October 2006 Volume 9 Number 4

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and resources that would enhance their work. In contexts where the lack of infrastructure means that getting anything done requires much greater effort, the opportunity to learn from the experiences of others to avoid making the same mistakes, and to do things better with the benefit of another’s experiences, would be a great benefit for all social entrepreneurs. Software In addition to the content-creation tools mentioned above, new software development tools that allow users and designers to easily create innovative simulations and other types of rich learning materials are needed. Just as CAST, the Center for Spoken Language Research, and the partnership between Baruch College’s Computer Center for Visually Impaired People and Touch Graphics have created wonderful software for learners with special needs, similar efforts addressing the needs of all other types of learners—and again, in a wide variety of learning contexts, in languages other than English only—are needed. Innovative hardware, software, systems, and organizational structures have the potential to bring the benefits of educational technology to the large majority of people around the world who don’t have access to even simple telecommunications (over half of the world’s population still has not made a telephone call; UNDP, 2003), and who live in countries where education and learning are mired in antiquated modes and structures that don’t serve their needs adequately or at all. As Tipson & Frittelli (2003) remarked, “Yet, enormous opportunities are being lost in the developing world from failure to capitalize on what is available in anticipation of what is (realistically) not” (p.8). One can easily imagine a utopian future where all social entrepreneurs are “out of business” because the world’s problems have been solved. In the meantime, the work of the 25 Education Laureates of the Technology Benefiting Humanity awards program must be recognized and encouraged. Epilogue The following Laureates were honored with the $50,000 prize: 2001—Freeplay Foundation; 2002—Barefoot College; 2003—Equal Access; 2004—Andrew Liberman of the Asociación Ajb’ atz’ Enlace Quiche; 2005— MIT Open CourseWare. References Basic Education Coalition. (2004). Teach a child. Transform a nation. Washington, DC: Author. Cardwell, D. S. L. (1995). The Norton history of technology. New York: Norton. Cuban, L. (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press. Cuban, L. (2001). Oversold and underused: Computers in the classroom. New York: Teachers College Press. Easterly, W. (2001). The elusive quest for growth. Economists’ adventures and misadventures in the tropics. Cambridge, MA and London: MIT Press. Ferneding, K. A. (2003). Questioning technology: Electronic technologies and educational reform. New York: Peter Lang Publishing. Fisher, C., Dwyer, D. & Yocam, K. (Eds.). (1996). Education & technology. San Francisco: Jossey-Bass. Fosnot, C. T. (Ed.) (2005). Constructivism: Theory, perspectives and practice. (2 nd . Ed.) New York: Teachers College Press. Fulton, K. (1997). Learning in a digital age: Insights into the issues. The skills students need for technological fluency. Los Angeles: Milken Exchange on Educational Technology. 213
Hepp, P., Hinostroza, E., Laval, E. & Rehbein, L. (2004). Technology in schools: Education, ICT, and the knowledge society. Temuco, Chile: Instituto de Informática Educativa. Hernández-Ramos, P. (2003). The NASDAQ Stock Market Education Award. STS Nexus 4 (1), 16-20. Hernández-Ramos, P., Koch, J. L., Dommel, H. P., Guerra, P. & Bowker, G. (2005). Designing an online collaboratory for the Global Social Benefit Incubator. Paper submitted to the 2005 E-Learn Conference, Vancouver, BC, Canada. Hernández-Ramos, P., Soukup, P. & McAnany, E. (2001). Educational technology in the service of global leaders. NASDAQ Stock Market Education Award Finalists. STS Nexus (2) 1. Available online at: http://www.scu.edu/sts/nexus/fall2001/HernandezMcAnanySoukup.cfm. Jonassen, D., Peck, K. & Wilson, B. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, NJ: Prentice Hall. Joyce, M. V. (2005). Scaling up success: Technology-based educational innovations— An HGSE news interview with Chris Dede and James Honan. HGSE News, May 1. Available at: http://gseweb.harvard.edu/news/features/scaling05012005.html. Koch, J. L., Coppock, K., Guerra, P. & Bruno, A. V. (2004). The global social benefit incubator: Toward a new pedagogy for “scaling” in social benefit entrepreneurship. STS Nexus 5 (1). Available online at: http://www.scu.edu/sts/nexus/fall2004/Koch-Coppock-Guerra-and-Bruno-Article.cfm. Kramer, M. R. (2005). Measuring innovation: Evaluation in the field of social entrepreneurship. Palo Alto, CA: Skoll Foundation/Foundation Strategy Group. Mangan. K. S. (2004). Teaching business skills to people with a social mission. Chronicle of Higher Education 51 (10), 40a. Available online at: http://chronicle.com/weekly/v51/i10/10a01001.htm Osin, L. (1998). Computers in education in developing countries: Why and how. Education and Technology Series, Vol. 1 (3). Washington, DC: The World Bank Human Development Network-Education Group- Education and Technology Team. Prahalad, C. K. & Hammond, A. (2002). What works: Serving the poor, profitably. New York: Markle Foundation. Available online at: http://www.markle.org/news/What_works_Servingthepoorprofitably.pdf. Raphael, C. (2004). The Microsoft Education Award. STS Nexus 5 (1). Available online at: http://www.scu.edu/sts/nexus/fall2004/Raphael-Article.cfm. Raphael, C. (2005). The Microsoft Education Award. STS Nexus 6 (1), 28-34. Ringstaff, C. & Kelly, L. (2002). The learning return on our educational technology investment: A review of findings from research. San Francisco: WestEd. Soukup, P. (2002). The NASDAQ Stock Market Education Award. STS Nexus 3 (1). Available online at: http://www.scu.edu/sts/nexus/3.1fall2002/SoukupSJArticle.cfm Tipson, X. & Frittelli, C. (2003). Global Digital Opportunities. National Strategies for “ICT for Development.” New York: Markle Foundation. United Nations. (2005). UN Millenium Development Goals. Retrieved 24 August <strong>2006</strong> from http://www.un.org/millenniumgoals/index.html. United Nations Development Programme (UNDP). (2003). Human development report 2003. Millenium development goals: A compact among nations to end human poverty. New York and Oxford: Oxford University Press. 214
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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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strategies during their interaction
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P(B|D) is the probability of a netw
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Online help adaptation using Bayesi
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AUSM that will return the most prob
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direct experimentation with a new s
Page 167 and 168: Figure 7. An example of use of the
Page 169 and 170: Cooper, J. & Herskovits, E. (1992).
Page 171 and 172: Goldberg, A. K., & Riemer, F. J. (2
Page 173 and 174: In addition to convenience, propone
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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
Page 191 and 192: maintaining the interest levels of
Page 193 and 194: Focus group interviews with our stu
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Page 203 and 204: Website Design The MTP website (www
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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
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Page 233 and 234: Choquet, C., & Corbière, A. (2006)
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Page 237 and 238: The Resources Management Process ma
Page 239 and 240: Step 1: Instantiation of the enterp
Page 241 and 242: Step 5: Instantiation of the techno
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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