Cascaded complementary pair broadband transistor amplifiers Patent

Broadband distribution amplifier with complementary pair transistor output stage

Enhancing Classroom Interaction in Distance Education Utilizing the World Wide Web

study utilized the World Wide Web and a Class Page to evaluate interaction strategies in a distance education setting. Participants were primarily elementary school teachers (n= 47 graduate students) who completed survey instruments concerning their participation on the Class Page , interactions with both the instructor and other students, and utilization of linked Web resources. An initial survey regarding students’ computer literacy skills and usage proficiencies was followed by seven additional surveys which focused upon Page ” use and interaction patterns. Among the findings were: student views regarding the value of getting to know fellow classmates shifted from zero percent (Week 2) to 88 percent (Week 15); students judging they were able freely to express their views went from 11 percent (Week 2) to 91 percent (Week 15). Increases were also noted concerning student out-of-class participation, enjoyment using the Internet, use of e-mail, and appreciation of the distance environment tools for encouraging involvement and interaction. Although many students questioned the usefulness of the Page at the beginning of the semester, the final survey found all students viewed the Page as beneficial. Analysis of the data found both interaction and class involvement were greatly enhanced through the Class Page and the Web based tools which supported the “Page” in this distance education environment

Student Perspectives: Responses to Internet Opportunities in a Distance Learning Environment

This qualitative study examined student responses toward an interactive Internet site supplementing a multimedia graduate level distance learning course at Ball State University. The course, Elementary School Curriculum, was taught in a studio classroom and transmitted to five distant sites in Indiana. Technology included two-way audio signals and one-way video signals for in-class interaction and an Internet World Wide Web site for out-of-class interaction. Qualitative evidence collection techniques included focus group interviews, telephone interviews, and eight survey instruments. Analysis of students’ responses to the Internet site focused on coping strategies developed by students to manage the stresses and benefits of their computer involvement. Students reported strategies for managing personal resources, the computer environment, self, and others. Predominant themes in student reactions included concerns associated with communication issues, with computer involvement, and with computer and Internet access. Benefits most frequently identified were the sense of empowerment and the satisfaction of sharing a space with fellow classmates. Implications drawn include the value of moderator leadership, the importance of a face-to-face encounter, the challenge of the on-line text-based medium, the influence of learning and temperament styles, and the development of computer-supported collaborative learning opportunities

Enhancing Elementary Curricula through Internet Technology

Radical advancements in Internet technology over the last decade have created endless opportunities to expand the realm of the elementary classroom. The World Wide Web (WWW), e-mail, Newsgroups, and Internet Relay Chat (IRC) are four of the most prominent utilizations of Internet technology. This paper demonstrates how one mid-western, suburban elementary classroom has enhanced its curriculum and improved classroom interaction by maximizing Internet technology. In addition to reviewing the merits of this case study, the reader will also: (a) be presented with a rationale for utilizing Internet technology with existing curricula, (b) examine the current debate on the issue of networking schools, (c) compare and contrast the pros and cons of utilizing Internet technology in elementary classrooms, and (d) consider the coalescence of curriculum and technology. An overview regarding the current application of Internet technology in an elementary setting highlights its true benefits: students conducting research on a topic of interest, communication and collaborative projects between students around the world, and the opportunity for students to publish original work

Appropriate Educational Applications of the World Wide Web Today

Although the majority of web based educational tools of today are unremarkable, are sometimes difficult to access and are not completely reliable, there is a mounting push for students and faculty to use these tools. The formidable technical challenges that confront students and faculty attempting to implement these technologies often quickly overshadows the more fundamental question—how should existing and future technologies be used in the teaching and learning process? Assuming, for example, that a given piece of technology could be implemented universally without difficulty and perform exactly as expected, what is the impact? Having made fair and unbiased evaluations concerning a given technology, important questions regarding implementation remain. For those that have resigned themselves to providing course material via the web, a common question for both educational institutions as well as individual faculty is if now is the best time to begin. One workable, logical progression path involves using a four-step process. The foundation of this process begins with experimentation, moves to deployment from templates, then to redeveloping pages based on need and student feedback, and finally to using this experience in innovation specifically tailored to the class needs

Observation of Instruction via Distance Learning: The Need for a New Evaluation Paradigm

Technology as a tool used to enhance instruction must be viewed in its proper perspective. Instruction via distance learning is an excellent example. Instruction must be appropriate for the intended audience, and must be observed and evaluated within the expectations of criteria used for evaluating effective teaching. Traditional criteria may be appropriate for evaluating regular classroom instruction, but not appropriate for distance learning instruction. Criteria such as “wait time and questioning techniques,” are well documented, but were derived through tedious observation and recordings of repetitive behaviors within a regular classroom. As an administrator or evaluator observes in a classroom where instruction is being delivered via television, consideration must be given for adaptations that must be made for observing the distance learning classroom. Observation training in the distance learning classroom will be tedious, but new examples and innovative ways of documenting teaching behaviors are needed. The authors present a case for the development of new criteria for evaluating distance learning instruction

Future Proofing Faculty: The Struggle to Create Technical Lifelong Learners

College faculty can minimize valuable time and resources invested in inappropriate technologies by staying in step with technological progress. A future proof approach to technology recognizes and welcomes small failures, considering them part of the ongoing process of absorbing technology into the learning process. Future proofing attempts to understand the factors that influence and impact technology upon learners. The factors that comprise the concept of future proofing include:market dominance solutions: based on a strong market presence this often proves to be the single greatest factor in decision making; ease of use: users of technology prefer simplicity over functionality; the best-practice approach: since technology is a delivery medium, proven successful teaching and learning practices are likely to work when technology is added; technology non-reliance: users should avoid relying too heavily on the expertise of technical gurus; least cost: free software should be rigorously reviewed and users should plan on receiving limited or no technical support, since software freely available may disappear or fall victim to programmer neglect; and best guess-roulette: creative and effective solutions evolve from combinations of technology only possible from experimentation

Ground Driven Powered Tillage

A ground driven powered tillage device is described which utilizes a passive rolling coulter propelled through the soil by a prime mover. The reaction torque imparted by the soil to the coulter is delivered via a torque transfer unit to a powered tillage blade. The tillage blade rotates counter to the direction of the passive rolling coulter and prepares a tilled furrow of some predetermined depth for seed placement and coverage. Analysis is presented in which the torque developed by a passive rolling coulter engaging the soil is predicted. A relationship is presented for determining the velocity ratio between the coulter and tillage blade. Finally, the shape and number of teeth a tillage blade has is expressed in terms of tillage depth and speed of the tillage blade