The purpose of this study was to investigate the evidence base for using computer-assisted instruction (CAI) to improve the reading comprehension of students with learning disabilities (LD). Twelve peer-reviewed studies (seven comparison group studies, five single-case studies) met selection criteria and were evaluated according to the relevant What Works Clearinghouse (WWC) procedures and standards. Results showed that seven studies (five comparison group and two single-case studies) met WWC standards with or without reservations. Key instructional features employed in CAI studies meeting the WWC standards without reservations included practice opportunities, self-correction and immediate corrective feedback, teacher-directed instruction, and contingencies for enhancing student motivation and engagement. Implications for future research and suggestions for using quality indicators to improve the rigor of future CAI investigations are discussed.

The purpose of this investigation was to determine the effects of multimedia CAI on undergraduate PETE majors' teaching of the serve in tennis. The data were obtained from 18 undergraduate students enrolled in a PETE evaluation and assessment course at Virginia Tech. Subjects were stratified by gender and randomly assigned to three groups as Computer-Assisted Instruction (CAI) group (n=6), Teacher Instruction (TI) group (n=6), and Control (CG) group (n=6). The results of this study were gathered from three tests: Tennis Serve Content Knowledge Test, Tennis Serve Skill Analysis Test, Tennis Task Sequence Test. In addition, two six minutes micro teaching sessions were conducted and data was collected via Tennis Serve Pedagogical Content Knowledge (PCK) Assessment Sheet, and finally, an open ended survey was completed to understand students' attitudes toward CAI. There are two independent variables in this study. These are Computer-Assisted Instruction (CAI) and Teacher Instruction (TI). A pre-test and post-test experimental design was applied. The Kruskal-Wallis test was used to determine the differences among the three groups, and pairwise ranking with the Mann Whitney U test was conducted between all comparisons as a post hoc analysis. Moreover, the Wilcoxon Signed Rank test was used to determine pre-to post-test changes within the groups. Alpha set at p< 0.5. Overall, teacher instruction (TI) intervention was very dominant in the results. Teacher instruction (TI) group performed significantly in the tennis serve content knowledge test, tennis serve task analysis test, PCK-Appropriate cues, and PCK-Appropriate demonstration. However, CAI group was also successful in the tennis serve content knowledge test and PCK-Appropriate demonstration. Interestingly, none of the groups were successful in the tennis serve skill analysis test and PCK-Appropriate feedback. Finally, students' perception toward CAI was positive in general and students indicated that they would like to use CAI in other PETE method courses. However, some of the students reported that CAI was very repetitive, and also technical problems were reported. The results of this study indicated that CAI can be an effective way of instruction in certain conditions: CAI had significant effect on content knowledge and PCK-Appropriate demonstration. In conclusion, the 21st century will be an information age and computers will be an essential part of the education system in all grades and ages. Physical education teacher education programs and physical education lessons in K-12 education are no exceptions. Computers and instructional technology should be an integral part of PETE and K-12 physical education without sacrificing the physical activity. / Ph. D.

Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.

Virtual manipulatives are employed by both preservice and inservice teachers to enhance the instructional effectiveness of physical manipulatives and related tools by addressing limitations of access, cost, and adaptability. While research into the use of emerging technologies continues, there are several variables to consider when measuring the effects of virtual manipulative use. Research design, sampling characteristics, and the type of manipulative used may influence achievement. Variables that may influence the effectiveness of virtual manipulatives include: previous experience with computers, grade level, mathematical topic, treatment length, student attitudes toward mathematics, and computer-to-student ratio.

本研究是以個案研究的方式，探討台北縣立國民中學的工作團隊之知識性活動與知識管理的差距。分析的項目包括知識管理關鍵因素和組織環境等二部分。同時也對工作團隊面臨的問題及其因應對策進行了解。其中知識管理關鍵因素包括知識的取得、知識的創造、知識的儲存等三項。組織環境的部分包括人員和組織行政的配合情況。 本研究發現，台北縣國民中學教師所組成的工作團隊，雖然在沒有知識管理的認知下，其知識性活動和已在實施的知識管理專案，相距並不大。若是將各個工作團隊採行的知識性活動加以彙整，則這個差距將更小。所以，如果要在這些單位中實施知識管理，應是可行的。 關鍵詞：工作團隊、知識管理、知識的獲得、知識的儲存、知識的創造、小班教學精神、課程統整、多元智慧、電腦輔助教學。 / This research is adopted to the method of case study: deeply discussing the difference between the knowledge activities and knowledge management ( KM ) of the work teams of junior high schools in Taipei County. The analysis items include two parts: the feature components of knowledge management and organizational environment. At the same time, the research also gets understanding in the facing problems of the team work and their coordinate strategies. In detail, the feature components of knowledge management include knowledge gaining, knowledge creation, and knowledge saving. The organizational environment includes the members and administrators of the work teams and their cooperation. The research found that the work teams of the teachers of junior high schools in Taipei County even if without acknowledgement in knowledge management, their knowledge activities are corresponding to the cases of current practicing of knowledge management. If to collect all the knowledge activities addressed by each work teams, the difference is getting smaller. Therefore, it is to say that to practice the knowledge management is doable. Key wards: work team, knowledge management(KM), Knowledge gaming, Knowledge saving, Knowledge creation, the sprits of small class instruction, curriculum integration, multiple intelligences, computer assisted instruction ( CAI ).