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|Ch. 1||Educational Technology - Evolution in Progress||4|
|Ch. 2||Planning and Implementation for Effective Technology Integration||27|
|Ch. 3||Learning Theories and Integration Models||54|
|Ch. 4||Using Instructional Software in Teaching and Learning||85|
|Ch. 5||Using Word Processing, Spreadsheet and Database Software in Teaching and Learning||127|
|Ch. 6||Using Various Technology Tools to Support Teaching and Learning||156|
|Ch. 7||Using Optical Technologies in Teaching and Learning||179|
|Ch. 8||Using Hypermedia in Teaching and Learning||195|
|Ch. 9||Linking to Learn: Using Technology to Connect People and Resources||211|
|Ch. 10||Emerging Technologies - Present Directions, Future Visions||238|
|Ch. 11||Technology in Language Arts and Foreign Language Instruction||261|
|Ch. 12||Technology in Science and Mathematics Instruction||273|
|Ch. 13||Technology in Social Science Instruction||285|
|Ch. 14||Technology in Music and Art Instruction||296|
|Ch. 15||Technology in Exceptional Student Education||308|
|Appendix A||Getting Started with Microcomputer Systems||320|
|Appendix B||Educational Technology Resources||335|
|About the Authors||362|
In his book Telecosm, a paean to the golden future that he predicts technology soon will make possible, George Gilder speaks of new technology that "makes men into bandwidth angels," capable of electronically enhanced flight "beyond the fuzzy electrons and frozen pathways of the microcosm to a boundless realm . . . ." Gilder is the acolyte for those who see unlimited access to technology as equivalent to heaven. But David Denby, writing in The New Yorker about the Evernet (the next incarnation of the Internet), sees the potential for something less celestial. "Are we truly standing on the edge of greater freedom and personal control?" he wonders. "Or are we unwittingly putting ourselves in thrall to a system that will dazzle us with choices yet dislocate us, pull us apart, even consume us?"
Weinberg seems to see clearly that both futures are possible and neither is inevitable. The difference, he says, depends on "the script," that is, a recognition and articulation of what we value about ourselves, our society, our civilization. These are the guideposts, he says, that will show us how to use well the products of our scientific knowledge. So inspired and guided, we can create a future in which technology is our ally rather than our undoing, our salvation rather than our damnation.
What are the values that should underlie our use of technology in education? The following aresuggested as essential elements:
The purpose of this book is to show how we are challenged to shape the future of educational technology. How we respond to this challenge is guided by how we see it helping us accomplish our own informed vision of what teaching and learning should be. Our approach to accomplishing this purpose rests on three premises:
This edition differs in some structural ways from the first two, but its goal remains the same: to help teachers see their role in shaping the future of technology in education. This book can help them perceive that writing a script for the future requires some faith in ourselves, a belief that we can fly into the future with wings of our own making.
This book is designed to help teach both theoretical and practical characteristics of technology integration strategies. It is useful in several different types of education settings.
This edition has added new information and reorganized some information from the first and second editions to help make sense of both new and emerging concepts. Readers will note the following changes and improvements:
This text is organized into four sections—one of background and three of resources and applications.
Part 1: Introduction and Background on Integrating Technology in Education.
Einstein is said to have observed that "Everything should be made as simple as possible, but not more so." Using technology as a force for change becomes simpler when one understands the foundations on which integration strategies are based—but that is no small task in itself. This section provides a "big picture" background on technology's role in education, reviews a variety of planning issues to be addressed prior to and during integration, provides a technology integration model for teachers, and describes learning theories and teaching/learning models related to technology integration.
Part II: Using Software and Media Tutors and Tools: Principles and Strategies.
To paraphrase a popular jingle, "Software—it ain't just CAI anymore." This section describes more than 40 types of instructional software products ranging from drill and practice to integrated learning systems, from word processing to groupware. Multimedia and hypermedia are covered in this section, because they fit so well under the rubric of tools. Each software and media product description covers unique qualities, potential benefits, and sample integration strategies.
Part III: Linking to Learn: Principles and Strategies.
This section represents the most significant revision from the first edition. In light of the growing importance of connecting people and resources for a technology-permeated future, two chapters are devoted to the types and uses of distance technologies. As with Part II, example lesson plans or activities are given for each recommended integration strategy. Chapter 9 provides a "link to the future," courtesy of William R. Wiencke, in describing technologies that are changing the way members of our society live, work, and communicate.
Part IV: Integrating Technology Across the Curriculum.
The six chapters in this part describe and give updated examples of technology integration strategies and resources for several different content areas: language arts and foreign languages, math and science, social sciences, the arts, physical education and health education, and special education. Although these chapters separate the areas into topics, the chapters themselves recognize and incorporate the current trends toward thematic, interdisciplinary instruction. Many of the examples cross discipline boundaries and serve to illustrate how the concepts of several content areas can be merged into a single lesson or learning activity—and how technology can support the process.
Each chapter has the following features to help both the instructor and the student.
Instructors have access to the following resources: