Overview

These well-respected authors provide a rationale for integrating computers into the classroom curriculum by using them as tool, rather than just an instructional delivery device.  Accessible for even teachers with limited computer knowledge teachers are provided with a ten-step NTeQ (iNtegrating Technology for inQuiry) model for developing and implementing integrated lesson plans. Word processing, spreadsheets, databases, publishing software, the Internet, and educational software are all explored, with the goal of demonstrating how to determine whether or not computers should be used and how best to use them.  Helping teachers connect what they are learning to their daily planning and instruction the content within each chapter is also aligned with the new ISTE National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T), revised in 2007 and 2008, respectively.  A new feature throughout the book, The Teacher Diary, documents teacher experiences as they incorporate the NTeQ model in the classroom. The popular NTeQ Lesson Plans have also been expanded to be included in Chapters 7–11.

Full Product Details

Author:   Gary R. Morrison ,  Deborah L. Lowther
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   4th edition
Dimensions:   Width: 21.20cm , Height: 1.30cm , Length: 30.90cm
Weight:   0.510kg
ISBN:  

9780135145296

ISBN 10:   0135145295
Pages:   384
Publication Date:   21 January 2010
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Chapter 1: Rethinking Computers and Instruction Preparing Students for the 21st Century 21st Century Knowledge and Skills National Educational Technology Standards for Students Linking Educational Reform and Technology Moving from Teacher- to Student-Centered Instruction Creating Open-Ended Learning Environments Achieving Collaborative Learning The NTeQ Model The NTeQ Philosophy NTeQ and the Teacher NTeQ and the Student NTeQ and the Computer NTeQ and the Standards   Chapter 2: NTeQ: Designing an Integrated Lesson Designing an Integrated Lesson using the NTeQ Approach Specifying Objectives Matching Objectives to Computer Functions Specifying a Problem Research and Analysis Planning the Results Presentation Planning: Activities During Computer Use Planning: Activities Before Computer Use Planning: Activities After Computer Use Planning: Supporting Activities Assessment   Chapter 3: Digital Tools in Today’s Classrooms Using Digital Tools in the Classroom Four Tech Digital Tool Categories Platform Connectivity Device Software File Format Computers Desktop Components All-in-One Desktops Laptops Computer Pros and Cons Mobile Devices Digital Media Players/Recorders Digital Cameras e-Book Readers GPS Navigation Receivers Graphing Calculators PDA (Personal Data Assistants) Personal Response Systems Mobile Devise Pros and Cons Peripherals Audio Devices Interactive Whiteboards Printers Projectors Scanners Science Probes Webcams Peripherals Pros and Cons Data Storage Devices External Hard Drives Flash Drives Storage Cards Digital Storage Pros and Cons   Chapter 4: Computer Software in Today’s Classrooms Software Categories Five Categories of software Production Software Word Processing Spreadsheets Presentation Database Graphic Organizers Graphics Audio/Video Editing Authoring Research Software Browsers Search Engines Plug-ins Communication/Collaboration Software Email Lists Chat Instant Messaging Discussion Board Blogs Wiki RSS Podcasts Problem-Solving Software Games Simulations Educational Software Drill-and-Practice Tutorials Integrated Learning Systems Process Tools Testing Software   Chapter 5: Think Sheets Using Technology for Higher-Order Learning The Self-Regulated Learner    What is Self-Regulation?    Strategies for Self-Regulation Using Think Sheets for Higher-Order Learning    Three Types of Think Sheets    Components of a Think Sheet Using the NTeQ Problem-Solving Process for Higher-Order Learning    Components of the NTeQ Problem-Solving Process    As-Needed Activities   Chapter 6: Exploring The World Wide Web in the Classroom The Internet             Using the Web to Achieve ISTE NETS for Students Students using the Web as a Tool The Web as an Information Source The Web as a Collaboration Tool The Web as a Communication Tool Teachers using the Web as a Tool Content management Connecting with Parents and the Community Professional development Appropriate Practices with the Web             District Policies Classroom Policies             Copyright Issues Using the Internet with an NTeQ Lesson   Chapter 7:  Word Processing Examining Word Processing Word Processing in the Classroom Designing an Integrated Lesson Using Word Processing NTeQ Lesson Plan Lesson Bytes for Word Processing   Chapter 8: Integrating Spreadsheets as Tools Examining Spreadsheets Spreadsheets in the Classroom Designing an Integrated Lesson Using Spreadsheets NTeQ Lesson Plan Lesson Bytes for Spreadsheets   Chapter 9: Integrating Multimedia as a Tool Examining Multimedia Multimedia in the Classroom Designing an Integrated Lesson Using Multimedia NTeQ Lesson Plan Lesson Bytes for Spreadsheets   Chapter 10: Graphic Organizers Examining Graphic Organizers Graphic Organizers in the Classroom Designing an Integrated Lesson Using Graphic Organizers NTeQ Lesson Plan Lesson Bytes for Graphic Organizers   Chapter 11:  Integrating Educational Software Choosing the Right Software Benefits of Problem-Solving Software Benefits of Educational Software Software Evaluation Software Evaluation Criteria Software Reviews Teacher-Conducted Software Evaluation Using NTeQ to Integrate Problem-Solving and Educational Software Five Key Components Meaningful Integration   Chapter 12: Teacher, Technology and the Classroom The Technologically Competent Teacher National Educational Technology Standards for Teachers Preparing to Implement a Technology Lesson Preparing Handouts Preparing Technology Managing Student Use of Computers Managing the Classroom Environment Managing the Rotation Managing Student Activities Managing the ResourcesP

Reviews

[H]ands-down the best book out there for teaching preservice teachers how to integrate technology into teaching and learning. Nothing else is as clear and practical a resource. - Heidi L. Schnackenberg, SUNY Plattsburgh

[H]ands-down the best book out there for teaching preservice teachers how to integrate technology into teaching and learning. Nothing else is as clear and practical a resource. - Heidi L. Schnackenberg, SUNY Plattsburgh

[H]ands-down the best book out there for teaching preservice teachers how to integrate technology into teaching and learning. Nothing else is as clear and practical a resource. - Heidi L. Schnackenberg, SUNY Plattsburgh

Author Information

Gary R. Morrison received his doctorate in Instructional Systems Technology from Indiana University. Since then, he has worked as instructional designer at the University of Mid-America, Solar Turbines International, General Electric Company's Corporate Consulting Group, and Tenneco Oil Company. As a professor at the University of Memphis, he taught courses in instructional design and served as a faculty associate in the Center of Academic Excellence. Presently, he is a professor in the Instructional Design and Technology Program at Old Dominion University, where he teaches courses in instructional design and distance learning. His credits include print projects, multimedia projects, and more than 30 hours of instructional video programs, including a rive-part series that was aired nationally on PBS-affiliated stations. Dr. Morrison has written more than 100 papers on topics related to instructional design and computer-based instruction and has contributed to several books and instructional software packages. He is co-author of Designing Effective Instruction with Steven M. Ross and Jerold E. Kemp. He is the associate editor of the research section of Educational Technology Research and Development and past president of AEC:T's Research and Theory Division, and Design and Development Division. Deborah L. Lowther received her Ph.D. in Educational Technology from Arizona State University. Before completing her doctoral work, she was a seventh-grade science teacher. She is currently an associate professor in the Department of Instruction and Curriculum Leadership at the University of Memphis. Her area of concentration is Instructional Design and Technology. She teaches courses primarily focused toward preparing preservice and inservice teachers to integrate computer technology into their curriculum. She also teaches courses that lead to state certification in instructional computing applications. Her research is centered on factors influencing the integration of technology into various learning environments. Over the past 8 years, Dr. Lowther has been very involved with technology integration from the international to the local level. Her involvement includes conference presentations; co-guest editing Technology in the K-12 Schools, a special edition of a national journal; working with multiple grants focused toward technology integration; providing professional development to K-12 schools across the nation. She is currently the Principal Investigator of Professional Development for the Appalachian Technology in Education Consortium.

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