Society for Information Technology 6c T EAC HER E D U C ATI O N2 0 th i n t e r n a t i o n a lC O N F E R E N C E UNIVERSITY OF IBADAN LIBRARY Ian Gibson - Program Chair and Past President Macquarie University, Australia Peter Albion - Information Technology Council Chair University o f Southern Queensland, Australia Glen Bull - Past President University o f Virginia, USA Niki Davis - Past President University o f Canterbury, New Zealand Sue Espinoza - Information Technology Council Chair Elect Texas A&M University-Commerce, USA Gerald Knezek - President University o f North Texas, USA Cleb Maddux - Conference Book Editor University o f Nevada-Reno, USA Gary Marks - Executive Director SITE, USA Maggie Niess - Teacher Education Council Co-Chair Oregon State University, USA John Park - Teacher Education Council Co-Chair North Carolina State University, USA Mike Searson - Consultative Council Chair Kean University, USA ■ Debbie Sprague - JTATE Editor George Mason University, USA Ann Thompson - Past President Iowa State University, USA Roberta Weber - Membership Chair Florida Atlantic University, USA Dee Anna Willis - Co-Founder Northwestern State University o f Louisiana, USA UNIVERSITY OF IBADAN LIBRARY Gertrude (Trudy) Abramson, Nova Southeastern Univ., USA Oakley Hadfield, New Mexico State Univ., USA Denise Peterson. South Dakota State Urw.. USA Peter Albion, Univ. of Southern Queensland, Australia Randall Hansen, National Louis Univ., USA Marvin Peyton, Middle Tennessee State U rw . USA Curby Alexander, Univ. of Virginia, USA Barry Harper, Univ. of Wollongong, Australia Carol Pope, North Carolina State Univ., USA Heejung An, William Paterson Univ., USA Sallie Harper, Mississippi State Univ. (Meridian), USA Kate Popejoy, Univ. of North Carolina at Charlotte. USA Cindy Anderson, Roosevelt Univ., USA Judi Harris, College of William & Mary, USA Susan Powers, Indiana State Univ., USA Leonard Annetta, NC State, USA Richard Hartshorne, Univ. of North Carolina-Charlotte, USA Robert Prickett, Centenary College of Louisiana, USA Leanna Archambault, Arizona State Univ., USA Walter Heinecke, Curry School of Education, Univ. of Virginia, USA Davina Pruitt-Mentle, Univ. of Maryland, USA Leigh Ausband, UNC Charlotte, USA Karen Irving, The Ohio State Univ., USA David Pugalee, Univ. of North Carolina at Charolette, USA Youngkyun Baek, Korea National Univ. of Education, Korea (South) Kamini Jaipal, Brock Univ., Faculty of Education, Canada Christopher Rakes, Univ. of Louisville, USA Savilla Banister, Bowling Green State Univ., USA Natalie Johnson-Leslie,, USA Glenda Rakes, The Univ. of Tennessee at Martin, USA Evrim Baran, Iowa State Univ., USA Christopher Johnston, George Mason Univ., USA Angelia Reid-Griffin, UNC Wilmington, USA Michael Barbour, Wayne State Univ., Canada Madeline Justice, Texas A&M Univ.-Commerce, USA Judi Repman, USA Deborah Bauder, Utica City School District, USA Sara Kajder, Virginia Polytechnic Institute and State Univ., USA Melissa Roberts Becker, Tarleton State Univ., USA Sally R. Beisser, Drake Univ.. USA Mary Kayler, George Mason Univ., USA Bernard Robin, Univ. of Houston, USA Randy Bell, Univ. of Virginia, USA Mario Kelly, Hunter College, City Univ. of New York, USA Kevin Rocap, Liu Brooklyn, USA Lynnwood Belvin, Berry College, USA Jeffrey Kenton, Towson Univ., USA Mark A. Rodriguez, Sacramento State, USA Michael Berson, Univ. of South Florida, USA Bo-kyeong Kim, Univ. of Virginia, USA Robert Ronau, Univ. of Louisville, USA Muhammad Betz, Southeastern Oklahoma State Univ., USA Kioh Kim, Northwestern State Univ., USA Raymond Rose. Rose & Smith Associates, USA Madhumita Bhattacharya, Athabasca Univ., Canada Beverly Klecker, Morehead State Univ., USA Dina Rosen, Kean Univ.. USA Matthew Boggan, Mississippi State Univ. (Meridian), USA Sherri Klein, Univ. of Wisconsin-Stout, USA Regina Royer, Salisbury Univ., USA Raj Boora, Univ. of Alberta, Canada Gerald Knezek, Univ. of North Texas, USA Robert Rozema, Grand Valley State Univ., USA Bonnie Bracey Sutton, Thornburg Center for Professional Matthew J. Koehler, Michigan State Univ., USA Anne Rudnicki, Univ. of Houston, USA Development, USA Carol Koroghlanian, Univ. of Wisconsin-Eau Claire, USA Vehbi Sanalan, Erzincan Univ., Turkey Jody Britten, Butler Univ., USA Norisuke Kozuki, Shiga Univ., Japan leda Santos, Emirates College for Advanced Education, Marwin Britto, Central Washington Univ., USA Rebecca McNall Krall, Univ. of Kentucky, USA United Arab Emirates Vicki Brown, Florida Atlantic Univ., USA Swapna Kumar, Boston Univ., USA, USA Ronald Samer, SUNY Institute of Technology, USA Christine Browning, Western Michigan Univ., USA Michel Labour, Univ. de Valenciennes (FRANCE), France Denise Schmidt, Iowa State Univ., USA Glen Bull, Univ. of Virginia, USA Therese Laferriere, Laval Univ., Canada Michael Searson, Kean Univ., USA Renee Cambiano, Northeastern State Univ., USA Judy Lambert, The Univ. of Toledo, USA George Semich, Robert Morris Univ., USA Leanne Cameron, Macquarie Univ., Australia Michael Land, Midwestern State Univ., USA Yolanda Serrano, Inter American Univ., Bayamon, Puerto Rico Chris Campbell, La Trobe Univ., Australia Keith Leatham, Brigham Young Univ., USA Kathryn Shafer, Ball State Univ., USA Roger Carlsen, Wright State Univ., USA Rebecca LeDocq, Univ. of Wisconsin - La Crosse, USA Li-Jen Shannon, Sam Houston State Univ., USA Rose Cavin, Chipola College, USA Chul-Hwan Lee, Pittsburgh Theological Seminary, USA Melanie Shoffner, Purdue Univ., USA Gregory Chamblee, Georgia Southern Univ., USA John Lee, North Carolina State Univ., USA Kari Lee Siko, Univ. of North Carolina Wilmington, USA Kan Kan Chan, Univ. of Macau, Macau Lesia Lennex, Morehead State Univ., USA Scott Slough, Texas A&M Univ., USA Oscar Chavez, Univ. of Missouri, USA Lan Li, Bowling Green State Univ., USA David Slykhuis, James Madison Univ., USA Irene Chen, Univ. of Houston Downtown, USA Jung Lim, Northwestern State Univ., USA Michael Spaulding, Univ. of Tennessee at Martin, USA Amelia Cheney, Appalachian State Univ., USA Yuliang Liu, Southern Illinois Univ., USA Debra Sprague, George Mason Univ., USA Rhonda Christensen, Univ. of North Texas, USA Margaret Lloyd, Queensland Univ. of Technology, Australia Ruth Sylvester, Univ. of South Florida. USA Hsueh-Hua Chuang, National Sun Yat-Sen Univ., Taiwan Annette Lopez de Mendez, Univ. of Puerto Rico, USA James Telese, Univ. of Texas, Brownsville, USA Clara Coutinho, Univ. of Minho Braga Portugal, Portugal Clebome Maddux, USA David Thomas, Univ. of Nevada Reno, USA Caroline M. Crawford, Univ. of Houston-Clear Lake, USA Jane Carol Manner, East Carolina Univ., USA Ann Thompson, Iowa State Univ., USA Hugh Crumley, Duke Univ., USA Ken Martin, The Univ. of Cincinnati, USA Bonnie Thurber, Northwestern Univ., USA Theresa Cullen, USA Kathryn Matthew, Univ. of Houston - Clear Lake, USA Cheryl Torrez, The Univ. of New Mexico, USA Rhonda Cummings, Univ. of Nevada Reno, USA Ron McBride, Northwestern State Univ., USA Merryellen Towey Schulz, College of Saint Mary, USA Craig Cunningham, National-Louis Univ., USA Jeton McClinton, Jackson State Univ., USA Doris Tyler, North Carolina Central Univ.. School of Education, USA Niki Davis, Univ. of Canterbury, New Zealand Ann McCoy, Alaska Pacific Univ., USA Tandra Tyler-Wood, Univ. of North Texas, USA Denise De Vito, Univ. of Arizona South, USA Karen McFerrin, Northwestern State Univ., USA Kirk Vandersall, USA Vanessa Domine, Montclair State Univ., USA Ewa McGrail, Georgia State Univ., USA Maggie Veres, Wright State Univ., USA Joel Donna, Univ. of Minnesota, USA, USA Peter McKenna, Manchester Metropolitan Univ. Stephane Villeneuve, Univ. of Montreal, Canada Judy Donovan, Indiana Univ. Northwest. USA Sara McNeil, Univ. of Houston, USA Selma Vonderwell, Cleveland State Univ.. USA Mesut Duran, Univ. of Michigan-Dearbom, USA James Meinke, Baldwin-Wallace College (retired), USA Chieu Vu Minh, Univ. of Michigan, School of Education, USA Vanessa Earp, Kent Univ., USA Matthew Miller, Western Washington Univ., USA Dina Vyortkina, Florida State Univ., USA Linda Easley, LSUS, USA Russell Miller, Wichita Public Schools, USA Janet Walker, Indiana Univ. of Pennsylvania, USA Kellah Edens, Univ. of South Carolina, USA Natalie Milman, George Washington Univ., USA Hong Wang, Fort Hays State Univ., USA Yoram Eshet, The Open Univ. of Israel, Israel Punya Mishra, Michigan State Univ., USA Rebecca Watts, Middle Tennessee State Univ., USA Sue Espinoza, Texas A&M Univ.-Commerce, USA Mahnaz Moallemm, UNC Wilmington, USA Roberta Weber, Florida Atlantic Univ., USA Tony Fetherston, Edith Cowan Univ., Australia Elsa-Sofia Morote, Dowling College, USA Hilary Wilder, William Paterson Univ., USA Candace Figg, Brock Univ., Canada Jeff Morrison, Open Learning, Univ. of Guelph, Canada Dee Anna Willis, Northwestern State Univ. of Louisiana, USA Ann FitzGibbon, Trinity College, Univ. of Dublin, Ireland Chrystalla Mouza, Univ. of Delaware, USA Jana Willis, Univ. of Houston Clear Lake, USA Teresa Franklin, Ohio Univ., USA Jacqueline Mumford, Walsh Univ., USA Thomas Winkler, IMIS/Univ. of Luebeck. Germany Virgil Fredenberg, Univ. of Alaska Southeast, USA Jamie Myers, Pennsylvania State Univ., USA Ruth Wood, Kingston Univ., UK Adam Friedman. Wake Forest Univ., USA Vicki Napper, Weber State Univ., USA Geoff Wright. Brigham Young Univ., College of Engineering, USA Frank Fuller, Northwestern State Univ., USA Trang Nguyen, James Cook Univ., Australia Joy Xin, Rowan Univ., USA Paula Furr. Northwestern State Univ., USA Margaret Niess, Oregon State Univ., USA Harrison Yang, State Univ. of New York, Oswego, USA Penny Garcia. Univ. of Wisconsin Oshkosh, USA Priscilla Norton, George Mason Univ., USA Melda Yildiz, William Paterson Univ., USA David Gibson, Univ. of Vermont, USA Kevin Oliver, North Carolina State Univ., USA Nancy Yost, Indiana Univ. of Pennsylvania, USA Ian Gibson, Macquarie Univ., Australia Daithi OMurchu, Gaelscoil 0 Doghair/Hibernia College, Ireland Carl Young, NC State Univ., USA Marsha Gladhart, Univ. of Alaska Southeast, USA Betul Ozkan, The Univ. of Arizona South, USA Chenfeng Zhang, Marygrove College, USA - r Tony Gonzalez, The Univ. of Georgia, USA Lisa Palmieri, Robert Morris Univ., USA Sara Zimmerman, Appalachian State Univ., USA Lisa Grable, North Carolina State Univ., USA John Park, North Carolina State Univ., USA Charles Graham, Brigham Young Univ., USA Sanghoon Park, Northwestern State Univ. of Louisiana, USA Neal Grandgenett, Univ. of Nebraska-Omaha, USA Becky Sue Parton, Southeastern Louisiana Univ., USA Christine Greenhow, Univ. of Minnesota, USA Christian Penny, West Chester Univ. of Pennsylvania, USA NIVERSITY OF IBADAN LIBRARY Copyright © 2009 by the Association for the Advancement of Computing in Education (AACE) Cover Photo: © 2009 Charleston Area CVB. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, with­ out the prior written permission of the publisher. AACE is not responsible for papers accidentally omitted from the conference proceedings due to late or errant submission by the author or proxy, or technical electronic anomalies during the time of submission. The publisher is not responsible for the use which might be made of the information contained in this book. From AACE, the Conference organizer: This is to confirm that all Conference paper submissions are peer-reviewed by at least 2 referees prior to acceptance in the Final Program and prior to publication in the Proceedings book and CD. See AACE Review Policy: http://www.aace.org/reviewpolicy.htm Published by Association for the Advancement of Computing in Education (AACE) P.0. Box 1545 Chesapeake, VA 23327-1545 http://www.aace.org Printed in the USA ISBN: 1-880094-66-5 Special thanks to - AACE Technical Coordinators: David Drucker, University of Virginia and Michael Rapp; University of Houston UNIVERSITY OF IBADAN LIBRARY 51 T£ 2009 Preface Coming of Age in the 21st Century: Leading the Profession Forward, One Small Step at a Time or Twenty More Years of Success in Technology and Teacher Education? Yes We Can! IAN W. GIBSON Program Chair, SITE 2009 SITE President, 2005-2008 Macquarie University, Australia ian.gibson@mq.edu.au 2009 marks the year the Society for Information Technology and Teacher Education (SITE) celebrates its 20"'year of operations. As is appropriate for such landmarks, the conference in Charleston will be the site of birthday cele­ brations to mark the event. There will be the opportunity to consider where we have come from as a Society, but more appropriately, the conference week will provide all who attend an opportunity to consider where we might go in our second twenty years. Being the leading professional association focusing upon technology and teacher education across the globe brings with it certain responsibilities, and in the volatile political and economic context of this new millennium, a new set of organisational skills, attitudes, behaviours, and tools are necessary to ensure continued success as a learned professional organization. In ‘coming of age’ in this challenging context, SITE is recognising the expanding global nature of its responsibil­ ities and is making adjustments to accommodate these changing expectations within the organization and with its external partners and collaborators. For those seeking signs of these changes, there are three major areas where progress towards achieving those new responsibilities is obvious: • Increasing success in using a distributed leadership model within the Society • Expanding global initiatives and outreach • Creating a new publication for disseminating high quality research SITE’S distributed leadership model continues to expand and become more dependent upon the contributions of individual members. Most of you will have noticed an increased role for SIG members, SIG Chairs and Council Chairs in the annual process of reviewing papers for the conference. It is fair to say that the contents of this book of Proceedings is the direct result of that process of involving more and more SITE members in the review process, and moving the point of decision for acceptance of conference proposals closer to the location of the expertise that ensures the quality of the peer review process that SITE has been proud of throughout its twenty year history. SIG chairs now have the responsibility for ensuring that members of their Special Interest Group contribute their disci­ pline knowledge to the analysis of conference proposals and that the papers meet the discipline standards appropri­ ate for a 2T' century SITE! The Vice Presidents of SITE who Chair each of the Councils support this process and coordinate the review of papers adding an additional layer of peer review and quality control to the process. This sharing of responsibility across the society is also a fundamental part of the process of selecting Award Winning Papers each year. This year, all full paper submissions were considered for an Award through the review process begun by SIG members, and in some cases, other professional associations. Several review steps later, those papers exhibiting extraordinary creativity, having an average score from reviewers of 4.5 on a 5 point scale, and/or receiving a recommendation for consideration for an Award during the review process, and meeting the format UNIVERSITY OF IBADAN LIBRARY requirements were considered. There were almost 50 papers this year in the pool of potential award winners. Those papers making it through this multi-layered review process that began with S1G members, have been selected or con­ firmed by the President of the Society to receive one of a number of SITE awards and these awards will be present­ ed during the week of the conference. It is appropriate at this point to recognise the work that has been done in the past by a handful of dedicated SITE members who have shouldered the load for shepherding this process to a successful conclusion each year as the edi­ torial board for the book of Conference proceedings. Dee Anna Willis has been doing this job for the entire life of the association, Roberta Weber for the last eight years, Roger Carlson for seven years, and Karen McEerrin for the last six!! No matter what way you look at it, these folk, need to be congratulated for their unswerving devotion to the cause of excellence and their dedication in positioning SITE as a learning society that maintains very high standards in its conference publications! This year represents a transition year for the review process, and these four long time SITE members have supported the transition process through sharing their editorial wisdom in a way that guarantees that SIGs will have a foundation of excellence to carry forward the proposal review and award winning paper selec­ tion process in future years. As further evidence of a shift in responsibility appropriate for a new millennium, SITE has expanded its role in other areas of professional activity. Two of many upcoming examples define this shift well. Early this year, in asso­ ciation with Kean University in New Jersey, SITE will support a study tour of China that will provide an opportuni­ ty for members to meet educational leaders of that country and experience a fascinating culture that is playing an increasingly large role in global affairs and that is already playing a major part in defining educational initiatives and partnerships in education for this news century. Further, the tour of China is an opportunity for SITE to take its long tradition of collaboration and developing partnerships with other associations and other organisations in new directions. In 2010, another opportunity for SITE to model its leading international role in technology and teacher education presents itself on the international stage. The 2010 Symposium on the Future of Teacher Education and School Leader Education will take place at Macquarie University in Sydney, Australia in the last week of July. SITE lead­ ers and members will play a central role in this international initiative, as will partner associations around the globe. The new millennium brings challenges for many organisations both in terms of mere survival and in terms of redef­ inition of purpose and approach. Th6 process of preparing professional educators is no less in need of serious and unrestrained analysis. This symposium will present an international opportunity for the greatest minds in teacher edu­ cation to gather together in one place and consider where the profession is going and where it should be going. SITE will play a leading role in this process of considering and redefining the future for a profession that is crucial to the success of nations and to the health and well being of the individuals who build nations. It is timely and appropriate to step back and take a look at the potential impact of changing times and changing capabilities on a profession that has a solid foundation of tradition related to learning, leading, and teaching. As a leader in the field, it is appropriate for SITE to figure prominently in this process! Watch the SITE website for further details in the coming months. A final piece of evidence related to the changes SITE is fostering in order to respond to the challenges of the 21st century relates to the ‘tools’ that are being made available to SITE members. Many of you will be more than aware of the technology based ‘tools’ that have become available to SITE members during the last few years. Innovations in communications, knowledge building, sharing, and ‘archiving’ have been implemented in SITE keynotes, and on the website. The SITE Blog, and the Screening Room are two excellent examples of the innovations brought to life by the work of individuals or small groups of individuals within the Society. The latest tool is one designed to support the academic work of SITE members and expand the support provided by the Society to the academic standing of its mem­ bers. The new publication, Research Highlights in Technology and Teacher Education 2009, provides another means by which SITE members are able to have their research published in a heavily refereed book. The review process is rigorous and in its first year 121 papers were submitted for consideration. Only 45 of those were accepted. This equates to an acceptance rate of 37%. Such a submission response from SITE members is indication enough of the need for this publication. The fact that it represents such high standards in its review and acceptance process is indicative of the quality of the work that SITE members contribute to the growth of the profession. Those involved in this new publi­ cation initiative are to be congratulated for their dedication to the ideals of support and excellence that have been the hallmarks of SITE since its inception. Keep your eyes open for the advent of this new publication!! Responding to change is replete with challenge. To respond successfully to change requires a strong commitment to collaboration, cooperation, ‘reasonable-ness’, and intelligence. SITE demonstrates all of these capabilities through its members, its focus on partnering with other associations and organisations, and its growing awareness of the need to think globally, act locally, and lead initiatives designed to advance the profession. In supporting such changes and demonstrating a ... new set o f organisational skills, attitudes, behaviours, and tools... necessary to ensure continued UNIVERSITY OF IBADAN LIBRARY success as a learned professional organization ... SITE is positioning itself well for its second twenty years of suc­ cess as a ‘friendly society’ and a learning community of some prominence! The content of this book of proceedings is evidence of that. Herein, there are well researched explorations of issues and topics recognising the impact on learning of new ways of thinking and doing appropriate for the technology-rich, global, diverse learning environments of the 21M century. The content of these papers reflects the growing awareness of global trends and the pressing needs of local concerns. Topics represented here cover the full gamut of interests in educational circles and incorporates work supported by the SIGs of the SITE Information Technology Council: • Assessment/E-Folios • Development of Future Faculty • Digital Video • Distance/Flexible Education • Equity & Social Justice • Games & Simulations • Information Technology Diffusion/Integration • International Education • New Possibilities • Research & Evaluation • Graduate Education and Faculty Development • Technology Leadership and the work supported by the SIGs of the SITE Teacher Education Council: • Arts & Interdisciplinary Education • Assistive Technologies • Early Childhood Education • • English Education • Human Languages Education • Information Technology Education • Information Literacy Education (Library & Media Science) • Mathematics Education • Science Education • Social Studies Education • Special Education • Technology, Pedagogy and Content Knowledge (TPACK) If you are interested in following up your interest in any of these topics, please go to for further information and to meet the people involved in each area. In addition, many papers contained within this volume cover more than one of these areas, and there are many papers that cannot be easily contained within these descriptors. The best way forward of course is for you to dive deeply into this extraordinary collection of papers and explore for yourself. This publication is designed to assist you in that process. SITE is above all else a well developed learning community dependent upon individuals who are willing to con­ tribute their work and their time unselfishly for the benefit of the larger community. All our efforts at SITE are aimed at supporting that process. This volume is the latest contribution to that global ‘commons of knowledge’ that is the research and development work of teacher educators from around the world. UNIVERSITY OF IBADAN LIBRARY TABLE OF CONTENTS Unveiling the possibility of a bottom-up approach for implementing electronic portfolios in a teacher preparation program....................................................................................................................... 2 Heejung An, Hilary Wilder, William Paterson University, USA Twenty-first Century Standards Driven Formative and Summative Performance Assessment in a Reflective e-Folio............................................................................................................................................ 8 Lorraine Boyle, Bemidji State University, USA Twenty-first Century Standards Driving Formative and Summative Performance Assessment in a Reflective e-Folio........................................................................................................................................... 14 Lorraine Boyle, Bemidji Stale University, USA; Lynne Groves, Paul Wasko, MN State Colleges and Universities, USA Reflective Professional Development Practices through Formative Assessments to Encourage Classroom Implementation..........................................................................................................................20 Evelyn R Brown, LeTourneau University, USA Electronic Portfolios in Teacher Education: Examples and Evidences of Student Understanding of Cultural Diversity........................................................................................................................................... 24 Chia-Jung Chung, Susan O'Hara, California Slate University, Sacramento, USA ‘Is this thing on?’ University Student Preferences Regarding Audio Feedback................................32 Kristen Cuthrell, Elizabeth Fogarty, Patricia Anderson, East Carolina University, USA The evolution of ARTI: An online tool to promote classroom-based technology outcomes via teacher inquiry............................................................................................................................................... 36 Kara Dawson, Cathy Cavanaugh, University o f Florida, USA; Albert Ritzhaupt, University o f North Carolina. Wilmington, USA A Program Evaluation Proposal for Online Databases........................................................................... 42 Oktay Donmez, Linda B. Schrader, Florida State University, USA Multi-dimensional Assessment for eLearning; Traditional and Social Assessment Models............ 47 Thomas Downey, Thomas Downey, Thomas Downey, Embanet ULC, Canada Instructional Leadership Redesign: A Technology-Infused Program................................................ 48 Charlotte Eady, Charlotte Eady, Charlotte Eady, Mary Montgomery, Mary Montgomery, Mary Montgomery, William Kiser, William Kiser, William Kiser, Isreal Eady, Isreal Eady, Isreal Eady, Jacksonville State University, USA Validity and Reliability of a Rubric for Assessing and Stimulating Quality in Effective Online Threaded Discussions..................................................................................................................................51 Jessica Hale, Jessica Hale, Jessica Hale, David Anderson, David Anderson, David Anderson, Eastern Michigan University, USA The Evolution of a "Home Grown” E-Portfolio as an Assessment Tool............................................. 53 Jeanne Herman, Joyce Aarsvold, Guslavus Adolphus College, USA Teachers’ Knowledge, Beliefs, and Assessment Practices: Using Technology Tools for Assessing Elementary Students’ Learning........................................................................................ 55 Jane Howland, Jane Howland, University o f Missouri, USA Constructing E-folios using TINS - a case study................................................................................... 64 Yi-Feng Huang, Jhih-Syue Elementary School, Taiwan; Min-Jin Lin, National Dong-Hwa University, Taiwan Assessing the Ability to Plan ICT Integrated Lessons with IAG to Respond to the Demand for Ensuring Pre-service Teachers' Quality....................................................................................................68 Natsuko Ishii, Shibaura Institute o f Technology, Japan; Toshiki Matsuda, Tokyo Institute o f Technology, Japan Using Electronic Assessment Systems to Improve Teacher Education............................................... 74 Teresa Jayroe, Margaret Pope, Mississippi State University, USA; Matthew Boggan, Janet McCarra, Mississippi State University - Meridian, USA FD Commons: e-Teaching Portfolio to Support Ubiquitous Peer Reviewing Process......................78 Yukari Kato, Yukari Kato, Yukari Kato, Egi Hironori, Egi Hironori, Egi Hironori, Masaki Nakagawa, Masaki Nakagawa, Masaki Nakagawa, Tokyo University o f Agriculture and Technology, Japan Blogging as Reflective Practice: An Exploratory Study......................................................................... 84 llknur Kelceoglu, Ilknur Kelceoglu, llknur Kelceoglu, Indiana University - Purdue University Columbus (IUPUC), USA The Benefits and Challenges of using Electronic Portfolios: A Case Study of Early Childhood Teacher Candidates...................................................................................................................................... 89 Esther Ntuli, Lydia Kyei-Blankson, Esther Ntuli, Lydia Kyei-Blankson, Illinois State University, USA An Assessment of E-Portfolios as Applied to the Accounting Industry............................................. 95 Mark Law, Bloomsburg University, USA: Monica Law, Moravian College, USA UNIVERSITY OF IBADAN LIBRARY Initial and Professional Educator Certification - Learning Technology and More Together 1187 Sue Espinoza, Elaine Lin, Texas A&M University-Commerce, USA Utilization of Instructional Technologies in a Nigerian University: Pedagogical Gaps and Policy Options....................................................................................................................................................... 1191 Marlins Fabunmi, University o f Ibadan, Ibadan, Nigeria, Nigeria Hybrid Degree Programs: Implications and Opportunities for Graduate Education Programs in the 21st Century...............................................................................................................................................1197 Shawn Fitzgerald, Shawn Fitzgerald, Kent State University, USA The Remote Observation of Graduate Interns: Sharing Lessons From the Field..........................1198 Tina Heafner, Teresa Petty, Richard Hartshorne, University o f North Carolina at Charlotte, USA Staff Development and Training Using Topic-Case Driven Methodology........................................ 1202 Leena Hiltunen, Tommi Karkkainen, University o f Jyvdskyld, Finland Teaching From the Soul: One Essential Element in Building Community in an Online Graduate Course.........................................................................................................................................................1210 Dale Hoskisson, Valley City State University, USA Examining the Relationship between Technology Usage in the Classroom and the Assessment of Online Professional Development Courses........................................................................................ 1216 Marvin Howard, Heartland Area Education Agency, USA Optimal Method for Rapid Development of Training Materials Covering Online Software.......... 1221 James Janossy, James Janossy, James Janossy, Todd Hover, Todd Hover, Todd Hover, DePaul University. USA Keep the Ball Rolling: Ways to Sustain the Positive Changes from an Innovative Faculty Technology Training Initiative................................................................................................................ 1227 Jane Kenney, West Chester University, USA; Padmini Banerjee, Delaware Slate University, USA; Ellen Newcombe, West Chester University, USA Applying a model of Lesson Structure-Based Technology Integration (LSBTI) in Student Teaching1233 Hee-Young Kim, Armstrong Atlantic State University, USA Effects of Teacher Reflection with Highlighted Level Process Displays: Presenting Differences between Lesson Plan and Implemented Actions................................................................................ 1236 Fumiko Konno, Yuka Kanno, Takashi Mitsuishi, Tohoku University, Japan Graduate Students’ Perceptions of the Effectiveness of an Online Secondary Teaching Strategies Course............................................;.......................................................................................................... 1243 Kathnm S. Lee, Texas State University-San Marcos, USA A Blended Approach for Pre-service Teacher Education: Design and Implementation Considerations.......................................................................................................................................... 1250 Hong Lin, Oklahoma State University, USA Conflict Resolution in the Online Classroom........................................................................................1254 Teresa Mason, Julia Pegues, Lisa Bunkowski, Park University, USA Collaborative Learning Using a Wiki................................................................................ 1260 Kathryn Matthew, University o f Houston Clear Lake, USA; Emese Felvegi, University o f Houston - Clear Lake, Hungary; Rebecca Callaway, Arkansas Tech University, USA Learning Portals for Faculty Development............................................................................................1266 Nancy McConnell, Florida Slate University/Student, USA Primary Methodologies for Delivering Preservice Teacher Instruction in the Use of Technology1269 Shelley McCoy, University o f Tennessee - Knoxville, USA The Nature of Students’ Collaboration in the Creation of a Wiki......................................................1275 Allison McCulloch, Allison McCulloch, Allison McCulloch, Ryan Smith, Ryan Smith, Ryan Smith, North Carolina Stale University, USA Quality Matters: Designing, Implementing and Assessing Alternate Certification Programs..... 1281 Karen McFerrin, Barbara Duchardt, Paula F. Furr, Steven C. Horton, Vickie Gentry, Northwestern Slate University, USA Best Practices for Developing an Online Master of Arts in Teaching Program.............................1290 Darrell Naylor-Johnson, Darrell Naylor-Johnson, Darrell Naylor-Johnson, SCAD, USA One Faculty Member’s Story - How to Learn to Do What You Don’t Know How to Do?.............. 1291 Susan Offutt, Kathy Smart, Donna Pearson, University o f North Dakota, USA Integrating Technologies into Education Courses: Faculty Changing Teaching Practices, Faculty Changing Teacher Candidates’ Teaching Practices: Reporting of Phase II................................... 1296 Margaret Pope, Margaret Pope, Teresa Jayroe, Teresa Jayroe, Dana Franz, Dana Franz, Mississippi State University, USA UNIVERSITY OF IBADAN LIBRARY Virtual Reality and Simulations in Adult and Career Education........................................................1515 Kenneth Oil, Valdosta State University, USA What do Secondary Teacher Education Students Think about Second Life?................................1518 Betul Ozkan, Denise De Vito, University o f Arizona South, USA Game-Based Learning: Where Is Its Empirical Support?.................................................................. 1524 Cheng-Chang Pan, University o f Texas at Brownsville, USA The effect of learner and game variables on social problem-solving in simulation game........... 1527 Hyungsung Park, Youngkyun Baek, Jihyun Hwang, Korea National University o f Education, Korea (South) Itching to Engage Pre-Service Teachers and Students in Activities That Will Help Them to Learn Math? - Try Scratch!................................................................................................................................. 1534 Tim Pelton, Leslee Francis Pellon, University o f Victoria, Canada A Case for Simulations.............................................................................................................................1541 Kevin Pyatl, Eastern Washington University, USA Using Instructional Gaming in the Classroom.....................................................................................1545 Michael Rufftni, Bloomsburg University o f Pennsylvania, USA Avatars in Action: Developing a Pedagogy for Teaching in a Virtual World.................................. 1552 Robert Sanders. Robert Sanders, Robert Sanders, Shanna Melton, Shanna Mellon, Shanna Melton. Appalachian State University, USA How scientific inquiry emerges from game design............................................................................ 1555 Kimberly Sheridan, Kevin Clark Clark, Erin Peters, George Mason University, USA Simulation: Gaming and Beyond............................................................................................................ 1568 Pamela Speelman, Pamela Speelman, David Gore, David Gore, Scott Hyde, Scott Hyde, Eastern Michigan University. USA Narrative Centered Game-Based Learning: Creativity, Engagement, and Writing Achievement1574 Hiller Spires, Lisa Hervey, Tanya Watson, Friday Institute fo r Educational Innovation. North Carolina Slate University, USA Exploring Educational Experiences in Virtual Reality Worlds: A Review of Basic Terms, Literature, and Experiences....................................................................................................................................... 1579 Maria Earman Steller, Maria Earman Stetter, Roosevelt University, USA Unpredicted Educational Uses of Video Games................................................................................. 1582 Aaron Trevino, Carol Redfteld, St. Maty's University, USA Chalk House: Teacher and Student Usability Results....................................................................... 1587 Scott Warren, University o f North Texas, USA Globaloria Pilot Year One: New Directions for 21st Century Teacher Professional Development1590 Pamela Whilehouse, West Virginia University, USA; Rebecca Reynolds, Syracuse University, USA; Idit Caperton, World Wide Workshop, USA Cognitive Processing within Narrative-Centered Learning Environments.................................... 1598 Robert Wright, Debbie Blackwell, University o f North Texas, USA Basic Learning of the Programming with "SUDOKU”.................................................- ..................... 1603 Michiyoshi Yamagami, Hyogo Prefeclural KOBE KOHOKU High School, Japan Using an Educational Computer Game as a Motivational Tool for Supplemental Instruction Delivery for Novice Programmers in Learning Computer Programming........................................ 1611 Kuo-Chuan Yeh, Penn State University, USA Do Educators Need a Second Life? Exploring possibilities for technology-based distance learning in higher education................................................................................................................................... 1617 Anita Zijdemans-Boudreau, Pacific University, USA; Scot Headley, Robin Ashford, George Fox University, USA Cyberactivity Among At-Risk Youth: A Comparative Analysis..........................................................1623 Ilene Berson, Michael Berson, University o f South Florida, USA What can we learn from the information literacy levels of incoming teacher education majors?1627 Vanessa Earp, Kent State University, USA Gender and Level of Education as Determinants of Cataloguers’ Computer Information Processing Skills............................................................................................................................................................ 1633 Beatrice Ayodeji Fabunmi, University o f Ibadan, Ibadan, Nigeria, Nigeria New Avenues for Integrating Information Literacy into theC urriculum............................................1639 Abigail Hawkins Gonzales, Paula McMillen, Jennifer Fabbi, University o f Nevada, Las Vegas, USA African American Female College Students Use of Technology: A Closer Look at Information Literacy........................................................................................................................................................ 1649 Toni Jones, Nancy Jones, Eastern Michigan University, USA Promoting Media Literacy in Jamaican Schools: ICT and the Implementation Experiences..... 1655 Clement Lambert, University o f the West Indies, Jamaica UNIVERSITY OF IBADAN LIBRARY NTLI Fellows Award Papers Symposium, Part 1 ........................................... ,................................... 4192 Irene Plonczak, Hofstra University, USA; Dora Chen, Leslie Couse, University o f New Hampshire, USA International Student Media Festival......................................................................................................4201 Johanna Riddle, Johanna Riddle, Johanna Riddle, International Student Media Festival (AECT), USA Predicting Technology Use in K-12 Classrooms...................................................................................4204 Rebecca Watts, Middle Tennessee Stale University, USA Exploring Freshmen Preservice Teachers’ Situated Knowledge in Reflective Report during Case- based Activity............................................................................................................................................ 4212 Hyeonjin Kim, Korea National University o f Education, Korea (South) Enhancing Preservice Elementary Teachers’ Field Placements in Math and Science through Videoconferencing....................................................................................................................................4218 Irene Plonczak, Robert Joseph, Blidi Stemn, Hofstra University, USA UNIVERSITY OF IBADAN LIBRARY Gender and Level of Education as Determinants of Cataloguers’ Computer Information Processing Skills By Beatrice Ayodeji Fabunmi Kenneth Dike Library University of Ibadan Ibadan, Nigeria E-mail: beatricefabunmi@yahoo.com Abstract Cataloguing operations are being computerized all over the world. Most cataloguers are not able to use this technology effectively. Previous studies had identified gender and level of education as probable factors that could affect the use of computers. This study, therefore, investigated the extent to which gender and level of education determined cataloguers’ computer information processing skills at the Kenneth Dike Library, University of Ibadan Nigeria. The survey research design was adopted for this study, using the availability sampling technique to select fifty respondents for the study. An instrument was designed for the purpose of collecting data for the study. Chi-Square and Multiple Regressions were used to analyze data at 0.05 level of significance. The study established that both gender and level of education determined cataloguers computer information processing skills. The findings of this study have serious implications for the management of university libraries and for teacher education and policy. Introduction Computer information processing technology is being applied worldwide to cataloguing operations in university libraries. The invention of computer and the internet facility seems to have posed new challenges to the practice of librarianship. The application of computer to librarianship tends to be gaining momentum all over the world. It has led to the development of a separate field of study, virtual library, which is now offered in some universities as a course of instruction, even up to doctoral degree level. Library digitization has a lot of influence on the librarianship profession. Library digitization has become part of the work of librarians. Most libraries are involved in digitization. The Institute of Museum and Library Services (IMLS) 2001 survey observed that one third of academic libraries and a quarter of public libraries were involved in digitization of library resources (Liu, 2004). The Institute of Museum and Library Services (2001) contains a list of digitization programmes and a framework for building good digital collections. All these institutions had sufficient funding, staff, computer resources and expertise to embark on the digitization projects (Mathias,2003). According to Liu (2004), most of the libraries involved in digitization projects in the United States were academic libraries. Most of such libraries collaborated with better funded agencies, such as national libraries and museums. This was essential as most of these projects were larger than what the subvention of public and school libraries could cope with. The collaboration was necessary as academic libraries had access to greater resources, historical artifacts, documents and research projects than public libraries. Moreover, public libraries and museums receive regularly federal funds and foundation assistance to contribute to large scale preservation of materials. For instance, the University of Maryland is collaborating with the International Children’s Library and the Internet Archive to create an extensive virtual children’s library (ICDL, 2003). The project aims at making these books available online in different languages. This will enable access for individuals, schools and libraries that do not have the money to purchase these books. Prior to 1997 digital projects were associated with large academic libraries, but an increasing number of public libraries are now joining in the endeavor. The Alexandria Library in Virginia, United States of America has an online exhibition devoted to local postcards from 1707 to the 1980s and as well as digitized information on historic town buildings and civil war correspondence (Liu,2004), Public libraries in other counties are also digitizing their counties’ history with the view to preserving their historic local newspaper articles, photographs, essays, letters and contracts (Graham and Wroth, 2000). The Internet Archive is a non-profit making organization that aims at providing open, free and permanent access to digital collections, particularly of historical and cultural artifacts. The organization stresses the importance of saving records of cultures and civilizations. In other to achieve this, they develop their own digital collections and also encourage others to contribute to this endeavour. Their collections include text, audio and moving images. The main motive for this effort is preservation and granting of global access to such collections. The text collections comprise the “International Children’s Digital Library, Project Gutenberg, Arpanet, Million Book Project and Open Source Books” (Liu, 2004). While the Internet Archive audio collection is being made for live musical recordings for posterity. However, the artiste has to agree to permit free public -1633- UNIVERSITY OF IBADAN LIBRARY distribution and downloading of his or her material. Most school libraries in the United States concentrate on creating digital libraries that establish links with resources on the web, instead of digitizing such collections afresh. This is as a result of time factor and huge cost of digitization. The Louisa H. Bowen University Archives at Southern Illinois University Edwardsville collaborated with their Faculty Technology Center to create a series of online exhibits devoted to the Mississippi River Festival. The MRF originated as a partnership promoting regional cooperation in the realm of the performing arts. The festival presented 353 musical events over twelve summers from 1969 through 1980. These events showcased performers in a remarkable variety of musical genres at a unique outdoor concert venue. The online exhibits include; a narrated historical slideshow, two digitized versions of movies covering the 1969 and 1975 seasons, and an alphabetical name index of all MRF artists. In addition the website includes a virtual history museum consisting of a searchable database that includes information about all MRF performances and performers. In Nigeria, the Kenneth Dike Library, at the University of Ibadan has established digital links with the digital collections of the following: Access to Global Online Research in Agriculture, AGORA; JSTOR; Health Inter Network Access to Research Initiative, HINARI; The Essential Electronic Agricultural Library, LANTEEAL; EBSCOHOST; E-Granary Digital Library; Highwire Archive; INASP Peri: Program for the ̂ Enhancement of Research Information; African Journals Online; Arab Social Science Research Virtual Library, ASSR; Biomed Central; BMJ Publishing Group; British Library for Development Studies E-Journals; Directory of Open Access Journals, DOAJ; E-Joumal.org; Global Development Network-Journal Services; INASP Health Links; Population Information Online, POPLINE; and Pubmed Central Research Papers in Economics, PEPEC. Even though preservation of materials is the ultimate goal of all digitization efforts, provision of greater access is another noble reason for digitizing library collections. Cataloguers have a lot to do in the processing of these materials so to pave way for easy access by users. In most developing countries, computer information technology is just being adopted. Anecdotal observation shows that most cataloguers in such countries have low computer processing skills. In Nigeria, most cataloguers are not able to use the computer information processing technology for their operations. Previous studies had identified gender and level of education as probable factors that could affect the use of computers. Gender and level of education are key factors that may affect cataloguers’ computer information processing skils. Previous studies established that the difference in gender brings about difference in computer operation skills. Women are often under represented in computing in most countries (Galping, 2003). In the United States, parents give less computer-related support to girls than to boys (Kekelis, Ancheta.and Heber, 2005).Bayham and Sipal (2008), says that males or boys usually spend more hours with computer and have more experience in the use of computer than females or girls. In fact, most females find computer technology difficult and complicated. Shashaani, (1994) also argued that from the elementary stage parent’s stereotypes favor mal.es and they encourage their sons’ computer involvement and discourage their daughters. Calvert, Watson, Brinkley, and Bordeaux (1989) and Lage (1991) discovered that educational qualification plays no significant role in the level of computer operation skills and that lack of interest and personal views are the factors that contribute to competence in the use of computers. However, a contrary position is held by Colley, Gale and Harris (1994) who in their study found that girls’ and boys’ computer attitude were equal. The Problem Cataloguers are expected to use the computer information technology for their operations. In most third world countries, university libraries are not able to provide the appropriate technology and training needed for this category of librarians. In Nigeria, most cataloguers are not able to use the computer information processing technology for their operations. Previous studies had identified gender and level of education as probable factors that could affect the use of computers. This study, therefore, investigated the extent to which gender and level of education determined cataloguers’ computer information processing skills at the Kenneth Dike Library, University of Ibadan, Ibadan, Nigeria. - 1634 - UNIVERSITY OF IBADAN LIBRARY Research Hypotheses The following research hypotheses guided the study: 1. There is no significant difference in the perception of the three categories (librarians, library officers and administrative staff) of respondents as regards the relationship among gender, level of education and cataloguer’s information processing skills. 2. Gender and level of education do not make any significant contribution to cataloguers’ computer operation skills. Research Design and Methodology The survey research design was adopted for this study, using the availability sampling technique to select ten librarians, ten library officers and thirty administrative staff, thus making a total of fifty respondents for the study. The small sample size is due to the limited number of such employees available in the library. An instrument tagged ‘Gender, Educational Level and Computer Information Technology Questionnaire’ was designed for the purpose of collecting data for the study. The Chi-Square and Multiple Regressions statistics were used to analyze data, using 0.05 as the level of significance. Reports of Findings This section is discussed under the two research hypotheses. Hypothesis One: There is no significant difference in the perception of the three categories (librarians, library officers and administrative staff) of respondents as regards the relationship among gender, level of education and cataloguer’s information processing skills. Options Respondents SD D A SA Total X2 obs X2 cri Df P Librarians Fo 3.0 3.0 2.0 2.0 10.0 Fe 0.9 1.4 5.1 2.6 10.0 Lib. Officers Fo 2.0 4.0 3.0 1.0 10.0 Fe 0.9 1.4 5.1 2.6 10.0 23.57 12.59 6 0.00172 Admin. Staff Fo 6.0 11.0 46.0 1.0 30.0 Fe 9.2 15.2 40.8 2.6 30.0 Total Fo 11 18 51 19.0 50.0 fe(%) 11.0 18.0 51.0 16.8 50.0 Note: SD=Strongly Disagree, D=Disagree, A= Agree and SA=Strongly Agree Table 1: Analysis of respondents’ perception Table I above shows the X2obs to be 23.57, where as the critical value is 12.59. Since the calculated value exceeds the critical value, null hypothesis one is therefore rejected. This implies that there is a significant difference in the perception of Cataloguers’ Computer Information Processing Skills by the three categories of respondents. The significant relationship established is in consonance with the findings of Bayham and Sipal (2008), who established that the difference in gender brings about difference in computer operation skills. They argued that males usually spend more hours with computer and have more experience in the use of computer than the females. In fact, most females find computer technology difficult and complicated. Shashaani (1994) also argued that from the elementary stage parent’s stereotypes favor males and they encourage their sons’ computer involvement and discourage their daughters. r - 1635- UNIVERSITY OF IBADAN LIBR RY Hypothesis Two: Gender and level of education do not make any significant contribution to cataloguers’ computer operation skills. * Model Sum of Df Mean F P Remarks squares Square l Regression 1505.769 5 301.180 11.760 0.001 Sig. Residual 742.863 45 25.600 Total 2248.632 50 Table 2: Test for joint contribution Table 2 reveals that gender and level of education have significant impact on cataloguers’s computer operation skills (F = 11,760, P<0.05). The F-value of 11.760 is greater than the P - value of 0.05, This result is in consonance with the findings of Bayham and Sipal (2008) who established that the difference in gender brings about difference in computer operation skills and that males usually spend more hours with computer and have more experience in the use of computer than the females. Calvert, Watson, Brinkley, and Bordeaux (1989) and Lage 1991) who discovered that educational qualification plays no significant role in the level of computer operation skills and that lack of interest and personal views are the factors that contribute to competence in the use of computers. It is also contrary to the position held by Colley, Gale and Harris (1994) who in their study found that girls’ and boys’ computer attitude were equal. Discussion of Results The results in Tables 1 and 2 show that bothe gender and level of education have significant impact on cataloguers’ computer operation skills. Table I shows that X2obs is 23.57, where as the critical value is 12.59. Since the calculated value exceeds the critical value, null hypothesis one is therefore rejected. This implies that there is a significant difference in the perception of Cataloguers’ Computer Information Processing Skills by the three categories of respondents. The significant relationship established is in consonance with the findings of Bayham and Sipal (2008), who established that the difference in gender brings about difference in computer operation skills. They argued that males usually spend more hours with computer and have more experience in the use of computer than the females. In fact, most females find computer technology difficult and complicated. Shashaani (1994) also argued that from the elementary stage parent’s stereotypes favor males and they encourage their sons’ computer involvement and discourage their daughters. Table 2 reveals that gender and level of education have significant impact on cataloguers’ computer operation skills (F = 11.760, P<0.05). The F-value of 11.760 is greater than the P - value of 0.05. This result is in consonance with the findings of Bayham and Sipal (2008) who established that the difference in gender brings about difference in computer operation skills and that males usually spend more hours with computer and have more experience in the use of computer than the females. Calvert, Watson, Brinkley, and Bordeaux (1989) and Lage 1991) who discovered that educational qualification plays no significant role in the level of computer operation skills and that lack of interest and personal views are the factors that contribute to competence in the use of computers. It is also contrary to the position held by Colley, Gale and Harris (1994) who in their study found that girls’ and boys’ computer attitude were equal. Gender and level of education are key factors that may affect cataloguers’ computer information processing skils. Previous studies established that the difference in gender brings about difference in computer operation skills. Women are often under represented in computing in most countries (Galping, 2003). In the United States, parents give less computer-related support to girls than to boys (Kekelis, Ancheta.and Heber, 2005).Bayham and Sipal (2008), says that males or boys usually spend more hours with computer and have more experience in the use of computer than females or girls. In fact, most females find computer technology difficult and complicated. Shashaani, (1994) also argued that from the elementary stage parent’s stereotypes favor males and they encourage their sons’ computer involvement and discourage their daughters. Calvert, Watson, Brinkley, and Bordeaux (1989) - f and Lage (1991) discovered that educational qualification plays no significant role in the level of computer - 1636- UNIVERSITY OF IBADAN LIBRARY operation skills and that lack of interest and personal views are the factors that contribute to competence in the use of computers. However, a contrary position is held by Colley, Gale and Harris (1994) who in their study found that girls’ and boys’ computer attitude were equal. Conclusion and Recommendations The study established that both gender and level of education determined cataloguers computer information processing skills at the Kenneth Dike Library, University of Ibadan, Nigeria. The perception of the respondents also vary significantly on the relationship among the three key variables, that is, gender, level of education and Cataloguers’ Computer Information Processing Skills. The findings of this study have serious implications for the management of university libraries. There is an urgent need to take these factors into consideration in the policy making process. Implications for teacher education and policy Education authorities should emphasize the provision of appropriate computer information technology in university libraries. Training on the use of computers should be incorporated into the curriculum of library schools. This will enable the professional librarians to acquire the needed computer information processing skills while in school. References Bayham, P. and Sipal, F. (2008) “Gender Differences in Turkish Deaf Students’ Attitude Toward Computers and Computer Use. Paper Read at the 19th International Conference of the Society for Information Technology and Teacher Education, Las Vegas, Nevada, United State of America. Calvert, S.L., Watson, J.A., Brinkley, V.M. and Bordeaux, B. (1989) “Computer Presentation Features for Young Children’s Preferential Selection and Recall of Information”, Journal of Educational Computing Research, Vol. 5, No. 1, January, 35-49. Colley, A.M., Gale, M.T. and Harris, T.A. (1994) “Effects of Gender Role Identity and Experience on Computer Attitude Components”, Journal of Educational Computing Research, Vol. 10, No. 2, pp. 129-137. Galpin, V„ Sanders, L, Turner, H. and Venter, B. (2003) “Computer Self-efficacy, Gender, and Educational Background in South Africa” Unpublished Manuscript. Graham, A. & Wroth, C. (2000) The www, virtual library: library resources. Retrieved Dec 9, 2006 from the Indiana University website: www.indiana.edu/~vlib/Digital Libraries/ International Children’s Digital Library (ICDL) expands access to its collection: new sendee launches to support summer reading programs. (2003). Retrieved December 20, 2006 from Market Wire website: http://www.marketwire.com Institute of Museum and Library Services (2001) A framework of guidance for building good digital collections. Retrieved Janauary 11,2007 from the Institute of Museum and Library Services website: www,imi.s.gov/pubs/forumframework.htm Liu, Y.Q. (2004) Best practices, standards and techniques for digitizing library materials: a snapshot of library digitization practices in the USA, Online Information Review, 28, 338-345. Retrieved September 21,2006 from www.emeraldinsight.com/1468-4527.htm Mathias, E. C..(2003) Using a Web OPAC to deliver digital collections, Online Information Review, 27, 28-36. Retrieved October 15, 2006 from http://www.emeraldinsight.com/1468-4527.htm Kekelis, L.S., Ancheta, R.W.; and Heber, E. (2005) “Hurdles in the Pipeline: Girls and Technology Careers”. Frontiers: A Journal of Women Studies, Vol. 26, No. 1. - 1637 - UNIVERSITY OF IBADAN LIBRARY 3 Lage, E. (1991) “Boys, Girls and Micro Computing”, European Journal of Psychology of Women, Vol. 6, No. 1, January, pp. 29-44. Shashaani, L. (1994) “Socioeconomic Status, Parents’ Sex-role Stereotypes and the Gender Gap in Computing”, Journal of Research on Computing in Education, Vol. 26, No., pp. 433-451. Shashaani, L. (1997) “Gender Differences in Computer Attitudes and Use Among College Students”, Journal of Educational Computing Research, Vol. 16, No. 1, pp. 37-51. - 1638 - UNIVERSITY OF IBADAN LIBRARY