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Reading management programs have become very popular in elementary schools. Students select a title from a prescribed reading list, then are tested for recall of facts and events in the story. Students are motivated to read as many titles as possible since they must achieve a certain score to win prizes. Although there have been reports that this increases voluntary independent reading, programs like Accelerated Reader[R] do little to increase comprehension or enhance reading instruction. Generative strategies use integration and organizational activities to increase both recall and comprehension of textual information. For this study, students were assigned two different book titles for independent reading. Using thinking maps, the students analyzed the information in the books then used these to generate test questions for a mock Accelerated Reader test. The results show marginal differences between pre and posttest scores, however there was a significant improvement when students tested each other with their own test items. In addition, students' test items were aligned with the Levels for Thinking model used by the North Carolina Department of Public Instruction for end-of-grade tests for higher level thinking. Half of the student-generated test items matched higher level thinking categories. Students were able to generate multiple choice test items, distractors, and correct answers at a high level of thinking. Three models were used to compare student-generated and criterion reference test items: Generative strategies (Wittrock), Thinking Maps (Hyerle), and Dimensions for Thinking (Marzano). (Contains 16 references.) (Author/AEF)

This paper discusses the development of effective staff development programs to support use of computer technology in the elementary school classroom. Elements discussed include strategies to reach reluctant technology users, and suggestions for getting started with such a program. The paper also presents the findings of a survey study exploring fourth-grade teachers' knowledge in using computer technology in general as well as using computers in the classroom to support the English Language Arts standards. Participating in the study were 11 fourth-grade teachers in a public school in Orange County, New York. Teachers completed a 10-item survey assessing their use of technology, the availability of technology, and knowledge of the English Language Arts standards. Responses suggested that teachers with the most experience teaching were the least likely to use computers regularly and were more likely to feel unprepared to use computers. Relatively new teachers had more confidence in their ability to use technology to support the curriculum as well as to support the English Language Arts standards. Both experienced and less experienced teachers agreed that their district provided inadequate technology training. All teachers were familiar with the English Language Arts standards, and their examples illustrated the use of computers to support these standards. Most teachers recommended ongoing support in the use of computers in the classroom and thought that they were expected to donate too much of their own free time to learning the new tools. (Contains 13 references.) (KB)

Humans in technology classrooms have allowed themselves to become dependent on technology. Especially when the technology fails, the instructor has to fall back on non-technology driven methods to teach technology applications. Issues arise, including time use, teacher credibility, and efficiency of teaching. This paper presents experience of using narrative (both personal narrative and instructional narratives) in the technology classroom from 11 senior level technology classes. Use of narratives, humor and preparation in both technology and paper are suggested to overcome problems effectively and maintain an animated classroom learning experience even when sparks quite literally begin to fly. (Contains 18 references.) (Author/RS)

Humans in technology classrooms have allowed themselves to become dependent on technology. Especially when the technology fails, the instructor has to fall back on non-technology driven methods to teach technology applications. Issues arise, including time use, teacher credibility, and efficiency of teaching. This paper presents experience of using narrative (both personal narrative and instructional narratives) in the technology classroom from 11 senior level technology classes. Use of narratives, humor and preparation in both technology and paper are suggested to overcome problems effectively and maintain an animated classroom learning experience even when sparks quite literally begin to fly. (Contains 18 references.) (Author/RS)

Humans in technology classrooms have allowed themselves to become dependent on technology. Especially when the technology fails, the instructor has to fall back on non-technology driven methods to teach technology applications. Issues arise, including time use, teacher credibility, and efficiency of teaching. This paper presents experience of using narrative (both personal narrative and instructional narratives) in the technology classroom from 11 senior level technology classes. Use of narratives, humor and preparation in both technology and paper are suggested to overcome problems effectively and maintain an animated classroom learning experience even when sparks quite literally begin to fly. (Contains 18 references.) (Author/RS)