Annotation Proceedings from a conference held in 2000 in Puertollano, Spain. Thirty-one contributions are organized into sections of plenary lectures and papers, exploring a variety of issues ranging from human- computer interaction applied to education to teacher training in communication and information technologies. A sampling of topics: design issues in artificial intelligence in the HyperClass, learning communities in the Web, evaluation criteria for hypermedia educational systems, development of didactic resources for distance learning based on simulation, Simurob and Java Robot Factory (JRF), AulaNet, ED68K, HCI curricula in Spain, and creation of a multimedia system for learning about oscillations. For teachers, lecturers, researchers, advanced students and application designers of computers in education. Annotation c. Book News, Inc., Portland, OR (booknews.com).

This booklet includes the full text of the ISTE Standards for Students, along with the Essential Conditions, profiles and scenarios.

Seventeen articles examine the issues of technology, teaching, and learning through the areas of access, communication, and literacy with an eye towards using computers in all levels of education. Specific topics include Internet access for literacy teachers, a case study of Delaware's efforts to promote technology in the schools, copyright and Internet issues, online communication, a definitional examination of hypertext, and a number of articles examining the computer's impact on literacy. Also published as Computers in the Schools, v.15, no.1, 1999. Annotation copyrighted by Book News, Inc., Portland, OR

This book brings together a diverse range of international scholars to highlight recent developments in research on collaborative learning. The emphasis is on research that has a strong evidence base for the work that is presented and includes empirical studies, best evidence synthesis of the relevant research, case studies, and theoretical reports. It also highlights how different technologies have been used to facilitate group interaction, dialogue, and learning. There is much to be gained by sharing and learning about what happens in different disciplines and contexts and how different collaborative pedagogies can be implemented when needed to promote understanding and learning. This book will have strong appeal to pre-service and experienced teachers and researchers who are interested in how different collaborative pedagogies can be embedded in course curricula to promote student engagement and learning.