Technology-assisted instruction is a core focus of educational reform in most disciplines. This exploratory study (N=227) examined instructors’ attitudes toward technology integration for the teaching of introductory statistics at the college level. Salient attitudinal elements (including perceived usefulness, self-efficacy, and comfort), which can serve as barriers to, and facilitators of, technology integration were identified. Additionally, a preliminary scale (ATTIS) for measuring instructors’ attitudes toward technology integration was developed with acceptable levels of internal reliability and validity. The results underscore the need for training and support for instructors, by way of workshops, modeling of best practices through team teaching and mentoring, and other targeted professional development activities.

We are attempting to attribute a value to the right of access to the internal documents of EU Institutions, going beyond a simple analysis of the instrinsic structure of that right as such. We are analysing case-law of the European Court of Justice that solves conflicts in which the right of access competes with the right to privacy. We then compare our results with standard practice in the Italian Courts to check for deviations of Supranational European Standars from traditional national standards.