Integrating Educational Technology into Teaching / Edition 5

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Overview

This new fifth edition of Integrating Educational Technology into Teaching, by M.D. Roblyer and Aaron H. Doering, builds upon the success of the unique aspects and approach of previous editions. Beginning with Chapter 2, every chapter reinforces the authors' five-step Technology Integration Planning Model (TIP Model) through a series of features and activities:

  • Technology Integration Examples and Making the Case boxes introduce teachers to the model.
  • Technology Integration Lessons and Adapting for Special Needs boxes help teachers plan for effective technology integration.
  • End-of-chapter Technology Integration Workshops provide hands-on practice with technology tools, developmentally appropriate classroom-based scenarios (The TIP Model in Action), and MyEducationLab website activities that help teachers visualize and apply what they have learned.

The only book on the market to offer specific content area chapters, the fifth edition introduces the Technological Pedagogical Content Knowledge (TPACK) framework in Chapter 2 and incorporates it within these content-specific chapters to encourage teachers to reflect on the three domains to develop the knowledge and skills to overcome roadblocks to integration.

New to This Edition

  • The new ISTE National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T) and Essential Conditions are discussed in Chapters 1—3 and correlated throughout the text.
  • Technological Pedagogical Content Knowledge (TPACK) framework appears in Chapter 2 and is discussed in every chapter in Part IV.
  • Heavily revised Chapter 8 provides a greater focus on distance education by exploring what it means to be an online teacher and how to prepare for teaching online, and draws a comparison with face-to-face teaching.
  • Web 2.0 technologies and strategies are discussed and incorporated into every chapter.
  • Revised & Updated! Technology Integration Lesson Planning features in every chapter are correlated with the new NETS-S.
  • MyEducationLab annotations in every chapter integrate web-based assignable activities and resources with chapter content including video-based assignments, classroom artifacts, sample lesson plans, rubrics and checklists, tutorials, and web activities. To provide the MyEducationLab Student Access Code with the text for your students please use ISBN 0-13-610137-2 when placing your book order.
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Product Details

  • ISBN-13: 9780135130636
  • Publisher: Pearson
  • Publication date: 3/25/2009
  • Series: MyEducationLab Series
  • Edition description: Older Edition
  • Edition number: 5
  • Pages: 480
  • Sales rank: 699,948
  • Product dimensions: 8.40 (w) x 10.80 (h) x 0.80 (d)

Meet 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 Arctic, Doering’s mission in life is to make a difference in the world through education.

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Table of Contents

Part 1: Introduction and Background on Integrating Technology in Education

1 — Educational Technology in Context: The Big Picture

2 — Foundations of Effective Technology Integration Models: Theory and Practice

Part 2: Integrating Software Tutors and Tools into Teaching and Learning

3 — Teaching with Instructional Software

4 — Teaching with the Basic Software Tools: Word Processing, Spreadsheet, and Database Programs

5 — Teaching with Software Tools: Beyond the Basic Programs

6 — Teaching with Multimedia and Hypermedia Tools

Part 3: Linking to Learn: Principles and Strategies

7 — Introducing the Internet and Other Distance Learning Tools

8 — Integrating the Internet into the Curriculum

Part 4: Integrating Technology Across the Curriculum

9 — Technology in English and Language Arts Instruction

10 — Technology in English Language Learning and Foreign Language Instruction

11 — Technology in Mathematics and Science Instruction

12 — Technology in Social Studies Instruction

13 — Technology in Music and Art Instruction

14 — Technology in Physical Education and Health Education

15 — Technology in Special Education

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