DOCSLIB.ORG

Building on the Future. NECC 2001: National Educational Computing Conference Proceedings (22Nd, Chicago, Illinois, June 25-27, 2001)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Building on the Future. NECC 2001: National Educational Computing Conference Proceedings (22Nd, Chicago, Illinois, June 25-27, 2001) DOCUMENT RESUME ED 462 929 IR 021 087 TITLE Building on the Future. NECC 2001: National Educational Computing Conference Proceedings (22nd, Chicago, Illinois, June 25-27, 2001). INSTITUTION National Educational Computing Association, Eugene, OR.; National Educational Computing Conference. PUB DATE 2001-06-00 NOTE 512p.; For selected individual papers, see IR 021 088-111. Most presenter handouts are not available from ERIC. Hosted by Illinois Computing Educators (ICE) and School of Education and Social Policy, Northwestern University. In cooperation with Chicago Public Schools, Illinois State Board Of Education, Illinois State Learning Technology Centers, Niles Township High School District 219, NCRTEC at the North Central Regional (Northwestern University), and Illinois Educational Technology Council. AVAILABLE FROM For full text: http://confreg.uoregon.edu/necc2001/program/. PUB TYPE Collected Works Proceedings (021) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Computer Uses in Education; *Educational Technology; Elementary Secondary Education; Higher Education; *Information Technology; Internet; *Telecommunications IDENTIFIERS *Technology Implementation ABSTRACT This document contains the proceedings of the National Educational Computing Conference (NECC) 2001. The following research papers are included: "UCI Computer Arts: Building Gender Equity While Meeting ISTE NETS" (Kimberly Bisbee Burge); "From Mythology to Technology: Sisyphus Makes the Leap to Learn" (Patricia J. Donohue, Mary Beth Kelley-Lowe, and John J. Hoover); "Simulations in the Learning Cycle: A Case Study Involving Exploring the Nardoo" (William M. Dwyer, Valesca E. Lopez); "Connecting across Many Divides: Digital, Racial, and Socio-Economic" (Janice Hinson and Cathy Daniel); "Educational Technology Professional Development Program" (Karen S. Ivers); "The Impact of an Innovative Model of Technology Professional Development" (Vivian Johnson); "Middle School Students as Multimedia Designers: A Project-Based Learning Approach" (Min Liu and Yu-Ping Hsiao); "Evaluation of a Laptop Program: Successes and Recommendations" (Deborah L. Lowther, Steven M. Ross, Gary R. Morrison); "E-Pals: Examining a Cross-Cultural Writing/Literature Project" (Lauren G. McClanahan); "Web-Based Computer Supported Cooperative Work" (John E. McEneaney and others); "Adapting Online Education to Different Learning Styles" (Diana J. Muir); "Enhancing Elementary Students' Creative Problem Solving through Project-Based Education" (Romina M. J. Proctor); "Effective Teaching Styles and Instructional Design for Online Learning Environments" (Ian J. Quitadamo and Abbie Brown) "Teaching and Learning with Information and Communication Technology: Success through a Whole School Approach" (Grant Ramsay); "Cross-Country Conversations: Techniques for Facilitating Web-Based Collaboration" (Julie Reinhart, Joe Slowinski, and Tiffany Anderson); "Fostering Girls' Computer Literacy through Laptop Learning: Can Mobile Computers Help To Level Out the Gender Difference?" (Heike Schaumburg); "Commonalities in Educational Technology Policy Initiatives among Nations" (James Schnitz); "Building Awareness of Text Structure through Technology" Reproductions supplied by EDRS are the best that can be made from the original document. (Edith A. Slaton); "Assessing New IT Workers: Adult Women and Underrepresented Minorities" (Karen Spahn); "Constructionism as a High-Tech Intervention Strategy for At-Risk Learners" (Gary S. Stager); "The Evolving Role of School-Based Technology Coordinators in Elementary Programs" (Neal Strudler, Christy Falba, and Doug Hearrington); "Building Positive Attitudes among Geographically-Diverse Students: The Project 1-57 Experience" (Paul A. Sundberg); "A Model for Pedagogical and Curricula Transformation with Technology" (David R. Wetzel); and "A Picture of Change in Technology-Rich K8 Classrooms" (Keith Wetzel, Ron Zambo, Ray Buss, and Helen Padgett). Post-conference presenter handouts and the conference program are also included. (MES) Reproductions supplied by EDRS are the best that can be made from the original document. Building on the Future NECC 2001: National Educational Computing Conference Proceedings (22nd, Chicago, Illinois, June 25-27, 2001) PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research andImprovement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproducedas received from the person or organization D. Ingham originating it. El Minor changes have beenmade to improve reproduction quality. TO THE EDUCATIONAL RESOURCES G INFORMATION CENTER (ERIC) Points of view or opinions statedin this 1 document do not necessarilyrepresent official OERI position cr policy. BEST COPY AVAUBLE Welcome! . http://confreg.uoregon.edu/necc2001/intro_default.ssi HOSTED BY: Illinois fel4,2144 Computing Educators (ICE) CHICAGO School of Education and Social Policy, Northwestern NECC University SPONSORED BY: National Educational Computing Association Conference! (NECA), Inc. Post-Conference Facts IN COOPERATION Audiotapinq Order Form WITH: Chicago Public Schools Presenter Handouts are available. Illinois State Board of Questions About Education Academic Credit? Illinois State Learning See you next year Technology Centers in San Antonio for NECC 2002 ! Niles Township High School District 219 NCRTEC at the North Central Regional Educational Laboratory The Collaboratory Project (Northwestern University) Illinois Educational Technology Council nub to these majotspeews! Adobe Systems, loc. Back to NECA homeoaoe 3 1 of I 3/5/02 9:22 AM Welcome to NECC 2001 last modified; General NECC 2001 Program 10/18/01 Information Conference at aGlom Welcome! Final Program Program PDF's karnoles, The Program Committee congratulates all who War !daps Ind Seim; participated in NECC 2001both the expert Keynotes presenters who shared their experiences in sessions and workshops, and the dedicated Plans for NECC Workshops teachers and other professionals who attended 2002 are under the conference to improve their knowledge of way! -7 Sessions educational technology. What isNErs? The Committee worked throughout the year to bring you the broadest, most inspiring, and 7, Speaker Resources useful program possible, and tmsts that you enjoyed many valuable learning and sharing Program PDF's opportunities during the conference. - Research Papers Be sure to browse through our Presenter Handouts and Research Papers sections to Presenter Handouts continue building on the knowledge foundation Audiotaping Order you established at NECC 2001! Form Louis Gomez, Helen Hoffenberg, & Anita McAnear NECC 2001 Program Co-chairs Events for Spedol Groups The NECC 2001 Program Features: Tours Keynotes Exhibits Designed to inspire and educate, Keynotes are offered once at the beginning of each conference Registration day, at the closing session, and at the conference luncheon. Press Workshops Housin1ath Offered before and during the conference, Workshops are designed to provide more in- Sponsorship depth exploration of specific issues and topics. http://confreg.uoregon.edu/necc2001/program/ (1 of 4) [3/4/02 4:25:33 PM] Welcome to NECC 2001 Available in 3-, 6-, and 12-hour (two-day) Fature NECCs segments in both hands-on and seminar/demo Site Map formats, Workshops require additional fees and advance registration. Make & Take Sessions These two-hour sessions offer hands-on activities to small collaborative groups aimed at learning to use technology to create a product or project that participants can then take home. Enrollment is limited to one session per person. Additional fee ($10) and advance registration are required. Concurrent Sessions Offered in one-hour panel, team, or individual formats, Concurrent Sessions highlight the successful programs, projects, ideas, and concepts of educators from all levels. Spotlight Sessions ate a special category of Concurrent Sessions and feature recognized leaders in the educational technology field. Research Papers Offered as part of the Concurrent Sessions, Paper sessions feature two peer-juried original research papers per one-hour time slot, on the general theme of using technologies to enhance education. Posters & Web Poster Sessions These two-hour sessions allow participants to engage in one-on-one or small-group discussions featuring both hard media and electronic displays. Web Posters include the enhancement of Internet connectivity. Attendees can view 12 Poster and 12 Web Posters at each time block. Student Showcases In these two-hour sessions, students and teachers demonstrate how they use technology in their classrooms. Program Themes http://confreg.uoregon.edu/necc2001/program/ (2 of 4) [3/4/02 4:25:33 PM] Welcome to NECC 2001 Building A Framework Building Technology Capacity Building Human Capacity Building A Learning Environment Building Equity And Accountability Workshop Strands Computer Networking & Systems Content-Area Specific Curriculum Integration Ed Tech Leadership Issues of Diversity/ Special Needs Multimedia Professional Development Project-Based Learning Skill Building Standards & Assessment Web-Enhanced Instruction Web Page Design What is NETS? NETS stands for ISTE's National Educational Technology Standards projects. NETS defines what students and teachers should know and be able to do with technology. ISTE worked with a broad coalition of educators, curriculum associations, and other educational organizations to develop and come to consensus on these standards. For more
Load more

Recommended publications
  • APRIL 2020 I Was Hungry and You Gave Me Something to Eat Matthew 25:35
    APRIL 2020 I was hungry and you gave me something to eat Matthew 25:35 Barnabas stands alongside our Christian brothers and sisters around the world where they suffer discrimination and persecution. By providing aid through our Christian partners on the ground, we are able to maintain our overheads at less than 12% of our income. Please help us to help those who desperately need relief from their suffering. Barnabas Fund Donate online at: is a company Office 113, Russell Business Centre, registered in England 40-42 Lisburn Road, Belfast BT9 6AA www.barnabasaid.org/herald Number 04029536. Registered Charity [email protected] call: 07875 539003 Number 1092935 CONTENTS | APRIL 2020 FEATURES 12 Shaping young leaders The PCI Intern Scheme 16 Clubbing together A story from Bray Presbyterian 18 He is risen An Easter reflection 20 A steep learning curve A story from PCI’s Leaders in Training scheme 22 A shocking home truth New resource on tackling homelessness 34 Strengthening your pastoral core Advice for elders on Bible use 36 Equipping young people as everyday disciples A shocking home truth p22 Prioritising discipleship for young people 38 A San Francisco story Interview with a Presbyterian minister in California 40 Debating the persecution of Christians Report on House of Commons discussion REGULARS A San Francisco story p38 Debating the persecution of Christians p40 4 Letters 6 General news CONTRIBUTORS 8 In this month… Suzanne Hamilton is Tom Finnegan is the Senior Communications Training Development 9 My story Assistant for the Herald. Officer for PCI. In this role 11 Talking points She attends Ballyholme Tom develops and delivers Presbyterian in Bangor, training and resources for 14 Life lessons is married to Steven and congregational life and 15 Andrew Conway mum to twin boys.
    [Show full text]
  • Aprender El Lenguaje Html Estrictamente Reservado a Los Principiantes
    Aprender el lenguaje Html Estrictamente reservado a los principiantes www.ccim.be/ccim328/htmlsp/index.htm Preámbulo Nuestro objetivo en la elaboración de esta formación dedicada a la creación de páginas Web y luego al lenguaje Html ha sido la sencillez de planteamiento y el deseo de dar bases sanas para un estudio y una utilización más adelantada. No pretendemos ser exhaustivos ni ser "La" referencia. Sabemos perfectamente que nuestra síntesis es muy subjetiva y que estaremos en contra de los puristas. Esperamos por lo menos hacerle comprender y disfrutar el lenguaje Html, y darle ganas de aprender un poco más a propósito de la publicación en Internet. Capitulo 1 : El Web habla Html Html es el lenguaje universal para comunicar en el Web. Su información será entonces recogida en esta fantástica tela de redes interconectadas que es Internet, para acabar en el ordenador de su lector gracias a un programa llamado navegador o browser. • Entonces tiene dos interlocutores 1. el browser de su lector 2. y su mismo lector. Este programa que se llama "browser" nos permite navegar en la Net y visualizar en su pantalla las "páginas" que él ha localizado. Es una lastima que haya tantas marcas y tipos diferentes de navegadores. Los hay simples, arcaicos, sofisticados... Los más conocidos son Netscape en su versión 2, 3, y 4 luego Internet Explorer 3, 4 y 5 de Microsoft pero también existen muchos otros. • Cada browser tiene su propia manera de trabajar. A diferencia de su tratamiento de texto preferido que restituye exactamente su documento en una hoja de papel con su tipo de caracteres y su compáginación, no sabe nunca exactamente lo que el browser de su lector del fin del mundo presentará en la pantalla de este último.
    [Show full text]
  • PANTONE® Colorwebtm 1.0 COLORWEB USER MANUAL
    User Manual PANTONE® ColorWebTM 1.0 COLORWEB USER MANUAL Copyright Pantone, Inc., 1996. All rights reserved. PANTONE® Computer Video simulations used in this product may not match PANTONE®-identified solid color standards. Use current PANTONE Color Reference Manuals for accurate color. All trademarks noted herein are either the property of Pantone, Inc. or their respective companies. PANTONE® ColorWeb™, ColorWeb™, PANTONE Internet Color System™, PANTONE® ColorDrive®, PANTONE Hexachrome™† and Hexachrome™ are trademarks of Pantone, Inc. Macintosh, Power Macintosh, System 7.xx, Macintosh Drag and Drop, Apple ColorSync and Apple Script are registered trademarks of Apple® Computer, Inc. Adobe Photoshop™ and PageMill™ are trademarks of Adobe Systems Incorporated. Claris Home Page is a trademark of Claris Corporation. Netscape Navigator™ Gold is a trademark of Netscape Communications Corporation. HoTMetaL™ is a trademark of SoftQuad Inc. All other products are trademarks or registered trademarks of their respective owners. † Six-color Process System Patent Pending - Pantone, Inc.. PANTONE ColorWeb Team: Mark Astmann, Al DiBernardo, Ithran Einhorn, Andrew Hatkoff, Richard Herbert, Rosemary Morretta, Stuart Naftel, Diane O’Brien, Ben Sanders, Linda Schulte, Ira Simon and Annmarie Williams. 1 COLORWEB™ USER MANUAL WELCOME Thank you for purchasing PANTONE® ColorWeb™. ColorWeb™ contains all of the resources nec- essary to ensure accurate, cross-platform, non-dithered and non-substituting colors when used in the creation of Web pages. ColorWeb works with any Web authoring program and makes it easy to choose colors for use within the design of Web pages. By using colors from the PANTONE Internet Color System™ (PICS) color palette, Web authors can be sure their page designs have rich, crisp, solid colors, no matter which computer platform these pages are created on or viewed.
    [Show full text]
  • Adventures on the World Wide Web Care and Feeding of a Community Band Website
    Adventures on the World Wide Web Care and Feeding of a Community Band Website Presented at 1998 Community Band Weekend August 2, 1998 http://www.ahcb.org/ After Hours Community Band Web Site Committee 1 Facts About the AHCB Website • Address: www.ahcb.org • Hosted (physically resides) on Geocities • Went active on April 14, 1998 • About 1000 visits since we started • Designed for use by band members and general public After Hours Community Band Web Site Committee 2 Web Site Usage Total Hits on Home Page 1000 900 800 700 600 500 Total Hits 400 300 200 100 0 4/14/98 5/14/98 6/13/98 7/13/98 8/12/98 9/11/98 Date After Hours Community Band Web Site Committee 3 Steps We Followed • Decide who should be involved in this project • Determine the purpose/audience • Brainstorm for what should be on the site (especially initially) • Select the host for your site • Decide if you want a domain name • Determine the costs • Establish policies • Set up the site and test it • Go “public” • Maintain, update, and improve the site After Hours Community Band Web Site Committee 4 Who should be involved? • We took a committee approach • Asked for volunteers from entire band – Resulted in four volunteers • Decided on a charter for the committee – Research how and why to create a website – Establish costs (if any) and policies – Begin provisional construction of a website • We are an ad hoc committee reporting to our band’s Executive Committee After Hours Community Band Web Site Committee 5 Purpose and Audience for the Website • Probably the most important part
    [Show full text]
  • Duncan Black on Lewis Carroll a MATHEMATICAL APPROACH to PROPORTIONAL REPRESENTATION
    A MATHEMATICAL APPROACH TO PROPORTIONAL REPRESENTATION: Duncan Black on Lewis Carroll A MATHEMATICAL APPROACH TO PROPORTIONAL REPRESENTATION: Duncan Black on Lewis Carroll edited by lain McLean (Official Fellow in Politics, Nuffield College, Oxford) Alistair McMillan (Research Officer, Nuffield College, Oxford) and Burt L. Monroe (Assistant Professor of Political Science, Indiana University) l1li... Springer Science+Business" Media, LLC Library of Congress Cataloging-in-Publication Data A C.P.1. Catalogue record for this book is available from the Library of Congress. ISBN 978-94-010-3735-8 ISBN 978-94-007-0824-2 (eBook) DOI 10.1007/978-94-007-0824-2 Copyright @ 1996 by Springer Science+Business Media New York Originally published by Kluwer Academic Publishers in 1996 Softcover reprint of the hardcover 1st edition 1996 AlI rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, mechanical, photo-copying, recording, or otherwise, without the prior written permission of the publisher, Kluwer Academic Publishers, 101 Philip Drive, Assinippi Park, NorwelI, Massachusetts 02061. Printed an acid-free paper. v Contents Editors' Preface vii Introduction IX l. What is the Theory of Voting? ix 2. Duncan Black and the Study of Theoretical Politics xiii 3. The Duncan Black Archive at the University of Glasgow xiv 4. Black's Struggles for Recognition xvi 5. Black and Lewis Carroll XIX 6. Carroll's Principles ofParliamentary Representation xxi 7. The Making of This Book xxviii References for the Introduction xxxi Part 1. The Life and Logic of Lewis Carroll 1 1.1.
    [Show full text]
  • Introduction Au HTML
    HTML Sommaire : 1. plan 2. Le Web 3. Les serveurs Web 4. Les protocoles de communication 5. Accès aux serveurs Web 6. Le langage H.T.M.L. 7. Structure 8. Styles 9. Autres styles 10. Interface universelle 11. Écriture d'accents 12. Les listes 13. ... 14. Exemple de fichier HTML 15. Les hyperliens 16. Un exemple 17. Les ancres 18. Les tableaux 19. Les formulaires 20. Le source d'un formulaire 21. Le formulaire correspondant 22. Les frames 23. ... 24. ... 25. Création de frames 26. Création ou acquisition de documents 27. Comparaisons d'éditeurs HTML 28. Exemple de petit générateur de HTML 29. Autres objets insérés dans les pages Web 30. Quelques astuces 31. Les feuilles de style 32. Moteurs de recherche / indexation 33. Les proxies 34. Bibliographie ANNEXES: Exemple d'utilisation de l'HTML : ADM Différents clients Bruno Pouliquen ([email protected]) http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 1 WORLD WIDE WEB Toile d'araignée d'étendue mondiale Réseaux de communication mondial • Interconnection de réseaux; • Réseaux internet; • Permet d'accéder à une masse gigantesque d'informations distantes; • Chaque individu peut y mettre les informations qu'il désire; • Le succès du Web : accès ergonomique et facile à une masse de données colossale et variée. http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 2 SERVEURS WORLD WIDE WEB ________________________________________ •Données Multimédia • Hypermédia • Données réparties • Navigation transparente serveur www.med.univ-rennes1.fr serveur serveur web www.autre.com (apache) routeur Internet réseau ethernet Mac PC client web (netscape) http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 3 PROTOCOLES DE COMMUNICATION.
    [Show full text]
  • TAP Into Learning, Fall-Winter 2000. INSTITUTION Stanford Univ., CA
    DOCUMENT RESUME ED 456 797 IR 020 546 AUTHOR Burns, Mary; Dimock, Vicki; Martinez, Danny TITLE TAP into Learning, Fall-Winter 2000. INSTITUTION Stanford Univ., CA. ERIC Clearinghouse on Educational Media and Technology. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-00-00 NOTE 26p.; Winter 2000 is the final issue of "TAP into Learning CONTRACT RJ9600681 AVAILABLE FROM For full text: http://www.sedl.org/tap/newsletters/. PUB TYPE Collected Works Serials (022) JOURNAL CIT TAP into Learning; v2 n3, v3 n1-2 Fall-Win 2000 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Computer Assisted Instruction; Computer Software; *Computer Uses in Education; Constructivism (Learning); Educational Technology; Elementary Secondary Education; *Hypermedia; Interactive Video; Learning; Learning Activities; Multimedia Instruction; *Multimedia Materials; Visual Aids IDENTIFIERS Reflective Inquiry; Technology Role ABSTRACT This document consists of the final three issues of "TAP into Learning" (Technology Assistance Program) .The double fall issue focuses on knowledge construction and on using multimedia applications in the classroom. Contents include: "Knowledge Under Construction"; "Hegel and the Dialectic"; "Implications for Teaching and Learning"; "How Can Technology Help in the Developmental Process?"; "Type I and Type II Applications"; "Children's Ways of Learning and the Evolution of the Personal Computer"; "Classroom Example: Trial of Julius Caesar's Murderers and Court Case Website"; "Glossary of World Wide Web Terms"; "Hypermedia: What Do I Need To Use Thought Processing Software?"; and "What Do I Need To Make a Web Page in My Class?" The winter issue, "Learning as an Active and Reflective Process," focuses on the process of learning and on using video in the classroom.
    [Show full text]
  • View PDF Online
    MARLBORO MUSIC 60th AnniversAry reflections on MA rlboro Music 85316_Watkins.indd 1 6/24/11 12:45 PM 60th ANNIVERSARY 2011 MARLBORO MUSIC Richard Goode & Mitsuko Uchida, Artistic Directors 85316_Watkins.indd 2 6/23/11 10:24 AM 60th AnniversA ry 2011 MARLBORO MUSIC richard Goode & Mitsuko uchida, Artistic Directors 85316_Watkins.indd 3 6/23/11 9:48 AM On a VermOnt HilltOp, a Dream is BOrn Audience outside Dining Hall, 1950s. It was his dream to create a summer musical community where artists—the established and the aspiring— could come together, away from the pressures of their normal professional lives, to exchange ideas, explore iolinist Adolf Busch, who had a thriving music together, and share meals and life experiences as career in Europe as a soloist and chamber music a large musical family. Busch died the following year, Vartist, was one of the few non-Jewish musicians but Serkin, who served as Artistic Director and guiding who spoke out against Hitler. He had left his native spirit until his death in 1991, realized that dream and Germany for Switzerland in 1927, and later, with the created the standards, structure, and environment that outbreak of World War II, moved to the United States. remain his legacy. He eventually settled in Vermont where, together with his son-in-law Rudolf Serkin, his brother Herman Marlboro continues to thrive under the leadership Busch, and the great French flutist Marcel Moyse— of Mitsuko Uchida and Richard Goode, Co-Artistic and Moyse’s son Louis, and daughter-in-law Blanche— Directors for the last 12 years, remaining true to Busch founded the Marlboro Music School & Festival its core ideals while incorporating their fresh ideas in 1951.
    [Show full text]
  • Apprendre Le Langage Html
    Apprendre le langage Html Chapitre 1 : Le Web parle Html Qu'est ce que l'HTML? HTML est le langage de balisage hypertexte utilisé dans le Web (HyperText Markup Language). Ce n'est pas un langage de programmation proprement dit. Ce sont "simplement" des balises pour mettre en forme (avec des liens, en tableau, etc...) du texte et des images. Pour avoir une idée de l'aspect d'une page écrite en HTML, cliquez sur "Affichage" (ou "View") dans votre navigateur, puis sélectionnez "page source". Qu'est ce qu'une balise? Une balise est une "instruction" comprise entre crochets < > qui possède un nom et parfois des attributs. <br> est, par exemple, la balise utilisée pour spécifier qu'il faut passer à la ligne. La plupart des balises doivent être ouvertes puis refermées. On retrouvera donc souvent une balise de début et une balise de fin. La balise de fin porte le même nom que la balise de début mais est en plus précédée du signe /. Nous aurons donc: (ouverture) <nom_de_balise> et (fermeture) </nom_de_balise>. Par exemple: <b>mon texte en gras (bold)</b>. Le nom de la balise (contenu entre les crochets) n'est pas sensible à la casse: il peut être écrit indifféremment en majuscule, en minuscule ou en un mélange des 2. L'attribut d'une balise est défini comme suit: nom_attribut="valeur" Par exemple, la balise utilisée pour faire un lien a pour nom "a", et pour nom d'attribut "href". Ainsi, <a href="http://www.google.fr">Google</a> permet de faire un lien vers la page principale du site de Google.
    [Show full text]
  • Osu1117567653.Pdf (875.78
    A STUDY TO UNDERSTAND PRESERVICE TEACHERS’ LEARNING EXPERIENCES WHILE DEVELOPING ELECTRONIC PORTFOLIO IN A TEACHER EDUCATION PROGRAM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Shwu-Meei Chen, M.A. ***** The Ohio State University 2005 Dissertation Committee: Approved by Dr. Marilyn Johnston, Adviser _________________________________ Adviser Dr. Richard Voithofer, Co-Adviser _________________________________ Dr. Rebecca Kantor Co-Adviser College of Education Copyright by Shwu-Meei Chen 2005 ABSTRACT Recently, many teacher education programs have implemented electronic portfolios in order to develop preservice teachers’ technology competency and promote reflectivity. This study looked at the use of electronic portfolios in a year-long teacher education program considering how they were used and what the students learned. The participants were a cohort of M.Ed. students involved in a year-long teacher education program. The study explored the preservice teachers’ perceptions of developing electronic portfolios and then whether their learning about e-portfolios was integrated into their subsequent teaching. This study used sociocultural theory as framework to understand: 1) What were these preservice teachers’ perception of learning about the e-portfolio? 2) How did sociocultural context influence these preservice teachers’ learning from the e-portfolio? 3) What did these preservice teachers learn from developing their e-portfolios
    [Show full text]
  • Webdesign Olav Junker Kjær 1
    Nr. 144 KnowWare Homepages für alle DM 7,- Web Design Olav Junker Kjær www.KnowWare.de 2 KnowWare Webdesign Olav Junker Kjær 1. Ausgabe, 1. Auflage, 1997-11 ISBN 87-90027-74-4 © Copyright 2001, Autor und KnowWare, Sövänget 1, DK-3100 Hornbäk, Michael Maardt, [email protected] - Karl Antz, [email protected] Übersetzung Karl Antz, Printed in Denmark by OTM, Published by KnowWare Nachbestellung für Endverbraucher und Ver- www.knowware.de trieb für den Buchhandel Auf unserer Homepage findest du Beschreibungen Bonner Presse Vertrieb und Bilder aller Hefte, geplante Hefte, Online- Möserstr. 2-3 Bestellung, Anmeldung für einen kostenlosen News- D-49074 Osnabrück letter, Tipps & Tricks, Informationen über Sonder- Tel.: +49 (0)541 33145-20 druck für Firmen, neue Autoren, KnowWare in ande- Fax: +49 (0)541 33145-33 ren Ländern, Autorenberatung, Händlerlisten usw. [email protected] Ein Bestellformular findest du online hier: Kostenlose Download www.knowware.de Auf unserer Homepage kannst du kostenlos einige Seiten aus jedem Heft im PDF Format downloaden. Vertrieb für den Zeitschriftenhandel: Ausverkaufte Hefte: das ganze Heft als PDF ist ko- IPV Inland Presse Vertrieb GmbH stenlos. Postfach 10 32 46 D-20022 Hamburg Wo und wann sind die Hefte erhältlich? Tel.: (040) 23711-0 Die Hefte sind im allgemeinen zwei Monate im Han- Fax: (040) 23711-215 del, und zwar bei Kiosken, im Bahnhofsbuchhandel Worum es geht und im Buchhandel – bei vielen Verkaufsstellen so- wie im Buchhandel auch länger. Alle beim Verlag Hinter KnowWare steht der Gedanke, Wissen vorrätigen Titel sind jederzeit nachbestellbar. leichtverständlich zu vermitteln. Das Projekt startete im April 1993 mit der Herausgabe des ersten Com- Nachbestellung puterheftes in Dänemark.
    [Show full text]
  • DLCC Software Catalog
    Daniel's Legacy Computer Collections Software Catalog Category Platform Software Category Title Author Year Media Commercial Apple II Integrated Suite Claris AppleWorks 2.0 Claris Corporation and Apple Computer, Inc. 1987 800K Commercial Apple II Operating System Apple IIGS System 1.0.2 --> 1.1.1 Update Apple Computer, Inc. 1984 400K Commercial Apple II Operating System Apple IIGS System 1.1 Apple Computer, Inc. 1986 800K Commercial Apple II Operating System Apple IIGS System 2.0 Apple Computer, Inc. 1987 800K Commercial Apple II Operating System Apple IIGS System 3.1 Apple Computer, Inc. 1987 800K Commercial Apple II Operating System Apple IIGS System 3.2 Apple Computer, Inc. 1988 800K Commercial Apple II Operating System Apple IIGS System 4.0 Apple Computer, Inc. 1988 800K Commercial Apple II Operating System Apple IIGS System 5.0 Apple Computer, Inc. 1989 800K Commercial Apple II Operating System Apple IIGS System 5.0.2 Apple Computer, Inc. 1989 800K Commercial Apple II Reference: Programming ProDOS Basic Programming Examples Apple Computer, Inc. 1983 800K Commercial Apple II Utility: Printer ImageWriter Toolkit 1.5 Apple Computer, Inc. 1984 400K Commercial Apple II Utility: User ProDOS User's Disk Apple Computer, Inc. 1983 800K Total Apple II Titles: 12 Commercial Apple Lisa Emulator MacWorks 1.00 Apple Computer, Inc. 1984 400K Commercial Apple Lisa Office Suite Lisa 7/7 3.0 Apple Computer, Inc. 1984 400K Total Apple Lisa Titles: 2 Commercial Apple Mac OS 0-9 Audio Audioshop 1.03 Opcode Systems, Inc. 1992 800K Commercial Apple Mac OS 0-9 Audio Audioshop 2.0 Opcode Systems, Inc.
    [Show full text]