1.

This Issue Brief presents data from a survey of public school Internet access and a survey of public school teachers' use of computers and the Internet to examine whether teachers who report having classroom access and support (as measured by both training and assistance for Internet use) are more likely to report using computers and the Internet for instruction during class time.

2.

The Center for Advanced Research in Technology for Education (CARTE) is concerned with the development, evaluation, and deployment of new technologies for education.

3.

CCT was founded in 1980 to address the issue of technology and learning. The organization has been engaged in a wide range of projects and details of many of these are available online.

4.

Childnet International is a non-profit organisation promoting the interests of children in international communications. Childnet International develops projects which promote the new media to children and widen access to those who are marginalised, as well as to see how we are working at the strategic level on initiatives which protect children in the use of new technologies.

5.

A paper by Prof. Edna Aphek, Jerusalem, Israel published in 'The School Daily'. The writer explores why some teachers vehemently avoid using computers and the internet, whereas others readily, rapidly and eagerly adopt the New Technologies. Is it technophobia? Or are there deeper reasons forthis aversion to the use of computers and the Internet in particular? This is the first of two articles.

6.

This CESifo Working Paper estimates the relationship between students' educational achievement and the availability and use of computers at home and at school in the international student-level PISA database. Bivariate analyses show a positive correlation between student achievement and the availability of computers both at home and at schools. However, once we control extensively for family background and school characteristics, the relationship gets negative for home computers and insignificant for school computers. Thus, the mere availability of computers at home seems to distract students from effective learning. But measures of computer use for education and communication at home show a positive conditional relationship with student achievement.

7.

This critical issue was adapted from a manuscript written by Margaret Honey and others. It looks at the debate over whether the use of educational technology has had a significant and reliable impact on student achievement.

8.

CARET is a project of the International Society for Technology in Education. In Questions and Answers a question is posed and then answered with reference to current research and suggested further reading. This Topic index relates to questions about the impact of technology on curriculum and instruction including How can technology be infused into curriculum and instruction effectively? What applications of technology facilitate new learning opportunities? What strategies result in effective instructional applications of technology? How can technology be used to generally improve writing skills? How can technology be used to improve basic reading skills? How can technology be used to improve mathematics and problem solving skills? How can technology be used to improve academic performance of students with disabilities?

9.

Contains links to many Educational Technology associations, resources and publications.

10.

A paper from NCREL (North Central Regional Educational Laboratory) that considers the costs for both schools and teachers of the development and production of online learning technologies, and whether that cost is justified by any resultant school improvement or reform.