Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and mod#fy their practices. Learning ...

Many countries in sub-Saharan Africa face severe unemployment problems. These problems are due to high population growth rates and declining economic performance (Charmes, 1990). In Kenya, the population grew at an average rate of four percent annually in the 1970s and started to decline in the 1980s following concerted family planning efforts. By 1991, the annual population growth fell to 3.5%...

We take situated learning as the starting point for designing a training tool for an undergraduate course on conceptual modeling for information system design. The purpose of the tool is to create training scenarios that provide the same kind of problems and complexity which conceptual modelers face in the 'real world'. School training of conceptual modeling has mostly consisted of problems of ...

This chapter presents DISCIPLE, a multi-strategy integrated learning s y s t e m illustrating a theory and a methodology for learning expert knowledge in the con tex t of an imperfect domain theory. DISCIPLE integrates a learning system and an e m p t y expert system, both using the same knowledge base. It is initially provided with a n imperfect (nonhomogeneous) domain theory and learns proble...