Bob Hoffman

What Drives Successful Technology Planning

ABSTRACT Providing computers and in‐servicing staff is not enough to get teachers and students using technology for teaching and learning. Schools of teacher education can prepare teachers better by helping college and university education faculty model technology use throughout the teacher credentialing curriculum. Another approach is to help teachers construct a model for identifying and developing factors that will support their own technology initiatives. The literature on technology integration reveals eight success factors for schools attempting to help teachers adopt technology in their classrooms. This article examines those success factors and looks at strategies for implementing them.

Managing the Information Revolution: Planning the Integration of School Technology.

Bob Hoffman is assistant professor of educational technology at San Diego State University, San Diego, Calif.; readers may continue the dialogue on the Internet at Bob.Hoffman@sdsu.edu. A few years ago digital technology was a compelling but expensive and sometimes distracting sidebar to education. The unprecedented explosion of inexpensive information accessible on the World Wide Web changed all that, probably forever. E,~~~N <;.,;, , . f,:.

Use of temporal and spatial information in estimating event completion time

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Teaching and Learning Online: Tools, Templates, and Training

In this research, we investigated how students use temporal and spatial information to estimate the time to fill a tank. In Experiment 1, we evaluated the usefulness of a digital clock to calibrate temporal information and of an overflow tank to calibrate spatial information and investigated how component skills, such as judging volume, judging time, and performing mental calculations, correlate with estimation accuracy. In Experiment 2, we compared the usefulness of static and animated displays in order to test the prediction that static displays would be more useful when the fill rate remained constant but animated displays would be more useful when the fill rate changed. The findings, when combined with verbal reports, provide evidence regarding the use of four strategies that differ in their perceptual and arithmetic demands.