Posts
Just to let you know that these article below, appears in the latest EDUCAUSE Quarterly Volume 31, Number 1, 2008.
E-text readers designed for use in higher education will reduce textbook pricing and address environmental concerns
By Charles Hannon
By Charles Hannon
A May 2007 Congressional advisory committee found that average full-time undergraduates spent between $700 and $1,000 on textbooks in 2003–2004 and that from 1987–2004, textbook prices at four-year public colleges rose 109 percent compared to a rise in the Consumer Price Indout the authorex of 65 percent.1 We all complain, not least the students, but we never do anything about it.
About the author
Charles Hannon (channon@washjeff.edu) is Associate Professor and Chair of Information Technology Leadership at Washington & Jefferson College in Washington, Pennsylvania.
This research describes the lessons learned during initial implementation of e-folios at four teacher education programs
By Barbara Meyer and Nancy Latham
Many universities use electronic portfolios (e-folios) to collect student work and assessment data for accreditation purposes at either the program or unit level. Programs within teacher education can include early childhood, elementary, middle level, and secondary education. For accreditation, each program is responsible for meeting a specific standard set for that program. Teacher-education programs must align their curricula and student outcomes with state and national teacher-education standards. These standards provide direction for the selection and inclusion of artifacts in the e-folio and affect its organization.
With e-folios, students can enter evidence such as lesson plans, parent communication samples, and implemented assessment strategies. Evaluation data are aggregated and disaggregated to demonstrate that a program meets the necessary standards and to highlight the program's strengths and weaknesses. Colleges of education can use the data to guide changes in their curricula.
About the authors
Barbara Meyer (bbmeyer@ilstu.edu) is an Associate Professor and Nancy Latham (nilatha@ilstu.edu) is an Assistant Professor of Curriculum and Instruction at Illinois State University in Normal.
Meyer currently serves as the Coordinator for Secondary Education and is the former Electronic Portfolio Coordinator for Teacher Education. Latham serves as the Coordinator for the Early Childhood Program at Illinois State University.
An exploration of e-mail communication between faculty and students at UNC Chapel Hill identified issues surrounding the use of e-mail to advance instructional outcomes
By Meredith Weiss and Dana Hanson-Baldauf
By Meredith Weiss and Dana Hanson-Baldauf
"The more elaborate our means of communication, the less we communicate," claimed theologian and educator Joseph Priestly.1 Born in 1733, Priestly could hardly have imagined the Internet, e-mail, and instant messaging, although his prophetic statement presaged a dilemma now faced on college campuses worldwide. The popularity of and reliance on emergent computer-mediated communication technologies such as instant messaging, blogs, and social networks have arguably widened the generation gap between faculty and traditional undergraduate students. Marc Prensky defined this generational technology divide by coining the terms digital natives and digital immigrants.
About the authors
Meredith Weiss (mlweiss@e-mail.unc.edu) is Associate Dean for Administration, Finance, and Information Technology in the UNC School of Law. Both she and Dana Hanson-Baldauf (hansonda@e-mail.unc.edu) are PhD candidates in the School of Information and Library Science, University of North Carolina at Chapel Hill.
Computer-generated mind maps, or e-maps, serve as a graphical interface for presenting, organizing, and navigating web-based course content and files
By Michael F. Ruffini
By Michael F. Ruffini
Many university faculty design and upload course materials to the web using either their own website or a course management system. They typically present content in a linear or sequential structure, using hyperlinks to access course files, websites, and folders. Sequential ordering of content employs chronological or alphabetical order, or arranges content from general to specific. This approach ignores the adage that "a picture is worth a thousand words." If a picture is worth a thousand words, it is because a visual image can generate more cognitive associations that enhance critical thinking and memory than can words by themselves.
About the author
Michael F. Ruffini (mruffini@bloomu.edu) is Assistant Professor of Educational Technology in the Department of Educational Studies and Secondary Education at Bloomsburg University of Pennsylvania.
Source: EDUCAUSE Quarterly
