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Preface | |
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A Teaching and Learning Framework for Integrating Technology in Classrooms | |
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Key Themes and Issues for Using Technology in Your Classroom | |
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Orientation | |
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Uses of Technology: An Introduction to Key Themes | |
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Physics: Probes and Projects | |
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Knowing Nature: Technology as a Tool for the Personal Journey of Learning | |
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E-portfolios: Reflection and Evaluation in the Middle-School Methods Class | |
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Themes of Technology Use in the Classroom | |
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Technology Integrated into Content-Area Instruction | |
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Focus: Creative Tension: What Multiple Parties Want from Digital Portfolios | |
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A Tools Approach | |
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An Active Role for Students | |
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A Facilitative Role for the Teacher | |
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An Integrated or Multidisciplinary Approach | |
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Standards and Performance-Based Assessment | |
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Cooperative Learning | |
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Spotlight on Assessment: Relating Learning and Assessment | |
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Technology in Today's Classroom | |
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Students' Access to Technology | |
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What Students Do with Computers | |
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Resources and Equity | |
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Technology and School Reform | |
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Key Elements for Twenty-first-Century Learning | |
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Restructuring Schools | |
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National Standards: Goals for Learning and Expectations for Technology | |
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What Are Standards? | |
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Standards and Reform | |
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Standards for Learning with Technology | |
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Standards and Educational Equity | |
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Changing the Way Technology Is Used in Schools | |
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Focus: ISTE Technology Standards | |
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Focus: How Standards May Be Shaping What You Learn about the Application of Technology | |
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Three Perspectives on Technology and School Reform | |
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"Influence of Computer and Internet Use on Teachers' Pedagogical Practices" | |
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"High Access and Low Use...: Explaining an Apparent Paradox" | |
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"The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture" | |
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Teacher Preparation | |
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Teacher Training | |
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Teacher Attitudes | |
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The Activity-Based Model of Technology Use | |
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Focus: The National Educational Technology Plan | |
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Early Use of Activity-Based Approaches | |
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Today's Use of Activity-Based Approaches and Technology | |
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Summary | |
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Reflecting on Chapter 1 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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Meaningful Learning in an Information Age | |
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Orientation | |
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Cognitive Models of School Learning | |
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Fundamental Properties of Mental Activity | |
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Memory Stores | |
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Short-Term Memory | |
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Long-Term Memory | |
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Processes: Mental Tools for Doing the Work of Thinking and Learning | |
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Metacognition | |
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Metacognitive Knowledge | |
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Metacognitive Control Functions | |
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Using Technology to Improve Metacognitive Skills | |
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Mental Activity: A Recap | |
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Conceptual Models of School Learning | |
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Meaningful Learning | |
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Reception versus Discovery | |
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Characterizing Typical Learning Activities | |
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When to Use Discovery Techniques | |
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Constructivism | |
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Spotlight on Assessment: Performance Assessment | |
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Reviewing the Common Themes | |
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Focus: Are We Abandoning Truth? | |
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From Theory to Practice: Teaching, Learning, and the Role of Technology | |
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Authentic Activities | |
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Inert Knowledge | |
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Authentic Activities and Technology | |
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Higher-Order Thinking and Transfer | |
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Ways to Teach Higher-Order Thinking | |
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Transfer: The Low Road and the High Road | |
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The Social Context of Learning | |
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Focus: Using the Internet for Authentic Activities | |
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Cognitive Apprenticeship | |
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Cooperative Learning | |
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Learning Communities | |
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Project-Based Learning | |
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Focus: Lev Vygotsky | |
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Previewing Technology Options That May Expand How You Think about Student Learning | |
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Computer Tools and Thinking Behavior | |
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Activities and Projects for Your Classroom: Ideas for Content-Area Projects | |
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Hypermedia Projects | |
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Research about Learning with Technology | |
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Summary | |
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Reflecting on Chapter 2 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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Learning How to Integrate Technology with Your Teaching | |
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Using Tools: Word Processors, Databases, Spreadsheets, and Data Probes | |
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Orientation | |
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Productivity Tools in the Work of Teachers and Students | |
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The Tools Approach | |
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Word Processing | |
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Characteristics of Word Processing Programs | |
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Text Input | |
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Storage and Retrieval | |
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Formatting | |
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Activities and Projects for Your Classroom: Word Processing Activities for All Grade Levels | |
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Editing | |
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Special Tools | |
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Document Design Capabilities | |
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The Value of Word Processing Features | |
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Writers, Writing, and Word Processing | |
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Focus: Learning Word Processing Features | |
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The Writing Process Approach | |
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Keyboarding | |
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Spotlight on Assessment: Electronic Portfolios | |
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Focus: Using Inspiration to Brainstorm | |
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Spreadsheets | |
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Focus: Publication on the Internet | |
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Emerging Technology: Inexpensive "Keyboard" Computers | |
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Comparing Winter Temperatures: A Spreadsheet Project | |
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Activities and Projects for Your Classroom: Spreadsheet Activities | |
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Focus: Using a Spreadsheet to Help Understand the Solution to an Algebraic Equation | |
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Databases | |
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Developing a Database | |
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Investigating Wildflowers: A Database Project | |
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Reflections on Spreadsheet and Database Programs | |
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Data Collection Devices | |
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Examples of Data Collection | |
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Using Data Collection to Encourage Higher-Order Thinking | |
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Focus: Using a Data Logger to Measure Stress | |
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Emerging Technology: GPS and GIS: Interpreting Data in Relationship to Place | |
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Geocaching: Encouraging Local Explorations Using GPS | |
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Summary | |
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Reflecting on Chapter 3 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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Using Instructional Software and Multimedia for Content-Area Learning | |
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Orientation | |
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"Sniffy, the Virtual Rat": An Example of Learning from the Computer | |
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Computer-Based Instruction | |
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The Process of Instruction | |
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Categories of Instructional Software | |
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Tutorials | |
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How Tutorials Function | |
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Evaluating Tutorials | |
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Simulations | |
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Operation: Frog-An Example of a Simulation | |
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Attributes of Simulations, Learning, and Transfer | |
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Advantages of Simulations | |
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Drill and Practice | |
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Applications of Drill-and-Practice Software | |
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Focus of Drill and Practice | |
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Educational Games | |
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Examples of Educational Games | |
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Classroom Uses of Games | |
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Exploratory Environments | |
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Characteristics of Exploratory Environments | |
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Hypermedia Environments | |
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Effectiveness of Exploratory Environments | |
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Multimedia and Hypermedia in the Delivery of Computer-Assisted Instruction | |
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What Are Multimedia, Hypermedia, and Hypertext? | |
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What Are CD-ROM and DVD? | |
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CD-ROM Technology | |
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DVD Technology | |
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Other Forms of Multimedia Found in Classrooms | |
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Talking Books | |
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Multimedia References | |
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Learning from Multimedia Instructional Resources | |
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Emerging Technology: The Evolution of Multimedia Encyclopedias | |
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Strengths and Weaknesses of Multimedia and Hypermedia | |
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Advantages of Multiple Formats and Alternative Perspectives | |
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Concerns about Multimedia in Classrooms | |
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The Evaluation of Computer-Assisted Instruction | |
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Summary of Research on CAI | |
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Interpreting Contradictory Research Findings: The Arguments about CAI Effectiveness | |
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Evaluating Software | |
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Evaluation Forms | |
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Constructivism and Cooperative Learning with Instructional Software | |
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Keeping Current: Locating Appropriate Software | |
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Summary | |
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Reflecting on Chapter 4 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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The Internet as a Tool for Communication | |
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Orientation | |
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What Is the Internet? | |
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What Roles Can the Internet Play in Education? | |
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Internet Tools for Communication | |
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Internet Tools for Inquiry | |
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Internet Tools for Construction | |
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Learning by Communicating | |
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E-mail | |
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Focus: Making the Connection | |
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Mailing Lists | |
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Conferences | |
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Focus: Joining a List Maintained by a Server | |
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Keeping Current: Finding Useful Mailing Lists | |
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Chat and Instant Messaging | |
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Videoconferencing | |
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Telecomputing Activity Structures | |
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Advantages and Disadvantages of Computer-Mediated Communication | |
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Focus: Capitalizing on Volunteerism through Telementoring | |
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CMC's Impact on Discussion | |
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Potential Problems with CMC | |
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Focus: Netiquette Guidelines | |
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Facilitating Online Discussion | |
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Your Technical Role | |
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Your Social Role | |
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Your Managerial Role | |
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Your Pedagogical Role | |
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Focus: Key Issues for Online Discussions | |
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Gaining Experience | |
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Summary | |
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Reflecting on Chapter 5 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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The Internet as a Tool for Inquiry | |
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Orientation | |
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A Classroom Example of an Authentic Inquiry Task | |
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The World Wide Web and Web Exploration Tools | |
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Focus: Internet Addresses | |
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Web Browsers | |
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Keeping Track of Online Resources | |
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Making Bookmarks More Informative | |
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Exporting Bookmarks | |
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Locating Information on the Web: Browsing versus Searching | |
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An Example of Browsing | |
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Types of Search Services | |
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Search Engine and Directory Combinations | |
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Index Search Engines | |
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Meta-Index Searches | |
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Which Type of Search Engine Should I Use? | |
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Conducting a Search | |
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Using the Web in Your Classroom | |
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Categories of Web Resources | |
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Online Tutorials | |
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Instructional Resources | |
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Primary Sources | |
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Focus: Doing History: Supporting History Teachers in Promoting Historical Inquiry | |
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Keeping Current: Subscription Information Services | |
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Strategies for Using Primary Sources on the Web | |
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The Big Six | |
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Focus: Issues in Classroom Use of Web Resources | |
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Focus: Information Literacy Standards | |
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The Big Six and the Internet | |
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Information Seeking on the Internet | |
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Locating and Accessing Internet Resources | |
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Using Internet Information | |
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Focus: Citing Internet Sources | |
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Evaluating Web Information | |
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Editorial Review and Screening of Internet Resources | |
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Searching a Database of Reviewed Sites | |
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Using Resources Identified by an Educational Portal | |
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Digitized Primary Sources from Reputable Institutions | |
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Making Your Own Decisions | |
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Who Is the Author? | |
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Is There an Organizational Sponsor? | |
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Additional Evaluation Criteria | |
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Using the Web for Active Learning | |
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Obtaining Current Weather Data: An Internet Project | |
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Scaffolding Web Exploration | |
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The Snow Goose Crisis: A WebQuest Example | |
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Background | |
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Instructional Tasks | |
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WebQuest Presentation | |
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Conclusion: New Challenges for Teachers | |
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Summary | |
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Reflecting on Chapter 6 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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Using Multimedia Tools | |
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Orientation | |
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Who Wants to Be a Millionaire? | |
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A System for Classifying Student Multimedia Projects | |
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Embellished Documents | |
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Linear Multimedia Presentations or Slide Shows | |
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Hypermedia | |
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Thinking Beyond What Your Projects Will Look Like | |
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Activities and Projects for Your Classroom: Slide Show Activities | |
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Software Tools for Creating Multimedia Projects | |
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Creating Embellished Documents with Word Processing Programs | |
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Creating Multimedia Slide Shows | |
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KidPix Slideshow | |
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Presentation Software | |
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Example of a Classroom Presentation | |
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Multimedia Authoring Environments for Hypermedia | |
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eZediaMX | |
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Elements of the eZediaMX System | |
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Is PowerPoint a Multimedia Authoring Environment? | |
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Emerging Technology: eZediaQTI | |
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Other Multimedia Authoring Environments | |
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Summary | |
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Reflecting on Chapter 7 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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Learning to Work with Images, Sound, and Video | |
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Orientation | |
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The Case of the Missing Gerbil | |
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Tools for Creating and Manipulating Images | |
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Paint and Draw Programs | |
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Creating Original Images | |
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Modifying Existing Images | |
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Saving Images That Can Be Used by Application Programs | |
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Organizing and Saving Large Image Collections | |
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Comparing Paint and Draw Programs | |
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Using Graphics Tools in a Writing Assignment | |
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Focus: Screen Capture | |
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Understanding Graphics File Formats | |
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Tools for Capturing Still Images | |
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Focus: Graphics for the Web | |
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Flatbed Scanners | |
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Digital Cameras | |
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Still Images from Video | |
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Activities and Projects for Your Classroom: Video Images to Capture | |
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Locating Image Sources | |
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Coloring Books | |
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World Wide Web | |
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Student Art | |
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Clip Art Collections | |
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Organizing Your Image Collection | |
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iPhoto | |
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Working with Video | |
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Digital Camcorders | |
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Video Production | |
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Planning Phase | |
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Collecting Primary Sources and Generating Interpretive Products | |
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Editing | |
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Focus: Camcorder Tips | |
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Activities and Projects for Your Classroom: Video Productions | |
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Clay Animation: Creating Video by Sequencing Images of Clay Characters | |
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Capturing and Storing Sounds for Multimedia Projects | |
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Emerging Technology: Background Music | |
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Emerging Technology: Digital Audio Recording and Podcasts | |
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Learning with Sound and Graphics Tools | |
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Summary | |
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Reflecting on Chapter 8 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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Learning from Student Projects: Knowledge as Design and the Design of Hypermedia | |
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Orientation | |
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"Is This the Way It Is?": Creating a Geography Project for an Authentic Audience | |
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Knowledge as Design | |
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Looking at Student-Authored Hypermedia | |
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Principles of Hypermedia Design: The Process of Developing Software | |
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Content Organization | |
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Experiencing Content in a Variety of Ways | |
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Organizational Structure | |
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Graphic Design | |
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Screen Layout | |
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Text Presentation and Writing Style | |
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User Interface and Navigation | |
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Menus and Maps | |
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Buttons | |
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Student Cooperation: Fundamentals for Design Teams | |
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Going Beyond Factual Information | |
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Group Investigation | |
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Hypercomposition Design Model | |
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Activities and Projects for Your Classroom: Planets | |
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Planning | |
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Transforming and Translating | |
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Collecting Information | |
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Spotlight on Assessment Evaluating Projects | |
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Generating Knowledge | |
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Evaluating and Revising | |
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Focus: Experimenting with Different Structures and Linking Systems | |
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Focus: Alternative: A Filmmaking Model | |
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The Teacher's Role in the Design Process | |
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Works of Mind | |
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Apprenticeship Method | |
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Project Quality | |
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Student Projects, Standards, and Restructuring | |
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Student Projects on the Web | |
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Basic Features and Skills | |
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Alternative Ways to Construct Web Pages | |
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Word Processing Programs | |
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Web Authoring Software for Students | |
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Emerging Technology: Blogs and Blogging | |
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General-Purpose Web Authoring Software | |
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Design Tips for Web Pages | |
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Navigation System | |
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Page Layout | |
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Use of Graphics and Video | |
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Text Presentation | |
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Learning through Design: The Canada Project | |
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Overview and Project Goals | |
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Project Specifics | |
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Evaluation and Outcomes | |
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Summary | |
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Reflecting on Chapter 9 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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Looking at Issues for the Present and Future | |
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Responsible Use of Technology | |
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Orientation | |
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Equity of Educational Opportunity | |
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Equity and SES | |
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Educational Testing Service (ETS) Mathematics Study | |
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Role of Educators' Perceptions | |
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Equity and the Classroom Teacher | |
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Equity and Gender | |
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Focus: The E-rate as a Solution for Disadvantaged Schools | |
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Equity and Student Ability | |
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Adapting Technology for Equal Access | |
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Adaptations for Mobility Impairments | |
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Adaptations for Visual Impairments | |
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Adaptive Web Page Design | |
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Emerging Technology: Adaptations for Visually Impaired Web Users | |
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Copyright Law and Respect for Intellectual Property | |
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Education and Copyright: Issues and Problems | |
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Copyright Law | |
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Establishing a Copyright | |
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Rights, Licenses, and Permissions | |
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Copying Computer Software | |
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Fair Use | |
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Focus: Obtaining Permission to Copy | |
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Using Student Work on Web Sites | |
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Rules of Thumb: Suggested Answers for the Copyright Questions | |
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Protecting Students from Inappropriate Material and Experiences | |
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Potential Dangers and Reasonable Protection | |
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Focus: Digital Cheating | |
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Balancing Freedom and Protection | |
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Safe Areas of the Internet | |
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Filtering | |
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Firewall | |
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Stand-Alone Filtering Software | |
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Safety Guidelines, Acceptable-Use Policies, and Supervision | |
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Safety Guidelines | |
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Acceptable-Use Policies | |
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Supervision | |
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Focus: Rules for the Safe and Appropriate Use of the Internet | |
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Summary | |
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Reflecting on Chapter 10 | |
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Activities | |
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Key Terms | |
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Resources to Expand Your Knowledge Base | |
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Glossary | |
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References | |
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Index | |