This in-depth case study tracks the development of a district's adoption of an educational technology plan over the course of a three-year time span. The site consisted of an urban city school district implementing a technologysupported curriculum involving support from administration, teachers, students, and parents. Key activities included technology planning, professional development training, development of technology supported curriculum, and technology implementation in the classroom. Analysis of the process allowed identification of a six-stage cycle of intervention: planning, applications training and learning styles, product development, implementation, assessment, and redesign. Further review indicated that the model was cyclical in nature, allowing for "loops" or cycles within and across stages. The model, as developed, is believed to be generalizable to other settings, being bounded only by the time frame and resources available for implementation.The room is filled with 30 people. Participants include teachers, district administrators, evaluators, and graduate assistants, all charged with the responsibility of developing an integrated technology-based curriculum plan. This plan is to be incorporated into the recently passed district-wide technology initiative; the goal is to have a working document ready for implementation within three months. The room is filled with tension and mixed expectations. Many of the participants have not worked together before and 81

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 *

The purpose of this chapter is to identify policy issues for videoconferencing at the elementary through college levels. As videoconferencing becomes a part of our educational landscape in schools across the country, it is important to understand what policy implications need to be addressed in regards to this educational resource. Issues such as ownership, content, and access are some of the areas that suggest policy discussion. Federal, state, and international policies that guide the use of videoconferencing will be discussed. In sum, this chapter attempts to investigate policy issues and trends related to videoconferencing that informs the educational (PreK-12), business (training), and academic (Higher Education) communities that use this resource.

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