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| About the Book | |
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| About the Authorxi | |
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| Introduction | |
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| Why This Book? | |
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| Why Is an English Teacher Writing This Book Instead of Bill Gates? | |
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| Creating the Essential Conditions Needed for Successful Technology Use | |
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| Why Should Classroom Teachers Be Technologically Skillful? | |
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| Revolution or Evolution in Educational Change? | |
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| Developing a Framework for Thinking About Technology in Schools | |
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| Established Infrastructure | |
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| Effective Administration | |
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| Extensive Resources | |
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| Enhanced Teaching | |
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| Empowered Students | |
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| Q&A About Some Basics | |
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| What Type of Computer Should I Have? | |
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| What Operating System (OS) Should I Choose: Windows, Macintosh, GNU/Linux, or Chrome? | |
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| How Much Memory Do I Need, and How Fast Does the Computer Need to Run? | |
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| Desktop, Laptop, Netbook, or Tablet? | |
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| What Other Equipment Should I Buy? | |
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| What Basic Software Do I Need? | |
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| What Are Freeware and Open-Source Software? | |
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| How Do I Manage Files on Multiple Computers? | |
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| What Is Cloud Computing, and What Are Its Advantages and Disadvantages? | |
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| How Can Teachers Take Advantage of Cloud Computing? | |
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| Disadvantages of Cloud Computing | |
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| What Does a Technologically Well-Equipped Classroom Look Like? | |
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| Seven Stupid Mistakes TeachersMake with Technology | |
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| Seven Brilliant Things Teachers Do with Technology | |
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| Using Technology for | |
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| Professional Productivity | |
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| Keeping Professionally Organized:Managing the Business of Teaching | |
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| Communicating Using Technology | |
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| Student Information System | |
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| Curriculum Management System | |
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| Course Management System | |
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| School Web Site and Teacher-Created Class Pages | |
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| Basic Productivity Tools | |
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| Word Processors | |
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| E-mail | |
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| Web Browsers and Search Engines | |
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| Graphics and Digital Image Editing Tools | |
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| Spreadsheets | |
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| Presentation Software | |
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| Basic Online Tools | |
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| Online Productivity Suites | |
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| Blogs | |
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| RSS Feed Aggregators and Readers | |
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| Wikis | |
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| Social Bookmarking Sites | |
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| Sites for Storing and Sharing Media | |
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| Options for Sharing andWorking Collaboratively on Documents | |
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| The Technology Upgrade | |
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| Getting Started with Technology in the Classroom | |
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| Assessing Technology-Enhanced Student Work | |
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| What IT Skills Should Teachers Expect of All Students? | |
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| Survival Skills for the Information Jungle | |
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| Problem-Based Learning and Information Literacy | |
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| Information Problem Solving Meets Technology | |
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| Information Jungle Survival Skills | |
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| The Hazards Are Great, but So Are the Rewards | |
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| Teaching 21st-Century Skills | |
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| The Fourth R-Research | |
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| Designing Technology-Enhanced Projects-the Four A's | |
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| The First A: Assignments | |
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| The Second A: Activities | |
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| The Third A: Assessment | |
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| The Fourth A: Attitude | |
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| Everyday Information Problem Solving | |
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| Entertain or Engage? Why You Need to Know the Difference | |
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| A Few Thoughts About Creativity | |
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| Right-Brain Skills and Technology: A Whole New Mind(-Set) | |
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| I Will as a Teacher . . . | |
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| Managing Disruptive Technologies in the Classroom | |
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| Some Approaches to Managing Technology in the Classroom | |
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| Using Technology in the Classroom to Support Student Learning | |
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| Computer Games in the Classroom | |
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| Why You Should Let Your Students Use the Internet for Nonacademic Purposes | |
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| Commonsense Practices for Safe and Ethical Technology Use | |
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| Teacher's Day-to-Day Security Guide | |
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| Hardware Security | |
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| Passwords | |
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| Backups | |
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| Viruses | |
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| Data Privacy | |
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| Personal Privacy | |
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| Helping Students Stay Ethical and Safe Online | |
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| What's Different About Technology Ethics? | |
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| Basics of Technology Ethics: Privacy, Property, Appropriate Use | |
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| Staying Safe on the Read-WriteWeb | |
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| What Are the Read-WriteWeb Safety Concerns, and How Valid Are They? | |
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| What Students Need to Understand About Technology Use | |
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| Guidelines for Educators Using Social and Educational Networking Sites | |
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| Social Networking Scenarios | |
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| Social Networking Scenario 1: Mr. Blake and Jennifer | |
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| Social Networking Scenario 2: Ms. Olson's Camping Trip | |
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| Social Networking Scenario 3: Juan and Philip Trade Insults | |
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| Social Networking Scenario 4: The Social Networking Ban | |
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| Social Networking Scenario 5: The Blog About Blobs | |
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| Developing a Long-Term Learning Strategy | |
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| Keeping Your Sanity | |
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| The Librarian: Your Technology Partner | |
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| Bonus: Top Ten Secrets for Conducting a Successful Technology Workshop | |
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| Looking into the Crystal Ball | |
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| Three ''High-Tech'' Schools of the Future | |
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| Skinner Elementary School | |
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| John Dewey High School | |
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| Duncan Middle School | |
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| So What's the Point? | |
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| How You Can Invent the Future and Take Charge of Your Own Technology Environment | |
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| Have a Personal Vision of Education and How Technology Should Be Used in It | |
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| Have a Voice in School Technology Policymaking and Planning | |
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| Experiment | |
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| Look for a Mentor, Coach, or Guide | |
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| Share Information | |
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| Support Others and Use a Team-Teaching Approach | |
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| Change from the Radical Center of Education | |
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| Adopt an ''And'' Not ''Or''Mind-Set | |
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| Look for Truth and Value in All Beliefs and Practices | |
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| Respect the Perspective of the Individual | |
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| Recognize That One Size Does Not Fit All (Kids or Teachers) | |
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| Attend to Attitudes | |
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| Understand That the Elephant Can Only Be Eaten One Bite at a Time | |
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| Make Sure Everyone IsMoving Forward, Not Just the Early Adopters | |
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| Don't Be Afraid to Say, ''I Don't Know'' | |
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| Believe That Measurement Is Good, but Not Everything Can Be Measured | |
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| Know and Keep Your Core Values | |
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| The Giant and the Ants: How Problems Are Solved | |
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| Readings and Resources | |
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| Chapter One: Why Should Classroom Teachers Be Technologically Skillful? | |
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| Associations | |
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| Some Influential Writers in the Field | |
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| Technology Critics and Skeptics | |
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| Other Education and Technology Thinkers | |
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| Q&A About Some Basics | |
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| Using Technology for Professional Productivity | |
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| Teaching 21st-Century Skills | |
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| Chapter Six:Managing Disruptive Technologies in the Classroom | |
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| Commonsense Practices for Safe and Ethical Technology Use | |
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| Developing a Long-Term Learning Strategy | |
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| Looking into the Crystal Bal | |
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| Index | |