October 2006 Volume 9 Number 4

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The prototypes, along with early drafts of the curriculum design, were evaluated by four Pre-K teachers in three rounds of prototype testing, and the prototypes were revised. Curriculum Design MTP instructional activities focus upon language and literacy as well as social and emotional competence. The MTP Language and Literacy Curriculum (Justice, Pullen, Hall, & Pianta, 2003) draws upon scientificallysupported practices for teaching phonological and written language awareness skills. The curriculum integrates a child-driven, highly-contextualized approach with a concentrated teacher-guided and explicitly targeted methodology for development of key language concepts. This is a model of best practice for early childhood language intervention programs (Justice & Kaderavek, 2004). There are six targeted skill areas within the MTP Language and Literacy Curriculum, which teachers address during 30 minute lessons, four times each week: Alphabet Knowledge, Narrative, Phonological Awareness, Pragmatics and Social Language, Print Concepts, and Vocabulary Linguistic Concepts. Teachers can either follow our sample weekly lesson plans or build their own weekly plans in response to the specific needs of children in their classrooms (see Figure 2). In its current field trial, MTP is also designed to support implementation of the PATHS (Promoting Alternative THinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) curriculum, which focuses on development of healthy child-teacher relationships and classroom management. Teachers devote at least one 30 minute lesson to PATHS each week. Other methods for building teacher-child relationships are also employed, such as Banking Time (Pianta & Hamre, 2001). Thus, the MTP approach addresses major skill needs of Pre-K children, to encourage school readiness (Pianta, 1999). Figure 3. Video Demonstration 197
Website Design The MTP website (www.myteachingpartner.net) offers a variety of supporting materials, including video demonstrations of the activities and of quality teaching practice, sample weekly lesson plans, professional development materials related to Quality Teaching (La Paro, Pianta, & Stuhlman, 2004) and Banking Time techniques. Examples of the demonstration videos and professional development resources are given in Figures 3 and 4. As the website was being developed, we subjected it to two additional rounds of user testing with twelve pre-service teachers, with accompanying revisions. In its final form, the MTP website provides both a set of comprehensive instructional activities and resources to support high quality implementation of those activities. Consultancy Design Figure 4. Professional Development Resources for Quality Teaching The purpose of the MTP Consultancy is to provide teachers with a more intense, individualized form of support for high quality implementation--direct feedback on their teaching and opportunities to reflect on their practice. It is based on a collaborative professional development relationship between a teacher and an MTP consultant, in which systematic observation of classroom practice forms the basis of a partnership that works to support teachers’ high quality implementation of MTP activities and promote quality teacher-child interactions. The MTP consultancy process provides opportunities for weekly collaboration through a combination of technologies that enable regular communication. One form of communication occurs through videoconferencing (and/or telephone conversations, in the event of technical difficulties). Videoconferencing allows the consultant to see and hear the teacher in real time. The consultant and the teacher view video clips and share insights about the implementation of the activities. Another form of communication occurs through use of online journals and email. Figure 5 displays a consultant-teacher conference, and Figure 6 depicts the consultancy process. 198
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October 2006 Volume 9 Number 4
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Guidelines for authors Submissions
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How Does Educational Technology Ben
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Adaptivity is one of the most impor
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3. Ease of editing and updating: wh
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Accessible and personalized Learnin
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From this definition, we figured ou
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Verifying contents Figure 3. The pa
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Figure 7. The ISA on line interface
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Adaptive Technology Resource Centre
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World Wide Web Consortium (1999a).
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guiding and supporting environment
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As an example, to improve the acces
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option). Although this finding migh
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of eLearning content and enhance th
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Hodgings, W. & Duval, E. (2002). IE
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the entire course of study. This sy
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information useful for the contextu
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Nr of student 25 20 15 10 5 0 a - w
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Vincenzo, a second year student, ne
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Evaluation Recently embodied conver
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The interaction may be performed on
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Poggi, I., Pelachaud, C., & de Rosi
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Lanzilotti, R., Ardito, C., & Costa
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quality in use, which is measured b
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process of designing high quality c
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eLSE methodology Designers and eval
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Execution phase Execution phase act
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on the inspection process and, cons
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Piccinini, N., & Scollo, G. (2006).
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Answers and reinforcement A.1: Use
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potential project ideas (from pure
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For each column in Table 2, the sum
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educational goals and the various r
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A new computerized Records Manageme
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eflected in artifacts and other str
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any distributed community include b
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message in order to obtain a respon
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Figure 3. Social network after intr
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increased face-to-face collaboratio
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References Bogenrieder, I. (2002).
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Donoghue, S. L. (2006). Institution
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contemplate part-time, rather than
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espective institutions. The primary
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greater flexibility in course selec
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Cost-benefit One distinct benefit o
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Resources The development of online
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courses where it is has little pote
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A fellowship programme, such as the
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Moore, M.G. (1998). Introduction. I
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Software reuse has two dimensions,
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Courseware development process mode
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Didactics analysis This phase consi
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Process didactics design We focus o
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The repository is organized into co
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the analysis and the design phase o
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Figure 12. Weaving content and dida
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complete user-specific (author, ins
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References ADL (Advanced Distribute
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Bender, D. M., & Vredevoogd, J. D.
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(see Figure 2). The incorporation o
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Figure 4: Example of Summary Image
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The competitive nature of design cl
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Dias, L. B. (1999, November). Integ
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materials built into the system. Th
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This theory of multimedia learning
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E-Tutor (with video). Two weeks aft
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empirically tested in TML environme
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Rieber, L. P., (1990). Animation in
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Appendix B The following 44 items r
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Appendix C A Sample of Exam Questio
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Appendix D Perceived Usefulness Que
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Kirkpatrick, and Peck (2001) have a
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2001). The system thus aims to assi
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a strong agreement between the two
Page 151 and 152: of the dynasty. 3. Information on
Page 153 and 154: Comparing works designed using the
Page 155 and 156: Tselios, N., Stoica, A., Maragoudak
Page 157 and 158: strategies during their interaction
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Page 161 and 162: Online help adaptation using Bayesi
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Page 167 and 168: Figure 7. An example of use of the
Page 169 and 170: Cooper, J. & Herskovits, E. (1992).
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Page 179 and 180: The basis of reform in science educ
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Page 183 and 184: participants that learning as a gro
Page 185 and 186: A hierarchy of Systems Identifying
Page 187 and 188: the change agents to recognize the
Page 189 and 190: Nonis, A. S., & O’Bannon, B. (200
Page 191 and 192: maintaining the interest levels of
Page 193 and 194: Focus group interviews with our stu
Page 195 and 196: course and again at the end of the
Page 197 and 198: second phase of valuing, commitment
Page 199 and 200: Kinzie, M. B., Whitaker, S. D., Nee
Page 201: Although this work is based on a st
Page 205 and 206: Researchers, for review and coding
Page 207 and 208: quality that are the focus of the M
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Page 211 and 212: or underserved populations. For exa
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Page 215 and 216: professional-level tools and resour
Page 217 and 218: Third, with the exception of the Om
Page 219 and 220: Hepp, P., Hinostroza, E., Laval, E.
Page 221 and 222: The AccessForAll strategy complemen
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Page 225 and 226: (including where their search for r
Page 227 and 228: international standard. The ISO pro
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Page 235 and 236: TEL Standards, Specifications and P
Page 237 and 238: The Resources Management Process ma
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October 2006 Volume 9 Number 4

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