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This widely popular resource balances the theory-based “why” and the practical “how” of using technology to support and shape the future of technology in education. In it, readers see how technology integration strategies link to specific learning theories and how teachers can plan for technology integration, complete with opportunities to practice integrating technology by designing curriculum to meet teaching and learning needs. Integrating Educational Technology into Teaching’s comprehensive technology integration framework—The Technology Integration Planning Model (TIP Model)—is built on a balance of research and proven classroom practices and shows teachers how to create an environment in which technology can effectively enhance learning. Carefully-selected examples and exercises in each chapter encourage teachers to reflect on their practice as they develop the insights, knowledge, and skills they need to integrate technology into content area curricula. Featured are hundreds of lesson examples and recommended resources. The Enhanced Pearson eText features embedded video, Interactive Technology Learning Checklists and exercises, author-recorded Big Ideas overviews, and additional classroom-ready example assessments.
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0134046919 / 9780134046914 Integrating Educational Technology into Teaching, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package, 7/e
Package consists of:
- 013379279X / 9780133792799 Integrating Educational Technology into Teaching, Loose-Leaf Version
- 0133955583 / 9780133955583 Integrating Educational Technology into Teaching, Enhanced Pearson eText -- Access Card
Demonstrates how learning theory concepts can inform and shape how teachers use technology
Long recognized as the leading educational technology text on the market, this book links technology integration strategies to specific learning theories, shows pre- and in-service teachers how to plan for technology integration, and offers opportunities to practice integrating technology by designing curriculum to meet teaching and learning needs. Readers see clearly how learning theory concepts can inform and shape teachers’ technology uses. The book’s comprehensive technology integration framework—The Technology Integration Planning Model (TIP Model)—is built on a balance of research and proven classroom practices and shows teachers how to create an environment in which technology can effectively enhance learning. Carefully-selected examples and exercises in each chapter encourage teachers to reflect on their practice as they develop the insights, knowledge, and skills they need to integrate technology into content area curricula. Featuring hundreds of lesson examples and recommended resources, the text balances the theory-based “why” and the practical “how” of using technology to support and shape the future of technology in education.
Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
- See real examples of students and classrooms. Embedded videos show students and school administrators talking about technology uses that have helped them meet classroom needs and make the best use of technology tool capabilities.
- Interactive Technology Learning Checklists (TLCs) or exercises at the end of each major section are matched to each chapter-learning outcome.
- Author-recorded Big Ideas Overviews following the Technology Integration Example that begins each chapter help students focus on the main ideas and important information they should look for in each chapter.
- Teacher self-assessment rubrics, specific to each content area, help teachers track growth in technological, pedagogical, and content knowledge (Tech-PACK).
About the Author
M.D. Roblyer has been a technology-using teacher, professor, and contributor to the field of educational technology for nearly 40 years and has authored or co-authored hundreds of books, monographs, articles, columns, and papers on educational technology research and practice. Her other books for Pearson Education include Starting Out on the Internet: A Learning Journey for Teachers; Technology Tools for Teachers: A Microsoft Office Tutorial (with Steven C. Mills); Educational Technology in Action: Problem-based Exercises for Technology Integration, and Introduction to Systematic Instructional Design for Traditional, Online, and Blended Environments. Currently, Dr. Roblyer is Adjunct Professor of Instructional Technology and Distance Education (ITDE) at Nova Southeastern University, chairing dissertations for ITDE doctoral students. She serves on editorial boards of various technology and research journals, is past-president of two AERA Special Interest Groups, and current officer in AERA’s Online Teaching and Learning SIG. Her current research focus is on understanding student success in virtual school environments and exploring ways to increase interactive qualities in virtual courses. She is married to William R. Wiencke and is the mother of a daughter, Paige.
Table of Contents
Part 1 Introduction and Background on Integrating
Technology in Education
Chapter 1: Educational Technology in Context: The Big Picture Learning Outcomes 1 Technology Integration in Action: Then and Now 2 Introduction: The “Big Picture” on Technology in Education 3 Why We Need the “Big Picture” 3 Perspectives That Define Educational Technology 3 How This Textbook Defines Technology in Education 5 Yesterday’s Educational Technology: How the Past Has Shaped the Present 6 Era 1: The Pre-Microcomputer Era 7 Era 2: The Microcomputer Era 7 Era 3: The Internet Era 8 Era 4: The Mobile Technologies, Social Media, and Open Access Era 8 What We Have Learned from the Past 9 Today’s Educational Technology Resources: Systems and Applications 10 An Overview of Digital Technology Tools 10 Technology Facilities: Hardware and Configurations for Teaching 10 Types of Software Applications in Schools 12 Today’s Educational Technology Issues: Conditions that Shape Practice 12 Social Issues 12 Educational Issues 15 Cultural and Equity Issues 15 Legal and Ethical Issues 16 Today’s Educational Technology Skills: Standards, Assessments, and Teaching Competencies 17 The Common Core State Standards (CCSS) 17 ISTE Standards for Teachers, Students, and Administrators 18 The Partnership for 21st Century Skills (P21) for Students and Teachers 18 The ICT Competency Framework for Teachers 18 The Tech-PACK Framework 19 Demonstrating Technology Skills: Portfolio Options and Tech-PACK 20 Today’s Educational Technology Uses: Developing a Sound Rationale 21 What Does Research on Technology in Education Tell Us? 22 A Technology-Use Rationale Based on Problem Solving 22 Tomorrow’s Educational Technology: Emerging Trends in Tools and Applications 25 Trends in Hardware, Software, and System Development 25 Trends in Educational Applications 26 Collaborate, Discuss, Reflect 28 Summary 28 Technology Integration Workshop 30 Chapter 2: Theory into Practice: Foundations for Effective Technology Integration 31 Learning Outcomes 31 Technology Integration in Action: The Role of Context 32 Overview of Factors in Successful Technology Integration 33 Learning Theory Foundations 33 Technology Integration Planning (TIP) Model 33 Essential Conditions for Effective Technology Integration 33 Overview of Two Perspectives on Technology Integration 34 Two Perspectives on Effective Instruction 34 Where Did the Perspectives Come From? 34 Learning Theory Foundations of Directed Integration Models 36 Behaviorist Theories 37 Information-Processing Theories 37 Cognitive-Behaviorist Theory 38 Systems Approaches: Instructional Design Models 39 Objectivist Theory Foundations for Directed Methods 40 Learning Theory: Foundations of Constructivist Integration Models 41 Social Activism Theory 42 Social Cognitive Theory 42 Scaffolding Theories 43 Child Development Theory 43 Discovery Learning 44 Multiple Intelligences Theory 44 Constructivist Theory Foundations for Inquiry-Based Methods 46 Technology Integration Strategies Based on Directed and Constructivist Theories 48 Future Directions for Merging Directed and Constructivist Approaches 48 Technology Integration Strategies Useful for Either Model 50 Technology Integration Strategies Based on Directed Models 52 Technology Integration Strategies Based on Constructivist Models 53 A Technology Integration Planning (TIP) Model for Teachers 54 Phase 1: Analysis of Learning and Teaching Needs 55 Phase 2: Design of an Integration Framework 58 Phase 3: Post-Instruction Analysis and Revisions 62 When Technology Works Best: Essential Conditions for Technology Integration 64 Essential Condition: A Shared Vision for Technology Integration 65 Essential Condition: Standards and Curriculum Support 65 Essential Condition: Required Policies 65 Essential Condition: Access to Hardware, Software, and Other Resources 66 Essential Condition: Skilled Personnel 67 Essential Condition: Technical Assistance 68 Essential Condition: Appropriate Teaching and Assessment Models 68 Essential Condition: Engaged Community 69 Collaborate, Discuss, Reflect 70 Summary 70 Technology Integration Workshop 71
Part 2 Technology Tools for 21st Century Teaching
Chapter 3: Instructional Software for 21st Century Teaching 72 Learning Outcomes 72 Technology Integration in Action: Math by Design 73 An Introduction to Instructional Software 75 Basic Information about Instructional Software 75 Teaching Roles for Instructional Software 77 Drill-and-Practice Teaching Functions 79 Selecting Good Drill-and-Practice Software 80 Benefits of Drill and Practice 80 Limitations and Problems Related to Drill and Practice 81 Using Drill and Practice in Teaching 83 Tutorial Teaching Functions 83 Selecting Good Tutorial Software 84 Benefits of Tutorials 84 Limitations and Problems Related to Tutorials 85 Using Tutorials in Teaching 86 Simulation Teaching Functions 87 Simulations That Teach About Something 87 Simulations That Teach How to Do Something 88 Selecting Good Simulation Software 88 Benefits of Simulations 88 Limitations and Problems Related to Simulations 90 How to Use Simulations in Teaching: Integration Strategies and Guidelines 92 Instructional Game Teaching Functions 92 Selecting Good Instructional Games 93 Benefits of Instructional Games 94 Limitations and Problems Related to Instructional Games 94 Using Instructional Games in Teaching 95 Problem-Solving Teaching Functions 97 Selecting Good Problem-Solving Software 97 Benefits of Problem-Solving Software 97 Limitations and Problems Related to Problem-Solving Software 99 Using Problem-Solving Software in Teaching 100 Personalized Learning Systems 101 Selecting PLSs 101 Benefits of PLSs 102 Limitations and Problems Related to PLSs 102 Collaborate, Discuss, Reflect 103 Summary 103 Technology Integration Workshop 105
Chapter 4: Technology Tools for 21st Century Teaching: The Basic Suite 106 Learning Outcomes 106 Technology Integration in Action: Can You Afford Your Dream Car? 107 Introduction to the Basic Software Tool Suite 109 Why Use Software Tools? 109 Overview of Uses for the “Basic Three” Software Tools 109 Recent Developments in Software Tools 111 Using Word Processing Software in Teaching and Learning 112 The Impact of Word Processing in Education 112 Word Processing in the Classroom: Productivity and Teaching Strategies 117 Teaching Word Processing Skills: Recommended Skills and Activities 118 Using Spreadsheet Software in Teaching and Learning 121 The Impact of Spreadsheets in Education 121 Spreadsheets in the Classroom: Productivity and Teaching Strategies 123 Teaching Spreadsheet Skills: Recommended Skills and Activities 125 Using Presentation Software in Teaching and Learning 125 The Impact of Presentation Software in Education 127 Presentation Software in the Classroom: Productivity and Teaching Strategies 129 Teaching Presentation Software Skills: Recommended Skills and Activities 133 Collaborate, Discuss, Reflect 135 Summary 136 Technology Integration Workshop 137 Chapter 5: Technology Tools for 21st Century Teaching: Beyond the Basics 138 Learning Outcomes 138 Technology Integration in Action: Sharing a Passion for Poetry 139 Introduction to Other Software Support Tools 141 Types of Software Support Tools 141 Recent Developments in Software Support Tools 141 Using Materials Generators 143 Desktop Publishing Software 144 Web Design Software 146 Interactive Whiteboard Activity Software 146 Worksheet and Puzzle Generators 147 Individualized Education Program (IEP) Generators 147 Graphic Document Makers 148 PDF and Forms Makers 148 Using Data Collection and Analysis Tools 149 Database Software 149 Statistical Software Packages 151 Online Survey Tools 151 Student Information Systems 153 Student Response Systems (Clickers) 153 Using Testing and Grading Tools 154 Electronic Gradebooks 155 Test Generators and Rubric Generators 155 Computer-Based Testing Systems 156 Using Graphics Tools 156 Draw/Paint Programs 157 Image Editing Tools 157 Charting and Graphing Tools 158 Clip Art, Photo, Animation, Sound, Video, and Font Collections 158 Word Cloud Generators 159 Using Planning and Organizing Tools 160 Outlining Tools and Concept Mapping Software 160 Lesson Planning Software 161 Scheduling, Calendar, and Time Management Tools 161 Using Research and Reference Tools 162 Online Encyclopedias 162 Digital Atlases and Mapping Tools 162 Digital Dictionaries (Word Atlases) 163 Using Tools to Support Specific Content Areas 163 CAD and 3-D Modeling/Animation Systems 163 Music Editors, Sequencers, and MIDI Tools 164 Reading Tools 164 Microcomputer-Based Labs (Probeware) 165 Calculators, Graphing Calculators and Calculator-Based Labs 165 Geographic Information Systems and Global Positioning Systems 166 Online Foreign Language Dictionaries and Language Translators (Machine Translation) 166 Collaborate, Discuss, Reflect 167 Summary 167 Technology Integration Workshop 168
Part 3 Linking to Learn: Technology Tools and Strategies Chapter 6: Online Tools, Uses, and Web-Based Development 170 Learning Outcomes 170 Technology Integration in Action: A Research Paper 171 Digital Citizenship Issues and Needs for the Online Environment 173 How “Online” Emerged: A Brief History 173 Online Safety and Security Issues 174 Online Ethical and Legal Issues 176 Rules and Guidelines for Online Behavior: Digital Citizenship, Netiquette, and More 177 Navigation Options 179 Using Uniform Resource Locators (URLs) 179 Four Methods for Navigating the Net 180 Bookmarks, Favorites, and Online Organizers 181 Basic Internet Troubleshooting 181 Searching and Storing Options 182 Types of Search Engines 183 Search Tools and Strategies 183 Communications Options 184 Email and Listservs 184 Instant Messaging and Text Messaging 184 Videoconferencing in Online and Blended Environments 185 Social Networking and Collaborating Options 185 Blogs and Microblogs 186 Chatrooms 188 Wikis and Crowdsourcing Sites 188 Video- and Photo-Sharing Communities 189 Social Networking Sites 190 Applying Apps in Education 191 Locating Apps 191 Using Apps in Education 191 Web Page and Website Authoring Skills and Resources 191 Web Development Skills 191 Hypermedia Resources for Web Page and Website Development 192 Web Authoring Tools 192 Downloading Images, Programs, and Plug-Ins 195 Web Page and Website Authoring Steps and Criteria 196 Recommended Sequence for Authoring Web Pages and Sites 196 Criteria for Evaluating Website Information and Design 199 Collaborate, Discuss, Reflect 200 Summary 200 Technology Integration Workshop 202
Chapter 7: Introduction to Distance Education: Online and Blended Environments 203 Learning Outcomes 203 Technology Integration in Action: Flipping for Pre-Algebra Mastery 204 Overview of Distance Education 206 Distance Learning Models 206 Current Issues in Distance Learning 207 Distance Learning Research 208 Blended Learning Environments 211 Blended Learning Models 212 Implementing a Flipped Classroom Model 212 Online Audio and Video Strategies in Blended Environments 214 Background on Podcasts and Vodcasts 215 Audio and Video Development 215 Audio and Video Lesson Integration Strategies 215 Types of Web-Based Lessons in Blended Models 219 Types of Web-Based Lessons and Projects 219 Social Action Projects 221 Integration Strategies for Web-Based Activities 222 Implementing Web-Based Lessons in Blended Environments 225 Support Sites for Web-Based Activities 226 Evaluating Quality of Web-Based Lessons and Student Products from Lessons 227 Collaborate, Discuss, Reflect 228 Summary 228 Technology Integration Workshop 230 Chapter 8: Online Models, Courses, and Programs 231 Learning Outcomes 231 Technology Integration in Action: Virtual Health 232 Developing Online Courses: Models 234 The Noninteractive Online Model 234 The Interactive, Asynchronous Online Model 234 The Interactive Online Model with Synchronous Events 235 The MOOC Model 235 Developing Online Courses: Content Management Systems (CMS) and Other Required Infrastructure 236 Content Management Systems (CMS) 236 Course Support Tools 237 Technical Support 237 Support for Students with Special Needs 237 Resources to Monitor Course Outcomes 237 Resources and Strategies to Ensure Academic Integrity 238 Developing Online Courses: Procedures 238 Step 1: Select the Online Model 238 Step 2: Design and Document Learning Activities 239 Step 3: Create Course Space Structure 239 Step 4: Create Assignment Materials 241 Step 5: Create Assessment Materials 241 Step 6: Create Content Presentation Materials 241 Step 7: Create Small-Group Activities 241 Step 8: Create Resource Links and Other Materials 242 Step 9: Decide On and Signal the Course Path 243 Step 10: Determine and Document Course Logistics and Requirements 243 Best Practices for Effective Online Courses 243 Best Practices for Teaching Online Programs 243 Best Practices for Managing Online Small-group Work 244 Best Practices for Assessing Quality of Online Courses 245 Virtual Schools 245 Background on Virtual Schools 245 Virtual School Issues 248 Virtual School Research 249 Virtual Reality Environments 251 Types of Virtual Reality Environments 251 Integration Strategies for Virtual Environments 253 Collaborate, Discuss, Reflect 254 Summary 254 Technology Integration Workshop 257
Part 4 Integrating Technology Across the Curriculum Chapter 9: Teaching and Learning with Technology in English and Language Arts 258 Learning Outcomes 258 Technology Integration in Action: My Side of the Story: teaching Digital Literacies with a Multimedia Storytelling Project 259 Issues and Challenges in English and Language Arts 261 Teachers’ Changing Responsibilities for the “New Literacies” 261 New Instructional Strategies to Address New Needs 263 Challenges of Working with Diverse Learners 266 Challenges of Motivating Students to Read and Write 266 Teachers’ Growth as Literacy Professionals and Leaders 267 QWERTY Keyboarding: To Teach or Not to Teach? 268 The Cursive Writing Controversy 269 Technology Integration Strategies for English and Language Arts 269 Strategies to Support for Word Fluency and Vocabulary Development 271 Strategies to Support Reading Comprehension and Literacy Development 272 Strategies to Support Teaching the Writing Process 273 Strategies to Support Literature Learning 277 Enabling Multimodal Communication and Digital Publishing 278 Teaching English and Language Arts Teachers to Integrate Technology 279 Rubric to Measure Teacher Growth in English and Language Arts Technology Integration 279 Learning the Issues and Applications 281 Collaborate, Reflect, Discuss 281 Summary 282 Technology Integration Workshop 283 Chapter 10: Teaching and Learning with Technology for Foreign and Second Languages 284 Learning Outcomes 284 Technology Integration in Action: Writing in Blogs En FranÇais 285 Issues and Challenges in Foreign and Second Language Learning 287 ELL Issue #1: Demands on Content Area Teachers 287 ELL Issue #2: Academic and Language Prerequisites for ELLs 288 ELL Issue #3: The Need to Differentiate Instruction 288 ELL Issue #4: Challenges of Integrating the Students’ Native Languages 290 FL Issue #1: The Need for Authentic Materials and Perspectives 291 FL Issue #2: The Need for Creating Audience and Purpose 291 Technology Integration Strategies for Ell and Fl Instruction 292 Support for Authentic Oral Language Practice and Assessment 293 Virtual Collaborations 294 Virtual Field Trips for Modified Language Immersion Experience 295 Teletandem Experiences for Modified Language Immersion 296 Support for Practice in Language Subskills 296 Presentation Aids 297 Support for Text Production 297 Use of Apps to Support Language Learning and Use 298 Productivity and Lesson Design Support for Teachers 299 Teaching Foreign Language and Second Language Teachers to Integrate Technology 300 Rubric to Measure Teacher Growth in Foreign and Second Language Technology Integration 300 Learning the Issues and Applications 300 Collaborate, Discuss, Reflect 302 Summary 303 Technology Integration Workshop 303
Chapter 11: Teaching and Learning with Technology in Mathematics and Science 305 Learning Outcomes 305 Technology Integration in Action: Hot and Cold Data 306 Issues and Challenges in Mathematics Instruction 308 Accountability for Standards in Mathematics 308 Challenges in Implementing the Common Core State Standards for School Mathematics 310 Directed versus Social-Constructivist Teaching Strategies: Ongoing “Math Wars” 311 Technology Integration Strategies for Mathematics Instruction 311 Bridging the Gap Between Abstract and Concrete with Virtual Manipulatives 313 Allowing Representation of Mathematical Principles 313 Supporting Mathematical Problem Solving 315 Implementing Data-Driven Curricula 317 Supporting Math-Related Communications 317 Motivating Skill Building and Practice 317 Issues and Challenges in Science Instruction 318 Accountability for Standards in Science 318 The Narrowing Pipeline of Scientific Talent 319 Increasing Need for Scientific Literacy 320 Difficulties in Teaching K—8 Science 320 Objections to Virtual Science Labs 320 Technology Integration Strategies for Science Instruction 321 Involving Students in Scientific Inquiry Through Authentic Online Projects 323 Support for Specific Processes in Scientific Inquiry 323 Supporting Science Skills and Concept Learning 325 Engaging Students in Engineering Topics through Robotics 325 Accessing Science Information and Tools 326 Teaching Mathematics and Science Teachers to Integrate Technology 327 Rubric to Measure Teacher Growth in Mathematics and Science Technology Integration 327 Learning the Issues and Applications 327 Collaborate, Discuss, Reflect 330 Summary 330 Technology Integration Workshop 332
Chapter 12: Teaching and Learning with Technology in Social Studies 333 Learning Outcomes 333 Technology Integration in Action: I witness Accounts — Surv ivor Videos 334 Issues and Challenges in Social Studies Instruction 336 Meeting Standards Across Social Studies Areas 336 Challenges in Teaching Social Studies 338 The “History Wars” and Other Debates on the Content and Focus of Social Studies 339 Perils of the Information Explosion 339 Technology Integration Strategies for Social Studies 340 Using Simulations and Problem-Solving Environments 340 Accessing Primary Sources 341 Digital Information Critiques 341 Electronic Research Strategies 341 Information Visualization Strategies 343 Virtual Field Trips 343 Adventure Learning (AL) 344 Digital Storytelling 344 Geospatial Analysis Strategies 346 Teaching Social Studies Teachers to Integrate Technology 348 Rubric to Measure Teacher Growth in Social Studies Technology Integration 348 Learning the Issues and Applications 348 Collaborate, Discuss, Reflect 350 Summary 350 Technology Integration Workshop 351
Chapter 13: Teaching and Learning with Technology in Music and Art 352 Learning Outcomes 352 Technology Integration in Action: The Fine Art of Electronic Portfolios 353 A Rationale for Including Technology in the Arts 355 Issues and Challenges in Music Instruction 356 A Changing Definition for Music Literacy 356 Training Teachers to Meet Music Standards 356 Downloading of Music Illegally 357 The Intersection of Popular Music, Technology, and Music Instruction 357 The Music Director as Small Business Administrator 358 Technology Integration Strategies for Music Instruction 358 Support for Music Composition and Production 360 Support for Music Performance 362 Support for Self-Paced Learning and Practice 363 Support for Teaching Music History 364 Support for Interdisciplinary Strategies 365 Issues and Challenges in Art Instruction 365 Funding for Art Instruction 365 Ethical Issues Associated with the Use of Images and Other Materials 366 Accessing Images Used in Art Instruction 366 The Challenge of Meeting Standards in Arts Instruction 366 Technology Integration Strategies for Art Instruction 367 Accessing Art Examples for Classroom Use 367 Using Teaching Examples and Materials 367 Producing and Manipulating Digitized Images 367 Supporting Graphic Design and 3-D Modeling 369 Supporting Student Development of Publications 370 Virtual Field Trips to Art Museums 370 Creating Movies as an Art Form 370 Sharing Students’ Creative and Research Works 371 Teaching Music and Art Teachers to Integrate Technology 371 Rubric to Measure Teacher Growth in Music and Art Technology Integration 371 Learning the Issues and Applications 374 Collaborate, Discuss, Reflect 375 Summary 375 Technology Integration Workshop 376
Chapter 14: Teaching and Learning with Technology in Health and Physical Education 378 Learning Outcomes 378 Technology Integration in Action: Developing a Personal Fitness and Nutrition Plan 379 Issues and CHALLENGES in Physical and Health Education 381 Instructional Time and Quality Physical Education Programs 382 The Link Between Physical Inactivity and Obesity 382 Accuracy of Internet Information on Health and Physical Education 383 Addressing Physical Education and Health Standards 383 Handling Controversial Health Issues 384 Technology Integration Strategies for Health and Physical Education 384 Supporting Improved Physical Fitness 387 Developing and Improving Motor Skill Performance 388 Assessing Student Learning in the Context of Teaching 390 Supporting Students’ Work in Dance 391 Shaping Students’ Beliefs and Interactions Related to Physical Activity 391 Helping Students Obtain Valid Health Information 392 Influencing Health Behaviors 393 Supporting Interdisciplinary Instruction 394 Offering Online Health and Physical Education 394 Teaching Health and Physical Education Teachers to Integrate Technology 395 Rubric to Measure Teacher Growth in Health and Physical Education Technology Integration 395 Learning the Issues and Applications 397 Collaborate, Discuss, Reflect 397 Summary 398 Technology Integration Workshop 398 Chapter 15: Teaching and Learning with Technology in Special Education 400 Learning Outcomes 400 Technology Integration in Action: Co teaching to Meet Diverse Needs 401 Introduction to Special Education 403 Issues and CHALLENGES in Special Education 403 Special Education and Inclusion Requirements 404 Policy Drivers of Technology Use in Special Education 405 Educational Reform and Accountability in Special Education 406 Trends in the Prevalence of Autism Spectrum Disorders (ASD) 407 Technology Integration Strategies to Meet Special Needs 407 Foundations of Integration Strategies for Special Education 407 Strategies for Students with Cognitive Disabilities 410 Strategies for Students with Physical Disabilities 412 Strategies for Students with Sensory Disabilities 413 Strategies for Students with ASD 414 Strategies for Students with Gifts and Talents 415 Teaching Teachers to Integrate Technology for Students with Special Needs 416 Rubric to Measure Teacher Growth in Special Education Technology Integration 416 Learning the Issues and Applications 416 Collaborate, Discuss, Reflect 419 Summary 419 Technology Integration Workshop 420 Glossary 421 References 429 Name Index 442 Subject Index 445