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Integrating Technology for Meaningful Learning

by: Grabe, Mark; Grabe, Cindy

Integrating Technology for Meaningful Learning

by: Grabe, Mark; Grabe, Cindy

ISBN 13:
9780618637010
ISBN 10:
061863701X
Edition: 5th
Format: Paperback
Copyright: 02/28/2006
Publisher: Cengage Learning

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Summary

Integrating Technology for Meaningful Learning, Fifth Edition, provides a unique, inviting approach to technology, with an emphasis on meaningful teacher and student learning with technology. It provides future K-12 classroom teachers with the essential information and motivation to use technology as an everyday tool with an abundance of authentic student projects. Highlighting the important balance between practical applications and theoretical issues, the new edition integrates video cases accessible through the Online Study Center to provide actual classroom situations for you to observe. Book jacket.

Preface	p. xxi
A Teaching and Learning Framework for Integrating Technology in Classrooms	p. 1
Key Themes and Issues for Using Technology in Your Classroom	p. 3
Orientation	p. 3
Uses of Technology: An Introduction to Key Themes	p. 4
Physics: Probes and Projects	p. 4
Knowing Nature: Technology as a Tool for the Personal Journey of Learning	p. 7
E-portfolios: Reflection and Evaluation in the Middle-School Methods Class	p. 9
Themes of Technology Use in the Classroom	p. 11
Technology Integrated into Content-Area Instruction	p. 11
Focus: Creative Tension: What Multiple Parties Want from Digital Portfolios	p. 12
A Tools Approach	p. 13
An Active Role for Students	p. 13
A Facilitative Role for the Teacher	p. 14
An Integrated or Multidisciplinary Approach	p. 14
Standards and Performance-Based Assessment	p. 14
Cooperative Learning	p. 14
Spotlight on Assessment: Relating Learning and Assessment	p. 15
Technology in Today's Classroom	p. 16
Students' Access to Technology	p. 16
What Students Do with Computers	p. 17
Resources and Equity	p. 18
Technology and School Reform	p. 19
Key Elements for Twenty-first-Century Learning	p. 19
Restructuring Schools	p. 21
National Standards: Goals for Learning and Expectations for Technology	p. 22
What Are Standards?	p. 22
Standards and Reform	p. 24
Standards for Learning with Technology	p. 24
Standards and Educational Equity	p. 25
Changing the Way Technology Is Used in Schools	p. 25
Focus: ISTE Technology Standards	p. 26
Focus: How Standards May Be Shaping What You Learn about the Application of Technology	p. 27
Three Perspectives on Technology and School Reform	p. 29
"Influence of Computer and Internet Use on Teachers' Pedagogical Practices"	p. 29
"High Access and Low Use...: Explaining an Apparent Paradox"	p. 30
"The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture"	p. 30
Teacher Preparation	p. 31
Teacher Training	p. 31
Teacher Attitudes	p. 32
The Activity-Based Model of Technology Use	p. 32
Focus: The National Educational Technology Plan	p. 33
Early Use of Activity-Based Approaches	p. 34
Today's Use of Activity-Based Approaches and Technology	p. 35
Summary	p. 35
Reflecting on Chapter 1	p. 36
Activities	p. 36
Key Terms	p. 36
Resources to Expand Your Knowledge Base	p. 36
Meaningful Learning in an Information Age	p. 38
Orientation	p. 38
Cognitive Models of School Learning	p. 39
Fundamental Properties of Mental Activity	p. 39
Memory Stores	p. 40
Short-Term Memory	p. 40
Long-Term Memory	p. 42
Processes: Mental Tools for Doing the Work of Thinking and Learning	p. 46
Metacognition	p. 47
Metacognitive Knowledge	p. 47
Metacognitive Control Functions	p. 48
Using Technology to Improve Metacognitive Skills	p. 49
Mental Activity: A Recap	p. 50
Conceptual Models of School Learning	p. 51
Meaningful Learning	p. 51
Reception versus Discovery	p. 52
Characterizing Typical Learning Activities	p. 52
When to Use Discovery Techniques	p. 54
Constructivism	p. 54
Spotlight on Assessment: Performance Assessment	p. 55
Reviewing the Common Themes	p. 56
Focus: Are We Abandoning Truth?	p. 57
From Theory to Practice: Teaching, Learning, and the Role of Technology	p. 57
Authentic Activities	p. 58
Inert Knowledge	p. 58
Authentic Activities and Technology	p. 59
Higher-Order Thinking and Transfer	p. 60
Ways to Teach Higher-Order Thinking	p. 62
Transfer: The Low Road and the High Road	p. 63
The Social Context of Learning	p. 64
Focus: Using the Internet for Authentic Activities	p. 65
Cognitive Apprenticeship	p. 65
Cooperative Learning	p. 66
Learning Communities	p. 68
Project-Based Learning	p. 68
Focus: Lev Vygotsky	p. 69
Previewing Technology Options That May Expand How You Think about Student Learning	p. 70
Computer Tools and Thinking Behavior	p. 70
Activities and Projects for Your Classroom: Ideas for Content-Area Projects	p. 71
Hypermedia Projects	p. 71
Research about Learning with Technology	p. 72
Summary	p. 73
Reflecting on Chapter 2	p. 74
Activities	p. 74
Key Terms	p. 74
Resources to Expand Your Knowledge Base	p. 75
Learning How to Integrate Technology with Your Teaching	p. 77
Using Tools: Word Processors, Databases, Spreadsheets, and Data Probes	p. 79
Orientation	p. 79
Productivity Tools in the Work of Teachers and Students	p. 79
The Tools Approach	p. 80
Word Processing	p. 81
Characteristics of Word Processing Programs	p. 82
Text Input	p. 82
Storage and Retrieval	p. 82
Formatting	p. 82
Activities and Projects for Your Classroom: Word Processing Activities for All Grade Levels	p. 83
Editing	p. 84
Special Tools	p. 84
Document Design Capabilities	p. 85
The Value of Word Processing Features	p. 85
Writers, Writing, and Word Processing	p. 86
Focus: Learning Word Processing Features	p. 87
The Writing Process Approach	p. 88
Keyboarding	p. 89
Spotlight on Assessment: Electronic Portfolios	p. 90
Focus: Using Inspiration to Brainstorm	p. 92
Spreadsheets	p. 94
Focus: Publication on the Internet	p. 95
Emerging Technology: Inexpensive "Keyboard" Computers	p. 95
Comparing Winter Temperatures: A Spreadsheet Project	p. 97
Activities and Projects for Your Classroom: Spreadsheet Activities	p. 98
Focus: Using a Spreadsheet to Help Understand the Solution to an Algebraic Equation	p. 100
Databases	p. 101
Developing a Database	p. 102
Investigating Wildflowers: A Database Project	p. 103
Reflections on Spreadsheet and Database Programs	p. 105
Data Collection Devices	p. 106
Examples of Data Collection	p. 107
Using Data Collection to Encourage Higher-Order Thinking	p. 108
Focus: Using a Data Logger to Measure Stress	p. 110
Emerging Technology: GPS and GIS: Interpreting Data in Relationship to Place	p. 112
Geocaching: Encouraging Local Explorations Using GPS	p. 113
Summary	p. 114
Reflecting on Chapter 3	p. 115
Activities	p. 115
Key Terms	p. 115
Resources to Expand Your Knowledge Base	p. 116
Using Instructional Software and Multimedia for Content-Area Learning	p. 118
Orientation	p. 118
"Sniffy, the Virtual Rat": An Example of Learning from the Computer	p. 119
Computer-Based Instruction	p. 121
The Process of Instruction	p. 122
Categories of Instructional Software	p. 123
Tutorials	p. 123
How Tutorials Function	p. 123
Evaluating Tutorials	p. 125
Simulations	p. 125
Operation: Frog-An Example of a Simulation	p. 127
Attributes of Simulations, Learning, and Transfer	p. 128
Advantages of Simulations	p. 129
Drill and Practice	p. 130
Applications of Drill-and-Practice Software	p. 132
Focus of Drill and Practice	p. 133
Educational Games	p. 133
Examples of Educational Games	p. 134
Classroom Uses of Games	p. 137
Exploratory Environments	p. 137
Characteristics of Exploratory Environments	p. 138
Hypermedia Environments	p. 138
Effectiveness of Exploratory Environments	p. 142
Multimedia and Hypermedia in the Delivery of Computer-Assisted Instruction	p. 144
What Are Multimedia, Hypermedia, and Hypertext?	p. 144
What Are CD-ROM and DVD?	p. 145
CD-ROM Technology	p. 145
DVD Technology	p. 146
Other Forms of Multimedia Found in Classrooms	p. 147
Talking Books	p. 147
Multimedia References	p. 149
Learning from Multimedia Instructional Resources	p. 150
Emerging Technology: The Evolution of Multimedia Encyclopedias	p. 151
Strengths and Weaknesses of Multimedia and Hypermedia	p. 152
Advantages of Multiple Formats and Alternative Perspectives	p. 152
Concerns about Multimedia in Classrooms	p. 154
The Evaluation of Computer-Assisted Instruction	p. 157
Summary of Research on CAI	p. 157
Interpreting Contradictory Research Findings: The Arguments about CAI Effectiveness	p. 158
Evaluating Software	p. 160
Evaluation Forms	p. 160
Constructivism and Cooperative Learning with Instructional Software	p. 163
Keeping Current: Locating Appropriate Software	p. 164
Summary	p. 166
Reflecting on Chapter 4	p. 167
Activities	p. 167
Key Terms	p. 167
Resources to Expand Your Knowledge Base	p. 168
The Internet as a Tool for Communication	p. 170
Orientation	p. 170
What Is the Internet?	p. 170
What Roles Can the Internet Play in Education?	p. 173
Internet Tools for Communication	p. 174
Internet Tools for Inquiry	p. 174
Internet Tools for Construction	p. 174
Learning by Communicating	p. 174
E-mail	p. 174
Focus: Making the Connection	p. 175
Mailing Lists	p. 179
Conferences	p. 179
Focus: Joining a List Maintained by a Server	p. 180
Keeping Current: Finding Useful Mailing Lists	p. 181
Chat and Instant Messaging	p. 181
Videoconferencing	p. 182
Telecomputing Activity Structures	p. 184
Advantages and Disadvantages of Computer-Mediated Communication	p. 185
Focus: Capitalizing on Volunteerism through Telementoring	p. 186
CMC's Impact on Discussion	p. 187
Potential Problems with CMC	p. 188
Focus: Netiquette Guidelines	p. 189
Facilitating Online Discussion	p. 191
Your Technical Role	p. 191
Your Social Role	p. 192
Your Managerial Role	p. 192
Your Pedagogical Role	p. 195
Focus: Key Issues for Online Discussions	p. 197
Gaining Experience	p. 197
Summary	p. 198
Reflecting on Chapter 5	p. 199
Activities	p. 199
Key Terms	p. 199
Resources to Expand Your Knowledge Base	p. 200
The Internet as a Tool for Inquiry	p. 201
Orientation	p. 201
A Classroom Example of an Authentic Inquiry Task	p. 202
The World Wide Web and Web Exploration Tools	p. 204
Focus: Internet Addresses	p. 205
Web Browsers	p. 205
Keeping Track of Online Resources	p. 207
Making Bookmarks More Informative	p. 207
Exporting Bookmarks	p. 208
Locating Information on the Web: Browsing versus Searching	p. 209
An Example of Browsing	p. 210
Types of Search Services	p. 210
Search Engine and Directory Combinations	p. 211
Index Search Engines	p. 211
Meta-Index Searches	p. 212
Which Type of Search Engine Should I Use?	p. 212
Conducting a Search	p. 212
Using the Web in Your Classroom	p. 213
Categories of Web Resources	p. 216
Online Tutorials	p. 217
Instructional Resources	p. 217
Primary Sources	p. 217
Focus: Doing History: Supporting History Teachers in Promoting Historical Inquiry	p. 218
Keeping Current: Subscription Information Services	p. 222
Strategies for Using Primary Sources on the Web	p. 222
The Big Six	p. 222
Focus: Issues in Classroom Use of Web Resources	p. 223
Focus: Information Literacy Standards	p. 225
The Big Six and the Internet	p. 225
Information Seeking on the Internet	p. 225
Locating and Accessing Internet Resources	p. 226
Using Internet Information	p. 227
Focus: Citing Internet Sources	p. 228
Evaluating Web Information	p. 228
Editorial Review and Screening of Internet Resources	p. 229
Searching a Database of Reviewed Sites	p. 229
Using Resources Identified by an Educational Portal	p. 229
Digitized Primary Sources from Reputable Institutions	p. 229
Making Your Own Decisions	p. 230
Who Is the Author?	p. 230
Is There an Organizational Sponsor?	p. 231
Additional Evaluation Criteria	p. 231
Using the Web for Active Learning	p. 232
Obtaining Current Weather Data: An Internet Project	p. 232
Scaffolding Web Exploration	p. 233
The Snow Goose Crisis: A WebQuest Example	p. 235
Background	p. 235
Instructional Tasks	p. 236
WebQuest Presentation	p. 236
Conclusion: New Challenges for Teachers	p. 237
Summary	p. 238
Reflecting on Chapter 6	p. 239
Activities	p. 239
Key Terms	p. 240
Resources to Expand Your Knowledge Base	p. 240
Using Multimedia Tools	p. 242
Orientation	p. 242
Who Wants to Be a Millionaire?	p. 242
A System for Classifying Student Multimedia Projects	p. 244
Embellished Documents	p. 244
Linear Multimedia Presentations or Slide Shows	p. 245
Hypermedia	p. 246
Thinking Beyond What Your Projects Will Look Like	p. 246
Activities and Projects for Your Classroom: Slide Show Activities	p. 247
Software Tools for Creating Multimedia Projects	p. 248
Creating Embellished Documents with Word Processing Programs	p. 248
Creating Multimedia Slide Shows	p. 250
KidPix Slideshow	p. 250
Presentation Software	p. 252
Example of a Classroom Presentation	p. 257
Multimedia Authoring Environments for Hypermedia	p. 258
eZediaMX	p. 260
Elements of the eZediaMX System	p. 260
Is PowerPoint a Multimedia Authoring Environment?	p. 264
Emerging Technology: eZediaQTI	p. 265
Other Multimedia Authoring Environments	p. 267
Summary	p. 268
Reflecting on Chapter 7	p. 269
Activities	p. 269
Key Terms	p. 269
Resources to Expand Your Knowledge Base	p. 270
Learning to Work with Images, Sound, and Video	p. 271
Orientation	p. 271
The Case of the Missing Gerbil	p. 271
Tools for Creating and Manipulating Images	p. 273
Paint and Draw Programs	p. 274
Creating Original Images	p. 274
Modifying Existing Images	p. 274
Saving Images That Can Be Used by Application Programs	p. 275
Organizing and Saving Large Image Collections	p. 275
Comparing Paint and Draw Programs	p. 275
Using Graphics Tools in a Writing Assignment	p. 279
Focus: Screen Capture	p. 280
Understanding Graphics File Formats	p. 282
Tools for Capturing Still Images	p. 284
Focus: Graphics for the Web	p. 285
Flatbed Scanners	p. 286
Digital Cameras	p. 287
Still Images from Video	p. 288
Activities and Projects for Your Classroom: Video Images to Capture	p. 289
Locating Image Sources	p. 289
Coloring Books	p. 290
World Wide Web	p. 290
Student Art	p. 291
Clip Art Collections	p. 291
Organizing Your Image Collection	p. 291
iPhoto	p. 292
Working with Video	p. 295
Digital Camcorders	p. 295
Video Production	p. 296
Planning Phase	p. 296
Collecting Primary Sources and Generating Interpretive Products	p. 296
Editing	p. 297
Focus: Camcorder Tips	p. 300
Activities and Projects for Your Classroom: Video Productions	p. 301
Clay Animation: Creating Video by Sequencing Images of Clay Characters	p. 302
Capturing and Storing Sounds for Multimedia Projects	p. 305
Emerging Technology: Background Music	p. 307
Emerging Technology: Digital Audio Recording and Podcasts	p. 308
Learning with Sound and Graphics Tools	p. 309
Summary	p. 310
Reflecting on Chapter 8	p. 311
Activities	p. 311
Key Terms	p. 311
Resources to Expand Your Knowledge Base	p. 312
Learning from Student Projects: Knowledge as Design and the Design of Hypermedia	p. 314
Orientation	p. 314
"Is This the Way It Is?": Creating a Geography Project for an Authentic Audience	p. 314
Knowledge as Design	p. 316
Looking at Student-Authored Hypermedia	p. 317
Principles of Hypermedia Design: The Process of Developing Software	p. 317
Content Organization	p. 318
Experiencing Content in a Variety of Ways	p. 318
Organizational Structure	p. 319
Graphic Design	p. 321
Screen Layout	p. 321
Text Presentation and Writing Style	p. 323
User Interface and Navigation	p. 324
Menus and Maps	p. 324
Buttons	p. 325
Student Cooperation: Fundamentals for Design Teams	p. 326
Going Beyond Factual Information	p. 327
Group Investigation	p. 327
Hypercomposition Design Model	p. 328
Activities and Projects for Your Classroom: Planets	p. 329
Planning	p. 330
Transforming and Translating	p. 330
Collecting Information	p. 330
Spotlight on Assessment Evaluating Projects	p. 331
Generating Knowledge	p. 335
Evaluating and Revising	p. 335
Focus: Experimenting with Different Structures and Linking Systems	p. 336
Focus: Alternative: A Filmmaking Model	p. 337
The Teacher's Role in the Design Process	p. 338
Works of Mind	p. 338
Apprenticeship Method	p. 339
Project Quality	p. 340
Student Projects, Standards, and Restructuring	p. 340
Student Projects on the Web	p. 342
Basic Features and Skills	p. 343
Alternative Ways to Construct Web Pages	p. 345
Word Processing Programs	p. 346
Web Authoring Software for Students	p. 346
Emerging Technology: Blogs and Blogging	p. 347
General-Purpose Web Authoring Software	p. 349
Design Tips for Web Pages	p. 349
Navigation System	p. 350
Page Layout	p. 350
Use of Graphics and Video	p. 351
Text Presentation	p. 352
Learning through Design: The Canada Project	p. 353
Overview and Project Goals	p. 353
Project Specifics	p. 354
Evaluation and Outcomes	p. 357
Summary	p. 358
Reflecting on Chapter 9	p. 359
Activities	p. 359
Key Terms	p. 360
Resources to Expand Your Knowledge Base	p. 360
Looking at Issues for the Present and Future	p. 363
Responsible Use of Technology	p. 365
Orientation	p. 365
Equity of Educational Opportunity	p. 365
Equity and SES	p. 366
Educational Testing Service (ETS) Mathematics Study	p. 369
Role of Educators' Perceptions	p. 370
Equity and the Classroom Teacher	p. 371
Equity and Gender	p. 371
Focus: The E-rate as a Solution for Disadvantaged Schools	p. 373
Equity and Student Ability	p. 375
Adapting Technology for Equal Access	p. 375
Adaptations for Mobility Impairments	p. 376
Adaptations for Visual Impairments	p. 376
Adaptive Web Page Design	p. 376
Emerging Technology: Adaptations for Visually Impaired Web Users	p. 378
Copyright Law and Respect for Intellectual Property	p. 378
Education and Copyright: Issues and Problems	p. 378
Copyright Law	p. 380
Establishing a Copyright	p. 380
Rights, Licenses, and Permissions	p. 381
Copying Computer Software	p. 382
Fair Use	p. 382
Focus: Obtaining Permission to Copy	p. 388
Using Student Work on Web Sites	p. 389
Rules of Thumb: Suggested Answers for the Copyright Questions	p. 389
Protecting Students from Inappropriate Material and Experiences	p. 390
Potential Dangers and Reasonable Protection	p. 390
Focus: Digital Cheating	p. 391
Balancing Freedom and Protection	p. 392
Safe Areas of the Internet	p. 393
Filtering	p. 394
Firewall	p. 394
Stand-Alone Filtering Software	p. 394
Safety Guidelines, Acceptable-Use Policies, and Supervision	p. 396
Safety Guidelines	p. 396
Acceptable-Use Policies	p. 396
Supervision	p. 397
Focus: Rules for the Safe and Appropriate Use of the Internet	p. 398
Summary	p. 399
Reflecting on Chapter 10	p. 399
Activities	p. 399
Key Terms	p. 400
Resources to Expand Your Knowledge Base	p. 400
Glossary	p. 403
References	p. 410
Index	p. 421
Table of Contents provided by Ingram. All Rights Reserved.

Amazon no longer offers textbook rentals. We do!

Integrating Technology for Meaningful Learning

Integrating Technology for Meaningful Learning

9780618637010

061863701X

Summary

Table of Contents

Supplemental Materials

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Amazon no longer offers textbook rentals. We do!

Integrating Technology for Meaningful Learning

Integrating Technology for Meaningful Learning

9780618637010

061863701X

Summary

Table of Contents

Supplemental Materials

Write a Review

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