How Your Proposal Will Be Evaluated




Proposal submissions are reviewed by independent committees of content experts, and evaluations are based primarily on:



• relevancy of topic to the field of educational technology
  
• educational significance and contribution to the respective theme and strand
  
• degree to which higher/second-order applications of technology are addressed
  
• ease of replication
  
• value to participants
  
• presenter knowledge and experience
• clearly stated and well-conceived research objectives
  
• current and well-articulated perspectives or theoretical framework
  
• appropriate and well-executed research methods (design, data sources, data analysis) that are sufficiently detailed to evaluate the quality of the proposal
  
• well-grounded results (or expectations)
  
• well-written proposal (clear writing style, organization, clarity of ideas and expression)
  
• importance of study (timeliness, advances the field)
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<p>The juried portion of the conference program covers the breadth and depth of the educational technology field:</p>

<ul>
<li>from developing and articulating a vision of the role of technology in school improvement to implementing the technology infrastructure,</li>
<li>from learning about technology to integrating technology into the curriculum,</li>
<li>and the ethics and equity issues involved in all of these topics.</li>
</ul>

<p><strong>Educators and students at all levels, nationally and internationally, are invited to submit proposals.</strong> We also welcome corporate-sponsored sessions from exhibitors.</p>
<p>Proposal submissions are reviewed by independent committees of content experts, and evaluations are based primarily on:</p>

<ul>
<li>relevancy of topic to the field of educational technology</li>
<li>educational significance and contribution to the respective theme and strand</li>
<li>degree to which higher/second-order applications of technology are addressed</li>
<li>ease of replication</li>
<li>value to participants</li>
<li>presenter knowledge and experience</li>
</ul>
<p>Multiple proposals may be submitted, but typically only one presentation per person is accepted. Presenters are required to register for the conference and pay the registration fee.</p>

<strong>See also:</strong>

<p><a href="/ISTE/NECC2009/program/categories.php">Categories</a>—for a listing of session types</p>

<p><a href="/ISTE/NECC2009/program/themes.php">Themes & Strands</a>—for a listing of program themes subdivided into strands</p>

<p align="center"><img src="/ISTE/NECC2009/images/borderline.gif" onclick="javascript:window.open(this.src);" style="CURSOR: pointer" onload="rsimg(this,500)"></p>

<h2>How & When to Submit</h2>

<p>All proposals must be submitted online. The online submission form, including complete details and instructions, will be available starting September 2, 2008.</p>

<p style="color: red;"><strong>The firm deadline for proposal submissions is October 8, 2008.</strong></p>

<p>Final acceptance and regret notifications will be sent by mid-December.</p>

<p>Questions? <script type="text/javascript">m("neccprogram","iste","org");</script></p>
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Duffy and Jonassen (1992) and Garrison (1993) conclude:




• Reality can be constructed in many different ways.
• Any concept can be viewed from different perspectives.
• There is no single correct answer to strive for.
• The individual constructs knowledge according to prior knowledge and
  experience.

Additionally, keyboarding skills provide:



• increase satisfaction in appearance of work
• increased performance and productivity
• promote opportunities for lifelong learning
• increase employment opportunities (many jobs today require keyboard input)
• facilitate equal opportunity in education

. Word processing is the pioneer application of educational
technology used in writing instruction. Although it requires the mastery of
basic keyboarding skills, word processing allows many students to write and
edit their work more easily. In addition, word-processing tools such as spelling
checkers are useful aids that improve the quality of student writing. Research
indicates that students who are comfortable with word processing write longer
papers, spend more time writing and revising, and show improved mechanics and
word choice (Lehr, 1995). Nevertheless, research also indicates that using a
word processor does not by itself improve student writing. Rather, the teacher
has a critical role in guiding the writing process, providing feedback, and
encouraging revision (Reinking & Bridwell-Bowles, 1996).