Toward a Set of Theoretical Best Practices for Web 2.0 and Web-Based Technologies

Many educators are excited by and support the innovative and pedagogically invigorating technologies offered by the interactive and collaborative Web 2.0 movement. To date, much of the research on the integration of Web 2.0 tools has focused on technical and procedural generalizations about how one might incorporate these technologies into the classroom. While some research has addressed content specific uses of these tools, only a limited amount has explored best practices for using these technologies to encourage learning. While these studies are groundbreaking and serve an important purpose, this article aims to shift the ongoing conversation toward a first draft theory of potential best practices for web-based technology use. Suggestions for both specific and general best practices are examined, with the aim to both support and empower readers to actively explore and integrate these new technologies into the classroom

CORRELATIONS AMONG GRAIN CHARACTERISTICS USED TO DETERMINE THE EFFECTS OF ROUGH RICE STORAGE TIME AND TEMPERATURE ON AROMATIC RICE QUALITY

Summary statistics and corresponding Spearman correlation coefficients are illustrated for various subsets of aromatic rough rice storage time and temperature data from (a) the College Station texture sensory panel, (b) the New Orleans aroma and flavor sensory panel, and (c) the Beaumont USDA-ARS Rice Quality Laboratory. These correlations represent the inclinations of seemingly-related measures of several attributes to "move together," acting as an indicator of their associations with or impacts on one another.Crop Production/Industries,

CORRELATIONS AMONG GRAIN CHARACTERISTICS USED TO DETERMINE THE EFFECTS OF MILLED RICE STORAGE TIME AND TEMPERATURE ON AROMATIC RICE QUALITY

Summary statistics and corresponding Spearman correlation coefficients are illustrated for various subsets of aromatic milled rice storage time and temperature data from (a) the College Station texture sensory panel, (b) the New Orleans aroma and flavor sensory panel, and (c) the Beaumont USDA-ARS Rice Quality Laboratory. These correlations represent the inclinations of seemingly-related measures of several attributes to "move together," acting as an indicator of their associations with or impacts on one another.Crop Production/Industries,

Examining the impact of an educational technology assessment on pre- and in-service educators\u27 attitudes and behaviors towards educational technology

This study examined the impact an educational technology assessment (the Husky Educational Technology Assessment Program: Level I) had on an individual\u27s educational technology attitude and behaviors. Due to the vast amounts of money being spent on technology, concerns on whether or not the technology is being effectively integrated have arisen. As technology continues to expand in its use and the importance it plays in educational settings, it is becoming exceedingly important for educators to develop and maintain a basic educational technology competency level to be able to integrate the use of educational technology into their classrooms to positively impact student activities and learning outcomes. Furthermore, there is a growing need to close the teaching and learning technology gap between where educators are now and where educators need to be in terms of educational technology use and practices. Although progress has been made and exemplary practice exists, recent research indicates that most teacher education programs have a long way to go (NCES, 2003a). ^ Specifically, this study addressed how basic educational knowledge impacted both attitudes and behaviors associated with the use of educational technology for the purpose of enhancing learning. Also of particular concern for this study are issues related to gender and educational training. Prior research has presented conflicting arguments centered on the presence of technology gender gaps. Therefore, this study aimed to identify if there are in fact disparities between gender on educational technology attitudes and behaviors. Results from this study indicate that there are significant differences between pre-service and in-service educators on educational technology knowledge, attitude, and behavior measures. Training and professional development in educational technology have been found to be an effective means for increasing both educational technology attitudes and educational technology usage. Schools, universities, and agencies need to provide both pre- and in-service educators with the training necessary to possess the skills related to educational technology. Through participation in HETAP: LI, the relationship between educational technology knowledge, attitudes, and behaviors were examined.

Social Studies Research and Practice Using Web 2.0 to Support Learning in the Social Studies Context Our Journey from Web 1.0 to Web 2.0 and Beyond

This paper represents an overview of our journey utilizing and integrating technology in the social studies context. We describe and explain our initial efforts that used Web 1.0 and then trace our development to our most recent project that incorporates and capitalizes on Web 2.0 technologies. We provide an in-depth look at the learning experiences we designed and developed using Web 2.0 technologies. In addition, the paper details how the use and integration of Web 2.0 tools allow students to engage in authentic, problem-based learning anchored in Russian history and culture. From static to fluid, our projects have demonstrated that social studies' future, and the development of our students as global citizens, must be intertwined with technology

CORRELATIONS AMONG GRAIN CHARACTERISTICS USED TO DETERMINE THE EFFECTS OF ROUGH RICE STORAGE TIME AND TEMPERATURE ON AROMATIC RICE QUALITY

Summary statistics and corresponding Spearman correlation coefficients are illustrated for various subsets of aromatic rough rice storage time and temperature data from (a) the College Station texture sensory panel, (b) the New Orleans aroma and flavor sensory panel, and (c) the Beaumont USDA-ARS Rice Quality Laboratory. These correlations represent the inclinations of seemingly-related measures of several attributes to "move together," acting as an indicator of their associations with or impacts on one another

CORRELATIONS AMONG GRAIN CHARACTERISTICS USED TO DETERMINE THE EFFECTS OF MILLED RICE STORAGE TIME AND TEMPERATURE ON AROMATIC RICE QUALITY

Summary statistics and corresponding Spearman correlation coefficients are illustrated for various subsets of aromatic milled rice storage time and temperature data from (a) the College Station texture sensory panel, (b) the New Orleans aroma and flavor sensory panel, and (c) the Beaumont USDA-ARS Rice Quality Laboratory. These correlations represent the inclinations of seemingly-related measures of several attributes to "move together," acting as an indicator of their associations with or impacts on one another