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.
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
Glossary 419
References 429
Name Index 443
Subject Index 447
· NEW!In addition to using the established ISTE National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T), the 6th edition introduces the 21st Century Student Outcomes developed by the Partnership for 21st Century Skills. The new standards and essential conditions for meeting them are discussed in chapters 1-3 and correlated with instructional examples throughout the text. Chapter correlations and lists of the standards also appear in the front of the book. In addition, the Technology Integration Examples, featured in every chapter, are correlated to both sets of standards.
· NEW! In Chapter 2, Bandura’s self-efficacy theory joins descriptions of other learning theories that serve as foundations for today’s technology integration strategies.
· NEW! Expanded coverage of interactive whiteboard integration strategies in chapters 5 and 9. This topic is also features in chapter 5’s Top Ten Interactive Whiteboard Integration Strategies.
· NEW! Information has been added on the roles of mobile devices and e-readers in chapters 1, 5, 9-15. It is also the topic of a new feature, Mobile Apps for Education.
· UPDATED! Chapter 1 has greatly expanded coverage of educational/social/ethical/legal issues that shape technologies uses in schools, along with recommendations for how educators can address them.
· UPDATED! Each chapter has updated technology integration examples that reflect new tools and/or strategies.
· UPDATED! Chapter 7 has updated research and issues related to online teaching and learning
· EXPANDED! Coverage of how to use the Tech-PACK framework in each content area has been expanded to include illustrations and examples.
· UPDATED! The newly updated Technology Integration Planning (TIP) Modelshows teachers how to create an environment in which technology can effectively enhance learning. This model now incorporates the Tech-PACK framework, showing the role that Technological Pedagogical and Content Knowledge plays in helping teachers integrate technology in classrooms in a thoughtful, enlightened way. This topic is introduced in Chapter 2 and reinforced within each chapter’s opening Technology Integration in Action example, Technology Integration Workshop exercises, and content area (Chapters 9–15) explanations.
· UPDATED! Chapters have been re-named, in many cases, to reflect new 21st Century skill focuses.
· NEW! Three new features put students in touch with practical resources they can use, as well as the issues they need to know as informed “education consumers.” These include
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Open-Source Options: In Chapters 2-15, this feature lists online links to publically available software that readings can obtain for free. These free resources help teachers stretch their limited budget for educational materials.
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Hot Topic Debates: Each chapter has a new Hot Topics for Debate feature that focuses on a hot-button issue for one of the topics covered in the chapter. Educators need to know how to address social issues that may present obstacles to effective technology integration.
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Mobile Apps for Education: In Chapters 9-15, two apps are recommended for each content area (one for the Apple platform and one for the Android platform) that support teachers’ instructional work or productivity in that area.
· UPDATED! Each chapter has been updated and new content has been added to document and illustrate major changes and trends in the field, e.g., the new emphasis on:
o interactive online surveys
o social networking
o virtual schooling
o whiteboard tools
Integrating Educational Technology Into Teaching, 6th Edition:
Introduces Your Students to Technology Integration with the following features:
· Technology Integration in Action examples, located at the beginning of Chapters 2—15, are classroom-based scenarios that provide a classroom context for chapter content by focusing on the selection and use of specific technology within a classroom environment. Each walks the reader through the steps of the TIP Model and is tied to chapter objectives.
· Top Ten features highlight and describe the best software features, uses, and strategies for teachers to apply.
· Hot Topics for Debate help teachers address social issues that may present obstacles to effective technology integration.
· Adapting for Special Needs features give your students alternative software and technology suggestions to consider for use in helping students with special needs.
· Mobile Apps for Education features in chapter 9-15 \are widely used in society, and examples help educators see the role these tools are beginning to play in education.
· End-of-Chapter summaries act as study aids by summarizing and reviewing critical chapter content.
· Issues for collaborative discussion and reflection give students questions they can use either for in-class, small-group discussions or to initiate discussions in blogs or online discussion boards
Helps Your Students Plan for Effective Technology Integration
· Technology Integration Examples (TIEs) located in Chapters 3-15 offer numerous technology lesson ideas that can be incorporated into lesson planning across the curriculum. Each lesson suggestion is correlated to the ISTE National Educational Technology Standards for Students (NETS•S) and 21st Century Student Outcomes.
· Open Source Options are free resources help teachers stretch their limited budgets for educational materials.
Helps Your Students Practice Technology Integration
A Technology Integration Workshop, located at the end of every chapter, includes hands-on, interactive activities that connect chapter content to real-life practice. Each Workshop contains the following activities:
· Technology Integration Lesson Planning exercises provide students the opportunity and resources to evaluate a set of technology integration lessons and to modify or create their own lesson plans to meet their classroom needs.
· An Implementing the TIP Model activity asks teachers to show how they would implement the TIP Model in their classrooms by doing activities with the lesson(s) they created in the Technology Integration Lesson Planning exercise.
· A For Your Teaching Portfolio feature directs students to save the material they created in each chapter in a personal portfolio.
· Tech-PACK in Action exercises ask teachers to read scenarios focusing on Tech-PACK-relevant situations and analyze them by answering key questions after them.
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 Arctic, Doering’s mission in life is to make a difference in the world through education.