Synopses & Reviews
In today's increasingly technological environment, educators need more than familiarity with current software and hardware to effectively integrate technology in their instruction. TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE: A STANDARDS-BASED APPROACH is a groundbreaking new text that provides you with the knowledge, skills, and confidence you need to become a "self-directed learner." By focusing on fundamental concepts, standards, and practices, the text helps you develop a strong understanding of technological and instructional systems, ensuring that you can adapt appropriately and teach effectively as technology inevitably changes. Aligned with key standards governing teacher competencies, including those of the International Society for Technology in Education (ISTE), the text covers general education topics and specific considerations and applications for a range of academic subjects. A variety of special features, such as real-life case studies, practical tips and tools, and standards-based portfolio assessments, support effective learning, while an extensive Website builds on the text's content with interactive tutorials and activities, relevant links, and other useful resources.
Synopsis
The only instructional technology text organized around the new ISTE standards, TECHNOLOGY INTEGRATION WITH MEANINGFUL CLASSROOM USE: A STANDARDS-BASED APPROACH equips future teachers with the knowledge, skills, and confidence to become "self-directed learners" who can effectively integrate technology into their instruction today?and as technology inevitably changes. Extremely practical and forward thinking, the text focuses on the enduring aspects of educational technology like computers as systems and technology integration as a systematic process. It provides teachers with a solid understanding of how to integrate technology resources into their everyday teaching practices as well as prepares them to successfully navigate the constantly changing environment of technology.
Synopsis
The only instructional technology text organized around the new ISTE standards, TECHNOLOGY INTEGRATION WITH MEANINGFUL CLASSROOM USE: A STANDARDS-BASED APPROACH equips future teachers with the knowledge, skills, and confidence to become self-directed learners who can effectively integrate technology into their instruction today--and as technology inevitably changes. Extremely practical and forward thinking, the text focuses on the enduring aspects of educational technology like computers as systems and technology integration as a systematic process. It provides teachers with a solid understanding of how to integrate technology resources into their everyday teaching practices as well as prepares them to successfully navigate the constantly changing environment of technology.
Synopsis
Intended for introductory courses in computer applications for education taken by future teachers. Most often taken by sophomores, juniors or seniors. Many education programs require pre-teachers take this course in preparation for K-12 teaching. The course typically details how to integrate technology resources (especially computers) into everyday teaching practices. National (ISTE) and state standards require teachers demonstrate competencies in specific computer/technology skills. The leaders in this market are Roblyer, INTEGRATING EDUCATIONAL TECHNOLOGY INTO TEACHING (PH) and Shelly/Cashman/Gunter/Gunter, INTEGRATING TECHNOLOGY AND DIGITAL MEDIA IN THE CLASSROOM (Course Technology/Cengage).
About the Author
Kathy Cennamo is a former elementary school teacher and is currently Professor of Instructional Design and Technology at Virginia Tech. She has a bachelor's degree in elementary education from Virginia Tech, a master's degree in educational media from the University of Arizona, and a Ph.D. in instruction technology from the University of Texas at Austin. Throughout her career, Cennamo's work has focused on the application of learning theories to the design of technology-based instructional materials. Through numerous funded projects, publications, presentations, instructional materials, and teaching activities, she has disseminated knowledge of instructional strategies based on established theories of learning. She has also explored the nature of instructional design practice so that scholars and designers alike better understand their work, and she has applied this knowledge in helping to prepare future instructional design professionals. Her research and service activities have focused on developing and sustaining a classroom culture that fosters critical and creative thinking skills in K-12 and higher education environments. John Ross is an educational technology consultant who works with national and state leaders as well as actively helping districts and schools implement technology initiatives that support teaching and learning. Dr. Ross was a classroom teacher for ten years prior to serving as director of the Institute for Advancement of Emerging Technologies in Education and later as the director of technology for the Appalachian Regional Comprehensive Center, both funded by the U.S. Department of Education. He is the author of the best-selling book ONLINE PROFESSIONAL DEVELOPMENT. DESIGN, DELIVER, SUCCEED! (Corwin), which was selected as the book-of-the-month for July 2011 by Learning Forward (formerly the National Staff Development Council). He serves as adjunct faculty at Bethel University in Nashville, Tennessee, where he teaches the educational technology course he designed for the Masters of Education program. He holds a Ph.D. in curriculum and instruction and instructional technology from Virginia Tech. Peg Ertmer is Professor of Learning Design and Technology in the Department of Curriculum and Instruction at Purdue University. Her scholarship focuses on the impact that student-centered instructional approaches, such as problem-based learning and case-based instruction, have on learning. In addition, she explores the interplay between teachers' beliefs and their uses of student-centered instructional practices. Dr. Ertmer earned a Ph.D. in Curriculum and Instruction from Purdue University, a master's degree in Special Education-Learning Disabilities from Cardinal Stritch College, and a bachelor's degree in Elementary Education from the University of Denver. She has co-edited three editions of the ID CASEBOOK: CASE STUDIES IN INSTRUCTIONAL DESIGN and is the founding editor of the INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING, published by Purdue University Press.
Table of Contents
1. Technology Integration: A Standards-Based Approach. 2. Self-directed Lifelong Learning. 3. Supporting Student Creativity with Technology. 4. Digital Tools That Support Learning. 5. Developing Technology-Enriched Learning Environments and Experiences. 6. Customizing Student Learning Activities. 7. Assessment and Evaluation. 8. Selecting and Maintaining Digital Resources. 9. Modeling and Facilitating Use of Digital Tools. 10. Safe, Legal, and Ethical Technology Use. 11. Digital Citizenship and Responsibility. 12. Professional Growth and Leadership. 13. Integrating Technology in the Language Arts Classroom. 14. Integrating Technology in the English Language Learning Classroom. 15. Integrating Technology in the Foreign Language Classroom. 16. Integrating Technology in the Mathematics Classroom. 17. Integrating Technology in the Science Classroom. 18. Integrating Technology in the Social Studies Classroom. 19. Integrating Technology in the Health and Physical Education Classroom. 20. Integrating Technology in the Visual Arts Classroom. 21. Integrating Technology in the Music Classroom.