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1 Research All aspects of tool development should be based on peer-reviewed empirical research evidence, refined on the basis of research evidence, and then serve as the basis for collecting new evidence about teaching and learning using technology Emphasis should be placed on supporting meaningful motivational and learning outcomes Tool design should consider what is known about the processes and contexts of learning and instruction 2 Design We should strive to achieve the highest standards of excellence and lowest programming, interface, and instructional design error rates in the field of application and use Designs should be appealing and easy to learn and use Tools should be designed to address the specified goals of the target audience To the extent possible, tools should be inclusive and conform to universal design principles Technical support should be readily available and integral where possible .

Professional development, with an emphasis on pedagogy, should be readily available and integral where possible Design should emphasize adoption and use by the largest possible audience with a balance between the state of the practice and the state of the art Assumptions about physical (eg, input devices) and cognitive skills (eg, memory/attention, problem solving, self-regulation, etc) interpersonal (eg, collaboration), and other skills needed to use the tools for learning should be specified by design and validated (eg, via transfer to novel tasks) either before or during development To the extent possible and appropriate, tools should be flexible and reusable 3 Ethics The intellectual property is owned by the CSLP unless otherwise specified by contractual agreements with funders All those who made a contribution will receive appropriate recognition .

For aircraft with the crew in xed positions, using oxygen routinely as in a military aircraft, the pressurisation system is usually designed so that the cabin altitude does not exceed about 20 000 ft. Figure 7.22a shows a typical ghter aircraft automatic pressurisation schedule with tolerances plotting Cabin Altitude (y-axis) versus Aircraft Altitude (x-axis). The cabin pressure control

Tools should reflect the values of universal human rights by avoiding any form of media that would be seen to unfairly marginalize a segment of our society 4 Community We encourage and support design and development by collaboration among CSLP members with diverse backgrounds and skills Input from the stakeholders should be sought throughout design, development, and testing Tools should be scalable and sustainable with minimal post-production cost Tools should be distributed not-for-profit with a philanthropic purpose in mind..

Altitude (Feet 1000) 1.69 2.14 2.64 2.72 4.36 50

Philip C. Abrami et al. have developed and evaluated quite different strategies for the use of video and computer technology. These researchers have created strategies that embed the use of technology in teacher instruction, using technology as a tool for the teacher rather than a substitute. Two applications of this concept have been developed: embedded multimedia, in which video content is interspersed in teachers lessons, and computer-supported tutoring, in which human tutors use computers to help structure their interactions with struggling first graders. Both of these applications are applied to enhance outcomes of the SFA beginning reading program, Reading Roots (Slavin & Madden, 2001), and evaluated in comparison to the SFA program without technology.

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SFA tutoring can be described as a cyclical process with three main components: assessment, planning, and daily tutoring (see Figure 6.1). Tutors begin by assessing students to identify their strengths and weaknesses in reading. Then, based on the results of this assessment, tutors create an instructional plan to work with each student for a period of two weeks. Creating this plan involves identifying the reading skills to focus on during tutoring and selecting instructional activities to address (teach and practice) those skills. Finally, tutors implement their plan during daily 20minute sessions. As they work daily with the students, tutors also monitor and record student progress. At the end of the two-week period, they reassess the students. In the traditional tutoring sessions, much paperwork is required from the tutors, bringing unneeded complications to what should be powerful one-on-one tutoring sessions. Tutors, often uncertified volunteers, are also expected to perform complex tasks such as analyzing assessment results, and planning effective tutoring sessions for each tutee, all while keeping accurate records of tutee progress. The combination of this complex process with the excessive paperwork leads, in some instances, to poor program implementation, especially by the inexperienced tutors. Computer-supported tutoring was the selected strategy to address these implementation problems in tutoring and enhance the overall effect of the tutoring process. Alphie s Alley (after Alphie the Alligator, a central character in the SFA beginning reading program) is a computer program designed to guide tutors through the different stages of the tutoring process, facilitating the implementation of complex tasks like assessment and instructional planning, and enhancing the daily tutor tutee interaction with interactive multimedia activities. 134

10 5 0 Ambient Pressure (PSI)