William A. Beasley

The role of microcomputers in the education of the gifted

Microcomputers are appearing throughout our educational system. They are extremely powerful tools with great possibilities for use and abuse, and special potential for use with gifted students. The popular concept of “computer literacy” is addressed, with particular respect to computer literacy as differentiated for the gifted, and the desirability of teaching computer programming is examined.

International Computer Networks: A Natural Environment for Enrichment of the Gifted/Talented Curriculum

Over a million computers throughout the world are connected to each other via a variety of networks and meta-networks (e.g., the Internet). This article describes the major educational applications...

Type II Technology Applications in Teacher Education

Abstract The use of the Instant Messenger (IM) environment to carry out structured online class discussions in graduate teacher education courses is described. Properties of IM are delineated, and specific procedures in using IM as a vehicle for class discussions are discussed. Attributes of Type II technology applications are addressed directly, and the characteristics of these class activities that correspond with such attributes are discussed in detail. In closing, the authors draw a clear distinction between casual IM use in a class setting and planned, structured implementation of IM as an example of a Type II technology application.

Urban Schools and the Clinton/Gore Technology Literacy Challenge

The Clinton administration has been characterized by numerous efforts to encourage the use of technology in public education, rooted in the conviction that such activities are a prerequisite for improvements in the econonomy, the environment, and the overall quality of life. Urban public schools face particularly difficult challenges to such technology implementation. The challenges include aged physical plants, extreme funding difficulties, high levels of administrative turnover, and inadequate professional development programs. This article examines the implications of attempting to integrate extensive technology into such environments and considers the perspective that technology is best viewed as part of, rather than a competitor to, the implementation of a school reform model.