References
[1]. Barron, A. E. , Kemker, K. , Harmes, C. , & Kalaydjian, K.
(2003). Large-scale research study on technology in
K- I 2 schools: Technology integration as it relates to the
National Technology Standards, Journa\ of Research on
Technology in Education, 35(4), 489-507.
[2]. Baylor, A. and D. Ritchie (2002). "What factors
facilitate teacher skill, teacher morale, and perceived
student learning in technology-using classrooms?"
Computers& Educatlon 39(4): 395-4 I 4.
[3]. Becker, H. J. (I 994). How exemplary computer-using
teachers differ from other teachers: Implications for
realizing the potential of computers in schools, Journa/ of
Research on Computing In Educatlon, 26, 29 I -32 I ,
[4]. Becker, H. J., & Riel, M. M. (1999). Teacher
professionalism, schoolwork cu\ture and the emergence
of construct\vlst-compatlble pedagogies [PDF fiie],
Center for Research on Information Technology and
Organizations Available online at
h : www,ff crifo, uuc ti d Ic,
[5]. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High
access and low use of technologies in high
school classrooms: Explaining an apparent paradox.
AmerlcanEducatlonal Research Journal,38, 813-834.
[6]. de Castell, S., 8ryson, M., & Jason, J. (2002). Object
lessons: Towards an educational theory of technology.
First Monday, 7( I ). Retrieved Oct. 24, 2006 from
hffp://firstmonday.org/issues/issue7_I/casteil/index.hfmL
[7]. Dede, C. (Ed.) (1998). Learning with technoiogy: The
1998 ASCD Yearbook. Alexandria, VA: Association for
Supervision and Curriculum Development.
[8]. Dexter, S. & Riedel, E. (2003). Why improving pre-
service teacher educational technology preparation
must go beyond the college's wails. Journai of Teacher
Educatlon, 54(4), p.p. 334-346,
[9]. Dexter, S., Anderson, R. E., & 8ecker, H. J. (1999).
Teachers' views of computers as catalysts for Changes in
their teaching practice, Journal of Research on
Computing in Education, 31(3), 221-239 .
[10]. Faseyitan, J.J. & Hirschbuhl, S.O. (1994). Faculty
uses of computers: Fears, facts and perceptions. T H E
Journai 21(9), 64-65.
[1 I ]. Fox, E. (May, 2005). Tracking U.S. Trends. Education
Weeks Technology Counts 2005. Marion, OH: Editorial
ProjectsinEducation.
[12]. Goldberg, M.L. (2000). Educational technology and
distance education at UW Bofhell:Inifial findings,
observations, and recommendations. Retrieved Oct. 30,
2OO6fromhtfp://faculty.uwb.edu/mgoidberg/edtech/rep
ort.html.
[13]. International Society for Technology in Education
(iSTE) (2003). National Educational Technology Standards
for Students (NETS*S): Technology Foundation Standards
for ail Students. Available oniine at
hffp://cnets.iste.org/students/s_sfands,html
[14]. Kerr, S. T. (I 996). Toward a sociology of educational
technology. In Jonassen, D.H. (Ed.), Handbook of
research for educatlonal communicatlons and
technoiogy, (pp. I 43- I 69). NewYork: Simon & Schuster,
[15]. Lawson, T. & Comber, C. ( I 999). Superhighways
Technology: personnel factors leading to s u c c e s s f u I
integration of information and communications
technology in schools and colleges. Technology,
Pedagogy and Education, 8( I ), 41-53.
[I 6]. Lee, KT. (2001) Information technology integration in
teacher education: Supporting the paradigm shift in
Hong Kong. Asia-Pacific Journal of Teacher Education &
Development, 4(1), I 57-78.
[17]. Leh, A. (2005) Lessons learned from service learning
and reverse mentoring in faculty development: A case
study in technology training Journal of Technology and
Teacher Educafion, I 3( I ), 57-63.
[18]. Lewis, E. M., Ross, S. M., & Alberg, M. {July, I 999).
School Observation Measure.' Rellablllty ana\ysls.
Memphis, TN: Center for Research in Educational Policy,
University of Memphis,
[I 9]. Lin, X. (2001). "Reflective adaptation of a technology
artifact: A case study of classroom c h a n g e "
Cogn/t/on and instruction I 9(4): 395-440.
[20]. Lowther, D. L., & Ross, S. M. (2001). Survey of
Computer Use (SCU). Memphis, TN: Center for Research
in Educational Policy, University of Memphis.
[2 I ]. Lowther, D. L. & Ross, S. M. (2001). Rubric for Student-
Centered Learnlng (RSCA). Memphis, TN: Center for
Research in Educational Policy, University of Memphis.
[22]. Lowther, D. L., Ross, S. M. , Walter, J. W. , McDonald, A.
J. , & Wang, L. W (2002). Tennessee Technology L/teracy
Chalienge Fund: Evaluation Report. Memphis, TN:
Center for Research in Educational Policy, University of
Memphis,
[23]. Morrison, G.R. & Lowther, D. L., (2005). Integrat/ng
Computer Technoiogy Into the Classroom (3'd Ed,).
Englewood Cliffs, NJ: Merrili/Prentice Hail,
[24]. Newman, H. {2002, February 26). Computers used
more to learn than teach. Detro/t Free Press. Available
[25].Detroit Free Press. Available
development and delivery of e-learning New Library
World, 104(10), 412-425.
[26]. Norris, C., Sullivan, T. , Poirot, J., Soloway, E. (2003)
No Access, No Use, No Impact: Snapshot Surveys of
Educational Technology In K- I 2. Journal of Research on
Technology In Education, 36( I ), 15-28 ,
[27]. Ross, S. M., Smith, L. J., & Alberg, M. (1999). The
Schoo\ Observation Measure (SOM@). Memphis, TN:
Center for Research in Educational Policy, University of
Memphis,
[28]. Ross, S. M. , Smith, L., Aiberg, M. , & Lowther, D. (2004)
Using Classroom Observations as a Research and
Formative Evaluation Tool In Educational Reform: The
School Observation Measure, In S. Hilberg and H.
Waxman (Eds,) New D\rect\ons for Observational
Research In Culturally and Lingusstically Diverse
C\assrooms (pp. I 44- I 73). Santa Cruz, CA: Center for
Research on Education, Diversity & Excellence.
[29]. Rossiter, D. & Watters, J.J. (2000). Technological
literacy: foundat\ons for the 2lst century . B r I s b a n e :
Queensland University of Technology.
[30]. Showers, B. , & Joyce, B. C I 996). The evolution of
peer coaching. Educational Leadership, 54 (6), I 2-16 .
[3 I ]. Sterbinsky, A., & Ross, S. M., (2003). Summary of
CSRTQ Reliability Studies. Technical Report, Memphis, TN:
Center for Research in Educational Policy, University of
Memphis,
[32]. Strudler, N. B., Mckinney, M. O. & Jones, W.R (1999)
First-year teachers' use of t e c h n o I o g y .'
Preparation, expectations and realities. Journal of
Technology andTeacher Education (1999) 7(2), 115- I 29 .
[33]. Stuhlmann, J. M., & Taylor, H. G. (1999). Preparing
technically competent student teachers: A three-year
study of interventions and experiences. Journal of
Technology andTeacherEducation, 7(4), 333-350.
[34]. Sun, J.R. (2004). Turning a regular {face-to-face)
course into a more engaging blended (hybrid) course.
Paper presented at the Ohio Commons for Digital
Education 2004 - The Convergence of Libraries, Learning
andTechnology Conference March 8-9, 2004.
[35]. Surry, D.W. & Land, S.M. (2000). Strategies for
motivating higher education faculty to use technology.
Innovations In Educat\on and Teaching International,
37(2), I 45 - 153 ,
[36]. Trinkle, D.A. (2005). The 361o Model for transforming
teaching and learning with technology, Educause
Quarterly, 28(4), 18-25.
[37]. U.S. Department of Education (DOE), (November,
2004) U.S. Department of Educat\on FY 2004
Performance and Accountab\\\ty Reporf, Washington
D C Available online
athttp://www.ed.gov/about/reporfs/annual/2OO4reporf/in
dex,html
[38]. Williams, C. (2000). Internet access In U.S. pub\\c
schools and classrooms.' 1994-1999. (NCES 2000-086).
U.S. Department of Education. Washington, DC: National
Center for Education Statistics.
[39]. Willis, E. M. (1997). Technology: Integrated into, not
added onto, the curriculum experiences in pre-service
teacher education. Computers In the Schoo\s, I 3( I -2),
141-53 ,
[40]. Zhao, Y., Byers, J., Mishra, R, Topper, A., Chen, H.,
Enfieid, M. , et aI. (2001 , Winter). What do they know? A
comprehensive portrait of exemplary technology-using
teachers.Journal of C o mp u t In g In Te a ch e r
Education, pp. 2537.
