Neal Topp

Online Data Collection

Online data collection is becoming an essential and efficient tool for evaluators, researchers, and other educators. This paper touches on elements of the rather short, but eventful history of online data collection. A brief review of the current literature is presented, followed by a list of pros and cons to be considered when stepping into online surveying. Finally there is a brief look at what makes the online survey run—a database connected to the Internet. For those who would prefer, alternatives to creating or hosting your own online surveys are offered. The paper closes with contemplation toward the future of online data gathering.

Building a Technology-Using Faculty to Facilitate Technology-Using Teachers

AbstractThe faculty and dean of the College of Education at the University of Nebraska at Omaha identified educational technology as a major goal eight years ago. This goal was divided into teaching about technology, teaching with educational technology, integrating technology into curricula, and engaging in research regarding technology in the teaching/learning process.In order to meet this goal, the college developed a plan, which addresses three important areas; equipment for faculty, staff, and students; training of faculty in the educational and personal uses of computer-related technology; and expectations that technology be an integral part of the academic activities of the faculty. This article overviews the literature related to technology use in teacher education programs, explains the UNO plan, and reports the results of the plan to date.

Log on education: teachers and technology: easing the way

M IC H A EL S C H R Ö TE R Asking K–12 teachers to integrate networked computers into the classroom is the biggest challenge we have given them in the last 200 years. Stridently admonishing them to change in the media isn’t the way to help them make the transition. It is our responsibility to create the workplace conditions that enable, complement, and support teachers. Technology’s disruptiveness is not unique to education; it has caused all manner of stress in professionals from accountants to zoologists. But non-teaching professions have generally been interacting with technology for upwards of 20 years, first automating, and now infomating their activities. They have had time to amortize the pain of adjusting their work practices to take advantage of technological advances. It is only now that teachers are

Six Objectives for Technology Infusion into Teacher Education: a model in action

ABSTRACT Effective use of educational technology is a very important challenge for teacher preparation institutions. Recognizing this fact, the College of Education at the University of Nebraska at Omaha has developed an evolving model for effective integration of technology. This model addresses six objectives that focus on three key elements: equipment, expectations, and training. The paper outlines the model and then describes how it has been put into practice at the University of Nebraska at Omaha. After eight years of implementation and evolution, the model has helped many faculty members become active and confident users of educational technology.

Using Space Imagery in the Science Classroom: Efforts of the CASDE Project

This article describes the ongoing curriculum development efforts of the Consortium for the Application of Space Data in Education (CASDE), which is an evolving consortium of educators, engineers, scientists, and other professionals dedicated to providing the educational community with vast amounts of NASA imagery, tools, and interdisciplinary learning activities, distributed freely over the Internet. The article particularly details the curricular approach taken by CASDE, which involves the concept of “curriculum building blocks” that contain tools, data, tutorials, curriculum standards, assessments, and a sample lesson or instructional activity. The article also describes the student interactive DataSlate software, developed by engineers at the Jet Propulsion Laboratory, to help teachers use space imagery conveniently with students in the science classroom. In addition, the article discusses the consortiums approach to providing ongoing training to teachers, and also describes the efforts of the consortium to evaluate some of the educational activities undertaken by participating teachers. Finally, a web-based link to all of the consortiums resources and curriculum activities is provided to the reader for their possible use and reference.

Integrating Technology into Teaching and Learning: The Three Keys to the Kingdom

SUMMARY The effective integration of technology into the teaching and learning process occurring at an institution of higher education is often a difficult and sometimes overwhelming task. This article describes three key concepts related to such integration and for helping to unlock the expertise and enthusiasm already present at many institutions. The three key concepts are a comprehensive approach for supporting the faculty, students and curriculum, and are based on current research, as well as the past experiences of the authors.