The purpose of this project was to develop a WebQuesst investigation that would facilitate student Internet usage. A WebQuest investigation is an inquiry-oriented activity in which most or all of the information that learners interact with comes from resources on the Internet.

This project describes the outline for an effective procedure for a backwards design approach as it relates to a technology integrated unit of study.

This project was created to develop a database for students and teachers to allow accurate, efficient and reliable tracking of student's academic information. The database was designed specifically for faculty and students within the Master of Arts in Education, Instructional Technology Program at California State University, San Bernardino.

The purpose of the project was to develop an online course in the hopes of cutting some of the costs of the typical "brick and mortar" class while at the same time offering senior students the opportunity to take a class outside of the physical campus.

The goal of this project was to determine whether using a web-based project incorporating John M. Keller's ARCS model would motivate students to want to learn and explore new ways of learning. California history was taught to fourth grade students, including English as a second language students and Title 1 students, through a website. Lessons incorporated online quizzes, web designing, PowerPoint, Excel and other computer programs.

The purpose of this project was to develop a Web site that would facilitate students' use of the Internet to research topics relating to the study of biology. This Web site serves as a bridge to link classroom topics to real world scientific information and research available on the Internet. Methods of preventing plagiarism and focusing Internet research were incorporated into the overall Web site design.

Presents an educational multimedia development project created to teach novice learners about the various elements of the film making process. The multimedia web site designed for this project was created using Macromedia Flash 8. The process involved surveying people to determine learner needs and alpha and beta testing the final project to gather data regarding functionality and learner satisfaction.

Secondary teachers face many challenges in balancing academic and transition priorities for students with extensive support needs. This panel will provide research-based strategies for designing instruction that addresses multiple priorities in literacy, science, and mathematics lessons. Learner Outcomes: (1) Participants will describe components of self-determination that have an impact on academic achievement for students with disabilities; (2) Participants will use transition-infused academic instruction to design IEPs and lessons that value student diversity; (3) Participants will identify research-based strategies for integrating transition and academic skill instruction across content areas

We will demonstrate strategies for designing literacy instruction for secondary students with severe disabilities using personally relevant content. Learn how to choose meaningful texts/digital media for age-appropriate social skills and transition skills, strategies and resources, and how to teach content to diverse learners.

This session will focus on providing literacy instruction to students with intellectual and developmental disabilities (IDD) through the use of story-based lessons of grade appropriate texts and systematic instruction of the five components of reading (i.e., phonemic awareness, phonics, comprehension, vocabulary, fluency). Specifically, participants will gain understanding of prompting literacy development through evidence based practices found effective for students with severe disability.