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Addressing both positive and negative issues associated with adapting telefacsimile technology to meet library service needs, this guide provides basic information about the technology while illustrating how librarians have begun to incorporate it into their work processes. The following topics are covered: (1) the definition of telefacsimile and its history; (2) a history of telefacsimile use in libraries; (3) technological changes; (4) telefacsimile applications in libraries (interlibrary loans, branch communications, and reference services); (5) electronic mail and telefacsimile; (6) what to look for when purchasing equipment (vendors, "bells and whistles," plain paper units, and maintenance agreements); (7) telecommunication costs; (8) current policies for telefacsimile use in libraries; (9) "junk fax" mail; and (10) telefacsimile's future. Three appendixes provide definitions of terms, the names and telephone numbers of telefacsimile equipment manufacturers, and suggested guidelines for library use of telefacsimile. (9 references) (MAB)

This paper proposes a set of cumulative standards for assessing the uses of nonprint media and electronic technologies in elementary, middle, and high school classrooms. The proposed standards, culled from existing standards created for educational technologies, information literacy, and the English language arts, are offered as a guide and starting point for expanding notions of literacy and literacy learning in the schools. Most importantly from this perspective, the standards are categorized to address three types of literacies--basic, critical, and constructive--to encourage teachers to incorporate all three kinds of literacies when integrating technology use in teaching and learning across the curriculum. Contains 20 references. (Author/NKA)

Noel-Levitz, OmniUpdate, CollegeWeekLive, and NRCCUA[R] (National Research Center for College & University Admissions) conducted a survey of 2,000 college-bound juniors and seniors about their expectations for college Web sites, mobile usage, e-mail, and social media. Among the findings: (1) More than 50 percent of students said the Web played a significant role in their decision to apply to a school; (2) Three out of four emphasized simplicity in navigation and written content over "cool" navigation and visual design; (3) Cited by 55 percent of respondents, difficulty with site navigation was among the greatest challenges encountered with college Web sites and was the top response by a large margin; (4) Only 23 percent have used a net price calculator on campus Web sites; 74 percent who did not said they could not find one; (5) Among students with mobile devices, 52 percent said they had viewed college Web sites on them; 20 percent did so via a tablet device; (6) Sixty-nine percent of prospective students would participate in live chats with current students or faculty; 75 percent would communicate with college representatives via Webcam; (7) Regarding e-mail, 97 percent said they would open e-mail from a school on their list, and 68 percent would do so from schools they did not know; (8) Sixty percent said they are open to receiving text messages from college representatives; and (9) Forty-six percent have visited a college's Facebook page; 69 percent of those "liked" a college's page. [Funding for this paper was provided by the National Center for College and University Admissions, CollegeWeekLive and OmniUpdate.]

This report discusses telecommunications as a possible medium for conducting certain types of Pacific Circle Consortium (PCC) business. Under the general heading of teleconferencing, the paper examines a number of telecommunications options including two-way video, electronic mail, slow-scan video, facsimile equipment, electronic blackboards, computer conferencing, and audio teleconferencing. Cost estimates are provided for each type of system, and it is recommended that PCC members become familiar with the lowest cost and most flexible of the various options, i.e., audio teleconferencing. It was also recommended that: (1) the Consortium use the teleconferencing services provided by Kellogg, Incorporated, of Denver, Colorado; (2) use of teleconferencing services by Consortium members initially consist of dialing from convenient locations, with use of electronic mail for correspondence and database access as a second step; and (3) the Consortium experiment with teleconferencing for the first year before purchasing or leasing the appropriate terminal equipment. Also provided are guidelines for setting up the teleconferencing services plan, including 10 protocols for ensuring a successful teleconference. A list of references is included, as well as lists of organizations providing: (1) teleconference services; and (2) audio conference terminal equipment. (JB)

This book presents an introduction to the range of technology that can be used to assist in the education of students with visual impairments, with descriptions of the main features of approximately 45 systems. After an introductory chapter, Chapter 1 identifies four key uses for technology: in communication, in the production of materials, to provide access to information, and as a curriculum tool. Chapter 2 explains different computers and accessories including expansion cards, ink printers, scanners, CD-ROMs, special access systems, and overlay boards. Chapter 3 describes large display systems, including large text on screen, large print word processors, computer magnification systems, magnification system hardware, closed circuit television systems, and large print (paper). Chapter 4 reviews a variety of Braille systems such as electronic Braille displays, Braille note takers, mechanical Braille keyboards, and translation software for Braille. Chapter 5 evaluates speech systems, including screen readers, speech synthesizers, talking word processors, and different speech devices. A final section includes articles and information intended for specialists. Articles address materials production, selection of a laptop, the Internet, and sources of information and support in the United Kingdom. Includes a list of resources in the United Kingdom and a glossary. (CR)

The 14 City Technology Colleges (CTCs) opened so far in Great Britain are achieving an average attendance rate of between 90 percent and 97 percent. This high level of attendance has been assisted by the use of electronic registration (role taking) devices, including smart cards, portable computers, and optical readers. This report compares electronic registration systems available as a useful guide to schools considering adopting one of the systems. In addition to reducing truancy by monitoring general attendance and attendance at specific classes, electronic registration can save teacher time and make it easier to report student absences. The main methods of data collection are the traditional paper register (notebook), the Optical Mark Reader (preprinted forms and optical conversion into computer data), the swipe card (magnetic or bar codes), and the portable computer. Information about the use of these methods was collected through a survey of the CTCs and their affiliated schools (23 institutions). From these responses, some principles are derived for selecting a registration system. These include knowing what is needed, seeing the system in operation and checking the satisfaction of other users, planning carefully for implementation, and introducing the system carefully. Appendixes list suppliers and systems, give some example documentation, and discuss the legal requirements for attendance. (SLD)

These teacher's materials are for a 24-unit competency-based secondary education course on electricity and electronics designed for California public schools. The 24 units are: (1) an orientation; (2) an introduction to electricity; (3) safety; (4) history of electricity; (5) basic electrical skills; (6) magnetism; (7) the nature of electricity; (8) methods of producing electricity; (9) electrical flow through conductors, insulators, and semiconductors; (10) electrical units of measurement; (11) electrical terms and symbols; (12) components, switches, and circuits; (13) resistance and resistors; (14) electric lamps and heating devices; (15) electromagnetism; (16) alternating current and direct current; (17) motors and generators; (18) low-voltage signal devices; (19) circuit protection devices; (20) house wiring; (21) basic electronics mathematics; (22) communications systems; (23) occupations in electricity and electronics; and (24) opportunities in electricity and electronics. Units begin with instructional management information such as time allocation, objectives, evaluation suggestions, references for the instructor, an overview of the unit, presentation hints and suggested methods of instruction, supplemental activities, and a list of the contents of the unit. Other elements provided for the units include a lecture outline, tests, answers to tests, technical glossaries, student worksheets that are pencil-and-paper exercises and activities, and informational handouts. (CML)