Authors: Mark Grabe, Cindy Grabe, Grabe
ISBN-13: 9780618637010, ISBN-10: 061863701X
Format: Paperback
Publisher: Cengage Learning
Date Published: February 2006
Edition: 5th Edition
Mark Grabe is professor in the psychology department and the instructional design and technology program at the University of North Dakota. He earned his Ph.D. in psychology in 1975 at Iowa State University. He has been developing instructional software for approximately 17 years in support of his own research activities. His present projects include evaluating how students make use of online study tools in large lecture introductory classes and helping the University of North Dakota implement a Department of Education Preparing Tomorrow's Teachers to Use Technology (PT3) grant.
Cindy Grabe is employed by the Grand Forks school district as a technology facilitator. Her position requires her to provide training to district teachers, administrators, and staff members, collaborate on curriculum projects, and conduct demonstration activities with students. She is involved in providing continuing educational experiences for teachers in area schools, and she teaches courses for undergraduate pre-service teachers at the University of North Dakota. She was recently awarded a three-year U.S. Department of Education Grant entitled Engaging Students in Historical Inquiry."
Book Synopsis
Integrating Technology for Meaningful Learning, 5/e, provides a unique, inviting approach to introducing the use of technology in the K-12 classroom. Offering an abundance of authentic, hands-on projects, the text provides future classroom teachers with the essential information and motivation to use technology as an everyday tool. The authors strike an important balance between practical applications and theoretical issues so that teachers can concentrate on the connections between learning tasks and the mental activities of students. This new edition offers expanded coverage of the Internet as a tool for communication and inquiry and includes updated coverage of all emergent technologies.
Table of Contents
Preface xxi
A Teaching and Learning Framework for Integrating Technology in Classrooms 1
Key Themes and Issues for Using Technology in Your Classroom 3
Orientation 3
Uses of Technology: An Introduction to Key Themes 4
Physics: Probes and Projects 4
Knowing Nature: Technology as a Tool for the Personal Journey of Learning 7
E-portfolios: Reflection and Evaluation in the Middle-School Methods Class 9
Themes of Technology Use in the Classroom 11
Technology Integrated into Content-Area Instruction 11
Focus: Creative Tension: What Multiple Parties Want from Digital Portfolios 12
A Tools Approach 13
An Active Role for Students 13
A Facilitative Role for the Teacher 14
An Integrated or Multidisciplinary Approach 14
Standards and Performance-Based Assessment 14
Cooperative Learning 14
Spotlight on Assessment: Relating Learning and Assessment 15
Technology in Today's Classroom 16
Students' Access to Technology 16
What Students Do with Computers 17
Resources and Equity 18
Technology and School Reform 19
Key Elements for Twenty-first-Century Learning 19
Restructuring Schools 21
National Standards: Goals for Learning and Expectations for Technology 22
What Are Standards? 22
Standards and Reform 24
Standards for Learning with Technology 24
Standards and Educational Equity 25
Changing the Way Technology Is Used in Schools 25
Focus: ISTE Technology Standards 26
Focus: How Standards May Be Shaping What You Learn about the Application of Technology 27
Three Perspectives on Technology and School Reform 29
"Influence of Computer and Internet Use on Teachers' Pedagogical Practices" 29
"High Access and Low Use...: Explaining an Apparent Paradox" 30
"The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture" 30
Teacher Preparation 31
Teacher Training 31
Teacher Attitudes 32
The Activity-Based Model of Technology Use 32
Focus: The National Educational Technology Plan 33
Early Use of Activity-Based Approaches 34
Today's Use of Activity-Based Approaches and Technology 35
Summary 35
Reflecting on Chapter 1 36
Activities 36
Key Terms 36
Resources to Expand Your Knowledge Base 36
Meaningful Learning in an Information Age 38
Orientation 38
Cognitive Models of School Learning 39
Fundamental Properties of Mental Activity 39
Memory Stores 40
Short-Term Memory 40
Long-Term Memory 42
Processes: Mental Tools for Doing the Work of Thinking and Learning 46
Metacognition 47
Metacognitive Knowledge 47
Metacognitive Control Functions 48
Using Technology to Improve Metacognitive Skills 49
Mental Activity: A Recap 50
Conceptual Models of School Learning 51
Meaningful Learning 51
Reception versus Discovery 52
Characterizing Typical Learning Activities 52
When to Use Discovery Techniques 54
Constructivism 54
Spotlight on Assessment: Performance Assessment 55
Reviewing the Common Themes 56
Focus: Are We Abandoning Truth? 57
From Theory to Practice: Teaching, Learning, and the Role of Technology 57
Authentic Activities 58
Inert Knowledge 58
Authentic Activities and Technology 59
Higher-Order Thinking and Transfer 60
Ways to Teach Higher-Order Thinking 62
Transfer: The Low Road and the High Road 63
The Social Context of Learning 64
Focus: Using the Internet for Authentic Activities 65
Cognitive Apprenticeship 65
Cooperative Learning 66
Learning Communities 68
Project-Based Learning 68
Focus: Lev Vygotsky 69
Previewing Technology Options That May Expand How You Think about Student Learning 70
Computer Tools and Thinking Behavior 70
Activities and Projects for Your Classroom: Ideas for Content-Area Projects 71
Hypermedia Projects 71
Research about Learning with Technology 72
Summary 73
Reflecting on Chapter 2 74
Activities 74
Key Terms 74
Resources to Expand Your Knowledge Base 75
Learning How to Integrate Technology with Your Teaching 77
Using Tools: Word Processors, Databases, Spreadsheets, and Data Probes 79
Orientation 79
Productivity Tools in the Work of Teachers and Students 79
The Tools Approach 80
Word Processing 81
Characteristics of Word Processing Programs 82
Text Input 82
Storage and Retrieval 82
Formatting 82
Activities and Projects for Your Classroom: Word Processing Activities for All Grade Levels 83
Editing 84
Special Tools 84
Document Design Capabilities 85
The Value of Word Processing Features 85
Writers, Writing, and Word Processing 86
Focus: Learning Word Processing Features 87
The Writing Process Approach 88
Keyboarding 89
Spotlight on Assessment: Electronic Portfolios 90
Focus: Using Inspiration to Brainstorm 92
Spreadsheets 94
Focus: Publication on the Internet 95
Emerging Technology: Inexpensive "Keyboard" Computers 95
Comparing Winter Temperatures: A Spreadsheet Project 97
Activities and Projects for Your Classroom: Spreadsheet Activities 98
Focus: Using a Spreadsheet to Help Understand the Solution to an Algebraic Equation 100
Databases 101
Developing a Database 102
Investigating Wildflowers: A Database Project 103
Reflections on Spreadsheet and Database Programs 105
Data Collection Devices 106
Examples of Data Collection 107
Using Data Collection to Encourage Higher-Order Thinking 108
Focus: Using a Data Logger to Measure Stress 110
Emerging Technology: GPS and GIS: Interpreting Data in Relationship to Place 112
Geocaching: Encouraging Local Explorations Using GPS 113
Summary 114
Reflecting on Chapter 3 115
Activities 115
Key Terms 115
Resources to Expand Your Knowledge Base 116
Using Instructional Software and Multimedia for Content-Area Learning 118
Orientation 118
"Sniffy, the Virtual Rat": An Example of Learning from the Computer 119
Computer-Based Instruction 121
The Process of Instruction 122
Categories of Instructional Software 123
Tutorials 123
How Tutorials Function 123
Evaluating Tutorials 125
Simulations 125
Operation: Frog-An Example of a Simulation 127
Attributes of Simulations, Learning, and Transfer 128
Advantages of Simulations 129
Drill and Practice 130
Applications of Drill-and-Practice Software 132
Focus of Drill and Practice 133
Educational Games 133
Examples of Educational Games 134
Classroom Uses of Games 137
Exploratory Environments 137
Characteristics of Exploratory Environments 138
Hypermedia Environments 138
Effectiveness of Exploratory Environments 142
Multimedia and Hypermedia in the Delivery of Computer-Assisted Instruction 144
What Are Multimedia, Hypermedia, and Hypertext? 144
What Are CD-ROM and DVD? 145
CD-ROM Technology 145
DVD Technology 146
Other Forms of Multimedia Found in Classrooms 147
Talking Books 147
Multimedia References 149
Learning from Multimedia Instructional Resources 150
Emerging Technology: The Evolution of Multimedia Encyclopedias 151
Strengths and Weaknesses of Multimedia and Hypermedia 152
Advantages of Multiple Formats and Alternative Perspectives 152
Concerns about Multimedia in Classrooms 154
The Evaluation of Computer-Assisted Instruction 157
Summary of Research on CAI 157
Interpreting Contradictory Research Findings: The Arguments about CAI Effectiveness 158
Evaluating Software 160
Evaluation Forms 160
Constructivism and Cooperative Learning with Instructional Software 163
Keeping Current: Locating Appropriate Software 164
Summary 166
Reflecting on Chapter 4 167
Activities 167
Key Terms 167
Resources to Expand Your Knowledge Base 168
The Internet as a Tool for Communication 170
Orientation 170
What Is the Internet? 170
What Roles Can the Internet Play in Education? 173
Internet Tools for Communication 174
Internet Tools for Inquiry 174
Internet Tools for Construction 174
Learning by Communicating 174
E-mail 174
Focus: Making the Connection 175
Mailing Lists 179
Conferences 179
Focus: Joining a List Maintained by a Server 180
Keeping Current: Finding Useful Mailing Lists 181
Chat and Instant Messaging 181
Videoconferencing 182
Telecomputing Activity Structures 184
Advantages and Disadvantages of Computer-Mediated Communication 185
Focus: Capitalizing on Volunteerism through Telementoring 186
CMC's Impact on Discussion 187
Potential Problems with CMC 188
Focus: Netiquette Guidelines 189
Facilitating Online Discussion 191
Your Technical Role 191
Your Social Role 192
Your Managerial Role 192
Your Pedagogical Role 195
Focus: Key Issues for Online Discussions 197
Gaining Experience 197
Summary 198
Reflecting on Chapter 5 199
Activities 199
Key Terms 199
Resources to Expand Your Knowledge Base 200
The Internet as a Tool for Inquiry 201
Orientation 201
A Classroom Example of an Authentic Inquiry Task 202
The World Wide Web and Web Exploration Tools 204
Focus: Internet Addresses 205
Web Browsers 205
Keeping Track of Online Resources 207
Making Bookmarks More Informative 207
Exporting Bookmarks 208
Locating Information on the Web: Browsing versus Searching 209
An Example of Browsing 210
Types of Search Services 210
Search Engine and Directory Combinations 211
Index Search Engines 211
Meta-Index Searches 212
Which Type of Search Engine Should I Use? 212
Conducting a Search 212
Using the Web in Your Classroom 213
Categories of Web Resources 216
Online Tutorials 217
Instructional Resources 217
Primary Sources 217
Focus: Doing History: Supporting History Teachers in Promoting Historical Inquiry 218
Keeping Current: Subscription Information Services 222
Strategies for Using Primary Sources on the Web 222
The Big Six 222
Focus: Issues in Classroom Use of Web Resources 223
Focus: Information Literacy Standards 225
The Big Six and the Internet 225
Information Seeking on the Internet 225
Locating and Accessing Internet Resources 226
Using Internet Information 227
Focus: Citing Internet Sources 228
Evaluating Web Information 228
Editorial Review and Screening of Internet Resources 229
Searching a Database of Reviewed Sites 229
Using Resources Identified by an Educational Portal 229
Digitized Primary Sources from Reputable Institutions 229
Making Your Own Decisions 230
Who Is the Author? 230
Is There an Organizational Sponsor? 231
Additional Evaluation Criteria 231
Using the Web for Active Learning 232
Obtaining Current Weather Data: An Internet Project 232
Scaffolding Web Exploration 233
The Snow Goose Crisis: A WebQuest Example 235
Background 235
Instructional Tasks 236
WebQuest Presentation 236
Conclusion: New Challenges for Teachers 237
Summary 238
Reflecting on Chapter 6 239
Activities 239
Key Terms 240
Resources to Expand Your Knowledge Base 240
Using Multimedia Tools 242
Orientation 242
Who Wants to Be a Millionaire? 242
A System for Classifying Student Multimedia Projects 244
Embellished Documents 244
Linear Multimedia Presentations or Slide Shows 245
Hypermedia 246
Thinking Beyond What Your Projects Will Look Like 246
Activities and Projects for Your Classroom: Slide Show Activities 247
Software Tools for Creating Multimedia Projects 248
Creating Embellished Documents with Word Processing Programs 248
Creating Multimedia Slide Shows 250
KidPix Slideshow 250
Presentation Software 252
Example of a Classroom Presentation 257
Multimedia Authoring Environments for Hypermedia 258
eZediaMX 260
Elements of the eZediaMX System 260
Is PowerPoint a Multimedia Authoring Environment? 264
Emerging Technology: eZediaQTI 265
Other Multimedia Authoring Environments 267
Summary 268
Reflecting on Chapter 7 269
Activities 269
Key Terms 269
Resources to Expand Your Knowledge Base 270
Learning to Work with Images, Sound, and Video 271
Orientation 271
The Case of the Missing Gerbil 271
Tools for Creating and Manipulating Images 273
Paint and Draw Programs 274
Creating Original Images 274
Modifying Existing Images 274
Saving Images That Can Be Used by Application Programs 275
Organizing and Saving Large Image Collections 275
Comparing Paint and Draw Programs 275
Using Graphics Tools in a Writing Assignment 279
Focus: Screen Capture 280
Understanding Graphics File Formats 282
Tools for Capturing Still Images 284
Focus: Graphics for the Web 285
Flatbed Scanners 286
Digital Cameras 287
Still Images from Video 288
Activities and Projects for Your Classroom: Video Images to Capture 289
Locating Image Sources 289
Coloring Books 290
World Wide Web 290
Student Art 291
Clip Art Collections 291
Organizing Your Image Collection 291
iPhoto 292
Working with Video 295
Digital Camcorders 295
Video Production 296
Planning Phase 296
Collecting Primary Sources and Generating Interpretive Products 296
Editing 297
Focus: Camcorder Tips 300
Activities and Projects for Your Classroom: Video Productions 301
Clay Animation: Creating Video by Sequencing Images of Clay Characters 302
Capturing and Storing Sounds for Multimedia Projects 305
Emerging Technology: Background Music 307
Emerging Technology: Digital Audio Recording and Podcasts 308
Learning with Sound and Graphics Tools 309
Summary 310
Reflecting on Chapter 8 311
Activities 311
Key Terms 311
Resources to Expand Your Knowledge Base 312
Learning from Student Projects: Knowledge as Design and the Design of Hypermedia 314
Orientation 314
"Is This the Way It Is?": Creating a Geography Project for an Authentic Audience 314
Knowledge as Design 316
Looking at Student-Authored Hypermedia 317
Principles of Hypermedia Design: The Process of Developing Software 317
Content Organization 318
Experiencing Content in a Variety of Ways 318
Organizational Structure 319
Graphic Design 321
Screen Layout 321
Text Presentation and Writing Style 323
User Interface and Navigation 324
Menus and Maps 324
Buttons 325
Student Cooperation: Fundamentals for Design Teams 326
Going Beyond Factual Information 327
Group Investigation 327
Hypercomposition Design Model 328
Activities and Projects for Your Classroom: Planets 329
Planning 330
Transforming and Translating 330
Collecting Information 330
Spotlight on Assessment Evaluating Projects 331
Generating Knowledge 335
Evaluating and Revising 335
Focus: Experimenting with Different Structures and Linking Systems 336
Focus: Alternative: A Filmmaking Model 337
The Teacher's Role in the Design Process 338
Works of Mind 338
Apprenticeship Method 339
Project Quality 340
Student Projects, Standards, and Restructuring 340
Student Projects on the Web 342
Basic Features and Skills 343
Alternative Ways to Construct Web Pages 345
Word Processing Programs 346
Web Authoring Software for Students 346
Emerging Technology: Blogs and Blogging 347
General-Purpose Web Authoring Software 349
Design Tips for Web Pages 349
Navigation System 350
Page Layout 350
Use of Graphics and Video 351
Text Presentation 352
Learning through Design: The Canada Project 353
Overview and Project Goals 353
Project Specifics 354
Evaluation and Outcomes 357
Summary 358
Reflecting on Chapter 9 359
Activities 359
Key Terms 360
Resources to Expand Your Knowledge Base 360
Looking at Issues for the Present and Future 363
Responsible Use of Technology 365
Orientation 365
Equity of Educational Opportunity 365
Equity and SES 366
Educational Testing Service (ETS) Mathematics Study 369
Role of Educators' Perceptions 370
Equity and the Classroom Teacher 371
Equity and Gender 371
Focus: The E-rate as a Solution for Disadvantaged Schools 373
Equity and Student Ability 375
Adapting Technology for Equal Access 375
Adaptations for Mobility Impairments 376
Adaptations for Visual Impairments 376
Adaptive Web Page Design 376
Emerging Technology: Adaptations for Visually Impaired Web Users 378
Copyright Law and Respect for Intellectual Property 378
Education and Copyright: Issues and Problems 378
Copyright Law 380
Establishing a Copyright 380
Rights, Licenses, and Permissions 381
Copying Computer Software 382
Fair Use 382
Focus: Obtaining Permission to Copy 388
Using Student Work on Web Sites 389
Rules of Thumb: Suggested Answers for the Copyright Questions 389
Protecting Students from Inappropriate Material and Experiences 390
Potential Dangers and Reasonable Protection 390
Focus: Digital Cheating 391
Balancing Freedom and Protection 392
Safe Areas of the Internet 393
Filtering 394
Firewall 394
Stand-Alone Filtering Software 394
Safety Guidelines, Acceptable-Use Policies, and Supervision 396
Safety Guidelines 396
Acceptable-Use Policies 396
Supervision 397
Focus: Rules for the Safe and Appropriate Use of the Internet 398
Summary 399
Reflecting on Chapter 10 399
Activities 399
Key Terms 400
Resources to Expand Your Knowledge Base 400
Glossary 403
References 410
Index 421
Subjects