A Guide to the Identification and Use of Field Trips and Guest Speakers-Pertaining to U.S. History-for the Seattle Area Social Studies Teachers

This project is an exploration of the large amount of community resource possibilities in the form of field trips and guest speakers that the Seattle area social studies teacher has available. This resource will aid teachers in selecting and evaluating field trips. The scope of this project lends to the realization of the goal: to provide a product that is informative, educational, and useful. A review of the literature of effective field trips and guest speakers is included. Furthermore, the definition of quality community resources is included and a criterion was established for determining such resources for the Seattle area. Finally, a list of quality resources and an informative description of each is included as well

Comparative Analysis of ICT Integration Initiatives in Korean, German and American Educations

The purpose of this article is to compare three ICT initiatives for education reforms by three countries representing different continents with different cultural backgrounds: the Republic of Korea, the Federal Republic of Germany and the United States of America. Through comparison, some convergences and divergences were found as anticipated. Convergences were found especially in terms of intervention of central government and the spectrum of core policies. Divergences were found especially in implementation approaches and processes of policy decision-making regarding ICT integration into education. Comparing divergences among the three countries reveals common tasks for which they may cooperate on in order to resolve mutual problems. Through the observation of school sites of each country, as well as related literatures, one can see that ICT integration is still far from being satisfactory. Thus, it is implied that, in addition to individual country's efforts such as increasing teacher training, diverse international cooperation focused on common problems must be devised among the three countries.The purpose of this article is to compare three ICT initiatives for education reforms by three countries representing different continents with different cultural backgrounds: the Republic of Korea, the Federal Republic of Germany and the United States of America. Through comparison, some convergences and divergences were found as anticipated. Convergences were found especially in terms of intervention of central government and the spectrum of core policies. Divergences were found especially in implementation approaches and processes of policy decision-making regarding ICT integration into education. Comparing divergences among the three countries reveals common tasks for which they may cooperate on in order to resolve mutual problems. Through the observation of school sites of each country, as well as related literatures, one can see that ICT integration is still far from being satisfactory. Thus, it is implied that, in addition to individual country's efforts such as increasing teacher training, diverse international cooperation focused on common problems must be devised among the three countries

Linking for Learning: A New Course for Education

This report discusses the development of telecommunications technologies and the study of distance learning. OTA was asked to analyze various technological options, examine current development, and identify how Federal, State and local policies could encourage more efficient and effective use

Syringa Networks v. Idaho Department of Administration Clerk\u27s Record v. 1 Dckt. 38735

https://digitalcommons.law.uidaho.edu/idaho_supreme_court_record_briefs/1519/thumbnail.jp

La Salle University Undergraduate Catalog 2002-2003

Issued for La Salle University 2002-2003https://digitalcommons.lasalle.edu/course_catalogs/1176/thumbnail.jp

Technological national learning in France : from minitel to internet

In France, the development of the Internet has been influenced by the evolution of the inherited information technology. France had many of the elements needed for the Internet to flourish: excellent engineering schools, participation of scientists and academic researchers in data networks, financial markets with venture capital companies, supportive government, and high incomes. Thus, France had many of the components that constitute the American, or even the Silicon Valley, model. And yet, the internet economy did not begin until some years after the United States, Sweden, and the United Kingdom. Many have argued that the monopoly of France Telecom slowed the Internet's development in France. In this chapter, we shall show that it was instead France's early lead in electronic commerce that hindered this development.internet;politique économique;développement;technologies de l'information de la communication;évolution de la structure de marché;frontière public/privé