Thursday, August 30, 2018

EDUCATIONAL TECHNOLOGY 2 MIDTERM 7 QUESTIONS


How have radio and TV broadcasting been used in education?




Radio and television have been used widely as educational tools since the 1920s and the 1950s, respectively. There are three general approaches to the use of radio and TV broadcasting in education: [21]
  • direct class teaching, where broadcast programming substitutes for teachers on a temporary basis;
  • school broadcasting, where broadcast programming provides complementary teaching and learning resources not otherwise available; and
  • general educational programming over community, national and international stations which provide general and informal educational opportunities.
The notable and best documented example of the direct class teaching approach is Interactive Radio Instruction (IRI).This consists of “ready-made 20-30 minute direct teaching and learning exercises to the classroom on a daily basis. The radio lessons, developed around specific learning objectives at particular levels of mathematics, science, health and languages in national curricula, are intended to improve the quality of classroom teaching and to act as a regular, structured aid to poorly trained classroom teachers in under-resourced schools.” [22IRI projects have been implemented in Latin America and Africa. In Asia, IRI was first implemented in Thailand in 1980; Indonesia, Pakistan, Bangladesh and Nepal rolled out their own IRI projects in the 1990s. [23What differentiates IRI from most other distance education programs is that its primary objective is to raise the quality of learning—and not merely to expand educational access—and it has had much success in both formal and non-formal settings. [24Extensive research around the world has shown that many IRI projects have had a positive impact on learning outcomes and on educational equity. And with its economies of scale, it has proven to be a cost-effective strategy relative to other interventions. [25]
Mexico’s Telesecundaria is another notable example of direct class teaching, this time using broadcast television. The programme was launched in Mexico in 1968 as a cost-effective strategy for expanding lower secondary schooling in small and remote communities. Perraton describes the programme thus:
Centrally produced television programs are beamed via satellite throughout the country on a scheduled basis (8 am to 2 pm and 2 pm to 8 pm) to Telesecundaria schools, covering the same secondary curriculum as that offered in ordinary schools. Each hour focuses on a different subject area and typically follows the same routine—15 minutes of television, then book-led and teacher-led activities. Students are exposed to a variety of teachers on television but have one home teacher at the school for all disciplines in each grade. [26]
The design of the programme has undergone many changes through the years, shifting from a “talking heads”approach to more interactive and dynamic programming that “link[s] the community to the programme around the teaching method. The strategy meant combining community issues into the programs, offering children an integrated education, involving the community at large in the organization and management of the school and stimulating students to carry out community activities.” [27]
Assessments of Telesecundaria have been encouraging: drop out rates are slightly better than those of general secondary schools and significantly better than in technical schools.[28]
In Asia, the 44 radio and TV universities in China (including the China Central Radio and Television University), Universitas Terbuka in Indonesia, and Indira Ghandi National Open University have made extensive use of radio and television, both for direct class teaching and for school broadcasting, to reach more of their respective large populations. For these institutions, broadcasts are often accompanied by printed materials and audio cassettes.
Japan’s University of the Air was broadcasting 160 television and 160 radio courses in 2000. Each course consists of 15 45-minute lectures broadcast nationwide once a week for 15 weeks. Courses are aired over University-owned stations from 6 am to 12 noon. Students are also given supplemental print materials, face-to-face instruction, and online tutorials.. [29]
Often deployed with print materials, cassettes and CD-ROMS, school broadcasting, like direct class teaching,is geared to national curricula and developed for a range of subject areas. But unlike direct class instruction, school broadcasting is not intended to substitute for the teacher but merely as an enrichment of traditional classroom instruction. School broadcasting is more flexible than IRI since teachers decide how they will integrate the broadcast materials into their classes. Large broadcasting corporations that provide school broadcasts include the British Broadcasting Corporation Education Radio TV in the United Kingdom and the NHK Japanese Broadcasting Station. In developing countries, school broadcasts are often a result of a partnership between the Ministry of Education and the Ministry of Information.




What is teleconferencing and what have been its educational uses?


Teleconferencing refers to “interactive electronic communication among people located at two or more different places.” [31]There are four types of teleconferencing based on the nature and extent of interactivity and the sophistication of the technology: 1) audioconferencing; 2) audio-graphic conferencing, 3) videoconferencing; and 4) Web-based conferencing.
Audioconferencing involves the live (real-time) exchange of voice messages over a telephone network. When low-bandwidth text and still images such as graphs, diagrams or pictures can also be exchanged along with voice messages, then this type of conferencing is called audiographic. Non-moving visuals are added using a computer keyboard or by drawing/writing on a graphics tablet or whiteboard.
Videoconferencing allows the exchange not just of voice and graphics but also of moving images. Videoconferencing technology does not use telephone lines but either a satellite link or television network (broadcast/cable). Web-based conferencing, as the name implies, involves the transmission of text, and graphic, audio and visual media via the Internet; it requires the use of a computer with a browser and communication can be both synchronous and asynchronous.
Teleconferencing is used in both formal and non-formal learning contexts to facilitate teacher-learner and learner-learner discussions, as well as to access experts and other resource persons remotely. In open and distance learning, teleconferencing is a useful tool for providing direct instruction and learner support, minimizing learner isolation. For instance, an audiographic teleconferencing network between Tianjin Medical University in China and four outlying Tianjin municipalities was piloted in 1999 as part of a multi-year collaboration between Tianjin Medical University and the University of Ottawa School of Nursing funded by the Canadian International Development Agency. The audio-graphic teleconferencing network aims to provide continuing education and academic upgrading to nurses in parts of Tianjin municipality where access to nursing education has been extremely limited. [32]Other higher education institutions using teleconferencing in their online learning programs include the Open University of the United Kingdom, Unitar (Universiti Tun Abdul Ruzak) in Malaysia, Open University of Hong Kong, and Indira Gandhi National Open University.
Figure 4.
Eprimer-edu box 2.jpg



How have computers and the Internet been used for teaching and learning?

There are three general approaches to the instructional use of computers and the Internet, namely:
  • Learning about computers and the Internet, in which technological literacy is the end goal;
  • Learning with computers and the Internet, in which the technology facilitates learning across the curriculum; and
  • Learning through computers and the Internet, integrating technological skills development with curriculum applications.[33]







What does it mean to learn about computers and the Internet?

Learning about computers and the Internet focuses on developing technological literacy. It typically includes:
  • Fundamentals: basic terms, concepts and operations
  • Use of the keyboard and mouse
  • Use of productivity tools such as word processing, spreadsheets, data base and graphics programs
  • Use of research and collaboration tools such as search engines and email
  • Basic skills in using programming and authoring applications such as Logo or HyperStudio
  • Developing an awareness of the social impact of technological change. [34]

Figure 5.
Eprimer-edu box 3.jpg




What about learning with computers and the Internet?



Learning with the technology means focusing on how the technology can be the means to learning ends across the curriculum. It includes:
  • Presentation, demonstration, and the manipulation of data using productivity tools
  • Use of curriculum-specific applications types such as educational games, drill and practice, simulations, tutorials, virtual laboratories, visualizations and graphical representations of abstract concepts, musical composition, and expert systems
  • Use of information and resources on CD-ROM or online such as encyclopedia, interactive maps and atlases, electronic journals and other references. [35]
Technological literacy is required for learning with technologies to be possible, implying a two-step process in which students learn about the technologies before they can actually use them to learn. However, there have been attempts to integrate the two approaches.




What does learning through computers and the Internet mean?

Learning through computers and the Internet combines learning about them with learning with them. It involves learning the technological skills “just-in-time” or when the learner needs to learn them as he or she engages in a curriculum-related activity. For example, secondary school students who must present a report on the impact on their community of an increase in the price of oil for an Economics class may start doing research online, using spreadsheet and database programs to help organize and analyze the data they have collected, as well using word processing application to prepare their written report.


How are computers and the Internet used in distance education?


Many higher educational institutions offering distance education courses have started to leverage the Internet to improve their programme’s reach and quality. The Virtual University of the Monterrey Institute of Technology in Mexico uses a combination of print, live and recorded broadcasts, and the Internet to deliver courses to students throughout Mexico and in several Latin American countries. Similarly, the African Virtual University, initiated in 1997 with funding support from the World Bank, uses satellite and Internet technologies to provide distance learning opportunities to individuals in various English-speaking and French-speaking countries throughout Africa.
At the University of the Philippines Open University, course materials are still predominantly print-based but online tutorials are becoming a convenient alternative to face-to-face tutorials especially for students unwilling or unable to go to UPOU’s various physical learning centres. About 70-90% of UPOU’s degree courses offer online tutorials as an option, while in several of its non-degree courses tutorials are conducted only online.
But even in Korea, where infrastructure is among the best in the world, and government has put considerable financial and other resources behind an ambitious ICT-based re-tooling of its educational system, challenges to online education persist. (See Box 3.)
Internet- and Web-based initiatives have also been developed at the secondary education level. The Virtual High School is a result of efforts of a nationwide consortium of school districts in the United States to promote the development and sharing of Web-based courses. In Canada, Open School offers a wide range of courses and resources to grades K-12 teachers and students that meet the requirements of the British Columbia curriculum. Course delivery is done through a mix of broadcast and video, while some courses are delivered totally online. [36]
The biggest movers in e-learning, however, are not found within academe but in the private sector. John Chambers, CEO of Cisco, famously predicted that e-learning would be the next big killer application, and corporations are moving aggressively to fulfill this prediction. Merrill Lynch estimates that the combined higher education and corporate e-learning markets in the US will grow from $US2.3 billion in 2000 to US$18 billion in 2003, with corporate training accounting for almost two thirds of that growth. [37Indeed, the number of corporate universities have grown from 400 to 1,800 over the last 13 years. Corporate universities are primarily in-house organizations in large multinational companies that make use of videoconferencing and the Internet for employee training. [38If this rate of growth continues, the number of corporate universities will exceed the number of traditional universities by 2010. [39A parallel development in business is the growth of a new breed of companies that offer online training services to small- and medium-sized enterprises. [40]







What is telecollaboration?



Online learning involving students logging in to formal courses online is perhaps the most commonly thought of application of the Internet in education. However, it is by no means the only application. Web-based collaboration tools, such as email, listservs, message boards, real-time chat, and Web-based conferencing, connect learners to other learners, teachers, educators, scholars and researchers, scientists and artists, industry leaders and politicians—in short, to any individual with access to the Internet who can enrich the learning process.
The organized use of Web resources and collaboration tools for curriculum appropriate purposes is called telecollaboration. Judi Harris defines telecollaboration as “an educational endeavor that involves people in different locations using Internet tools and resources to work together. Much educational telecollaboration is curriculum-based, teacher-designed, and teacher-coordinated. Most use e-mail to help participants communicate with each other. Many telecollaborative activities and projects have Web sites to support them.” [41The best telecollaborative projects are those that are fully integrated into the curriculum and not just extra-curricular activities, those in which technology use enables activities that would not have been possible without it, and those that empower students to become active, collaborative, creative, integrative, and evaluative learners (see Table 1).There are currently hundreds of telecollaborative projects being implemented worldwide and many more that have either been completed or are in development.
One example is the Voices of Youth [42project developed by UNICEF. It encourages students to share their views on global issues, such as HIV/AIDS and child labour, with other youth and adults around the world through an electronic discussion forum. The Voices of Youth website also provides background information on the different discussion topics as well as resource materials to help teachers integrate the Voice of Youth discussions in their other classroom activities.
The International Telementor Program (ITP)[43links students with mentor-experts through email and discussion forums. Founded in 1995 with support from Hewlett Packard, ITP provides project-based online mentoring support to 5th to 12th grade and university students, especially from at-risk communities. The ITP telementor typically meets online with the student at least once every two weeks to answer questions, discuss key issues, recommend useful resources, and comment on student output. The teacher’s role, on the other hand, is to provide support to both student and telementor, monitor the telementoring process, and track the student’s progress.
Perhaps the most widely cited telecollaborative project is the Global Learning and Observations to Benefit the Environment (GLOBE) Program. [44GLOBE is a U.S. Government-sponsored programme launched in 1994 that links primary and secondary students and teachers from over 10,000 schools in more than 95 countries to the scientific research community. GLOBE gives students the opportunity to collaborate with scientists in conducting earth science research. Participating students periodically take measurements of the atmosphere, water, soils, and land cover at or near their schools, following strict protocols designed by GLOBE scientists. They then enter this data to a central Web-based database. The database may be accessed by scientists, researchers and the general public. GLOBE also provides teachers with guidelines and materials for structured learning activities that take off from the students’ hands-on experience. Students can also go to the GLOBE website for visualizations of the data they and other students have collected.


Sunday, August 19, 2018

EDUCATIONAL TECHNOLOGY 2 MIDTERM RESEARCH

1.Evaluation of Technology Learning

Definition of Terms:

Evaluation-
is a holistic approach;all the phases of learning must be seen because all of them contribute to the total development of a child.Therefore must judge the  strength of the content selected, the strategies employed, and the instructional materials used.

Technology-
is the science of the application of knowledge to practical purposes in a particular field.

Learning-
is the act acquiring new, or modifying and reinforcing existing, knowledge , behavior, skills, values; or preferences which may lead to a potential change in synthesizing information, depth of the knowledge, attitude or behavior relative to the type and range of the experience.

-Assessment needs to conform, not with the literacy to the past century but the new literacy of the 21st century.

*Solution Fluency-
refers to the capacity and creativity of the problem solving.
*Information Fluency-
ability to access digital information to designed information.
*Collaboration Fluency-
team-working proficiency characterized by the unconscious ability to work cooperative with both real and virtual partners to solve real problems.
*Creativity Fluency-
add meanings by way of designs and arts.
*Media Fluency-
analyze and create communication appropriately.
*Digital Citizenship-
 uses principle of leadership,ethics,accountability,environmental awareness,global citizenship and personal responsibility and consider his/her actions and their responsibilities.

The Four D's
*Define-consider the problem.
*Design-create carefully a step by step action to solve the problem.
*Do-execute the plan.
*Debrief-carefully review the final product.











2.Higher Thinking Skills Through Based Projects

Four IT- based Projects


I.Resource -based project-the teacher steps out of the traditional role of being a context expert and information provider, and instead lets the student find their own fact and opinion.


II.Simple Creations-


  1. In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence.
  2. Analyzing-
  3.       distinguishing similarities and differences/ seeing the project as a problem to be solved. 
  4.  Synthesizing- 
  5.       making spontaneous connections among ideas, does generating interesting or new ideas.
  6. Promoting- 
  7.       selling of a new ideas to allow the public to test the ideas themselves.

  8.  Define the task-
  9.       clarify the goal of the completed project to the student.  
  10. Brainstorm- 
  11.       the students themselves will be allowed to generate their own ideas on the project. Rather than shoot down ideas, the teacher encourages ideas exchange. 
  12. Judge the ideas- 
  13.       the students themselves make an appraisal for or against any idea. Only when students are completely off check should the teacher intervene. 
  14. Act- 
  15.       the students do their work with the teacher a facilitator. 
  16. Adopt flexibility- 
  17.        the students should be allowed to shift gears and not follow an action path rigidly.


  18. III. GUIDED HYPERMEDIA PROJECTS 

  19. The production of self-made multimedia projects can be approached into different ways:
  20.  - such as in the production by students of a power-point presentation of a selective topic.
  21.  - such as when students do a multi- media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc. ). 

  22. IV. WEB-BASED PROJECTS 

  23. Students can be made to create and post web pages on a given topic. But creating new pages, even single page web pages, maybe tool sophisticated and time consuming for the average student


  24.  IV. WEB-BASED PROJECTS
  25.  It should be said, however, that posting of web pages in the Internet allows the students (now the web page creator) a wider audience. They can also be linked with other related sites in the








3.Computer as ICT


  1. Objectives: 

  2. To identify the role of computers in education. To determine how computer technology transform into an educative information and communication technology (ICT) in education. To apply the computer-based technology in teaching pedagogy.


  3.  Introduction Through computer technology:

  4. 1. Educators saw the amplification of learning along computer literacy.
  5. 2. Much like reading, the modern student can now interact with computer messages; even respond to questions or to computer commands.
  6. 3. Like writing, the learner can form messages using computer language or program.

  7. Soon computer-assisted instructed(CAI) was introduced using theprinciple of individualized learningthrough a positive climate thatincludes realism and appeal with drillexercises that uses color, music andanimation.
  8. . But the evolving pace of innovation in today’s Information Age is so dynamic that within the first decade of the 21st century, computer technology in education has matured to transform into an educative information and communication technology (ICT) in education.

  9. The Rise of Personal Computer (PC)? With a computer in the classroom, teachers are able to:

  10. 1.Demonstrate a new lesson, present new material,
  11. 2. Illustrate how to use new programs,
  12. 3. Show new websites .

  1. Educational Instructional media communication media consist of audio-visual  comprise the media of aids communication.
  2. Examples are the  using the print, film, radio blackboard, photo, film television or satellite and video. means of communication

  3. The programs (capabilities)normally installed in an ordinarymodern PC are: 

  4. Microsoft Office – program for composing text, graphics, photos into letters, articles, report, etc. Power point – for preparing lecture presentations.
  5.  Excel – for spreadsheets and similar graphic sheets.
  6. Internet Explorer – access to the internet.
  7.  Yahoo or Google – websites; e-mail, chat rooms, blog sites, news service (print/video) educational software etc.
  8.  Adobe Reader – graphs/photo composition and editing. 
  9. MSN – mail/chat messaging.
  10.  Windows media player – CD, VCDplayer. 
  11. Cyber Power – DVD player 
  12. Windows media player – editingfilm/video.

  1. What is ICT? 
  2. ICT is an acronym that stands for Information Communications Technology. Lets focus on the three words behind ICT: - INFORMATION - COMMUNICATIONS - TECHNOLOGY

  3.  ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form.
  4.  ―diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. include computers, the Internet, broadcasting technologies (radio and television), and telephony.

  5.  How can ICTs help expand access to education?
  6. 1. ICTs make possible asynchronous learning, or learning characterized by a time lag between the delivery of instruction and its reception by learners. Online course materials, for example , may be accessed 24 hours a day, 7 days a week.
  7. 2. Teachers and learners no longer have to rely solely on printed books and other materials in physical media housed in libraries (and available in limited quantities) for their educational needs.
  8. 3. ICTs also facilitate access to resource persons—mentors, experts, researchers, professionals, business leaders, and peers—all over the world.

  9. How does the use of ICTs help prepare individuals for the workplace?

  10.  Technological literacy, or the ability to use ICTs effectively and efficiently, is thus seen as representing a competitive edge in an increasingly globalizing job market. 
  11. Examine the table: 
  12. Table 1. Skills Needed in the Workplace of the FutureSource: 
  13. Adapted from EnGauge. North Central Regional EducationalLaboratory. Available Online athttp://www.ncrel.org/engauge/skills/21skills.htm. Accessed 31 May2002.

  1. Digital Age Literacy Global awareness
  2.  - Functional literacy
  3. - Understanding of Ability to decipher how nations, meaning and corporations, and express ideas in a communities all over range of media; this the world are includes the use of interrelated Scientific literacy
  4. Understanding ofCultural literacy
  5. - both the theoreticalAppreciation of and applied aspects the diversity of of science and cultures mathematics Information literacy
  6. - Ability to Technological find, evaluate and literacy
  7. - Competence in the make appropriate use of information use of information, and communication including via the technologies use of ICTs
  8. Adaptability Creativity Ability to adapt Risk-taking Ability to use and manage in Curiosity InventiveAbility to take imagination to a complex, Desire to know Thinking risks create new interdependent things world
  9. Effective Communication Teaming
  10.  -Ability to work in a team Collaboration and Interpersonal skills
  11.  - Ability to interact smoothly and work effectively with others interpersonal skills Personal and social Responsibility
  12. - Be accountable for the way they use ICTs and to learn to use ICTs responsibility for the public good Interactive communication Competence in conveying, transmitting, accessing and understanding informationHigh Productivity 
  13. -Ability to prioritize, plan, and manage programs and projects to achievethe desired results. Ability to apply what they learn in the classroom to real
  14. -life contexts to create relevant, high-quality products

  15.  How can the use of ICTs help improve the quality of education?

  16. 1. Motivating to learn- ICTs such as videos, television and multimedia computer software that combine text, sound, and colorful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process.
  17. 2. Facilitating the acquisition of basic skills.- Educational television programs such as Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colors, shapes and other basic concepts.
  18. 3. Enhancing teacher training- ICTs have also been used to improve access to and the quality of teacher training.- For example, institutions like the Cyber Teacher Training Center (CTTC) in South Korea are taking advantage of the Internet to provide better teacher professional development opportunities to inservice teachers.
  19. How can ICTs help transform thelearning environment into one that is learner-centered?

  20. 1. . Active learning. -ICT enhanced learning mobilizes tools for examination, calculation and analysis of information, thus providing a platform for student inquiry, analysis and construction of new information

  1. 2. Collaborative learning.-ICT-supported learning encourages interaction and cooperation among students, teachers, and experts regardless of where they are. 

  2. 3. Creative Learning.- ICT-supported learning promotes the manipulation of existing information and the creation of real-world products rather than the regurgitation of received information.

  3. 4. Integrative learning.- ICT-enhanced learning promotes a thematic, integrative approach to teaching and learning.- This approach eliminates the artificial separation between the different disciplines and between theory and practice that characterizes the traditional classroom approach.


  4. 5. Evaluative learning.- ICT-enhanced learning is student- directed and diagnostic.- Unlike static,text- or print-based educational technologies, ICT-enhanced learning recognizes that there are many different learning pathways and many different articulations of knowledge.- ICTs allow learners to explore and discover rather than merely listen and remember.
  5. The Uses of ICTs in EducationEach of the different ICTs—print, audio/videocassettes, radio and TV broadcasts,computers or theInternet—may be used for presentation anddemonstration, the most basic of the fivelevels.

  6. How have radio and TV broadcasting been used in education? There are three general approaches to the use of radio and TV broadcasting in education: 

  7. 1) direct class teaching, where broadcast programming substitutes for teachers on a temporary basis; 

  8. 2) school broadcasting, where broadcast programming provides complementary teaching and learning resources not otherwise available; and

  9. 3) general educational programming over community, national and international stations which provide general and informal educational opportunities.

  10. Activity 2 
  11. (Give your reaction as you read the paragraph. 
  12. Post your reaction on http://promotelearners.blogspot.com/ The paragraph will be posted on the blogsite.)
  13. (Please visit the blogsite for conveniences reading)
  14.  Box 2. Promoting Learner-Centered Pedagogy through ComputersProject CHILD (Computers Helping Instruction and Learning Development) is a computer- integrated instruction programme developed in 1988 by the University of Florida for grades K-5 (pre-school and primary school).
  15. The programme focuses on three subject areas—reading,writing and mathematics. Each Project CHILD classroom has a learning station with between three to six computers. Butzin describes a typical Project CHILD classroom scenario thus:• 
  16. A class period begins with the teacher conducting a whole group lesson—let’s say an introduction to fractions. After about 10 minutes of direct instruction, the students fan out to their first assigned learning station. Each station will have an activity related to fractions. Some stations will focus on skill practice, while others will focus on concept development. The station activities encompass kinesthetic (hands-on) learning as well as auditory and visual modalities. The teacher assigns instructional software at each computer station to tie in with the lesson objectives.• As student groups work at their stations, the teacher circulates to help, probe, assess, and encourage students as they work on their assigned tasks.When a student finishes an activity…[s/he] moves on [to the next station] as needed. At the end of the period, the teacher gathers the class together for reflection and discussion on the day’s activities.• Teachers form cross grade subject-specific clusters (K-2 or 3-5) and work with children over three years, the better to judge what software is appropriate for the subject and to allow students to learn at their own pace. Teachers are also given one year training on integration and are provided with research-based materials for lesson planning and technology integration. Over a decade’s worth of research on Project CHILD students have shown that they have scored consistently higher on standardized tests than their counterparts in traditional classrooms, and that the positive effects of the programme have increased over time. Project CHILD students also exhibited better attitudes toward school and learning, and better discipline as well. Project CHILD has been recognized as an effective programme by the U.S.Department of Education’s National Diffusion Network and has received funding for nationwide expansion. Source: Butzin, S.,―Project CHILD: A Decade of Success for Young Children‖. Available

  17.  How have computers and theInternet been used for teaching and learning? 3 General Approaches to the instructional use of computers and the Internet 

  18. 1)Learning about computers and the Internet, in which technological literacy is the end goal;
  19. 2) Learning with computers and the Internet, in which the technology facilitates learning across the curriculum; and 
  20. 3) Learning through computers and the Internet, integrating technological skills development with curriculum applications.