows for a longer read-range and for a bigger memory on the tag itself. The power source also makes it possible to store information sent by the transceiver. Active RFID tags are larger than passive tags, usually slightly bigger than a coin. They can be read from many meters away, and generally have a battery life of about ten years. Advantages of active tags include accuracy, reliability, and superior performance in adverse environments, such as damp or metallic. Being cheaper to manufacture, most RFID tags are of the passive variety. Analysts predict that ever-lowering costs and growing demand will eventually lead to the widespread usage of RFID technology on a global scale.  The simplest form is the read-only tag, which, once programmed, is hard-wired to transmit its content. Tags of this type are used in a way identical to barcodes, and are applied to items, such as retail goods, where the information each item carries doesn't change.(massy,media) The launch of the EPC came just weeks after Wal-Mart - the biggest retailer in the world - demanded that its main 100 suppliers place RFID tags on all its pallets and cases by 2005. But just as the tags begin to be placed on retail items, a small but determined opposition is stirring up a storm of protest. This goes to show if Wal-Mart wants RFID tags on all its pallets and cases by 2005 that RFID are becoming to be a big part of our economy. We all know that Wal-Mart is a strong contender in setting the standard, pace and bylaws for corporate businesses. Wal-Mart is using the RFID tags to make sure that everything is there and it allows them to have a better handle on their merchandise and inventory This will help with having No more lost or misdirected shipments. This system will help improve inventory efficiency, employee and customer satisfaction with having well-stocked shelves and a good handle on inventory. This new technology will help reduce a lot of stress for companies, the employees as well as the cutomers. (Sean Dodson) ** 5) ** **Explain what's Webquest and VoIP. Provide detail on its implication in teaching and learning** A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. The model was developed by __Bernie Dodge__ at San Diego State University in February, 1995 with early input from SDSU/Pacific Bell Fellow __Tom March,__ the __Educational Technology__ staff at San Diego Unified School District, and waves of participants each summer at the __Teach the Teachers Consortium__ . **Webquest are hands-on internet learning that allows an interactive participation for the students. It’s helpful in learning because it does offer an actual, tactile experience of learning for children who are visual learners.**
 * 2) ** **What are some applications, implications of using the Internet Technology?**
 * 4) Types of RFID Tags**

By routing thousands of phone calls through a circuit switch and into an IP gateway, they can seriously reduce the bandwidth they're using for the long haul. Once the call is received by a gateway on the other side of the call, it's decompressed, reassembled and routed to a local circuit switch. Although it will take some time, you can be sure that eventually all of the current circuit-switched networks will be replaced with **__packet-switching technology__** (more on packet switching and circuit switching later). IP telephony just makes sense, in terms of both economics and infrastructure requirements. More and more businesses are installing VoIP systems, and the technology will continue to grow in popularity as it makes its way into our homes. Perhaps the biggest draws to VoIP for the home users that are making the switch are **price** and **flexibility**. 30 related Websites (URL + site descriptions) 1. [|__http://compnetworking.about.com/od/workingwithipaddresses/l/blip.htm__] 2. http://www.theshulers.com/whitepapers/internet_whitepaper/index.html 3. http://www.internic.org 4. http://www.securitypark.co.uk/books-cctv.asp 5. http://articles.directorym.co.uk/RFID_Tags-a1056677.html 6. http://iscwest2008.conferencepath.com/program/?action=viewday&date=4/3/2008 7. http://www.guardian.co.uk/technology/2003/oct/09/shopping.newmedia 8. http://www.techsoup.org/learningcenter/connections/archives/page10206.cfm 9. http://computer.howstuffworks.com/internet-infrastructure.htm 10. [|__http://www.nsf.gov/statistics/nsf03305/secta.htm__] 11. http://en.wikipedia.org/wiki/Educational_technology 12. http://www.eduref.org/cgi-bin/res.cgi/Educational_Technology 13. http://edtec.sdsu.edu/ 14. http://www.iste.org/ 15. http://ritter.tea.state.tx.us/technology/ 16. http://www.ed.gov/about/offices/list/os/technology/index.html 17. http://712educators.about.com/cs/technology/a/integratetech.htm 18. http://www.apple.com/education/maclabs/ 19. http://www.iteaconnect.org/Resources/tewebsites.htm 20. http://people.uis.edu/rschr1/et/blogger.html 21. http://en.wikipedia.org/wiki/Educational_technology 22. [|__http://www.cctv-information.co.uk/i/Introduction_to_Closed_Circuit_Television__] 23. [|__http://www.rfident.org/__] 24. [|__http://www.scribd.com/doc/21179934/What-We-Know-About-Impacts-WebQuests__] 25. [|__http://www.webquest.org/__] 26. http://www.technovelgy.com/ct/Technology-Article.asp?ArtNum=50 27. [|__http://www.vonage.com/__] 28. [|__http://www.fcc.gov/voip/__] 29. http://www.securityfocus.com/infocus/1767 30. http://communication.howstuffworks.com/ip-telephony1.htm
 * Voice over Internet Protocol ** (**VoIP**) is a general term for a family of transmission technologies for delivery of [|__voice communications__] over [|__IP__] networks such as the [|__Internet__] or other [|__packet-switched__][|__networks__] . Other terms frequently encountered and synonymous with VoIP are //IP telephony//, //Internet telephony//, //voice over broadband// (VoBB), [|//__broadband__//] // telephony //, and //broadband phone//.
 * What is Multimedia? **


 * Renee Ellingsworth and Stephanie Foster **

Multimedia is defined as a combined use of media, such as movies, music, lighting, CD-ROMs, and the Internet, as for education or entertainment. Types of multimedia include: · Text and sound · Text, sound, and still or animated graphic images · Text · Text, sound, and video images · Video and sound · Multiple display areas, images, or presentations presented concurrently · In live situations, the use of a speaker or actors and "props" together with sound, images, and motion video.

Until the 1990s, digital multimedia was rare. The equipment was too expensive for everyone to have. Multimedia used to consist of VHS, Cassette tapes, record players, black and white television, then color television, walkman and even computers. Today, we have many of the same things but with digital advances. These include GPS, touch screen cell phones, wireless internet, digital cameras, etc. Text is the most widely used and flexible means of presenting information on screen and conveying ideas. It doesn’t need to be replaced with pictures or sound, but should be added to other media. For a public system, where many different people will be looking at it, a clear reasonably large font should be used. Users will also be put off by the display of large amounts of text and will find it hard to scan. Text should follow some basic guidelines including the following: · Conventional upper and lower case text should be used for the presentation since reading is faster compared to all upper case text. · All upper case can be used if a text item has to attract attention as in warnings and alarm messages. · The length of text lines should be no longer than around 60 characters to achieve optimal reading speed · Only one third of a display should be filled with text. · Proportional spacing and ragged lines also minimizes unpleasant visual effects. · 12 point text is the practical minimum to adopt for PC based screens, with the use of 14 point or higher for screens of poorer resolution than a normal desktop PC. · If the users do not have their vision corrected for VDU use e.g. the public. It is recommended that text of 16 point is preferred if it is to be usable by people with visual impairments. · Sentences should be short and concise and not be split over pages. · Technical expressions should be used only where the user is familiar with them from their daily routine, and should be made as understandable as possible e.g. "You are now contacting with Paul Andrews" rather than "Connection to Multipoint Control Unit". · The number of abbreviations used in an application should be kept to a minimum. They should be used only when the abbreviation is routinely used and where the shorter words lead to a reduction of information density. · Abbreviations should be used in a consistent way throughout an entire multimedia application. · An explanation of the abbreviations used in the system should be readily available to the user through on-line help facilities or at least through written documentation. It is well accepted that multimedia in teaching and learning enhances the level of education. Numerous studies have shown that students learn in different ways. Some students learn better when given tactile aids while others prefer audio aids and still others learn better when given visual aids. With so many different learning styles it is crucial that multimedia be used in classrooms to allow for each learning style to be utilized. When learning styles are combined is when students will learn best and retain the most. Multimedia can be described as the combing of any of the following within a computer environment: · Speech or other sound · Drawings or diagrams · Animated drawings or diagrams · Still photographs or other images · Video clips · Text/printed words The most common form of multimedia in the classroom is Microsoft Power Point. Power Point utilizes student interaction, visual and audio aids, and reading. Basically, almost all learning styles can be packed into one power point. Also, students can create and present their own power points which engage not only those presenting but also the class. Other software has been produced to help students learn using the same principles, the combining of audio, visual, and interaction. These days a teacher needs to merely enter an educational store to find such software and CD-ROMS. The World Wide Web offers a great example of multimedia. Students need merely type in a web address to be engaged in multiple facets of learning. The use of these new technologies not only helps to make learning more interesting but it also better engages students, provides students with more in depth information, and allows for students to incorporate their own personal styles into their work. Even though multimedia has multiple advantages it is important to make sure that when using multimedia that it does not overshadow the educational process. It is very easy to let the technology involved take the place of learning and investigation. Sometimes students can be distracted by all the visual aspects that are usually involved in the use of multimedia. Also, considerations of video and audio quality must be kept in mind when presenting. Can all the students hear the presentation’s audio aspects? Can everyone see the video? Remember that small computer speakers and small screens can limit the number of students that can be engaged in the presentation. Often times students in the back of the room cannot hear audio from laptop computer speakers or see videos due to glare problems and screen sizes. The use of projectors and smart boards often times eliminates these problems. ** Current and future use of multimedia in teaching and learning ** Implementation of multimedia-rich computer-assisted instructional materials into curricula can enhance the learning experience. Well-developed, high-quality multimedia materials can stimulate different learners based on their preferred learning styles, as well as expand distance learning opportunities. One important point is that the computer-based learning materials are not designed to replace faculty, or even reduce faculty numbers. On-line learning materials require revision and updating every time they are delivered. The faculty's new role with increased technology will be to keep the information updated and current in the computer-based materials, and to enhance their mentoring and research commitments with the time liberated by replacing stand up lectures. Current use of multimedia in the classroom does not involve staff development opportunities, it is usually used for isolated activities, it is often one step removed from the teacher, and the need for technology is not identifiable. To this point, the role of technology has complemented the conventional instructional curriculum and its corresponding emphasis on expository teaching, traditional verbal activities, sequential instructional materials, and evaluation practices characterized by multiple-choice, short-answer, and true or false responses. The LoTi framework proposes seven multimedia implementation levels for teachers to follow. As the teacher moves from one level to the next, the instruction moves from being teacher centered to being student centered. Computer technology is employed as a tool that supports and extends students’ understanding of the pertinent concepts, processes, and themes involved when using databases, telecommunications, multimedia, spreadsheets, and graphing applications. Typical classroom learning moves to a more hands on approach. LoTi suggests ways school district’s can prepare to implement the use of multimedia; emphasize staff development, emphasize front end analysis, use technology to restructure science and mathematics curricula, incorporate a variety of measures to justify the money spent on technology, and include opportunities for technology plans consistent with district priorities. Developing on-line learning materials is very costly. It may be advantageous for universities to form courseware development laboratories because they consolidate hardware and software resource requirements, technical skills and, reusable features. Furthermore, employing students as computer technicians in the courseware conversion laboratory benefits the students by enhancing future employability after completion of their degree. Students all learn in different ways. This is why it is important to implement several different kinds of multimedia in the education process. Students need to learn how to use the different types of multimedia and technology in order to keep up with the changing ways of learning. By integrating multimedia, students and teacher will both benefit.
 * Traditional use of multimedia in teaching and learning **

There are several issues to complain about when it comes to computer based education. First of all, while multimedia is more interesting, exciting, and absorbing, it is no more effective than text based computer based instruction in bringing about better, longer lasting learning outcomes. Also, the nature of multimedia makes it easier than with text to develop materials that are low on Bloom’s taxonomy. With multimedia the educational strategy has a taken a back seat, forced there by the multi-sensory imperatives of the media available to the developer. There is good and bad in multimedia computer based education. The style of program adopted should be appropriate in the circumstances. This leaves the options very wide open to negotiation in view of the resources available for development. From the design point of view, other relevant issues are that it is difficult to read and absorb dense text on a computer screen and strictly linear programs which are parodied as electronic page turning can quickly become tedious and may not represent much of an advance on the printed presentation of the same material. Also, simulation and other higher order forms of computer based education are inherently more interesting and allow, for greater user control of the program than drill and practice programs. It is important to remember these aspects when implementing computer based education: Does your approach: · Address the learning needs? · Meet the expectations of the target learners? · Enable learners to do things they can’t do using existing resources? · Motivate the learners to interact with the program and other learning resources? · Place control in the hands of learners as far as is possible within the parameters of the program? · Fall within the budget constraints of the developing organization?
 * Design issue related to multimedia use in teaching and learning **

Oral lectures are an important part of learning. The written style tends to be formal, detailed and rigorous, while the informal spoken style is more intuitive and also more flexible. Multimedia presentation affords a unique way of embodying both styles of instruction. The single greatest advantage that computers have as an instructional tool is their ability to individualize instruction to meet the needs of a particular student. To be responsive to a student’s level of understanding, a computer based course must be able to assess the student’s comprehension of the material on at least two levels. However, the most significant design principle we have is the need to make courses easily revisable. As we can see, the design issues related to multimedia in education are ones centered on the students. It is important to implement multimedia in ways that are most easily used and understood by the students.


 * What are some software and hardware that are related to multimedia? **

To complete a multimedia project there are certain components of hardware a computer must have. A person would want storage and speed on a decent computer to complete a project. There are five components of a computer’s hardware to increase the speed. · The first is system devices which include microprocessor, memory, and motherboard. The microprocessor is the heart of the computer. It is a small computer chip that turns on with the computer. The motherboard contains computer components such as the microprocessor, memory, basic input/output system, expansion slots and interconnecting circuitry.
 * Hardware: **

· Memory and storage devices are the second part of hardware. The primary component of memory is the RAM (random access memory) which locate the operating system, application programs, and data that is currently being used. · The third part of the hardware is the input devices. The major input device on a computer is the keyboard. A mouse is also part of the input device on a computer. Digital camera, web camera, and microphone are also input devices.
 * Output devices send information from the computer to other devices. A monitor, printer, speakers, projector, TV, and Smart board are all output devices.
 * Communication devices are the fifth type of hardware necessary for a computer. Modems can be found on computers which help them connect to certain networks.

Painting and drawing tools add to the overall graphic effect of a multimedia presentation. 3-D modeling tools and the use of animation help depict things in the way they really are. Image editing tools are used to edit existing bitmap images and pictures. Sound editing tools allow you to hear the information and visualize the overall effect of your multimedia presentation. · Animation, video and digital movies editing tools create and object-oriented approach to animation. These tools allow you to edit and assemble video clip. Web Sources: [|__Distance Learning__] G. Distance Learning Final edit responsible by Amy Phillips, Jenna Ruediger, Jonna Dick, Mandy Vosbrink, Sara Schulze//Victoria Brooks & Janet Raines 2009// Technology of Distance Learning [|__http://www.quintcareers.com/distance_learning_pros-cons.html__] Pros and Cons of distance learning [|__http://www.marylandonline.org/assessments/tech__] savvy Most frequently asked questions. [|__http://www.dantescatalogs.com__] Accredited colleges and Universities [|__http://edweb.sdu.edu/people__] Promising technology. || ||  || //[|__The History of Distance Education__]// // This website is an essay type description of the history of Distance Education/Learning. It also provides details to the definition of DE. [|__Distance Learning: Promises, Problems, and Possibilities__] This website gives information about the history, and possible future of Distance Learning. It also mentions problems and other concerns about it. [|__Welcome to a Brief history of distance Learning - Degree.com__] This website is a brief essay on the history of distance learning. [|__Issues in Distance Learning__] This website is an essay on Distance Learning and touches on issues such as: what it is, theories, systems, design considerations, methods, and operational issues. [|__Distance education - Wikipedia, the free encyclopedia__] This website has a general overview of what Distance Learning is. It also mentions technologies used, types of distance learning, and testing and evaluation. [|__What is distance learning? - a definition from Whatis.com - see also: elearning, e-learning__] This website has a short definition of Distance Learning and a little information about technologies that can be used for it. [|__A Teacher's Guide to Distance Learning__] This website is an online book that focuses on Distance Learning and many of the components involved, such as technology. [|__ADEC Guiding Principles for Distance Teaching and Learning__] This website is about distance teaching and learning. It has several assumptions and principles that are associated with both teaching and learning. [|__Education at Distance » Distance Learning Definition__] This website has just a little bit of information about what distance learning is and the history it has. [|__Investigating Distance Learning on the Internet__] This website is about Distance Learning and covers topics such as advantages/disadvantages, underlying technologies, cost, and performance of distance learning on the Web. [|__Teaching-Learning Center: Special Feature__] This website is about hybrid courses and contains a definition, and even reasons for having the courses. [|__Hybrid Course FAQs__] This website is a frequently asked questions page about hybrid courses. It has a self assessment quiz that can be taken to see if these types of courses are right for you to take.
 * Software: **
 * There are also necessary tools known as software for creating a multimedia project. The higher quality of your tools will determine the overall outcome/quality of your multimedia project. The following five categories of software are used:
 * 1) [|__http://www.ascilite.org.au/ajet/ajet11/rees.html__]
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 * 1) //Distance learning is a tern used to describe the physical separation of teachers and learners in education that has become popular in recent years, particularly in the United States. While used interchangeable with distance education, distance learning puts the emphasis on the learner and is especially appropriate when students take on greater responsibility for their learning as is frequently the case when doing so from a distance. Pennsylvania State University was one of the first universities to provide distance learning to their students in an organized manner, and it turned out to be a benefit. it established its first distance -learning network in 1886 through the use of the U.S. Mail. The Open University (OU) headquartered at Milton Keynes,England;founded 1996 as the University of the Air. In 1971 a distance learning program was begun, it consisted of correspondence courses integrated with television, radio broadcasts, residential summer schools, counseling and tutorial service that operates through a network of regional offices and local centers. Students (over 160,000) are usually around the age of 21, 70% are working full-time, and studying in their spare time, 25,000 students live outside of the UK. The university has professors of arts,education, management, mathematics, science, social sciences, and technology. It has served as the prototype for similar programs throughout the world. Now the OU with its distance learning broadcasts is one of the largest top ten universities worldwide known as "Mega Universities." More recently, due to advanced technology it allows for more interaction and therefore more-in-depth learning. The use of technology in the classroom brings about many new possibilities that were not available to teachers, which can now engage the students to get more actively involved in their lessons. Through the use of distance learning, teachers can achieve more out of their students( Moore, 2009).//
 * 2) //To design effective distance learning, one must consider the goals, needs, content requirements and characteristics of technical constraints. There are two types of online technoloies that are used in distance education. One is a mode of online delivery, where all participants are "present" at the same time requiring a time table to be organized (synchronous). Web conferences are an example of synchronous technology. ASnother one is wheree particiapants access course materials on their own schedule(asynchronous). Message board forms e-mail and recorded videos are examples of asynchronous technology. We must not forget other types of distance educational courses, such as correspondence conduted through regular mail; telecourse/broadcast, in which content is delivered via radio or television. The modern era of distant learning education truly began with the advent of the Internet and related multi media technologies. Offering unprecedented levels of interactivity, convenience and educational effectivemess, these hi-tech developements have completly transformed the way students and educators are participating in distance learning. The learners themselves are suppose to be both willing and able to receive instructional messages. They should be interactivity between students and teachers; students and the learning enviroment; and student to student interaction. Research has proven time and time again that instructional television has the ability to captivate it's audience and motivate them. Neverthr less, before someone begins to think about designing distant learners curriculum, they need to know there intended learners, realize that they have different indiviual outlooks from what the designer has, Words to live by for the desining distance program is, "communicate to others how you would like to be communicated to." Use materials in ways of explaning in a topic for concept that you would understand if you were in the learnders shoes. Take into account where they are at in the learning process, there background, and things that are interesting to them.So, the key to effective design lies in the image that is presented by the instructor. In order to make the best use of design material, the designer should use advance organizers to create appropriate context as possible for instructions. (williamwoods.pbworks.com/distance-learning, Moore, 2009 & Sherry, 2001).//
 * 3) //There are several issues when implementing distant learning/educational courses and hybrid (blend of face-to-face instructins with online instruction) courses.One of the main issues stated in the Special Analysis 2002 report are that "moderately and highly nontraditional students who are more likely to participate in distance education." (nces.ed.gov). The report also states that 60 percent of the students that use distance education get their information through the internet, 39 percent through prerecorded television or audio, and 37 percent through live television or audio. With the largest percent of distant learning being obtained through the computer via internet, some universities require the students to take an online test.. One such test can be found at// //[|__www.marylandonline.org__]. This online test will ask you questins to verify if you have enough computer knowledge tp successfully enroll into a distant learning program. There are many advantages for the students such as: accessibility to the course for those students who do not have access to a college campus, or ones in military service, living in far away off regions or countries; for those with restricted mobility (handicapped, injured,elderly); for those with irregular work schedules, or family duties; another important advantage of distant learning is the students are self-paced, and course are offfered in a just-in-time learning enviromnent. without wasting time commuting to and from campus which aids in leeping the learning cost at an affordable rate for students. The main disadvantages for the students are the loss of dirct(i.e.,non-mediated), visual interaction with the professor and the other students, the loss of immediate feedback, the loss of motivatin and the high rate of failures and dropout, and isolation. It is also, difficult to organize teamwork, possibly no access to a library. Difficulty of personal work with no temporal constraints, and the quality of the student's presentation depends on the students' system. The main advantages for the professors are possibility of a larger audience, no repletion in the classroom, fhis hss more time available to preppare and upgrade the course, and the acquisition of a new experience. The main disadvantages for the professors are the dynamics of the class, no visual contact and low feedback from the students, duffucult to evaluate the students's vork, workload increase at the beginning of the course, redifinition of the professor's role and tacks and the complexity of the copyrights for electronic documents. Millions of college students take courses and even get degrees via the Internet.The quality of online courses is in most cases equal to. if not superior to regular classroom courses. Many people see online study as an isolation experience, but successful online students develop a since of community, with e-mail communication, shared lesson plans, dicussion forums. And real-time interaction in some situations. The variety of online programs in goowing exponentially; giving a range of study that is the equivalent of courses available on campus, an online format allows teachers to take advantage of uncommitted time in their schedules and gives assess to courses that could not be attended to phyically becouse of geographical and teaching constraints. The right course can complinent oan ongoing teaching syllabus, giving an immediate boost to students.//
 * 4) //In order for distance learning to properly work, it is essential for all who are involved to share all the technology needed. Many colleges have distance-learning departments to provide high-quality learning opportunities to students in all stages of life through the use of stste-of- alternative delivery methods (e.g., podcast); promote training for the faculty both technical and pedagogical; evaluate course quality and insure compliance to student and faculty; investigate and recommend new instructional technology for use; investigate and encourage the best practices in instructions. which these technologies available to do distance learning, it is important for educators and students to become trained with these technologies. One of the supporting technologies for distance learning is video conferencing. In 1994, researches indicated it could be successfully used to improve the quality of interaction between students and teachers and to process novisual distance education(KILLIK 2007). The video conferencing is very essential. Because it provides face to face comunication(i.e. Skype). There is also, web conferencing which is used to conduct live meeting, trainings, or presentations via the Internet. Each participant sits at his/her own computer and is connected to other participants via Internet. This can be either a download application on each of the attendees' computers or a web- based application where the attendees acess the meeting by clicking on a link distributed by e-mail(meeting invitation) to enter the conference. Therefore, there can be interaction between teacher and students at the same time. Telecourse/Database technology is the transmission of a high produce video, audio broadcast at scheduled times by television. The datacast material can be downloaded to a computer allowing the student to use textbooks and study guides to learn while viewing the broadcast. Another supportive technology used for distance teaching includes the interactive studies via satelites. The system enables the instructor to deliver a live lesson from a central studio concurrently to any number of classrooms within rerach of the satelite. The students and their remote classroom can participate in the lessons by means of both voice and data comunication. This is a seriies of digital media files, ususally video or digital audeo is downloaded the played or then replayed on demand. Other useful on line technology that is supportive of distance learning may include the webcast, Blogs, instant messanger, chat rooms, discussion forums and even Wilis. Therefore, the students can view information of the Internet and apply it to their distance learning. For years technolgy has promised to revolutionized the way people learn. The arrival of the World Wide Web is the beginning of some fundamental changes is how teaching, training, and self-directed learning will occur at all stages of life. The future of Net-Based Training is moving quickly toward interactivity and sensory engagement . There are several developements worth watching: Real Audio, Virtual Reality Modelling Language(VRML), JAVA, and Multi-user dimension(MOO) (edweb.sdsu.edu) . The Center for Technology Innovation in Education at the University of MIssouri-Columbia builds on the fundamental changes in education by undertaking research and development of innovative technology emphasising cognitive learning. (Fitzgerald page 78, volume 25, 2000)//
 * 5) //20+ related Websites (URL + site descriptions)//
 * [|__http://www.ed.gov/about/official__] list
 * [|__http://www.distance-learning-college-guide.com/what-is-distance-learning.html__] || This website has an overall description about distance learning. It discusses who uses it,and the reason for it's useage.
 * [|__http://www.usdla.org/__] || This website is the home page for the United States Distance Learning Association. ||  ||

[|__http://www.adprima.com/dears.htm__]

Ask queations about the quality of courses.

[|__http://www.haywood.edu/technology__] and instructional support services

Show distance learning department and explains and recommends instructional use.

[|__http://cdis.missouri.edcoursesdisplay.aspx__]

Center for Distance Learning Technology.

[|__http://wikapedia.com__]

Definition of Distance Learning Education.

[|__http://williamwoods.pbworks.com/Distance-Learning#view=edit__]

This is the home information site edited by Raines and Brooks[|__http://usala.org__] List of different Online and Mobile Learning Technology Bases. [|__http://rapidlibrary__]. com/index KIZLIK DEVICE VIDEO information. Fitzgerald, Mary Ann. e-Book "Educational Media and Technology Yearbook" 2000 vol 25 (Englewood, Co. Liabraries Unlimited. [|__http://www.answers.com/topic/open-university__] History of UK distance learning college OU. [|__http://www.isoc.org/net2000/edproceedings__] Investigating Disstance Learning on the Internet, advantages and disadvantages. [|__http://nces.edgov/program__] Student body that participate in distant learning.

There have been new technologies that have the potential to revolutionize the education system. Repercussions for school leaders are significant and include technology-related issues involving freedom of speech, harassment, privacy, special education, plagiarism, and copyright concerns. School leaders need to be mindful of these emerging legal conditions and understand the importance of professional development training for educators on technology and the law. With this in mind, the school law researcher and professor’s role should be to communicate frequently with educators about new statutes and how to apply legal concepts and frameworks to these developing situations. Technology is changing the way the teachers teach and students learn. As technological advances are introduced into the academy, campuses are more and more attracted by the promise and potential of technology for enhancing access and learning. Technology is seen by some as the panacea for budgets cuts: some see visions of hundreds of students sitting in front of monitors, with talking heads providing cheap, mass education. Others see technology as a critical complement to the educational experience, opening more opportunities for the learner than can be encompassed by one campus. The 2004 National academic computing budgets cuts were less than last year and more campuses are adopting policies to stop music and video downloads on their networks. Legal issues such as copyright, data protection, liability, e-commerce and disability discrimination are now impacting on our deployment of online learning environments. The importance of authentication: verifying student identity in the online environment, for example, for online assessment purposes. Solutions to this had to be user-friendly but robust, for example, something a student is familiar with, such as user identification and password. General terms that issue an institution needed to address this to manage legal compliance in the online environment. These may include, for instance: • Third party materials; • Contracts, for example, with developers or staff; • Third party rights; • Licenses; • Internal policies and procedures; • Content management. // //information about the user is processed in a transparent way and is not excessive. In addition, the information must be accurate and held securely. Users should be able to access their information and should be confident that that there is no unauthorized transfer of data to other databases.// // Day One closed with four breakout sessions providing the opportunity to look at case studies on VLE implementation. Liability for universities can encompass many areas. For example, liability for injury to an employee through unsafe work practices where the employee could sue for breach of duty and sue for damages for injury caused. Liability could also include harm caused to someone’s reputation through the posting of a defaming notice on a university website. Although this has been a high profile issue over the past few years, not all staff is fully aware of its impact on their practices. Accessibility issues should not solely be acted upon to improve the situation for some students; if implemented properly, accessibility guidelines will improve the situation for all, particularly where online learning environments are concerned. Technical matters that are important in the light of legal requirements that were raised throughout the conference including: • Adequate network security; • Access control lists; • Appropriate firewall and proxy server provision; • Anti-virus and anti-spyware software; • Encryption; • Strong password measures; • Knowledge partitioning; • Physical access restriction ** 2. ** **Social networking and its impact in teaching and learning.** Social networking is the grouping of individuals into specific groups. Because social networking keeps increasing within many businesses, homes, and now even schools teachers are using social networking for teaching their students. When it comes to online social networking, websites are commonly used. These particular websites are known as social sites. These would consist of MySpace, Facebook, Blogs, and several others. Once you are granted access to a social networking website, you can then begin to socialize. Furthermore, social networking often involves grouping specific individuals or organizations together. Depending on the website in questions, many of these online community members share common interests, which can include common interest such as hobbies, politics, or even religion ( [|__www.whatissocialnetworking.com__], 2009). Not only are there social networks for everyone, but there are certain areas just for educators. For example, there is the social networking webpage called Teach Ade. This website is considered to be one of the most helpful teacher websites on the internet. Teach Ade combines the best features of social networking with educational resources for teachers. It is very important to encourage schools to use social networking with their students for numerous of reasons. For instance, the school should reflect the world we live in today which would be considered a social world. Educators need to teach students how to be effective collaborators in the world, and learn how to interact with people around them. Some actually want to change the term for social networking within schools to be called academic networking. Social networking requires a less controlled, user-generated environment, which then challenges the effectiveness of teaching and learning. Although some would argue the fact that social learning may not be effective learning because it involves no social interaction, which then leads to the case of problems with communication skills. However, many studies have showed that schools who use social networking within a classroom is very successful for the student’s sake, and they will benefit from the usage of social networking. Social networking tools can be used to develop skills when integrated into a project-based approach to learning ( [|__www.whatissocialnetworking.com__], 2009). Therefore, this means that students would be encouraged to start with the end in mind and bring various resources and participant into the process working towards a solution. As a result of using social networking, it would increase the development of collaborate skills in learners because students would work together as a group within their network to complete the task that needed to be completed assigned by the educator. Another positive impact of social networking used with teaching and learning is developing creativity for the students. Whenever students manipulate software environments, then they are demonstrating a level of creativity that could be integrated into the learning environment. In conclusion, the skill of networking should be valued in teaching and learning because it has a very beneficial impact for students, which helps prepare them for their future. Cyber bullying is when a person, such as a child, preteen, or teenager, is harassed, threatened, humiliated, tormented, embarrassed, or some other way bothered by a person close to the same age range. This is most often done through the internet, via computers or mobile phones. If the victim is an adult, the term is either cyber stalking or cyber harassment. It would not be cyber bullying. Cyber bullying is not when an adult tried to lure a child out into an offline meeting. The methods used in cyber bullying are only limited to the child’s imagination. Often times, some of the children involved will change rolls, going from victim to bully, and even back again. Children have killed each other or committed suicide because of cyber bullying. Cyber bullying may get up to the level of a misdemeanor cyber harassment charge. If the victim is young enough, the situation may result in the charge of juvenile delinquency. Most of the time, cyber bullying doesn’t get that far, but sometimes parents try and pursue criminal charges. This typically can result in a child losing their Internet Service Provider (ISP) or their Instant Messaging (IM) accounts as a term of service violation. In some cases, if hacking or password and identity theft is involved, it can become a serious criminal matter under state and federal laws. When schools try to get involved by disciplining the student for cyber bullying that took place off campus and outside of school hours, they are often rebuked or sued for exceeding their authority and for trying to violate the student's right of free speech. Often, the schools lose this suit. The schools can be very effective while working with the parents to stop and remedy cyber bullying situations. They can help by educating the students on cyber ethics and the law. There are various different methods of cyber bullying: Instant Messaging/Text Messaging, stealing passwords to access accounts such as Facebook or MySpace/impersonation, and blogs can be used. Other forms of cyber bullying could be using e-mail to send pictures to other computers or cell phones, sending viruses/junk mail via email, internet polling, or interactive games. Websites in general are open to attack (stopcyberbullying.org). Cyberspace is new territory for peer mistreatment, often leaving the school administrators with doubts about the boundaries of their jurisdiction on the situation. The school leaders may be unable to respond when it is an unknown party that has sent the hate messages from a location outside the school grounds, such as from a home-based computer or mobile phone (Belsey 2005). Many students are hesitant to tell any adult about the anxiety they go through at the hands of their cyber enemies. They fear that their parents may overreact and take away their computer, internet access, or cell phone. Many teenagers are unwilling to risk having parents choose such extreme forms of protection because, without the technology tools, they would feel socially isolated and unable to stay in immediate contact with their friends (Cottle 2001). A mistaken belief about cyber abuse is that nothing can be done about it. Cyber harassment is a crime that bears a resemblance to other forms of unlawful behavior and is open to prosecution. The University Of Dayton School Of Law (2001) offers many resources for understanding the legal issues of cyber bullying. The Website __www.cybercnmes.net__ describes different forms of cyber harassment, identifies agencies to contact for help, offers some guidelines for reporting abuse, and presents articles explaining legal processes and penalties related to a wide range of cyber crimes. ( [|__http://findarticles.com/p/articles/mi_qa4013/is_200510/ai_n15715128/__] ). __ Ethical Issues __  Sharing content, applications and application development within the classroom  Demonstrating improvement of learning  Providing professional development for technology in the classroom  Providing training sessions for teachers to know how to use the technology (Campbell, 2007). __ Digital Citizenship __ Digital Citizenship is a concept that helps teachers, parents, and anybody who uses technology to understand what users of technology should know about technology and its uses. It is more than just a tool; it guides teachers on what to prepare their students for in the world of technology. All around you there is technology such as cell phones, e-mail and so on. Everybody uses it so everyone is a citizen of it. It is an issue to do not only with what you do not know how to do as a user of technology, but also what is considered appropriate technology usage (Ribble, 2009, Kenton County School District, 2009). There are nine themes of Digital Citizenship and are as follows:  Digital Etiquette - electronic standards of conduct or procedure when using technology.  Digital Communication - exchange of information through technology  Digital Literacy - process of teaching and learning about technology and the use technology.  Digital Access - full participation in terms of electronics in society.  Digital Commerce - buying and selling goods electronically.  Digital Law - responsibility for actions and deeds done through the use of technology.  Digital Rights and Responsibilities - the freedoms extended to everyone in a digital world.  Digital Health and Wellness - physical and psychological well-being in a digital world.  Digital Security - electronic precautions to guarantee safety (Ribble, 2009). __ Digital Divide __ Digital Divide is the gap between people who benefit from digital technology and the people who do not get any benefits (DigitalDivide.org, 2009). __ Other Issues __  Online Assessment is an issue because it allows you to create original tests online through your very own website. However, there is a basic knowledge of the internet that is needed, which discourages many teachers from using the internet to make up tests. In addition, problems with grading and submitting without being ready to submit could occur.  Research is another issue. In education it is the number one reason to use the internet. However, there is so much information that the internet can get confusing. While researching obscure topics, the school library probably does not have the needed materials, which makes the internet very useful. Nevertheless, the quality of information is not always ideal or accurate, which leads to more problems (Kelly, 2009). One type of emerging technology is the alternative reality games (ARGs). These games weave together real-world artifacts with clues and puzzles hidden virtually any place. They can be found in such places as websites, libraries, museums, stores, signs, recorded telephone messages, movies, television programs, or printed materials. The ARGs are not computer games, or video games, but electronic products that are regularly used to access the clues. Players can meet and talk with other characters in the narrative and use resources like postal mail, e-mail, the web, or the public library to find hints, clues, and assorted pieces of the puzzle. ARGs open the doors into the future of students’ professional lives, where they will be expected to solve complex problems by taking necessary raw materials from multiple resources, thinking critically and analytically, and putting their individual skills, interests, and abilities at the disposal of a group dedicated to a common goal. Lecture Capture is another type of technology that is affecting teaching and learning. //Lecture capture// is an overall term describing any technology that allows an instructor to record what goes on in their classrooms and make it available digitally. In the simplest form, lecture capture could be an audio recording made with an iPod; alternatively, the term might refer to a software capture program that records cursor movement, typing, or other on-screen activity. These systems offer three important benefits: an alternative for when students miss class; an opportunity for review; and content for an online course development. This technology enhances and extends already existing instructional activities, whether face-to-face, fully online, or blended learning environments. Ustream is an interactive web streaming platform that lets the user broadcast their own channels on the network or on a third-party website like MySpace or Facebook. This technology offers a platform for users to host events, promote their own shows, or set up interactive conversations with people from across the world. Ustream’s broadcasting model offers an attractive new way for Internet broadcasters to connect with their audiences, allowing dialogue between the users and opportunities to build connections with them across the globe. Ustream gives teachers free, easy-to-use options for streaming video to geographically disparate audiences, and the service also introduces new frontiers for authentic assessment in the classroom. Second Life is a virtual world with millions of square meters of virtual lands, more than 13 million “residents,” and a thriving economy. Large numbers of universities and colleges are active in this virtual world. In several cases, individual departments or just a faculty member is active. They are here not only for academic purposes, but also for campus visits, recruiting activities for prospective, and fundraising. Second Life lets educators easily build and modify learning spaces to test how different strategies for a physical space affect students’ learning, and a similar approach can be taken toward educational activities in those spaces. Multi-touch interfaces are input devices that recognize two or more concurrent touches allowing several users to interact with computer applications through swipes, pinches, rotations and other actions that allow for fuller, more immediate interaction within digital content. These devices and their supporting applications also facilitate collaborative creation permitting several users to work together on a single screen. Ning is an online service where the users can create their own social network that lets them join and participate in other networks. No technical skills are required to set up a social network and there are no limits to the number of networks users can join. With functionality like that of Facebook and MySpace, Ning allows instructors to employ social networks in a neutral setting to help facilitate a strong sense of community among the students and encourage personal interactions that can lead to the creation of new knowledge. These are just some types of emerging technologies that can have an effect on both teaching and learning. They can give easier access to lessons for students who are unable to reach the actual classroom. They can also allow the teacher to set up a specific area just for their class, giving them control of the learning environment ( [|__EDUCAUSE__], 2009). Web 2.0 and School 2.0 are entirely new ways to look at education in the future. The revolutionary School 2.0 will consist of collaborative computer technologies with emphasis on the read/write web. The school will also focus on free and open source software, distance learning programs, and videoconferencing. The school will ultimately change the world around us as the economy will be more in tune with information instead of industry. There will also be a change in skills that will be valuable to employees. Teachers and students are seeking new products and technologies to help them through their challenging academics. With the increase of teachers using wikis and blogs, and students networking and utilizing different tools online, the demand for easier, more efficient ways of learning is on the rise (School20.net, 2009). With the Web 2.0, every student will have a laptop on their desk and a majority of the homework will be accomplished on the internet. Since most of the assessments will be online, students will always be able to see their grades and how they are progressing in the class. Students and teachers will also consistently have discussions about their coursework and projects on various blogs (O'Reilly, 2005). Thus, each classroom will have their own website. Students won't require text books anymore, as their source of information will come from the computer; the online books are called eBooks. Not only will there be electronic books with the Web 2.0, but other equipment will be electronic or digital, such as the digital microscope that students will learn to use. Students may not have to endure dissecting animals and amphibians. Instead, they will be doing virtual dissections on the computer (Web2expo, 2009). The School 2.0 will affect teachers as well. Teachers will not have to attend professional development classes but instead receive professional development podcasts. Classrooms will be completely virtual as students will be able to look at a big screen and see other classrooms and people from around the world. However, the School 2.0 is not going to just include the school. The School 2.0 is also going to include the combination of school, home, and the community that will collaborate to bring the broader world into day-to-day instruction and provide a rich array of learning opportunities (Etoolkit.org, 2008). Schools are getting closer and closer to entirely changing their atmosphere to being based on technology. Perhaps in just a matter of years all schools will able to say they are the new "School 2.0." ** 7. Work Cited and Other Web Sites **  [|__http://connect.educause.edu/Library/EDUCAUSE+Quarterly/TopTenTeachingandLearning/44831?time=1237832383__]  [|__http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm__]  [|__http://www.ncpc.org/cyberbulling__]  [|__http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html__]  [|__http://www.digitaldivide.org/dd/digitaldivide.html__]  [|__http://www.digitalcitizenship.net/__]  [|__http://712educators.about.com/cs/technology/a/integratetech.htm__]  [|__http://www.kenton.k12ky.us/internet_safety/default.htm__]  [|__http://www.sciencedaily.com/releases/2008/06/080620133907.htm__]  [|__http://www.whatissocialnetworking.com/__]  [|__http://digitalcitizenship.ning.com/__]  [|__http://www.paulgraham.com/web20.html__]  [|__http://devel2.njit.edu/tlt/__]  [|__http://www.humanismtoday.org/vol4/bullough.pdf__]  [|__http://www.usatoday.com/tech/techinvestor/industry/2008-05-11-social-networking_N.htm__]  [|__http://www.iste.org/AM/Template.cfm?Section=NETS__]  [|__http://www.nedc.nrcs.usda.gov/isd/index.html__]  [|__http://www.springerlink.com/content/vfqtn60kq22fvl5c/__]  [|__http://www.dmwmedia.com/__]  [|__http://www.emints.org/equipment/index.shtml__]  [|__http://www.rediker.com/modules.html__]  [|__http://www.boschsecurity.com/com/en/start/index.htm__]  [|__http://www.rfidjournal.com/article/view/876/1/1__]  [|__www.educause.edu/library/eqm0621__]  [|__http://etoolkit.org/etoolkit/__]  [|__http://school20.ning.com/__]  [|__http://www.cyberbullying.us/__]  [|__http://www.cyberbullying.info/__]  [|__http://technorati.com/r/tag/social-networking__]  [|__http://teachdigital.pbwiki.com/safedsn__]  [|__http://teenadvice.about.com/od/schoolviolence/a/cyberbullying1.htm__]  [|__http://www.mcgruff.org/Advice/cyberbullies.php__]  [|__http://www.direct.gov.uk/en/YoungPeople/HealthAndRelationships/Bullying/DG_070501__]  [|__http://www.jigsaweducation.com/2996.aspx__]  [|__http://www.stopcyberbullying.org/index2.html__]  [|__http://www.cyberbully.org/cyberbully/docs/cblegislation.pdf__]  [|__http://www.ebasedprevention.org/toolbox/bullying/cyberbullying-legal-issues__]
 * __ H. CURRENT ISSUES AND RESEARCHES ON USING TECHNOLOGY IN TEACHING AND LEARNING __**
 * 1. Some legal issues in using technology for teaching and learning. **
 * 1) //Copyright is not a new issue for the academic community but concern persists regarding copyright in relation to online learning environments. By exploring many of the myths that surround copyright especially when using materials developed by others, I found that they are held in an online environment. This is because the law provides very little scope for using third-party material under fair dealing or the copyright educational exceptions and it is often too costly and time consuming to obtain individual consents. Data protection is essential in that all// //the-art technology and alternative modes of instruction. Their goals are to manage the delivery of distance learning courses for curriculum programs in online and hybrid formats; promote//
 * 3. Cyber bullying and its legal issues. **
 * 4. Ethical Issue, Digital Citizenship, Digital Divide and Other Issues **
 * 5. Emerging Technology that has Implication on Teaching and Learning **
 * 6. Web 2.0 and School 2.0 **