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A study of the initial implementation of California's state funded technology programs found that technology was not becoming institutionalized because it was often treated as a separate component within the state's education infrastructure. It was initially funded as an "add- on" rather than being integrated into the curriculum and incorporated into the mainstream of instructional programs.

In summary, systematic planning as an approach to technology implementation provides: a rationale for the technology and related resources the stakeholders get involved in the decision making process a way to promote thinking about the most cost-effective uses of technology assurance that technology applications are aligned with the curriculum help in determining the specific training and assistance needs assurance that existing resources are used in the plan a needed vehicle for procuring funding a method for determining how to evaluate the impact and progress of the technology a vehicle for communicating steps for others to follow adapting the plan a process for coordination with other programs and projects that the teaching addresses the needs of all learners guidelines and a context for the insertion of new technologies software developers with a definition of the technological needs of users

Curricula must drive technology; technology should not dictate curricula.

, and so forth. Many choices involve matters so routine that a teacher can make and implement decisions automatically. Teachers make other decisions in the midst of an evolving situation after quickly reviewing the situation and recalling what has worked in similar scenarios. But teaching also

riad of daily choices: how to organize classrooms and curriculums, how to interpret students' behaviors

riad of daily choices: how to organize classrooms and curriculums, how to interpret students' behaviors

For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.

or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc

School and Society (1900), The Child and the Curriculum (1902), Democracy and Education (1916) and Experience and Education (1938). Throughout these writings, several recurrent themes ring true; Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place.

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Be Self-directed Learners Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise Demonstrate initiative to advance skill levels towards a professional level Demonstrate commitment to learning as a lifelong process Reflect critically on past experiences in order to inform future progress

Work Independently Monitor, define, prioritize and complete tasks without direct oversight

Manage Goals and Time Set goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently

There are several factors that affect learning transfer. These include whether students understand or simply memorize knowledge, the amount of time spent on learning the task, the amount of deliberate practice that is done beyond learning the task, the motivation of the student, how the problem is represented, the transfer conditions, and the metacognition of the solver (Dweck, 1989; Ericsson, Krampe, & Tesch-Romer, 1993; Johnson et al., 2011; Palinscar & Brown, 1984; Singley & Anderson, 1989).

A student’s comprehension of a problem and his or her ultimate ability to transfer concepts learned previously to the current problem is inextricably linked to his or her ability to properly represent the problem.

ognitive research shows that the organization of learning and how new learning relates to what a student already knows are the strongest predictors of how well a student will transfer knowledge (National Research Council, 2000). Schunn and Silk (2011) articulated, however, that in science and engineering students often “lack relevant conceptual frameworks or have frameworks that are not developed enough to support new learning adequately” (p. 9). The absence of such frameworks makes it difficult for students to connect and apply other knowledge where relevant.

Behaviorism as a teacher-centered instructional framework for a long time dominated educational settings, shaping every aspect of curriculum and instruction.

Figure 1Six types of parent involvementType 1:ParentingAssist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level. Assist schools in understanding families' backgrounds, cultures, and goals for children.Type 2:CommunicatingCommunicate with families about school programs and student progress. Create two-way communication between school and home.Type 3:VolunteeringImprove recruitment, training, activities, and schedules to involve families as volunteers and as audiences at the school. Enable educators to work with volunteers who support students and the school.Type 4:Learning at HomeInvolve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities. Encourage teachers to design homework that enables students to share and discuss interesting tasks with parents.Type 5:Decision MakingInclude families as participants in school decisions, governance, and advocacy activities through school councils and improvement teams, committees, and parent organizations.Type 6:Collaborating with the CommunityCoordinate resources and services for families, students, and the school with community groups, including businesses, agencies, cultural and civic organizations, and colleges and universities. Enable all to contribute service to the community.

The Enrichment Triad Model was designed to encourage creative productivity on the part of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model (see Fig. 2). Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum. In schools - that use this model, an enrichment team consisting of parents, teachers, and students often organizes and plans Type I experiences by contacting speakers, arranging minicourses, demonstrations, or performances, or by ordering and distributing films, slides, videotapes, or other print or non-print media. Figure 2. The enrichment triad model. [Click on the figure to see it as a PDF file.] Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes. Some Type II training is general, and is usually carried out both in classrooms and in enrichment programs. Training activities include the development of. (1) creative thinking and problem solving, critical thinking, and affective processes; (2) a wide variety of specific learning how-to-learn skills; (3) skills in the appropriate use of advanced-level reference materials; and (4) written, oral, and visual communication skills. Other Type II enrichment is specific, as it cannot be planned in advance and usually involves advanced methodological instruction in an interest area selected by the student. For example, students who become interested in botany after a Type I experience might pursue additional training in this area by doing advanced reading in botany; compiling, planning and carrying out plant experiments; and seeking more advanced methods training if they want to go further. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer. The goals of Type III enrichment include: providing opportunities for applying interests, knowledge, creative ideas and task commitment to a self-selected problem or area of study, acquiring advanced level understanding of the knowledge (content) and methodology (process) that are used within particular disciplines, artistic areas of expression and interdisciplinary studies, developing authentic products that are primarily directed toward bringing about a desired impact upon a specified audience, developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision making and self-evaluation, developing task commitment, self-confidence, and feelings of creative accomplishment.

Half a million American children take classes online, with a significant group, like the Weldies, getting all their schooling from virtual public schools.

Florida Virtual School, the largest Internet public school in the country, more than 50,000 students are taking courses this year

About 90,000 children get their education from one of 185 such schools nationwide.

The course allows students to meet requirements by exercising how they want, when they want. They are required to work out hard for 30 minutes four times a week and report to their teachers by e-mail. Parents must certify that the students did the workouts.

Still, some committed online educators remain unconvinced. Tim Snyder, the executive director of Colorado Online Learning, which offers more than 50 online courses to Colorado schools, included physical education with studio art, marching band and the laboratory sciences as subjects best left to brick-and-mortar schools. "These are still better experienced in a hands-on setting," Dr. Snyder said. But online gym has prospered. That has been possible in part because physical education itself has evolved. Once a highly regimented class centered on team sports and competition, physical education now emphasizes healthy living and personal fitness, topics some see as eminently suited for independent Internet study.

Even the course's author, Brenda Corbin, who writes curriculums for the Minneapolis district, was dismissive at first. "I refused to be a part of it," Ms. Corbin said of her initial reaction a year ago, when Ms. Braaten and district administrators approached her about writing the physical education course. "How do you know they're really working out?" Ms. Corbin said she asked. But she later changed her mind. "I was uninformed about what you can do over the computer," she said.