This study supports the findings of others that preterm infants have mild problems in sensory responsiveness and temperament. Correlational results do not support a definitive relationship between parents' reports of their infants' sensory responsiveness and developmental function.

A recent emphasis in the early childhood literature has been on using computers to facilitate social skills in preschool children. Findings are mixed on how well children collaborate when using computers. This inconsistency indicates that the design of the computer curriculum may dictate the nature of the climate of use. Our work examines a cooperative classroom approach to computer use to "alter" the roles of students and teachers. Our premise is that computers can encourage socialization among children, thereby forming the basis for early cooperative learning.

In this exploratory study, university faculty (instructor) perceptions of the extent to which eight unique features of Web technology are useful for various instructional tasks are identified. Task-technology fit propositions are developed and tested using data collected from a survey of instructors in business, pharmacy, and arts/humanities. It is proposed that the Web technology features can be classified into three groups. Ubiquity and universal standards are primary features that are useful for supporting all of the teaching tasks. Richness, interactivity, information density, and personalization are contextual features which are each useful for specific tasks. Global reach is of secondary importance for supporting traditional classroom instructional tasks. Support is found for each proposition except universal standards and social technology is not perceived to be as important as anticipated. Implications and conclusions are discussed for learning management system designers, instructors, and educational technology researchers.

In this exploratory study, higher education faculty perceptions regarding acceptability of social media use for out-of-class student engagement are identified. Hypotheses are developed and tested using a survey to address the impact of factors such as awareness, faculty/student relationship status, gender, academic discipline, and rank on faculty attitudes toward out-of-class social media use for student engagement. Findings indicate that faculty members are aware of social media, but use varies. Overall, they do not view social media as an important part of out-of-class engagement, but it is viewed as more acceptable for engagement with former students. In addition, faculty from Marketing and Communications disciplines and Associate/Full Professors perceive social media use to be more acceptable for student engagement when compared with their colleagues from other disciplines and lower ranks. Implications and conclusions are discussed for development of university social media usage policies and directions for future research.

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