Overview

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.

Full Product Details

Author:   M. D. Roblyer ,  Aaron H. Doering
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   6th edition
Dimensions:   Width: 21.60cm , Height: 1.80cm , Length: 27.60cm
Weight:   0.910kg
ISBN:  

9780132612258

ISBN 10:   0132612259
Pages:   480
Publication Date:   31 January 2012
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9781292022086
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   Awaiting stock  

Table of Contents

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

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Author Information

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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