The author has written a new and unique text for courses in Computers in Education or Instructional Media and Technology. The purpose of this text is to address what technology teachers should know and be able to do, but the focus is on learners and learning rather than on the technology itself. The book is unique in that it presents the students’ learning goals first rather than the technology tool, thereby focusing on the learner and the learning rather than the technology.
The examples throughout the chapters present ideas for tasks that can be completed with a variety of tools rather than one specific tool that teachers may not have access to. Each chapter includes a brief summary of research from educational technology, learning theory, and other areas to build a foundation for chapter examples and activities. The chapters also include examples for learning in a variety of contexts and content areas and can be applied easily to teaching other ideas and subjects. A unique chapter (Chapter 9) on teacher productivity helps support future educators in their everyday tasks.
The book illustrates what technology-enhanced learning can be like today and prepares teachers and administrators for what may come tomorrow.
Some of the pedagogical features in the book include:
Cases–These appear at the beginning of each chapter and provide a framework for the chapter discussion that follows.
~These cases are compelling snapshots from real classrooms that help students to connect educational concepts to the real world.
~Related questions within and at the end of each chapter encourage the reader to think critically about the material and its related application to the classroom.
Meet the Needs of Today’s Students feature–Each chapter contains margin notes to help the readers address the learning needs of ALL students including those with diverse needs and English Language Learners.
Meeting the Standardsfeature–This feature shows how the National Educational Technology Standards connect to the learning goal of each chapter.
~Additional state standards are listed on the book’s companion website.
Tool CloseUpfeature–These boxes explore the features of technology tools discussed in the chapter in more detail.
Learning Activitiesfeature–Provide opportunities to apply the chapter’s guidelines and technology tool discussions to a variety of learning activities related to all grade levels and content areas.
Table of Contents:
SECTION ONE SUPPORTING STUDENT LEARNING WITH TECHNOLOGY
Chapter 1 Supporting Student Content Learning Overview of Content Learning and Technology in K-12 Classrooms
The Technology-Supported Content Learning Process
Guidelines for Supporting Student Technology-Enhanced Content Learning
Content Learning Technologies
Learning Activities: Content Learning
Assessing Content Learning: Scoring Guides
Sample Lesson: Content Learning
Chapter 2 Supporting Communication
Overview of Communication and Technology in K-12 Classrooms
The Technology-Supported Communication Process
Teachers and Technology-Supported Communication
Guidelines for Supporting Communication with Technology
Communication Technologies
Learning Activities: Communication Tasks
Assessing Communication Tasks: Rubrics
Sample Lesson: Communication
Chapter 3 Supporting Student Critical Thinking
Overview of Critical Thinking and Technology in K-12 Classrooms The Critical Thinking Process
Guidelines for Supporting Student Critical Thinking with Technology
Critical Thinking Technologies
Technology-Supported Learning Activities: Critical Thinking
Assessing Critical Thinking With and Through Technology
Sample Lesson: Critical Thinking
Chapter 4 Supporting Student Creativity
Overview of Creativity and Technology in K-12 Classrooms
The Creative Thinking Process
Guidelines for Supporting Student Creativity with Technology
Creativity Technologies
Learning Activities: Creativity
Assessing Learner Creativity
From the Classroom: Technology and Assessment
Sample Lesson: Creativity
Chapter 5 Supporting Problem-Solving
Overview of Technology-Supported Problem-Solving in K-12 Classrooms
The Problem-Solving Process
Guidelines for Technology-Supported Problem-Solving
Problem-Solving and Inquiry Technologies
Learning Activities: Problem-Solving and Inquiry
Assessing Learner Problem-Solving and Inquiry
Sample Lesson: Problem-Solving
Chapter 6 Supporting Student Production
Overview of Technology-Supported Production in K-12 Classrooms The Production Process
Guidelines for Supporting Student Technology-Enhanced Production
Productivity Technologies
Learning Activities: Production Projects
Sample Lesson: Production
Chapter 7 Supporting Student eLearning
Overview of eLearning in K-12 Environments Processes Involved in eLearning
Teachers and eLearning
Guidelines for Supporting Student eLearning
eLearning Technologies
Learning Activities: eLearning
Assessing eLearning
Sample Lesson: eLearning
PART TWO SUPPORTING TEACHERS
Chapter 8 Supporting Teacher Development Overview of Professional Development in Technology-Supported Learning The Technology PD Process
Guidelines for Working Toward Effective PD
Teacher Tools for Technology-Supported Learning
Learning Activities: Professional Development
Assessing Professional Development
PD Plan Example
Chapter 9 Supporting Learner Futures
Overview of Future Trends and Educational Technology
Guidelines for Supporting Students in the Technology-Enhanced Future
Trends in Tools and Tool Use
Activities to Prepare Learners for the Future
Assessing Student Preparedness for the Future
Sample Lesson: The Future
Review :
“I wish that this text had been available a year ago for the courses I will be teaching starting next week. It provides the type of approach that my students truly need. The focus is on teaching, learning, instructional design…and then technology….What my students need is what this book provides — a true look at the why and how of technology integration and the relationship to higher order thinking skills. I am very impressed.”
-David Bullock, Ed.D.
Portland State University
“I would definitely adopt this book and encourage the department not only to adopt it, but also to use it as a catalyst for curriculum redesign. I think we could easily combine it with a foundations course and TRULY integrate and model technology.”
-Donna Baumbach
University of Central Florida
