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Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families Publisher: ISBN: Category : Education Languages : en Pages : 156
Book Description
This document represents the second hearing before the Subcommittee on Early Childhood, Youth and Families, held in Washington, DC on May 11, 1999 on the education technology programs authorized under the Elementary and Secondary Education Act (ESEA). Michael Castle, Chairman of the Subcommittee on Early Childhood, Youth and Families, Committee on Education and the Workforce, U.S. House of Representatives, presided. Contents include the opening statements of Chairman Michael Castle and of ranking member Dale Kildee and statements of: the Honorable Eugene Hickok, Secretary, Pennsylvania Department of Education, Harrisburg; Dr. Henry Marockie, State Superintendent of Schools, West Virginia Department of Education, Charleston; Professor Dale Mann, Program in Educational Administration, Department of Organization and Leadership, Teachers College, Columbia University, New York, New York; Dr. Robert McNergney, Professor of Educational Leadership Foundations and Policy, Curry School of Education, University of Virginia, Charlottesville; Ms. Terri Austin, Executive Director, Organizational Department, Anderson Community School Corporation, Anderson, Indiana; and Mr. Bruce Droste, Director, the Virtual High School, the Concord Consortium, Concord, Massachusetts. Appendixes include the written opening statement of Chairman Michael Castle and the written testimonies of: the Honorable Eugene Hickok, Dr. Henry Marockie, Professor Dale Mann, Dr. Robert McNergney; Ms. Terri Austin; and Mr. Bruce Droste. (Includes a table of indexes.) (AEF)
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families Publisher: ISBN: Category : Education Languages : en Pages : 156
Book Description
This document represents the second hearing before the Subcommittee on Early Childhood, Youth and Families, held in Washington, DC on May 11, 1999 on the education technology programs authorized under the Elementary and Secondary Education Act (ESEA). Michael Castle, Chairman of the Subcommittee on Early Childhood, Youth and Families, Committee on Education and the Workforce, U.S. House of Representatives, presided. Contents include the opening statements of Chairman Michael Castle and of ranking member Dale Kildee and statements of: the Honorable Eugene Hickok, Secretary, Pennsylvania Department of Education, Harrisburg; Dr. Henry Marockie, State Superintendent of Schools, West Virginia Department of Education, Charleston; Professor Dale Mann, Program in Educational Administration, Department of Organization and Leadership, Teachers College, Columbia University, New York, New York; Dr. Robert McNergney, Professor of Educational Leadership Foundations and Policy, Curry School of Education, University of Virginia, Charlottesville; Ms. Terri Austin, Executive Director, Organizational Department, Anderson Community School Corporation, Anderson, Indiana; and Mr. Bruce Droste, Director, the Virtual High School, the Concord Consortium, Concord, Massachusetts. Appendixes include the written opening statement of Chairman Michael Castle and the written testimonies of: the Honorable Eugene Hickok, Dr. Henry Marockie, Professor Dale Mann, Dr. Robert McNergney; Ms. Terri Austin; and Mr. Bruce Droste. (Includes a table of indexes.) (AEF)
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families Publisher: ISBN: Category : Education Languages : en Pages : 140
Book Description
This document represents the second hearing before the Subcommittee on Early Childhood, Youth and Families, held in Washington, DC on May 11, 1999 on the education technology programs authorized under the Elementary and Secondary Education Act (ESEA). Michael Castle, Chairman of the Subcommittee on Early Childhood, Youth and Families, Committee on Education and the Workforce, U.S. House of Representatives, presided. Contents include the opening statements of Chairman Michael Castle and of ranking member Dale Kildee and statements of: the Honorable Eugene Hickok, Secretary, Pennsylvania Department of Education, Harrisburg; Dr. Henry Marockie, State Superintendent of Schools, West Virginia Department of Education, Charleston; Professor Dale Mann, Program in Educational Administration, Department of Organization and Leadership, Teachers College, Columbia University, New York, New York; Dr. Robert McNergney, Professor of Educational Leadership Foundations and Policy, Curry School of Education, University of Virginia, Charlottesville; Ms. Terri Austin, Executive Director, Organizational Department, Anderson Community School Corporation, Anderson, Indiana; and Mr. Bruce Droste, Director, the Virtual High School, the Concord Consortium, Concord, Massachusetts. Appendixes include the written opening statement of Chairman Michael Castle and the written testimonies of: the Honorable Eugene Hickok, Dr. Henry Marockie, Professor Dale Mann, Dr. Robert McNergney; Ms. Terri Austin; and Mr. Bruce Droste. (Includes a table of indexes.) (AEF)
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families Publisher: ISBN: Category : Education Languages : en Pages : 176
Book Description
This hearing before the House Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce on Educational Technology and the Elementary Secondary Education Act contains statements by: Michael Castle, Subcommittee Chairman; Dale Kildee, Subcommittee member; Thomas Carper, Governor of Delaware, accompanied by Iris Metts, Secretary of Education, Dover, Delaware; Orlando George, Jr., President, Delaware Technical and Community College, Dover, Delaware; Wayne Hartschuh, Executive Director, Delaware Center on Educational Technology, Dover, Delaware; Tom Sloan, State Librarian, Delaware Division of Libraries, Dover, Delaware; Nicholas Fischer, Superintendent of Schools, Christina School District, Newark, Delaware; Robert Smith, Superintendent of Schools, Milford School District, Milford, Delaware; Sallie Reissman, teacher, Lombardy Elementary School, Wilmington, Delaware; Charles Ammann, Technology Projects Specialist, Capital School District, Dover, Delaware; Rodney Rivera, student, University of Delaware, Bear, Delaware; Mark Schonbach, student, the Charter School of Wilmington, Delaware; and Wesner Stack, Supervisor of Educational Technology, Milford School District, Delaware. (MES)
Author: Walt Heinecke Publisher: IAP ISBN: 1617350850 Category : Education Languages : en Pages : 289
Book Description
Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and content-centered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future.
Author: David Greisler Publisher: CRC Press ISBN: 1420017012 Category : Political Science Languages : en Pages : 880
Book Description
All organizations, whether for profit, not for profit, or government, face issues of information technology management. While the concerns involved may differ from organization to organization, the principles of good information technology management remain the same. Using a compilation of articles on various topics relating to technology management, Handbook of Technology Management in Public Administration addresses the management, implementation, and integration of technology across a wide variety of disciplines. The book highlights lessons learned to assist you in solving contemporary problems and avoiding pitfalls. It discusses the creation of innovative paradigms, new boundaries, diversity frameworks, and operational breakthroughs emanating from technology. It also raises questions about the productivity, violence, and intrusions of technology into the personal, organizational, and social environments as we move forward. This book identifies the potential ethical, legal, and social implications of technology from electronic signatures to genetic screenings to privacy interventions to industrial applications. It raises issues, problems, and concerns arising from technology and its effects on nurturing or nullifying the foundations of life and liberty in a constitutional democracy. With the development of new tools and techniques, technology promises to make organizations more productive and efficient. Handbook of Technology Management in Public Administration identifies effective technology management approaches while balancing the repercussions of technological growth.
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families Publisher: ISBN: Category : Education Languages : en Pages : 192
Book Description
This hearing before the House Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce on Educational Technology and the Elementary Secondary Education Act contains statements by: Michael Castle, Subcommittee Chairman; Dale Kildee, Subcommittee member; Thomas Carper, Governor of Delaware, accompanied by Iris Metts, Secretary of Education, Dover, Delaware; Orlando George, Jr., President, Delaware Technical and Community College, Dover, Delaware; Wayne Hartschuh, Executive Director, Delaware Center on Educational Technology, Dover, Delaware; Tom Sloan, State Librarian, Delaware Division of Libraries, Dover, Delaware; Nicholas Fischer, Superintendent of Schools, Christina School District, Newark, Delaware; Robert Smith, Superintendent of Schools, Milford School District, Milford, Delaware; Sallie Reissman, teacher, Lombardy Elementary School, Wilmington, Delaware; Charles Ammann, Technology Projects Specialist, Capital School District, Dover, Delaware; Rodney Rivera, student, University of Delaware, Bear, Delaware; Mark Schonbach, student, the Charter School of Wilmington, Delaware; and Wesner Stack, Supervisor of Educational Technology, Milford School District, Delaware. (MES)
Author: United States. Congress. Senate. Office of Management and Budget. Executive Office of the President Publisher: ISBN: 9780160944192 Category : Economic assistance, Domestic Languages : en Pages : 1886
Book Description
Identifies and describes specific government assistance opportunities such as loans, grants, counseling, and procurement contracts available under many agencies and programs.
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families
Author: Walt Heinecke
Author: David Greisler
Author: United States. Congress. House. Committee on Education and the Workforce
Author: United States. Congress. House. Committee on the Budget
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families
Author: Kate Devine
Author: United States. Congress. Senate. Office of Management and Budget. Executive Office of the President