Journal of Educational Technology Systems

This article describes the analysis of data security needs for the Indiana Assessment System of Educational Proficiencies (IASEP), a computer-based rating and documentation system that is currently being implemented statewide for students with disabilities. Analysis of the system and the creation of security architecture to protect sensitive student data are outlined. Matching security controls with security risks and selecting appropriate security software, hardware, and user guidelines are also discussed. The importance of user error in managing student data is recognized, and a teacher training protocol is described.

Communication skills development is an essential aspect of any educational experience. This is especially true for programs preparing students to pursue careers in business. Current educational practices tend to emphasize public speaking and report writing skills. In today's business climate, however, the ability to interact electronically and communicate effectively is becoming increasingly important. Students should therefore be provided with opportunities to develop and enhance electronic communication skills. But will the message in the medium detract from the other pedagogical purposes of the communication? This study applies a quasi-experimental design, with synchronous “chat” as the experimental condition, to examine this question in the context of case study analyses and class discussions.

The current American education system is faced with shifting market patterns resulting from rapid changes in the technologies designed to enhance the delivery of education. Today's university is vastly different from the institutions of twenty years ago. Technology's influence is changing the way we teach, the way we conduct research, and the way we seek to provide increased education opportunities without increased budgets. In answering this challenge, many departments of Information Technology are beginning to develop programs to offer courses using Web-based delivery, i.e., via the “virtual classroom.” In this article, we offer background and insight into the key elements involved with creating a virtual classroom, a discussion of the activities associated with the development of an online Information Technology course, and some of our observations concerning the impact of the online paradigm based on our own experience.

This article covered the theories, practices, and the research basics of the computer and Internet usage in education. The article reviewed the studies of computer and Internet usage in education and the practices of computer and Internet in open and distance learning, then discussed the two participants in effective online education, ended with reviewing on the researches about the demographic and socioeconomic characteristics of the users. The implication of this research is that computer and Internet usage in education is making a difference in distance learning today by providing a way to deliver knowledge for anyone, anywhere, and anytime. The computer and Internet usage in education will meet the need for Just-in-Time learning and worldwide learning concept for the twenty-first century.

The author provides an introduction and historical development of electronic books, or e-books. The prevailing confusion regarding terminology of e-book as a format or a device is clarified. The main features for the four models of e-books—RocketBook, SoftBook, EveryBook, and Librius—are comparedin a tabular form followed by the unique features of each e-book. The advantages and disadvantages of e-books are discussed in detail. Main drawbacks and current problems associated with e-books are examined. The proprietary issues, format and encryption standards, and copyright problems connected with e-books are explored. New technological breakthrough of e-ink and e-paper are highlighted. Some new ventures in e-books industry such as netLibrary, market potentials, and the future of e-books are discussed in detail.

Researchers disagree on the impact of multimedia on perceived skill development. This research investigated whether intervening variables such as task-technology factors might explain the difference in the research findings. An experiment was conducted where thirty-nine students worked on a case study using both paper-based and multimedia-based technologies. An exploratory factor analysis design employing a structural equation model was utilized to analyze the data. The findings from this study suggest a strong indirect relationship between multimedia and perceived skill development with learning-driven constructs (challenging, learning interest, self-reported learning, and learned from others). The study concludes that it is critical to consider these factors in developing multimedia instructional materials.