October 2006 Volume 9 Number 4

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significantly more often than the other two groups, an average of 40.8 times each, and they spent longer than teachers in the Web group, with a mean visit of 7.62 minutes (Whitaker, et al., 2005). Overall, teachers have been enthusiastic in their support of the program, making comments such as: “I would say this is the best professional development opportunity that I have had in my 23 years of teaching.” “My children’s assessment scores have never been higher…this year I have seen scores in many cases triple!” When asked about their favorite aspect of MyTeachingPartner, many teachers mentioned MTP professional development features: “Ease of using the lesson plans on the Internet.” “My favorite part of MTP is the activities and suggestions given on the website.” “I like viewing the videos for presenting the books and using the MTP activities.” “Having a consultant made me more reflective and focused on what I need to do each day.” These results support the adage: if you build it, they will come: Teachers voluntarily spent additional time preparing to deliver a new curriculum and participating in the professional development that MTP provides, and that they found it of significant value. With MTP, we were able to employ effective and efficient development methods, in order to provide teaching materials and professional support that 235 teachers valued and spent time using. Our future research will show the degree to which these efforts influence the development and school readiness of children who are at-risk. Acknowledgements This research was supported by a grant from the National Institute of Child Health and Human Development (NICHD), National Institutes of Health (NIH). A special thanks to the hard-working and talented staff of My Teaching Partner and our participating Pre-Kindergarten teachers across the commonwealth of Virginia, who make a very important difference to at-risk children. References Blank, H, Schulman, K. & Ewen, D. (1999). Seeds of Success, State Prekindergarten Initiatives, 1998-1999. Washington, DC: Children’s Defense Fund. Bowman, B. T., Donovan, M. S. & Burns, M. S. (2001). Eager to learn. Washington, DC: National Academy Press. Bryant, D., Clifford, R., Pianta, R. C., Howes, C. & Burchinal, M. (2002) (in press). Characteristics of prekindergarten programs in six-states: Children, teachers, and programs. Applied Developmental Science. Clifford, D. & Maxwell, K. (2002). The need for highly qualified prekindergarten teachers. Paper presented at the Preparing Highly Qualified Prekindergarten Teachers Symposium. Retrieved 31 August <strong>2006</strong>, from http://www.fpg.unc.edu/~npc/pdfs/need.pdf Greenberg, M. T., Kusche, C. A., Cook, E. T. & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136. Justice, L, Pullen, P., Hall, S., & Pianta, R. (2003). Curry School Curriculum for Early Literacy and Oral Language Support. Unpublished. University of Virginia, Charlottesville. Justice, L. M. & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201-211. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R. & Barbarin, O. (in press). Ready to learn? Children's pre-academic achievement in pre-kindergarten programs. Developmental Psychology. 203
Kelley, M. A., Whitaker, S. D., Neesen, K., Kinzie, M. B. & Pianta, R. C. (2005). Tech support requirements for large-scale technology innovation in teacher professional development. Paper presented at the annual meeting of E-Learn, Vancouver. La Paro, K., Pianta, R. & Stuhlman, M. (2004).Classroom Assessment Scoring System (CLASS): Findings from the Pre-K Year. Elementary School Journal, 104 (5), 409-426. Neesen, K., Kinzie, M. B., Whitaker, S. D., Funk, G. G., Hall, A. P. & Pianta, R. C. (2005). Educational video production to support teacher reflection and professional development: A high quality, cost effective collaboration between educators, researchers and educational technologists. Paper presented at the annual meeting of E-Learn, Vancouver. NICHD Early Child Care Research Network (ECCRN). (2002). Structure>Process>Outcome: direct and indirect effects of caregiving quality on young children’s development. Psychological Science, 13, 199-206. Pianta, R. & Hamre, B. (2001). Students, Teachers, and Relationship Support (STARS). Lutz, FL: Psychological Assessment Resources, Inc. Available at www.parinc.com Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. Pianta, R. C., Hall, A. P., Dudding, C., Whitaker, S., Kraft-Sayre, M. & Downer, J. (2004). MTP Procedural Manual for Teachers. Center for Advanced Study of Teaching and Learning, University of Virginia. Snow, C. E., Hamphill, L., & Barnes, W. S. (Eds.). (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press. Vernon-Feagans, L. (1996). Children’s talk in communities and classrooms. Cambridge, MA: Blackwell. Whitaker, S. D., Kinzie, M. B., Kraft-Sayre, M. & Pianta, R. C. (2005). Use and Evaluation of Web-based Professional Development Services Across Level of Service and By Teacher/District Characteristics. Paper presented at the annual meeting of E-Learn, Vancouver. 204
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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
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of the dynasty. 3. Information on
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Comparing works designed using the
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Tselios, N., Stoica, A., Maragoudak
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Page 177 and 178: Oppenheimer, T. (1997, July). The c
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
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Page 237 and 238: The Resources Management Process ma
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Page 243 and 244: correlation of the different viewpo
Page 245 and 246: Hummel, H., Manderveld, J., Tatters
Page 247 and 248: Karagiannidis, C. (2006). Book revi
Page 249 and 250: Glenn, L. (2006). Book review: Visu
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