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This article aims to present an examination of the first six months of a national college-level iPad implementation project involving 14,000 new students based on faculty shift from substituting their teaching methods with mobile technology to augmentation of teaching methods with new affordances of mobile technology.

A χ2 analysis of descriptions of teaching practices at a baseline sharing event among teachers (called iCelebrate) and a second similar event (iCelebrate2) was used to compare the abstracts for the events using an alpha of 0.05. The parameters examined were five indicators from the technological pedagogical and content knowledge (TPACK) model including the substitution, augmentation, modification and redefinition (SAMR) levels of technology integration.

No significant difference (p=0.069) was found in the technology focus of abstracts, although there was a significant (p=0.0015) difference in the content focus. There was no significant difference (p=0.129) for the pedagogical focus. For technology integration into content teaching, there was no significant difference (p=0.379) in level of substitution versus other levels (augmentation, modification or redefinition), although substitution increased to higher levels; with a corresponding decrease in abstracts that focused merely on substitution. For the level of technology adoption, there was a significant difference (p=0.0083) in levels, with a shift to higher levels of integration.

A limitation of the study is that it relies on volunteer faculty who were motivated to adopt the mobile learning tools and to share their approaches with colleagues. Thus, the findings show the development and potential of this self-selected group and may not generalize to non-volunteers. Indeed, the findings may generalize in very specific ways at different campuses. In seeking to understand why these faculty volunteered and why specific campuses were represented differently from others, the paper refers to the varying influences of the school context proposed by Clarke and Hollingsworth. The campus context may support or impede professional growth by influencing a faculty member's access to professional development opportunities, by offering incentives to participation, by creating a culture that values experimentation, and by providing supports for applying learning in the classroom. More data are needed in order to document linkages among campus factors and faculty TPACK.

This study is entirely original and has not been published elsewhere in whole or in part. Its intent is to guide education organizations in planning faculty development for mobile education programs.

This paper aims to describe a construct validation study of the Change Facilitator Style Questionnaire (CFSQ), an instrument designed to measure the leadership style of school principals as change facilitators.

Participants included 614 K‐12 teachers across the state of Florida involved in the Enhancing Education Through Technology competitive grant program. Teachers completed the CFSQ to assess their overall perceptions of their principals in supporting a technology integration initiative. Confirmatory factor analysis (CFA) was employed and carried out to verify the instrument factor structure. Five models were developed based on theory and practice, and were tested using CFA.

The results showed the evidence of the CFSQ's reliability and validity.

Further research was recommended based on the results and limitations of this study.

Little research has connected principal style to classroom technology adoption. The researchers conducted the reliability and validity testing on the CFSQ, an instrument designed to measure the leadership style of the school principal as a change facilitator. This study provides important validity evidence for the broader implementation of the CFSQ in future research studies. It could shed light on the design and development of a rigorous instrument in educational research. It can promote more research on technology‐supported education and student learning outcomes considering the need for more reliable and valid instruments in this field.

The purpose is to bring together all bibliographic references of the published literature on electronic books (e‐books) and related technologies in one source so that it will save time for others in conducting literature searches and reviewing the developments.

The information included in this bibliography is collected systematically from all the published sources in the world such as journal articles, conference papers, conference proceedings, books, reports and PhD theses on e‐books until the last quarter of 2004. Mainly it covers e‐books, e‐books publishing, the impact of e‐books on different types of users, e‐book publishing techniques and trends, e‐book user interfaces and other technologies related to e‐publications.

As computer usage continues to grow exponentially, the desire of users to use electronic publications (e‐publications) has also increased tremendously. This has led to the publication of materials in electronic form as e‐publications on both CD‐ROMs and web. The e‐book is one of the several forms of e‐publications and its popularity has been growing steadily for the past decade.

This bibliography will be useful to all researchers conducting research in any areas related to e‐books and e‐book publishing.

Pride is an emotional response to success or achievement with two facets, AP and HP. This study aims to address an unanswered question: how does each type of pride affect indulgence when consumers engage in relatively thoughtful processing (System II) versus when they engage in rapid and more superficial processing (System I).

Using four experiments, this research investigates the effects of pride and cognitive resources on indulgence. This study also tests the mediating roles of deservedness and self-esteem using an ANOVA, a bootstrap analysis and a binary logistic-regression analysis.

The results show that cognitive resources moderate the effects of AP and HP on indulgence. When consumers have ample cognitive resources, AP leads to more indulgence than HP. When consumers have restricted cognitive resources and engage a quick, affective-based processing system, HP leads to greater indulgence than AP.

This research enhances understanding of the impact of two kinds of pride on indulgence and advances the authors’ understanding in the broader area linking emotion and consumer decision-making.

Marketers and public policymakers need to understand the differences between AP and HP because they have potentially different impacts on consumer behavior. Depending on whether companies are trying to motivate consumers to indulge or to restrain from indulging, companies can successfully incorporate AP or HP into their marketing communications.

The key contribution of this research is that the authors show that both AP and HP can lead to indulgence, depending on the amount of cognitive attention that is allocated to the decision and, therefore, which system consumers deploy.