Synopses & Reviews
Basic principles and practical strategies to promote learning in any setting!From K-12 to corporate training settings––the Third Edition of Patricia Smith and Tillman Ragan’s thorough, research-based text equips you with the solid foundation you need to design instruction and environments that really facilitate learning.
Now updated to reflect the latest thinking in the field, this new edition offers not only extensive procedural assistance but also emphasizes the basic principles upon which most of the models and procedures in the instructional design field are built. The text presents a comprehensive treatment of the instructional design process, including analysis, strategy design, assessment, and evaluation.
Highlights
- A new chapter on implementation contains practical suggestions and recommendations for putting designs to work.
- A new chapter on the management of instruction emphasizes project management concepts and tools relevant to instructional designers.
- Emphasizes theory, research, and the use of cognitive psychology in designing instructional strategies.
- Features examples of applications from a variety of contexts, including industry, K-12, higher education, and others.
- The accompanying Learning Resources website features exercises feedback, presentations, activities, job aids, chapters on production and delivery, and an updated and revised extended example.
- Exercises within the chapters provide opportunities for practice leading to learning real design skills.
Also available from Wiley/Jossey-Bass
Teaching for Understanding with Technology
Martha Stone Wiske, Kristi Rennebohm Franz
Review
"Here's a fresh and insightful look at how technology can enhance learning. Forget the computer rooms and all the fancy hardware. If you don't make technology part of the learning process, you're missing the critical link. A must-read for teachers, educators, and anyone else who wants to transmit ideas and help others think in new and bold ways."
--Robert B. Reich, Hexter Professor of Social and Economic Policy, Brandeis University
"Teaching for Understanding with Technology is an important owner’s manual for educators, as well as policymakers and the larger public, on the most effective uses for technology in the classroom. The authors combine their perspective from the university and the school classroom to show how powerful ideas in learning can be realized in the work of teachers and students."
--Milton Chen, executive director, The George Lucas Educational Foundation
"This book supports innovative pedagogical theory with classroom-based examples of how to teach with Internet-based and other technology tools. The Teaching for Understanding framework provides a roadmap for educators seeking to use and assess the full potential of technology in the classroom, whether they are poised on the on-ramp or already cruising the information superhighway. It is required reading for both teachers, education policymakers and global educators."
--Dr. Edwin Gragert, executive director, iEARN-USA (International Education and Resource Network)
"At last, a book written with the practitioner in mind. Teaching for Understanding with Technology will serve as an invaluable guide for educators everywhere. The authors speak in real terms, through the eyes of real students and teachers. The vignettes show how technology can empower and motivate both student and teacher. As a principal and instructional manager, I see this book as a must-have blueprint for all educators. I intend to purchase a copy for every staff member in my building."
--Mary Skipper, headmaster, TechBoston Academy, Dorchester, Massachusetts
"If you have any doubts about the way in which technology can enrich the learning of all students, you are holding the book you need to read. Stone details the ways in which Kristi is reinventing learning in the age of technology and explains why this approach is so essential. What is remarkable is that when you treat first graders like graduate students they end up acting like them."
--Margaret Riel, senior researcher, Center for Technology in Learning SRI, and visiting professor, Pepperdine University
"This book is about translation and transformation, using the new technologies to improve teaching and learning. It demonstrates how these new technologies, essential ingredients in education in the twenty-first century, can support teachers as they refine their practice, and make learning a deeper and more lasting experience---students learn to understand. The book makes an elegant case for the appropriate and informed use of technology in our schools."
--Isa Kaftal Zimmerman, director, Technology in Education Program, Lesley University
"This book is needed so that all educators will understand how to use the power of technology to propel teaching and student learning. Teachers need to understand how to create classroom projects with technology that build on the students’ interests and extend those interests by having students communicating and collaborating with peers around the globe. This book can help teachers break through the barriers of integrating technology into their curriculum. Classrooms can then become learning environments where students reach out to their world and find their place in it."
--Katherine Law, Seattle public school teacher and lead educational technologist
Synopsis
Basic principles and practical strategies to promote learning in any setting!From K-12 to corporate training settings––the Third Edition of Patricia Smith and Tillman Ragan’s thorough, research-based text equips you with the solid foundation you need to design instruction and environments that really facilitate learning.
Now updated to reflect the latest thinking in the field, this new edition offers not only extensive procedural assistance but also emphasizes the basic principles upon which most of the models and procedures in the instructional design field are built. The text presents a comprehensive treatment of the instructional design process, including analysis, strategy design, assessment, and evaluation.
Synopsis
Teaching for Understanding with Technology shows how teachers can maximize the potential of new technologies to advance student learning and achievement. It uses the popular Teaching for Understanding framework that guides learners to think, analyze, solve problems, and make meaning of what they've learned. The book offers advice on tapping into a rich array of new technologies such as web information, online curricular information, and professional networks to research teaching topics, set learning goals, create innovative lesson plans, assess student understanding, and develop communities of learners.
Teaching for Understanding with Technology is filled with useful tips, questions for reflection, and real-life examples from a range of educational settings that clearly show how teachers can make choices to plan curriculum that integrates new technologies, assemble the materials and assistance needed, manage classroom activities, and develop relationships with colleagues and collaborators within and beyond the classroom.
About the Author
Martha Stone Wiske is lecturer at the Harvard Graduate School of Education where she co-directed the Educational Technology Center. Her research is concerned with the integration of new technologies and the incorporation of learner-centered teaching for understanding. She is coeditor of
Teaching for Understanding: Linking Research with Practice.
Kristi Rennebohm Franz is an award-winning Washington State teacher who is known for her innovative use of new technologies in the classroom. Her classroom teaching has been filmed and featured in the PBS documentary Digital Divide.
Lisa Breit develops professional development programs to help K-12 teachers design and implement curriculum with new technologies, and consults with school leaders on how to cultivate leadership and provide institutional support as teachers and students gain proficiency.
Table of Contents
INTRODUCTION.
One. Introduction to Instructional Design.
Two. Foundations of Instructional Design.
ANALYSIS AND ASSESSMENT.
Three. Instructional Analysis: Analyzing the Learning Context.
Four. Instructional Analysis: Analyzing the Learner.
Five. Instructional Analysis: Analyzing the Learning Task.
Six. Assessing Learning from Instruction.
INSTRUCTIONAL STRATEGIES.
Seven. A Framework for Instructional Strategy Design.
Eight. Strategies for Declarative Knowledge Instruction.
Nine. Strategies for Instruction Leading to Concept Learning.
Ten. Strategies for Instruction Leading to Learning Procedures.
Eleven. Strategies for Instruction Leading to Principle Learning.
Tweleve. Strategies for Problem-Solving Instruction.
Thirteen. Strategies for Cognitive Strategy Instruction.
Fourteen. Strategies for Attitude Change, Motivation, and Interest.
Fifteen. Strategies for Psychomotor Skill Learning.
Sixteen. Marco Strategies: Integration of Types of Learning.
IMPLEMENTATION, MANAGEMENT, AND EVALUATION.
Seventeen. Implementation.
Eighteen. Management of Instruction.
Nineteen. Formative and Summative Evaluation.
CONCLUSION.
Twenty. Conclusions and Future Directions.