The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College Education (CIPCE) to assist K-6 teachers in the technology integration process. To address concerns of sustainability and cost-effectiveness, this situated model combined online and face-to-face professional development approaches to encourage thought-provoking experiences that inspire new pedagogies. CATIE united efforts with the Online Learning Forum (OLF) to offer blended mentoring experiences situated in and around the classroom context with a special focus on mathematics instruction. CATIE, formerly a high-resource model, transitioned into a multi-dimensional experience in an effort to sustain technology-rich learning communities and provide quality professional development resources for classroom instruction. This article explores the dimensions of CATIE, the transition to a blended model, and the contributions of this situated model to technology integration professional development.

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This article reports on ongoing research being undertaken by the Technology and Literate Thinking group of the national Center on English Learning and Achievement (CELA) and concerned with how people make sense of WWW-based information. It discusses researchers' preliminary observations based on the think aloud protocols of fifteen adult students, the model of WWW "reading" they are developing, and directions for future research. Of particular interest is the absence of the linking by association predicted by many media scholars.In 1964, Marshall McLuhan suggested that the "medium is the message," that the forms of communication embraced by a culture were more important than the content of the messages they carried [1]. We internalize, he argued, the symbol systems of the dominant media of our culture as habits of thought. Because the symbol systems of differing media can be very differently structured, changes in *

This essay takes a critical look at the beliefs we embrace in this society as “truths” and the inconsistencies that surround many of these concepts especially when they involve those of African Diaspora. The essay challenges us to critically analyze the narratives we have been taught and uncover a new “truth” rooted in factual evidence in an effort to facilitate healthy dialogue around equity and access in education, in America, and throughout the world.