Preservice Mathematics Teachers’ Effective Use of Technology: Analyzing the Cognitive Demands of Technology-Based Instructional Activities

Business educators face the challenge of operationalizing the global converging initiatives of technology integration and inclusion of students with a disability in K-12 education. A survey of business educators was conducted to ascertain how they were implementing these initiatives in the United States. Results indicated that business educators received little training and felt moderately prepared to teach students with a disability. Inclusion occurred in all courses taught and some differentiated instructional activities and assessments were utilized. Findings indicated additional training in the use of technology and assistive technology are needed.

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Human Resources as Manager of the Human Imprint

Encyclopedia of Human Resources Information Systems ◽

10.4018/978-1-59904-883-3.ch067 ◽

2009 ◽

pp. 457-463

Author(s):

Charmine E.J. Härtel

Keyword(s):

Human Resources ◽

Human Resource ◽

Technological Innovation ◽

Intellectual Capital ◽

New Technologies ◽

Holistic Approach ◽

Pivotal Role ◽

Organizational Systems ◽

Use Of Technology ◽

Effective Use

Knowledge is the currency of the new economy and consequently information is power. For this reason, it is a business imperative to grow and shape intellectual capital. Human resource management (HRM) plays a pivotal role in creating and growing intellectual capital and embedding it within organizational systems. Previous studies in HRM have demonstrated the connection between technological innovation and HRM in two conspicuously different ways. Specifically, some have illustrated how HR strategies can enhance technological innovation in organizations (Gloet & Terziovski, 2004; Jiménez-Jiménez & Sanz-Valle, 2005) while others have shown ways in which HR functions can be aligned and made more efficient by the effective use of technology (Ashbaugh & Miranda, 2002; Broderick & Boudreau, 1992; Bussler & Davis, 2001/2002). In this article, a more holistic approach is taken in viewing technology as both an input and an outcome of effective HRM. To this end, the aim here is to provide a description of some of the key ways in which HRM can enhance the development, implementation, and success of new technologies as well as how HRM can enhance its own value through the use of new technologies.

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Teaching Shakespeare Online in a Virtual Classroom

Handbook of Research on Instructional Systems and Technology ◽

10.4018/978-1-59904-865-9.ch044 ◽

2011 ◽

pp. 631-640

Author(s):

David Judkins ◽

Youmei Liu

Keyword(s):

Faculty Member ◽

Student Learning ◽

Virtual Classroom ◽

Instructional Designer ◽

Management Tool ◽

Online Course ◽

Teaching Activities ◽

Use Of Technology ◽

Teaching Shakespeare ◽

Effective Use

This chapter shares the experiences from a faculty member who teaches an online course-Shakespeare’s Major Plays, and from an instructional designer who helps the faculty design the course. It also relates the effective use of Course Management Tool-WebCT, to facilitate teaching activities and to engage student learning. This chapter concludes that a successful online course depends on two important factors, learner-engaged teaching and effective use of technology. The balance between the two enhances the efficacy of education and technology.

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Advancing the Effective Use of Technology in Higher Education

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch140 ◽

2011 ◽

pp. 1759-1762

Author(s):

Sally M. Johnstone

Keyword(s):

Higher Education ◽

Annual Meeting ◽

Service Agency ◽

Use Of Technology ◽

Effective Use ◽

Educational Telecommunications ◽

Technology In Higher Education

In 1989 the Western Interstate Commission for Higher Education (WICHE) located in Boulder, Colorado, founded the Western Cooperative for Educational Telecommunications (WCET) as a resource for the 15 western states. At the first annual meeting, delegates from outside the WICHE states petitioned to join. The original membership agreed. By 2004, WCET had over 250 members representing 43 states and seven countries. WCET had become an international, member-driven service agency.

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