Integrating Educational Technology into Teaching, 6e,the leading Educational Technology text on the market, introduces the concept of Technology Integration, shows pre-service teachers how to plan for Technology Integration, and offers them the opportunity to practice Technology Integration when designing curriculum to support and shape learning.
Integrating Educational Technology into Teaching, 6e presents a comprehensive technology integration framework built on both research and proven classroom practices. The Technology Integration Planning Model (TIP Model) shows teachers how to create an environment in which technology can effectively enhance learning. This sixth edition shows how to incorporate the Technological Pedagogical Content Knowledge (Tech-PACK) framework into the TIP Model. 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. Using 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.
The goal of this edition is for teachers to see more clearly their role in shaping the future of technology in education. This book illustrates that great education means employing technologies to fulfill the vision they make possible: a worldwide social network and a global community that learns and grows together.
Table of Contents:
Glossary 419
Chapter 1 EDUCATIONAL TECHNOLOGY IN CONTEXT: The Big Picture
INTRODUCTION: THE “BIG PICTURE” ON TECHNOLOGY IN EDUCATION
YESTERDAY ’S EDUCATIONAL TECHNOLOGY: HOW THE PAST HAS SHAPED THE PRESENT
TODAY’S EDUCATIONAL TECHNOLOGY RESOURCES: SYSTEMS AND APPLICATIONS
TODAY’S EDUCATIONAL TECHNOLOGY ISSUES: CONDITIONS THAT SHAPE PRACTICE
TODAY’S EDUCATIONAL TECHNOLOGY SKILLS: STANDARDS AND ASSESSMENTS
TODAY’S EDUCATIONAL TECHNOLOGY APPLICATION: DEVELOPING A SOUND RATIONALE
TOMORROW’S EDUCATIONAL TECHNOLOGY: EMERGING TRENDS IN TOOLS AND APPLICATIONS
Chapter 2 THEORY INTO PRACTICE: Foundations for Effective Technology Integration
OVERVIEW OF FACTORS IN SUCCESSFUL TECHNOLOGY INTEGRATION
OVERVIEW OF LEARNING THEORY FOUNDATIONS FOR TECHNOLOGY INTEGRATION
LEARNING THEORY FOUNDATIONS OF DIRECTED INTEGRATION MODELS
LEARNING THEORY FOUNDATIONS OF CONSTRUCTIVIST INTEGRATION MODELS
TECHNOLOGY INTEGRATION STRATEGIES BASED ON DIRECTED AND CONSTRUCTIVIST THEORIES
A TECHNOLOGY INTEGRATION PLANNING (TIP) MODEL FOR TEACHERS
WHEN TECHNOLOGY WORKS BEST: ESSENTIAL CONDITIONS FOR TECHNOLOGY INTEGRATION
Chapter 3 INSTRUCTIONAL SOFTWARE FOR 21ST CENTURY TEACHING
AN INTRODUCTION TO INSTRUCTIONAL SOFTWARE
DRILL-AND-PRACTICE TEACHING FUNCTIONS
TUTORIAL TEACHING FUNCTIONS
SIMULATION TEACHING FUNCTIONS
INSTRUCTIONAL GAME TEACHING FUNCTIONS
PROBLEM-SOLVING TEACHING FUNCTIONS
INTEGRATED LEARNING SYSTEMS
Chapter 4 TECHNOLOGY TOOLS FOR 21ST CENTURY TEACHING: The Basic Suite
INTRODUCTION TO THE BASIC SOFTWARE TOOL SUITE
USING WORD PROCESSING SOFTWARE IN TEACHING AND LEARNING
USING SPREADSHEET SOFTWARE IN TEACHING AND LEARNING
USING PRESENTATION SOFTWARE IN TEACHING AND LEARNING
Chapter 5 TECHNOLOGY TOOLS FOR 21ST CENTURY TEACHING: Beyond the Basics
INTRODUCTION TO OTHER SOFTWARE SUPPORT TOOLS
USING MATERIALS GENERATORS
USING DATA COLLECTION AND ANALYSIS TOOLS
USING GRAPHICS TOOLS
USING PLANNING AND ORGANIZING TOOLS
USING RESEARCH AND REFERENCE TOOLS
USING TOOLS TO SUPPORT SPECIFIC CONTENT AREAS
Chapter 6 HYPERMEDIA TOOLS FOR 21st CENTURY TEACHING
INTRODUCTION TO HYPERMEDIA CONCEPTS
OVERVIEW OF HYPERMEDIA DESIGN AND DEVELOPMENT
MULTIMEDIA AUTHORING TYPE 1: PRESENTATION HYPERMEDIA
MULTIMEDIA AUTHORING TYPE 2: AUDIO AND VIDEO PRODUCTION AND EDITING SYSTEMS
MULTIMEDIA AUTHORING TYPE 3: HYPERMEDIA PRODUCTION SOFTWARE
MULTIMEDIA AUTHORING TYPE 4: VIRTUAL ENVIRONMENTS
Chapter 7 DISTANCE TEACHING AND LEARNING AND THE ROLE OF THE OF THE INTERNET
AN EVOLVING USE OF THE INTERNET: DISTANCE EDUCATION
THE INTERNET
USING THE INTERNET FEATURES AND TOOLS: NAVIGATION
USING INTERNET FEATURES AND TOOLS: SEARCHING AND STORING
USING INTERNET FEATURES AND TOOLS: COMMUNICATING
USING INTERNET FEATURES AND TOOLS: SOCIAL NETWORKING AND COLLABORATIONS
WEB COURSE DEVELOPMENT AND SUPPORT
APPLYING APPS IN EDUCATION
Chapter 8 DEVELOPING AND USING WEB-BASED LEARNING ACTIVITIES
INTRODUCTION TO WEB-BASED LEARNING ACTIVITIES: FROM LESSONS TO ONLINE COURSES
DEVELOPING WEB-BASED LESSONS
DEVELOPING AND IMPLEMENTING WEB-BASED PROGRAMS AND LESSONS
Chapter 9 TEACHING AND LEARNING WITH TECHNOLOGY AND LANGUAGE ARTS INSTRUCTION
ISSUES AND PROBLEMS IN ENGLISH AND LANGUAGE ARTS
TECHNOLOGY INTEGRATION STRATEGIES FOR ENGLISH AND LANGUAE ARTS
TECH-PACK NEEDS AND CHALLENGES IN ENGLISH AND LANGUAGE ARTS
Chapter 10 TEACHING AND LEARNING WITH TECHNOLOGY IN FOREIGN AND SECOND LANGUAGE INSTRUCTION
ISSUES AND PROBLEMS IN FOREIGN AND SECOND LANGUAGE LEARNING
TECHNOLOGY INTEGRATION STRATEGIES FOR ELL AND FL INSTRUCTION
TECH-PACK NEEDS AND CHALLENGES IN ELL AND FL LEARNING
Chapter 11 TEACHING AND LEARNING WITH TECHNOLOGY IN MATHEMATICS AND SCIENCE INSTRUCTION
ISSUES AND PROBLEMS IN MATHEMATICS INSTRUCTION
TECHNOLOGY INTEGRATION STRATEGIES FOR MATHEMATICS INSTRUCTION
ISSUES AND PROBLEMS IN SCIENCE INSTRUCTION
TECHNOLOGY INTEGRATION STRATEGIES FOR SCIENCE INSTRUCTION
TECH-PACK NEEDS AND CHALLENGES IN MATHEMATICS AND SCIENCE INSTRUCTION
Chapter 12 TEACHING AND LEARNING WITH TECHNOLOGY IN SOCIAL STUDIES INSTRUCTION
ISSUES AND PROBLEMS IN SOCIAL STUDIES INSTRUCTION
TECHNOLOGY INTEGRATION STRATEGIES FOR SOCIAL STUDIES
TECH-PACK NEEDS AND CHALLENGES IN SOCIAL STUDIES
Chapter 13 TEACHING AND LEARNING WITH TECHNOLOGY IN MUSIC AND ART INSTRUCTION
THE ARTS IN THE INFORMATION AGE
ISSUES AND PROBLEMS IN MUSIC INSTRUCTION
TECHNOLOGY INTEGRATION STRATEGIES FOR MUSIC INSTRUCTION
ISSUES AND PROBLEMS IN ART INSTRUCTION
TECHNOLOGY INTEGRATION STRATEGIES FOR ART INSTRUCTION
TECH-PACK NEEDS AND CHALLENGES IN ART AND MUSIC EDUCATION
Chapter 14 TEACHING AND LEARNING WITH TECHNOLOGY IN PHYSICAL EDUCATION AND HEALTH EDUCATION
ISSUES AND PROBLEMS IN PHYSICAL EDUCATION AND HEALTH EDUCATION
TECHNOLOGY INTEGRATION STRATEGIES FOR PHYSICAL EDUCATION AND HEALTH EDUCATION
TECH-PACK NEEDS AND CHALLENGES IN PHYSICAL EDUCATION AND HEALTH EDUCATION
Chapter 15 TEACHING AND LEARNING WITH TECHNOLOGY IN SPECIAL EDUCATION
INTRODUCTION TO SPECIAL EDUCATION
ISSUES AND PROBLEMS IN SPECIAL EDUCATION
TECHNOLOGY INTEGRATION STRATEGIES FOR SPECIAL EDUCATION
TECH-PACK NEEDS AND CHALLENGES IN SPECIAL EDUCATION
References 429
Name Index 443
Subject Index 447
About the Author :
M.D. Roblyer
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); and Educational Technology in Action: Problem-based Exercises for Technology Integration.
She began her exploration of technology’s benefits for teaching in 1971 as a graduate student at one of the country’s first successful instructional computer training sites, Pennsylvania State University, where she helped write tutorial literacy lessons in the Coursewriter II authoring language on an IBM 1500 dedicated instructional mainframe computer. While obtaining a Ph.D. in instructional systems at Florida State University, she worked on several major courseware development and training projects with Control Data Corporation’s PLATO system. In 1981–1982, she designed one of the early microcomputer software series Grammar Problems for Practice, in conjunction with the Milliken Publishing Company.
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 and is past-president of two AERA Special Interest Groups. Her current research focus is promoting student success in virtual school environments and exploring ways to increase interactive qualities in virtual courses. She is married to fellow FSU Ph.D., William R. Wiencke and is the mother of a daughter, Paige.
Aaron H. Doering
Aaron Doering is an associate professor in the Learning Technologies program at the University of Minnesota. He holds the Bonnie Westby Huebner Endowed Chair in Education and Technology, is a co-director of the Learning Technologies Media Lab, is a Laureate of the prestigious humanitarian Tech Awards, and is a fellow for the University of Minnesota Institute on the Environment. Doering received his Ph.D. in instructional systems and technology and a masters in geography.
Doering serves on numerous editorial boards and gives hundreds of talks a year on adventure learning, engagement, and motivation and his academic writing is focused on how to design and develop adventure learning (AL) environments, the impact of AL inside and outside the classroom, designing and developing online distance learning environments, and K-12 technology integration. He is also the PI of numerous projects such as Earthducation, an investigation of education and sustainability on every continent; Explore15, a user-driven adventure learning environment where students and teachers create their own AL environments; North of Sixty, where students throughout the world are collecting, analyzing, and sharing climate change data; and GeoThentic, a learning environment where teachers teach and students learn geography using geospatial technologies.
Doering has always had a passion for the environment and education from his childhood days of growing up on a farm in southern Minnesota. He always realized that our personal actions have a huge impact on our environment and that we need to be cognizant of how we are all interconnected. From his experiences teaching middle and high school social studies, to working at the National Geographic Society, to the thousands of miles he has spent crossing the circumpolar Arc
