INTIME impact report what was INTIME's effectiveness and impact on faculty and preservice teachers?
This article describes the outcomes of a project sponsored by the Preparing Tomorrow's Teachers to Use Technology (PT3) initiative from the U.S. Department of Education. The Integrating New Technologies Into the Methods of Education (INTIME InTIME Cardiology A clinical trial–Intravenous nPA for Treatment of Infarcting Myocardium Early–comparing efficacy of a weight-adjusted single bolus of nPA/lanoteplase to tPA–administered by infusion in restoring blood flow to the heart in Pts ) project was designed to provide the necessary resources for methods faculty to revise their courses and to model the appropriate use of technology in their classes. Additionally, it supported teacher education students in the application of technology in their lessons and units. The article provides a summary of the impact of project-developed materials on faculty participants and teacher candidates involved in the project. The data were collected to determine the effectiveness of the materials throughout the 3-year duration of the project. The following instruments were used in the study with 35 faculty participants and approximately 1,100 teacher candidates in their classes: surveys, questionnaires, rubrics, phone interviews, WebCT forums, a video case study, and teacher reflective Refers to light hitting an opaque surface such as a printed page or mirror and bouncing back. See reflective media and reflective LCD. practice documentation (revised syllabi syl·la·bi
A plural of syllabus. , technology integration action plans, and individual reports). Results from the data analysis indicated that the web-based video materials produced by INTIME were an appropriate and powerful tool that supported learning by university faculty, teacher candidates and inservice teachers.
Integrating New Technologies Into the Methods of Education (INTIME) is a 1999 Catalyst grant for Preparing Tomorrow's Teachers to Use Technology (PT3) from the U.S. Department of Education to the University of Northern Iowa The University of Northern Iowa, in Cedar Falls, Iowa, was founded in 1876, as the Iowa State Normal School. It has colleges of Business Administration, Education, Humanities and Fine Arts, Natural Sciences, and Social and Behavioral Sciences, and a graduate school. College of Education. Goals for INTIME were developed as a response to reports from the National Council for Accreditation of Teacher Education The National Council for Accreditation of Teacher Education (NCATE) was founded in 1954 to accredit teacher certification programs at U.S. colleges and universities. NCATE is a council of educators created to ensure and raise the quality of preparation for their profession. (NCATE NCATE National Council for Accreditation of Teacher Education ) and the federal Office of Technology Assessment (OTA (Over The Air) Refers to any wireless system such as AM/FM radio and network television that uses open space as its transmission medium. ). These reports have called attention to existing deficiencies in teacher preparation programs in preparing preservice teachers to use technology effectively in the PreK-12 classroom. Therefore, the purpose of the INTIME project is to provide the necessary resources for methods faculty to revise their courses to model technology integration and require teacher education students to apply technology, along with components of quality education, in their lessons and units.
INTIME's online database has 540 video vignettes ranging from 2 to 20 minutes in length, featuring over 60 different lessons, and covering a variety of subject areas for PreK-12th grades. The vignettes exemplify ex·em·pli·fy
tr.v. ex·em·pli·fied, ex·em·pli·fy·ing, ex·em·pli·fies
a. To illustrate by example: exemplify an argument.
b. teachers and students using technology as a tool for learning within a robust educational setting. The videos are not staged or scripted, but the quality and content are controlled.
INTIME online video vignettes are authentic examples of classroom practice, examined using a rich framework of educational theory and research. The Technology as Facilitator of Quality Education Model (TFQE), developed at the University of Northern Iowa (Switzer Swit·zer
1. A Swiss.
2. A Swiss Guard.
[Ultimately from Middle High German Swzer; see Swiss.] , Callahan Callahan, an Irish surname, can refer to: People
1. principles of learning;
2. information processing information processing: see data processing.
Acquisition, recording, organization, retrieval, display, and dissemination of information. Today the term usually refers to computer-based operations. ;
3. standards from all content disciplines;
4. tenets of effective citizenship in a democratic society;
5. teacher knowledge (knowledge of students and in-depth content knowledge);
6. teacher behavior (classroom management and pedagogy); and
7. appropriate integration of technology.
[FIGURE 1 OMITTED]
Project personnel analyze raw footage, edit video, and write narratives connecting lessons to theory, describing how the teacher is demonstrating one of the seven aspects of quality teaching. The resulting videos allow users to view the lessons through different "lenses," or elements from the TFQE Model. In addition, each lesson is accompanied by a teacher interview and activity overview video.
The edited videos are searchable at the project website by grade level, content area, and all elements from the quality education model. The videos are accompanied by a scrolling (chat, games) scrolling - To flood a chat room or Internet game with text or macros in an attempt to annoy the occupants. This can often cause the chat room to be "uninhabitable" due to the "noise" created by the scroller. Compare spam. transcript A generic term for any kind of copy, particularly an official or certified representation of the record of what took place in a court during a trial or other legal proceeding.
A transcript of record , background information and lesson insights from the teacher (Figure 2), sets of probing questions for viewers, an online discussion forum, and a Case Study Builder feature. This feature enables educators to easily and efficiently make use of the resources as case studies assignments for their teacher education students.
[FIGURE 2 OMITTED]
tr.v. val·i·dat·ed, val·i·dat·ing, val·i·dates
1. To declare or make legally valid.
2. To mark with an indication of official sanction.
3. THE TECHNOLOGY AS FACILITATOR OF QUALITY EDUCATION MODEL WITH VIDEO
The TFQE Model demonstrates the integration of technology-related tools into a robust educational environment and represents how technology is affecting the complex processes of student-centered education. Though rich in research and robust in context, the model itself is theoretical. Authentic classroom videos can serve as initial proof that such practice can and does happen in schools. INTIME videos help to transpose trans·pose
To transfer one tissue, organ, or part to the place of another. theory into practice. INTIME's classroom videos help to validate To prove something to be sound or logical. Also to certify conformance to a standard. Contrast with "verify," which means to prove something to be correct.
For example, data entry validity checking determines whether the data make sense (numbers fall within a range, numeric data the TFQE Model (Callahan & Switzer, 2001) as well as current research findings about the impact that appropriate use of technology has on improved student learning (Ringstaff & Kelley, 2002).
Consistent with the TFQE Model, Ringstaff and Kelley (2002) confirmed in their summary of research findings that educational technology use supports the kinds of changes in climate and roles that are at the heart of the educational reform movements. Where educational technology is used, students are more actively engaged and there is a greater emphasis on inquiry. Substantial research exists that suggests that technology has a positive effect on student achievement under certain circumstances CIRCUMSTANCES, evidence. The particulars which accompany a fact.
2. The facts proved are either possible or impossible, ordinary and probable, or extraordinary and improbable, recent or ancient; they may have happened near us, or afar off; they are public or and when used for certain purposes. Evidence shows that computers can help students improve their performance on standardized tests A standardized test is a test administered and scored in a standard manner. The tests are designed in such a way that the "questions, conditions for administering, scoring procedures, and interpretations are consistent"  and that "student-centered approaches are better suited to fully realizing the potential of computer-based technology" (Ringstaff & Kelley, 2002, p. 2). The most prominent circumstances for student-centered approaches are when technology is used as a tool for problem solving problem solving
Process involved in finding a solution to a problem. Many animals routinely solve problems of locomotion, food finding, and shelter through trial and error. , conceptual development, and critical thinking.
Ringstaff and Kelley (2002) described one study (Penuel, Golan, Means, & Korback, 2000) in which teachers were provided training to integrate an "exemplary model of interdisciplinary in·ter·dis·ci·pli·nar·y
Of, relating to, or involving two or more academic disciplines that are usually considered distinct.
Adjective , project-based learning Project-based learning, or PBL (often "PjBL" to avoid confusion with "Problem-based Learning"), is a constructivist pedagogy that intends to bring about deep learning by allowing learners to use an inquiry based approach to engage with issues and questions that are rich, real and with multimedia, and thereby provide students with the opportunity to acquire content knowledge, as well as improve composition and presentation skills" (Ringstaff & Kelley, 2002, p. 12). In completing their real-world projects, students used a variety of technological tools. Teacher reports and classroom observation data showed that these teachers were less likely to lecture, students spent more time in active, small-group collaborative activities or discussions, and projects were more organized around the collaborative construction of complex products than those in comparison groups. A performance assessment was used to measure the effects of technology use. The assessment task required students to work in small groups for one hour constructing a brochure to inform elementary school elementary school: see school. principals and teachers about the problems that homeless elementary students encounter when they go to school. The assignment required students to document these problems, suggest solutions, and propose arguments about why these solutions would work. Brochures were rated on a variety of dimensions related to communication and presentation skills, understanding of the content, attention to audience, and design. They were rated by judges that were blind to whether the students had been involved in the student-centered classrooms or the comparison groups. Those in student-centered classrooms outperformed those in the comparison groups on all dimensions of the performance assessment, and when given standardized tests, students in both groups scored comparably. Positive impact on higher order thinking did not come at the expense of achievement on standardized tests.
Other teaching strategies for effective technology use summarized by Ringstaff and Kelley (2002) and validated val·i·date
tr.v. val·i·dat·ed, val·i·dat·ing, val·i·dates
1. To declare or make legally valid.
2. To mark with an indication of official sanction.
3. through INTIME videos include: using technology as one piece of the puzzle “Puzzle solving” redirects here. For the concept in Thomas Kuhn's philosophy of science, see normal science.
A puzzle is a problem or enigma that challenges ingenuity. , articulating goals for student learning prior to the introduction of technology, and making appropriate use of limited technology in the classroom. When teachers use technology as one of many tools in the instructional repertoire Repertoire may mean Repertory but may also refer to:
Students sketch graphs, list x-intercepts, and then convert functions written in the general quadratic form to an equivalent factored form by utilizing graphing technology. As students develop awareness of the patterns in the graph of quadratic functions, the formerly difficult algebraic abstraction of factoring is easier to understand. Students are able to "see" what a factored polynomial looks like and are better able to understand conceptually the mathematics behind the symbol manipulation. The investigation and the data collection experiment in this unit give students the opportunity to model quadratic data and discover real-world meanings for the x-intercepts and the vertex of a parabola. The district curriculum requires students' understanding of functions. (Schmitt, 2002)
Technology is also more effective when teachers articulate articulate /ar·tic·u·late/ (ahr-tik´u-lat)
1. to pronounce clearly and distinctly.
2. to make speech sounds by manipulation of the vocal organs.
3. to express in coherent verbal form.
4. goals for student learning prior to the introduction of technology. An INTIME middle school science teacher articulates her goals for student learning about how sound travels. Following their study of what sound is, how sound is produced, and how to vary the dimension of pitch and amplitude amplitude (ăm`plĭtd'), in physics, maximum displacement from a zero value or rest position. , students explore answers to questions about how sound travels and how we hear sound by searching for information in books, through Internet Internet
Publicly accessible computer network connecting many smaller networks from around the world. It grew out of a U.S. Defense Department program called ARPANET (Advanced Research Projects Agency Network), established in 1969 with connections between computers at the sources and through class lab activities. The teacher articulates learning goals in her lesson plan. In their investigation of how sound travels, students should,
* continue to ask good questions, researching pertinent PERTINENT, evidence. Those facts which tend to prove the allegations of the party offering them, are called pertinent; those which have no such tendency are called impertinent, 8 Toull. n. 22. By pertinent is also meant that which belongs. Willes, 319. background information using a variety of resources (library and Internet, experts in the community, their science books and teacher handouts),
* carry out investigations that they design based on their own questions that are centered around a driving question and sub-questions for the unit we study that are real-life situated,
* continue to develop sound predictions based on their research that supports their predictions based on the background information they construct,
* continue to appreciate the need to care for and calibrate To adjust or bring into balance. Scanners, CRTs and similar peripherals may require periodic adjustment. Unlike digital devices, the electronic components within these analog devices may change from their original specification. See color calibration and tweak. the technology tools they will use to collect data during their student-designed experiment,
* continue to use a variety of data collection and analysis techniques (data tables, graphs) and learn the importance of creating a procedure that controls variables and carefully addresses the question to be studied,
* continue to develop in drawing conclusions after logical and critical reflection of all the information they collect that may answer their question,
* share this information with each other throughout the process and present their findings at the end of the investigation as oral presentations based on their formal written experimental labs or multimedia presentations,...
* use these science process skills to analyze the data they collect during their student designed experiments, and
* use the technology tools and probes to collect accurate real time data therefore enhancing and aiding in the development of student-designed experiments. (Gleason, 2001)
Making appropriate use of limited technology in the classroom is another
important strategy for teachers. An INTIME preschool teacher A Preschool Teacher is a type of early childhood educator who instructs children from infancy to age 5, which stands as the youngest stretch of early childhood education. Early Childhood Education teachers need to span the continum of children from birth to age 8. demonstrates an effective technique as her students gather around the computer station with her to view their classroom website of field trips the class has taken with their class mascot MASCOT - Modular Approach to Software Construction Operation and Test: a method for software design aimed at real-time embedded systems from the Royal Signals and Research Establishment, UK. , Simon the monkey monkey, any of a large and varied group of mammals of the primate order. The term monkey includes all primates that do not belong to the categories human, ape, or prosimian; however, monkeys do have certain common features. . They also see and discuss places Simon has visited in his travels (Bradshaw, 2001). In a kindergarten kindergarten [Ger.,=garden of children], system of preschool education. Friedrich Froebel designed (1837) the kindergarten to provide an educational situation less formal than that of the elementary school but one in which children's creative play instincts would be classroom, an INTIME teacher uses one computer in her classroom as a station. Students work on a slide to contribute to a student-created slideshow and book about vehicles that is modeled after the book, Brown Bear, Brown Bear, What Do You See? First students draw their picture on paper. Then they draw the picture with assistance using Kid Pix Kid Pix is a bitmap drawing program aimed at children. Originally created by Craig Hickman, it was first released for the Macintosh in 1989 and subsequently published in 1991 by Brøderbund. , add text, and record their own voice reading the text for that slide. They do this individually at the computer station, while other students are completing their hand-drawn pictures for their book (Robinson, 2001).
Videos can serve to make images of classroom reform more concrete than an abstract discussion of new ideas "New Ideas" is the debut single by Scottish New Wave/Indie Rock act The Dykeenies. It was first released as a Double A-side with "Will It Happen Tonight?" on July 17, 2006. The band also recorded a video for the track. in teaching practice. Both future and current teachers need more opportunities to see children engaged in inquiry and problem solving, in using technology within challenging content, and in observing teachers' pedagogy and classroom management. INTIME videos were made available to teacher education faculty for three semesters beginning in Spring, 2001. INTIME faculty participants were charged with piloting the resources with preservice teachers in their classes and seeking creative ways to implement the video vignettes to enhance students' understanding of the TFQE Model and appropriate technology integration. It should be noted that the INTIME resources were in development throughout the implementation. Several data sources were used at the formative formative /for·ma·tive/ (for´mah-tiv) concerned in the origination and development of an organism, part, or tissue. stage of the INTIME evaluation to provide compelling evidence about the impact of the project and its materials on faculty participants.
The PT3 baseline The horizontal line to which the bottoms of lowercase characters (without descenders) are aligned. See typeface.
baseline - released version survey instrument was administered to all 35 INTIME project faculty participants. This survey is a 52-item formal evaluation instrument used to assess the impact of PT3 grant activities on teacher preparation programs at recipient institutions of higher education higher education
Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. . Based on the data collected from the 31 INTIME faculty completing the form, allowing for some missing data, some major differences occurred between the period before and after project implementation. Most notable was the demonstrated change in faculty professional practices targeted by the project including assessing technological skills of students, obtaining hardware and/or software, integrating technology, and redesigning curriculum:
1. Participating faculty engaged in new activities as a result of the project. More specifically, faculty improved their professional practices in many areas as shown in Figure 3. Some of the highlights include: assessing the technological skills of students increased by 36%, obtaining hardware and software increased by 32%, and integrating technology into the curriculum increased by 35%.
2. Faculty and students in the participating teacher preparation programs shifted from inadequate to adequate access to technology. Faculty survey respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. indicated adequate or ample availability of hardware and software increased by 19%, access to the Internet increased by 26%, instructional software availability increased by 16%, classrooms equipped with technology increased by 26%, and availability of computer labs increased 23%, as shown in Figure 4. Conversely con·verse 1
intr.v. con·versed, con·vers·ing, con·vers·es
1. To engage in a spoken exchange of thoughts, ideas, or feelings; talk. See Synonyms at speak.
2. , the frequency of those who marked inadequate access to technology in these areas decreased on average 16%.
[FIGURE 3 OMITTED]
[FIGURE 4 OMITTED]
3. Participating faculty have improved their technology knowledge and skills by expanding their curriculum to include more technology-focused classes and integrating more technology in the curriculum of non-technology classes.
* Faculty changed their curricula to include: (a) more online courses (52% of the participants), (b) more student time spent observing PreK-12 teachers by way of electronic means (i.e., video) (35% of the participants), and (c) more technology-focused courses are required (10% of the participants).
* Faculty used more technology in instruction, as shown in Figure 5. The proportion of core courses in teacher preparation programs that make use of technology in the following areas has increased during the implementation of the INTIME project. Respondents indicated a 36% increase in use of video case studies of promising practices for instruction, a key component of the INTIME project. Faculty use of the Internet to facilitate discussion of course materials (a service provided through a bulletin board discussion area throughout the INTIME project) rose by 25%. The use of multiple media to communicate information in the classroom climbed by 23%. And faculty use of simulations of teaching situations for instructional or diagnostic purposes increased by 13%. Finally the percentage of faculty requiring students to make frequent use of the Internet for gathering information also increased by 23%.
* The number of core courses offered by the faculty in which students are instructed on basic technology skills, classroom information management, ethical issues related to technology, and ways to integrate technology into the curriculum increased by 13%.
Revised syllabi and technology integration action plans have been collected from 35 participating faculty as evidence of their planning process centered on INTIME. The activities demonstrate a trend of methods used to engage preservice teachers with INTIME materials during project implementation. The following commonalities among these revised syllabi focus on certain instructional objectives designed to accommodate the INTIME project:
[FIGURE 5 OMITTED]
* students are to identify the ways in which technology can support student learning;
* students are to view and critique the INTIME online video vignettes;
* students are to engage in online chat using the INTIME WebCT;
* students are to take a set of pre- pre- word element [L.], before (in time or space).
1. Earlier; before; prior to: prenatal.
2. and posttests designed to assess their technology competencies as preservice teachers; and
* instructors are to model the use of varied instructional technologies There are two types of instructional technology: those with a systems approach, and those focusing on sensory technologies.
The definition of instructional technology prepared by the Association for Educational Communications and Technology (AECT) Definitions and Terminology in alignment with those demonstrated in the INTIME online video vignettes that students are to watch as a class requirement.
For example, faculty participant A identified in one of the course objectives that "upon the completion of the course, the student will have demonstrated the knowledge base and skills necessary to ... design a lesson plan integrating technology resources and tools learned through the INTIME website from the University of Northern Iowa." Consequently, the syllabus A headnote; a short note preceding the text of a reported case that briefly summarizes the rulings of the court on the points decided in the case.
The syllabus appears before the text of the opinion. states that students were also expected to "use INTIME website and WebCT" and complete "a lesson plan using technology as an instructional tool."
Faculty participant B states in the Technology Integration Action Plan that students will:
* view video clips A short video presentation. and evaluate using checklist;
* select clips based on their area or discipline;
* share observations through the chatroom and during class discussions; and
* write a reflective paper after completing the video activities and the chatroom and class discussion.
Faculty participant C described the goal of the course as "to provide candidates for physical sciences teaching degrees opportunities to increase their knowledge and skills and develop positive dispositions regarding appropriate uses of educational technology." This participant included the INTIME website address in the syllabus as one of the course materials and noted, "In line with INTIMEgoals and objectives, a conscientious con·sci·en·tious
1. Guided by or in accordance with the dictates of conscience; principled: a conscientious decision to speak out about injustice.
2. effort will be made to incorporate various instructional technologies to provide opportunities for students to develop and enhance the knowledge, skills, and dispositions needed to become a successful physical science teacher."
Faculty participant D developed Technology Critique Guidelines guidelines,
n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. , which are "to allow [students] to critically review selected technology lessons and analyze them using the Technology as Facilitator of Quality Education Model."
Participant E integrated INTIME materials with classroom observations that students completed during the semester se·mes·ter
One of two divisions of 15 to 18 weeks each of an academic year.
[German, from Latin (cursus) s . This assignment included students developing their own classroom observation and evaluation tool that was used to analyze one of the INTIME video case studies. Students' written reports constituted 25% of their course grade.
Stages of Concern Questionnaire (SoCQ) data collected from the participating faculty reflect the movement of individual faculty toward integrating technology into their methods courses. These changes have been charted using the SoCQ from the Concerns-Based Adoption Model created by Hall, George, and Rutherford Rutherford (rŭth`ərfərd), borough (1990 pop. 17,790), Bergen co., NE N.J., a residential suburb of the New York City–N New Jersey metropolitan area; inc. 1881. Several pre-Revolutionary houses remain there. (1977).
[The model] assumes change to be a highly personal and lengthy process, one that affects individuals differently. The model hypothesizes two dimensions along which individuals grow as they become more familiar with and sophisticated in using innovations: Stages of Concern about the Innovation (SoC) and Levels of Use of the Innovation (LoU) (Loucks, Newlove, & Hall, 1998, p. 1).
The following different stages of concern in the questionnaire assess several major factors that influence the adoption process of any given instructional innovation: awareness, informational, personal, management, consequence, collaboration Working together on a project. See collaborative software. , and refocusing Noun 1. refocusing - focusing again
focalisation, focalization, focusing - the act of bringing into focus .
Overall, analysis of the patterns in the evolution of innovation-related concerns from non-user to experienced user reveals a decrease in the scores for the first four stages, while the last three stages demonstrate a proportional proportional
values expressed as a proportion of the total number of values in a series.
the patient is a miniature without disproportionate reductions or enlargements of body parts. increase that could be linked with faculty's enhanced comfort with the innovation overall (Figure 6).
Also, the graphs based on individual faculty responses on SoC Questionnaires indicate faculty's increasing familiarity with the innovation. The individual differences in scores are related to the specifics of the contexts in which each participating faculty uses INTIME. These data can also be tied with the information gathered from the Website Usability How easy something is to use. Both software and Web sites can be tested for usability. Considering how difficult applications are to use and Web sites are to navigate, one would wish that more designers took this seriously. See user interface and usability lab. Questionnaire administered to all participating faculty. Their increasing familiarity with the innovation is to be found in the degree to which they find the INTIME online resources accurate content-wise, effective, and helpful in their professional practice.
These tendencies can be exemplified by considering data gathered and analyzed an·a·lyze
tr.v. an·a·lyzed, an·a·lyz·ing, an·a·lyz·es
1. To examine methodically by separating into parts and studying their interrelations.
2. Chemistry To make a chemical analysis of.
3. from 16 respondents concerning Stage 6 (refocusing). High scores indicate that an individual has personal ideas on how to use the innovation; in conjunction with high Stage 1 scores, an individual would like to learn more so that he/she can implement these ideas. Out of the 16 individuals whose data have been analyzed, six have fluctuating fluc·tu·ate
v. fluc·tu·at·ed, fluc·tu·at·ing, fluc·tu·ates
1. To vary irregularly. See Synonyms at swing.
2. To rise and fall in or as if in waves; undulate.
v. high scores for Stage 1, thus pointing out the individual's desire to learn more about the innovation. The remaining 10 individuals display fluctuating average scores (six respondents) and low scores (four individuals) for Stage 1. Furthermore, the analysis of graphs indicates that 9 out of the 16 respondents may have other ideas as to how the innovation could be improved or implemented differently because their graphs tail up for Stage 6, thus indicating refocusing. The Stages of Concern Questionnaire (SoCQ) (Hall, George, & Rutherford, 1977) graphs reveal a positive evolution whose indepth analysis points to the fact that the INTIME users have been creative and effective in the overall use of the project materials and technology.
The Website Usability Questionnaire, an instrument designed by INTIME staff members to evaluate usability of online project resources, was administered to faculty-participants (N=29). The data analysis demonstrates that for the vast majority of respondents the overall resources were (a) easy to use (93%), (b) useful for instruction (79%), (c) supportive of teaching and learning styles (79%), and (d) the content was accurate and free of errors (93%). When asked to comment on each of the resource components, the faculty-participants expressed overall satisfaction with the format and content of video examples and teacher insights available on the site. Based on the data collected using this questionnaire, the majority of faculty participants used the project developed online resources quite frequently in their classes and found them to be supportive of teaching and learning. One example is the comment of a participant in regard to the overall usefulness of the INTIME Web site:
This web site is helpful to visual, auditory, and tactile learning. Students like to see the videos and read the lesson plans, articles, and video captioning. Others like the auditory features of the videos. Tactile learners like the computer aspect. Summary: TELL ME and I'll forget. SHOW ME and I may remember. INVOLVE ME and I'll understand. This web site does all three.
Phone interviews were conducted with 16 participating faculty, based on the formative evaluation Formative evaluation is a type of evaluation which has the purpose of improving programmes. It goes under other names such as developmental evaluation and implementation evaluation. of their increasing use of the project-developed resources (Boboc, 2002). Based on input collected from 16 INTIME participating faculty members who were interviewed by phone, the following information relates to the various ways in which faculty effectively used the INTIMEproject in the college classroom. As a result of having implemented INTIME:
* Half of the respondents (8 out of 16) indicated that they had used more instructional technology whose various applications they could model in their college classrooms. All of these 8 participants either described or implied that the impact of the project on the structure of their courses as having resulted in becoming more aware of what technological resources would be available to incorporate in instruction.
* Ten out of the 16 respondents (62%) indicated that their use of the INTIME project in the classroom made them more aware of ways to incorporate technology in the classroom. As a result, classroom discussions would be geared toward sharing such knowledge with their students, in an attempt to encourage them to be reflective and inquisitive in·quis·i·tive
1. Inclined to investigate; eager for knowledge.
2. Unduly curious and inquiring. See Synonyms at curious. as professionals. At the same time, the project motivated mo·ti·vate
tr.v. mo·ti·vat·ed, mo·ti·vat·ing, mo·ti·vates
To provide with an incentive; move to action; impel.
mo the faculty members to include other online resources into subsequent syllabi, therefore making a few of them shift to a more facilitating role in the classroom.
* Three participants (18%) considered their INTIME-related experience to have been a logical continuation of what they had done in the classroom before implementing the project. Moreover, one of them commented on the fact that the video vignettes "would allow one to individualize in·di·vid·u·al·ize
tr.v. in·di·vid·u·al·ized, in·di·vid·u·al·iz·ing, in·di·vid·u·al·iz·es
1. To give individuality to.
2. To consider or treat individually; particularize.
3. instruction by referring them (students) to different parts of the videos or different ideas" (Respondent In Equity practice, the party who answers a bill or other proceeding in equity. The party against whom an appeal or motion, an application for a court order, is instituted and who is required to answer in order to protect his or her interests. A, Interview II). Yet another faculty pointed out that INTIME helped her provide her students with "a more comprehensive and indepth underpinning un·der·pin·ning
1. Material or masonry used to support a structure, such as a wall.
2. A support or foundation. Often used in the plural.
3. Informal The human legs. Often used in the plural. " (Respondent D, Interview II) to what she was trying to teach. Another important aspect of her use of the project in the classroom was the fact that the "philosophical basis" (Respondent D, Interview II) gave her credibility because it reinforced what she was teaching. As a result, she became more comfortable as a professional.
* Two respondents focused on their use of the theoretical framework that led to either more flexibility in cross-curricular teaching ("a good teacher has skills that will transfer into any setting, while the only thing that changes is the content"--Respondent F, Interview II) or to using the TFQE Model as a good resource for students when designing an evaluation rubric RUBRIC, civil law. The title or inscription of any law or statute, because the copyists formerly drew and painted the title of laws and statutes rubro colore, in red letters. Ayl. Pand. B. 1, t. 8; Diet. do Juris. h.t. .
Course revision report articles of the participating faculty's use of the project include reflections on their professional experiences with INTIME. An analysis of these articles shows several common patterns:
1. The faculty agreed that INTIME provided a number of ways for them to strengthen their own skills, offered new technology experiences in their classroom, and gave them cause to think about their teaching methods.
2. Faculty reported that INTIME helped them think about technology in new ways. For example faculty may:
* see a number of ways to use the project materials;
* become more aware of teachers' responsibility to demonstrate and model technology use;
* become more conscious of and apt to look for places and ways to use technology to teach;
* become more proficient pro·fi·cient
Having or marked by an advanced degree of competence, as in an art, vocation, profession, or branch of learning.
An expert; an adept. at incorporating computer/technology instruction into their teaching; and
* realize that students need more technology training, more time to obtain knowledge, skills, and information about various types of technology; that lack of training creates a barrier for integrating technology into field experience; that students should be aware of the search engines and information available on the Internet.
3. Faculty also reported that INTIME helped them to change their teaching:
* Syllabi were revised to infuse in·fuse
1. To steep or soak without boiling in order to extract soluble elements or active principles.
2. To introduce a solution into the body through a vein for therapeutic purposes. technology throughout the whole semester.
* Assignments became more strongly inclusive of inclusive of
Taking into consideration or account; including. technology use.
* Course textbooks were changed (For example, participant E started using use core text in the class--Jim Burke's The English Teacher's Companion, which contains a chapter on "Digital Literacy digital literacy Informatics The ability to understand computer-based information. See Literacy. " and a chapter on "Visual and Media Literacy Media literacy is the process of accessing, analyzing, evaluating and creating messages in a wide variety of media modes, genres and forms. It uses an inquiry-based instructional model that encourages people to ask questions about what they watch, see and read. .")
* Faculty expanded the use of instructional technology far beyond the intended course by a) teaching all courses either in computer laboratories or "smart rooms" b) adding a dimension in courses in that faculty posts reserve materials in the "Electronic Reserves"; c) using PowerPoint presentations as a standard part of classroom lectures; d) using electronic texts such as hypermedia hypermedia: see hypertext.
The use of hyperlinks, regular text, graphics, audio and video to provide an interactive, multimedia presentation. All the various elements are linked, enabling the user to move from one to another. and hypertext hypertext, technique for organizing computer databases or documents to facilitate the nonsequential retrieval of information. Related pieces of information are connected by preestablished or user-created links that allow a user to follow associative trails across the increased; and e) using INTIME technology competencies checklist for field experience evaluation since it is more objective than the previously used self-report instrument.
4. They also reported differences in student work after using INTIME:
* Students began to view the teaching process differently. They began to perceive teaching as a multidimensional mul·ti·di·men·sion·al
Of, relating to, or having several dimensions.
multi·di·men process rather than as a collection of separate acts. Faculty believe that the structure of the model contributed to the students' developing concept of teaching.
5. In addition to the positive comments of uses of INTIME, some faculty reported that the resources were more effective when used with graduate students, when compared with undergraduate level students. Frustration with the technology, difficulties with installation of appropriate software, and slow Internet connections were also mentioned as hindrances to use of materials.
IMPACT ON PRESERVICE TEACHERS
Based on faculty reports gathered by several evaluation tools, INTIME has had a significant impact on preservice teachers, which is shown by:
PT3 Baseline Survey:
1. The participating faculty perceive an increase in terms of student access to hardware and software. The number of respondents who marked:
* "adequate" decreased from 16 participants (51%) prior to PT3 to 8 (26%) after project implementation;
* "ample" increased from 11 respondents (35%) prior to PT3 to 19 (61%) after project implementation. (Figure 7).
2. As compared to program graduates prior to the INTIME implementation, faculty perceive their students as more proficient in terms of the International Society for Technology in Education (ISTE ISTE International Society for Technology in Education
ISTE Indian Society for Technical Education
ISTE International Society for Tropical Ecology
ISTE Integrated Services Terminal Equipment ) National Educational Technology Standards for Teachers areas:
Technology Operations and Concepts.
[FIGURE 7 OMITTED]
* The number of participants who marked that graduates were proficient in use of software packages increased by 65%.
Planning and Designing Technology-Enhanced Learning Technology-Enhanced Learning (TEL) is any learning situation involving the use of technology. Technology used need not be computer technology, but this is often the case. Branches of TEL include CALL (Computer-Assisted Language Learning), although the latter term is often used to Environments and Experiences.
* The number of participants who indicated graduates were proficient in integrating technology into general lessons increased by 51%.
Teaching, Learning, and the Curriculum.
* The number of participants who said graduates were proficient users of technology used to develop students' higher order thinking skills The concept of higher order thinking skills became a major educational agenda item with the 1956 publication of Bloom's taxonomy of educational objectives.
The simplest thinking skills are learning facts and recall, while higher order skills include critical thinking, and creativity increased by 42%.
Assessment and Evaluation.
* The number of participants who marked students proficient in use of technology to assess and/or evaluate student learning increased by 42%.
Productivity and Professional Practice.
* The number of participants who see graduates as proficient in using technology for ongoing professional development increased by 55%.
Social, Ethical, Legal, and Human Issues.
* The number of participants who feel graduates understand legal and ethical practice related to technology use increased by 45%.
WebCT discussion forum postings represent individual input from participating faculty and the students enrolled in their methods classes. The rationale rationale (rash´nal´),
n the fundamental reasons used as the basis for a decision or action. for using this method to assess the project effectiveness capitalizes on facilitating reflective thinking and encouraging an exchange of ideas about the integration of technology and components of quality education. The following abstracts from preservice teachers' WebCT postings provide convincing evidence of the impact of INTIME:
* Student S1: "Because of these learning experiences, I have a better understanding of what it means to integrate technology into the classroom. It involves concentrating not only on the fact that you now have the new technology to use, but also how both the teacher and the student will best use it.... I have learned that integrating technology is as much or even more involved with the study of curriculum and how students learn than just teaching them how to use the technology."
* Student S2: "The main idea that I have learned from this is integrating technology does not mean just going to the computer lab. To me it means to focus on a subject and begin to use various tools like digital cameras, I-books, Franklin Dictionaries, etc. When do this, the teacher is providing a knowledge base. This will help the students retain information and be motivated to learn."
* Student S3: "The implications of these learning experiences for my school or classroom reinforces that we must continually con·tin·u·al
1. Recurring regularly or frequently: the continual need to pay the mortgage.
2. diversify diversify
To acquire a variety of assets that do not tend to change in value at the same time. To diversify a securities portfolio is to purchase different types of securities in different companies in unrelated industries. our planning of instruction. I am amazed a·maze
v. a·mazed, a·maz·ing, a·maz·es
1. To affect with great wonder; astonish. See Synonyms at surprise.
2. Obsolete To bewilder; perplex.
v.intr. by all of the great technology that is out there to enhance our classrooms. If money were no object, I would have Quictionary pens for all of students. Since I teach reading I was very excited to see those pens. I plan to get involved with a grant writing project so I can get more technology into our district."
* Student S4: "Technology resources can and should shift the role of the classroom teacher. The teacher becomes more of a facilitator of learning. Students become more responsible for their own learning. They often take charge by defining learning goals and problems. This often provides a deeper understanding of the content."
* Student S5: "Technology is an important factor in creating problem based real life experiences for students. It provides interdisciplinary approaches to learning that all learning styles can benefit from. It also promotes student and teacher creative thinking, communication, and cooperative learning cooperative learning Education theory A student-centered teaching strategy in which heterogeneous groups of students work to achieve a common academic goal–eg, completing a case study or a evaluating a QC problem. See Problem-based learning, Socratic method. . Technology has it's own necessity for curricular development. Students need to be taught electronic communication ethics ethics, in philosophy, the study and evaluation of human conduct in the light of moral principles. Moral principles may be viewed either as the standard of conduct that individuals have constructed for themselves or as the body of obligations and duties that a and practices. This should be a gradual developmental progression as students age. Also, teachers should be aware that different socio-economic factors affect students' prior knowledge and that they must help "bridge the gap" for some students."
Preservice teacher technology competency COMPETENCY, evidence. The legal fitness or ability of a witness to be heard on the trial of a cause. This term is also applied to written or other evidence which may be legally given on such trial, as, depositions, letters, account-books, and the like.
2. pre and posttest post·test
A test given after a lesson or a period of instruction to determine what the students have learned. data were collected from students enrolled in the classes taught by the INTIME participating faculty. The pretest pre·test
a. A preliminary test administered to determine a student's baseline knowledge or preparedness for an educational experience or course of study.
b. A test taken for practice.
2. was administered at the beginning of the semester, prior to exposing students to the INTIME project, while the posttest was administered at the end of the same semester. While implementing the new online video resources and standards, faculty modeled the use of instructional technology to their students.
The three semesters for which data were collected are as follows: Spring 2001, Fall 2001, and Spring 2002. An overall numerical numerical
expressed in numbers, i.e. Arabic numerals of 0 to 9 inclusive.
a numerical code is used to indicate the words, or other alphabetical signals, intended. description of the data collected revealed the following: out of the 915 pretest and 777 posttest sets received, 627 were validated, meaning that there was a match between the pretest and posttest student ID numbers assigned as·sign
tr.v. as·signed, as·sign·ing, as·signs
1. To set apart for a particular purpose; designate: assigned a day for the inspection.
2. either by UNI or by the other participating universities prior to taking the Preservice Technology Competencies tests.
The results show that in the spring semester of 2001, 96 out of 161 students (60%) show no change in their responses on the posttest compared to the pretest. The remaining fall into the following categories: 53 students (33%) display a positive change, 6 students (3%) have the highest distribution of scores for negative change, and 6 students (4%) have an equal distribution of scores between positive and no change. Most of the students who show no change have maintained their technology competencies at the apprentice A person who agrees to work for a specified time in order to learn a trade, craft, or profession in which the employer, traditionally called the master, assents to instruct him or her. level (2).
In the fall 2001, 153 out of the 269 students (57%) show no change in their responses on the posttest compared to the pretest. The remaining fall into the following categories: 87 out of 269 students (32%) show a positive change in their responses on the posttest compared to the pretest; 9 out of the 269 students (3%) display a negative change; 18 out of the 269 students (7%) have an equal distribution of scores split between no change and positive change; while 2 out of the 269 students (1%) have an equal distribution of scores split between no change and negative change. Most of the students who show no change have maintained their technology competencies at the apprentice level (2).
In the spring 2002, 111 out of 197 students (56%) show no change in their responses. The remaining fall in the following categories: 72 students (37%) display a positive change, 1 student (0.5%) has the highest distribution of scores for negative change; 12 students (6%) have an equal distribution of scores between positive change and no change, and 1 student (0.5%) has an equal distribution of scores between negative change and no change. Most of the students who show no change have maintained their technology competencies at the apprentice level (2).
Analyzing all results in terms of "no change" or "positive change" based on the pre/posttest difference in the students' self-assessment of their technology skills, 356 respondents (57% of all valid responses) show "no change," while 216 students (34% of all valid responses) demonstrate improved technology skills. One possible interpretation of these figures is in line with comments from the 16 INTIME faculty members in the aforementioned a·fore·men·tioned
The one or ones mentioned previously.
Adj. 1. phone interviews. Due to the content-specific nature of the courses that implemented the INTIME project, the Preservice Technology Competencies did not always manage to assess adequately the impact the project-created online resources had on students' technology skills.
A negative change on the posttest compared to the pretest would point out the fact that students could have over-rated their technological skills before using the INTIME project in class. Under these circumstances, the lower posttest scores would be interpreted as students' better self-reflection regarding their skillfulness skill·ful
1. Possessing or exercising skill; expert. See Synonyms at proficient.
2. Characterized by, exhibiting, or requiring skill. in using technology in the classroom as demonstrated by the INTIME video case studies they analyzed in class. A positive change could rely on the learning curve that students go through while using the INTIME project in class, as well as on the methods faculty's modeling of appropriate uses of instructional technology.
No change in technology competencies could indicate various hindrances that affected the learning process assisted by the INTIME project. In this case, the faculty member's insights on the dynamics of the class would reveal the possible causes for the zero difference between the technology competencies pre- and posttest.
Course revision report articles provide more evidence about impact of the project on the preservice teachers. The methods faculty reported that after involvement with INTIME, their students:
* increased their use of technology;
* initiated its use without instructors' promptings;
* became more proficient and confident users of technology. For example, they started implementing technology into their lesson plans. They showed excitement about finding electronic resources to design their lesson plans; integrated video, digital cameras, palm pilots, Power-Point, and reported that they will continue to add technology component to other prepared lessons in the future.
* became more experienced with websites and online discussions. Faculty member E said that the students "developed strategic Internet search skills to locate web-based education resources including subject directories, clearinghouses, and gateways."
* realized "technology helps facilitate the dissemination dissemination Medtalk The spread of a pernicious process–eg, CA, acute infection Oncology Metastasis, see there of class materials and communication between teacher and students" (faculty F).
* acknowledged the use and critique of INTIME videos helped students "refine the skills of critical reflection and analysis" (faculty D). The following abstract written by a group of preservice teachers critiquing one of the INTIME videos exemplifies students' critical thinking as they examine strengths and weaknesses of this video and make suggestions:
Strengths: This teaching tool provided students with the opportunity to examine what individual parts make up culture. It helped students to think about the complex term, "culture," and that no culture is better than anyone else's. The use of multiple intelligences, higher level thinking, Bloom's taxonomy, and group collaboration were very positive. Students are provided with technology, such as the Ibook to use. The main goal was to enhance critical thinking. Students did not need to worry about penmanship or spelling with the use of technology. Weaknesses: This lesson did not cover any "real" culture. The building of reliance on technology may take away true imaginative learning. The lesson overall was too repetitive for the viewer. Recommendations: Teachers can use this lesson as a bridge to learn how cultures could have been created. The video voiceover person told us what we should be observing without giving the viewer the opportunity to see it for ourselves. A better approach might be to ask questions of the viewer and what they see, instead of stating what it is we are supposed to see.
Overall, methods faculty reports indicate that after using INTIME, their students demonstrated an increased appreciation for the use of technology for teaching, informally suggested an eagerness for the opportunity to use some of the technology skills for future lessons. Several faculty members said their students expressed enthusiasm for technology and, as one of them said "generally applauded the INTIME inclusions."
PT3 now! Case study of INTIME, available at http://www.pt3now.org/107.php (2002) provides interviews with one of the project's methods faculty and his preservice teachers. After using INTIME, preservice teachers comment on many positive aspects of the project and its value for both preservice and inservice teachers:
* Student 6: "It's organized and it has a lot of information. I noticed they have lessons plans right now, objectives. So you can use that, and that's a great tool, especially for new teachers trying to develop a unit. You don't have time to develop a unit using all this technology, trying to figure out how to do a lot of it and put it together, so it's a lot of planning. So it's nice to go on there and see it done, and all you have to do is adapt it for your own classroom. I think that why it's all helpful."
* Student 7: "I think especially as a student teacher or a new teacher, you don't always know where to go to look for new ideas, so that is gonna gon·na
Contraction of going to: We're gonna win today. be a really good start because you can see it in action. It's not just hearing about it or reading it. You can see what they are doing, even their movements around the room see how ... management wise it helps a lot."
* Student 8: "The more I use it, the more I find out about it. I am just realizing how much you can do with it. I was looking at on of the art lessons given and I realized when you scroll To continuously move forward, backward or sideways through the text and images on screen or within a window. Scrolling implies continuous and smooth movement, a line, character or pixel at a time, as if the data were on a paper scroll being rolled behind the screen. See auto scroll. down, they have all the hardware and software that went along with it, resources they found on the Internet. It's just nice to see all the things teachers are doing."
* Student 9: "I think just the way teachers and students have been educated recently, you almost need something with ... to use technology, and keep them active because, as we learn, attention span is very short, and the more active they are, the more attentive at·ten·tive
1. Giving care or attention; watchful: attentive to detail.
2. Marked by or offering devoted and assiduous attention to the pleasure or comfort of others. they're gonna be and things like that, so I think something like this is very good."
Video provides the capability for viewers to stop, think, write, talk about it, replay the activity over, and chunk activities together in different ways for different analytic an·a·lyt·ic or an·a·lyt·i·cal
1. Of or relating to analysis or analytics.
2. Expert in or using analysis, especially one who thinks in a logical manner.
3. Psychoanalytic. purposes. Various teacher actions or points in the lesson can be scrutinized by individuals or groups and suggestions for instructional decisions may be made, based on research and insight gained from viewing evidence of student learning and differences among students (Darling-Hammond & Ball, 1997). Viewers may compare their interpretations and analyses with others, consult research and rationale in educational frameworks of effective practice, and expand their ability to communicate about teaching processes, thus indicating teachers' understanding of theory and practice and the impact on student achievement.
In conclusion, the INTIME project set out to create a dynamic resource for faculty to use in any way they wanted. Using the analogy analogy, in biology, the similarities in function, but differences in evolutionary origin, of body structures in different organisms. For example, the wing of a bird is analogous to the wing of an insect, since both are used for flight. of a textbook textbook Informatics A treatise on a particular subject. See Bible. , faculty may determine ways to use the text to support their courses. In the same light, faculty may use INTIME resources in linear order, in random sequence, or choose appropriate sections or small snippets as they fit their courses. This resource is appropriate for use as a pictograph pictograph - pictogram , to show what PreK-12 educational research-based reform looks like (Callahan & Switzer, 2001; Ringstaff & Kelley, 2002). The INTIME external evaluator concluded that the resources developed are "information-rich and of value to multiple constituent CONSTITUENT. He who gives authority to another to act for him. 1 Bouv. Inst. n. 893.
2. The constituent is bound with whatever his attorney does by virtue of his authority. groups ... and provide examples of legitimate uses of technology in teaching ... and do not promote the use of technology for technology's sake" (Sorenson, 2002, pp. 8-9). While not intended for use as a case study approach, many may choose to use the resources for that purpose. INTIME continues to serve faculty and future and current teachers as a dynamic resource for examining the elements of quality teaching and the support the technology provides in the development of the relationships between these components.
This project received $2,294,175 from the U.S. Department of Education, which is 49% of the total cost of the project. Fifty-one percent ($2,428,265) of the total cost of the project was financed by nongovernmental sources. These web pages do not necessarily represent the policy of the Department of Education or imply endorsement by the Federal Government.
Bradshaw, K. (2001). Classroom web site [Video]. Retrieved March 10, 2003, from INTIME Web site: http://www.intime.uni.edu/video/049vale/8/
Boboc, M. (2002). Integrating new technologies into the methods of education (INTIME): Its impact on the professional practice of participating teacher educators. Unpublished doctoral dissertation dis·ser·ta·tion
A lengthy, formal treatise, especially one written by a candidate for the doctoral degree at a university; a thesis.
1. , University of Northern Iowa, Cedar Falls Cedar Falls, city (1990 pop. 34,298), Black Hawk co., N Iowa, on the Cedar River; inc. 1854. It developed as a milling center in the late 19th-century after the coming of the railroad; its name is derived from the cedar tree. , IA.
Callahan, W.P., & Switzer, T.J. (2001). Technology as facilitator of quality education: A model. In W. Heineke & J. Willis Wil·lis , Thomas 1621-1675.
English anatomist and physician known for his studies of the nervous system and the brain. He discovered the circle of Willis at the base of the brain. (Eds.), Methods of evaluating educational technology (pp. 215-235). Greenwich, CT: Information Age Publishing.
Darling-Hammond, L., & Ball, D.L. (1997). Teaching for high standards: What policymakers need to know and be able to do. Washington, DC: U.S. Department of Education. Retrieved February 4, 2003, from http://www.negp.gov/Reports/highstds.htm
Gleason, C. (2001). What is the relationship between pitch and amplitude? [Video]. Retrieved March 10, 2003, from INTIME Web site: http://www.intime.uni.edu/video/055mims/8/default.htm
Hall, G.E., George, A.A., & Rutherford, W.L. (1977). Measuring stages of concern about the innovation: A manual for the use of the SoC Questionnaire. Austin, TX: Southwest Educational Development Laboratory.
INTIME: Integrating new technologies into the methods of education. (2000). Retrieved March 10, 2003 from University of Northern Iowa INTIME Web site: http://www.intime.uni.edu
Loucks, S.F., Newlove, B.W., & Hall, G.E. (1998). Measuring levels of use of the innovation: A manual for trainers, interviewers, and raters. Austin, TX: Southwest Educational Development Laboratory.
Penuel, B., Golan, S., Means, B., & Korbak, C. (2000). Silicon Valley Challenge 2000: Year 4 report. Menlo Park Menlo Park.
1 Residential city (1990 pop. 28,040), San Mateo co., W Calif.; inc. 1874. Electronic equipment and aerospace products are manufactured in the city. Menlo College and a Stanford Univ. research institute are there.
2 Uninc. , CA: SRI International (company) SRI International - One of the world's largest contract research firms. Founded in 1946 in conjuction with Stanford University as the Stanford Research Institute, they later became fully independent and were incorporated as a non-profit organisation under U.S. .
INTIME--A PT3 case study. (2002). [Video]. Retrieved March 10, 2003 from PT3Now, Soundprint Media Center, Inc. web site: http://www.pt3now.org/107.php
Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment: A review of findings from research. Washington, DC: Office of Educational Research and Improvement. Retrieved March 10, 2003, from http://www.wested.org/online_pubs/learning_return.pdf
Robinson, J. (2001). Brown bear, brown bear, what do you see? [Video]. [Online]. Available: INTIME Web site: http://www.intime.uni.edu/video/023mile/8/
Schmitt, D. (2002). Modeling quadratic data [Video]. Retrieved March 10, 2003, from INTIME Web site: http://www.intime.uni.edu/video/061iahs/0/
Sorenson, C. (2002). Report of an external evaluation site visit to University of Northern Iowa InTime: Integrating technologies into the methods of education a PT3 project. Cedar Falls, IA: University of Northern Iowa.
Switzer, T.J., Callahan, W.P., & Quinn, L. (1999, March). Technology as facilitator of quality education: An unfinished model. Paper presented at Society of Information Technology and Teacher Education, San Antonio San Antonio (săn ăntō`nēō, əntōn`), city (1990 pop. 935,933), seat of Bexar co., S central Tex., at the source of the San Antonio River; inc. 1837. .
University of Northern Iowa USA
Cleveland State University Cleveland State University, at Cleveland, Ohio; coeducational; founded 1964, incorporating Fenn College (est. 1923). The Cleveland-Marshall School of law was incorporated in 1969. USA
Northern Illinois University USA
A river, about 1,207 km (750 mi) long, of northeast Russia flowing northward to the Laptev Sea.
Noun 1. Yana - a member of an extinct North American Indian people who lived in northern California CORNISH Cornish, language belonging to the Brythonic group of the Celtic subfamily of the Indo-European family of languages. See Celtic languages. Bibliography
See P. B. Ellis, The Cornish Language and Its Literature (1974). AND WILLIAM CALLAHAN
University of Northern Iowa