Integrating Technology for Meaningful Learning, 5/e, provides a unique, inviting approach to introducing the use of technology in the K-12 classroom. Offering an abundance of authentic, hands-on projects, the text provides future classroom teachers with the essential information and motivation to use technology as an everyday tool. The authors strike an important balance between practical applications and theoretical issues so that teachers can concentrate on the connections between learning tasks and the mental activities of students. This new edition offers expanded coverage of the Internet as a tool for communication and inquiry and includes updated coverage of all emergent technologies.
Mark Grabe is professor in the psychology department and the instructional design and technology program at the University of North Dakota. He earned his Ph.D. in psychology in 1975 at Iowa State University. He has been developing instructional software for approximately 17 years in support of his own research activities. His present projects include evaluating how students make use of online study tools in large lecture introductory classes and helping the University of North Dakota implement a Department of Education Preparing Tomorrow's Teachers to Use Technology (PT3) grant.
Cindy Grabe is employed by the Grand Forks school district as a technology facilitator. Her position requires her to provide training to district teachers, administrators, and staff members, collaborate on curriculum projects, and conduct demonstration activities with students. She is involved in providing continuing educational experiences for teachers in area schools, and she teaches courses for undergraduate pre-service teachers at the University of North Dakota. She was recently awarded a three-year U.S. Department of Education Grant entitled "Engaging Students in Historical Inquiry."
Note: Each chapter begins with an Orientation and concludes with a Summary, Reflections on the Chapter, Activities, Key Terms, and Resources to Expand Your Knowledge Base. I. A Teaching and Learning Framework for Integrating Technology in Classrooms 1. Key Themes and Issues for Using Technology in Your Classroom Uses of Technology: An Introduction to Key Themes Physics: Probes and Projects Knowing Nature: Technology as a Tool for the Personal Journey of Learning E-portfolios: Reflection and Evaluation in the Middle-School Methods Class Themes of Technology Use in the Classroom Technology in Today's Classroom Technology and School Reform National Standards: Goals for Learning and Expectations for Technology Changing the Way Technology Is Used in Schools The Activity-Based Model of Technology Use 2. Meaningful Learning in an Information Age Cognitive Models of School Learning Fundamental Properties of Mental Activity Processes: Mental Tools for Doing the Work of Thinking and Learning Conceptual Models of School Learning From Theory to Practice: Teaching, Learning, and the Role of Technology Research about Learning with Technology II. Learning How to Integrate Technology with Your Teaching 3. Using Tools: Word Processors, Databases, Spreadsheets, and Data Probes Productivity Tools in the Work of Teachers and Students The Tools Approach Word Processing Spreadsheets Databases Investigating Wildflowers: A Database Project Data Collection Devices 4. Using Instructional Software and Multimedia for Content-Area Learning "Sniffy, the Virtual Rat": An Example of Learning from the Computer Computer-Based Instruction The Process of Instruction Categories of Instructional Software Exploratory Environments Multimedia and Hypermedia in the Delivery of Computer-Assisted Instruction Learning from Multimedia Instructional Resources 5. The Internet as a Tool for Communication What Is the Internet? What Roles Can the Internet Play in Education? Learning by Communicating Facilitating Online Discussion 6. The Internet as a Tool for Inquiry A Classroom Example of an Authentic Inquiry Task The World Wide Web and Web Exploration Tools Locating Information on the Web: Browsing versus Searching Categories of Web Resources Strategies for Using Primary Sources on the Web Evaluating Web Information Using the Web for Active Learning Conclusion: New Challenges for Teachers 7. Using Multimedia Tools Who Wants to Be a Millionaire? A System for Classifying Student Multimedia Projects Software Tools for Creating Multimedia Projects Multimedia Authoring Environments for Hypermedia 8. Learning to Work with Images, Sound, and Video The Case of the Missing Gerbil Tools for Creating and Manipulating Images Tools for Capturing Still Images Locating Image Sources Working with Video Clay Animation: Creating Video by Sequencing Images of Clay Characters Capturing and Storing Sounds for Multimedia Projects Learning with Sound and Graphics Tools 9. Learning from Student Projects: Knowledge as Design and the Design of Hypermedia' "Is This the Way It Is?": creating a Geography Project for an Authentic Audience Knowledge as Design Looking at Student-Authored Hypermedia Principles of Hypermedia Design: The Process of Developing Software Content Organization Graphic Design Text Presentation and Writing User Interface and Navigation Student Cooperation: Fundamentals for Design Teams Hypercomposition Design Model The Teacher's Role in the Design Process Student Projects on the Web III. Looking at Issues for the Present and Future 10. Responsible Use of Technology Equity of Educational Opportunity Copyright Law and Respect for Intellectual Property Protecting Students from Inappropriate Material and Experiences