Cennamo, Katherine
Technology Integration for Meaningful Classroom Use : A Standards-Based Approach / Katherine S. Cennamo, John D. Ross, and Peggy A. Ertmer. - 2nd ed. - xxi, 390 p. : col. ill. ; 28 cm.
Includes bibliographical references and index.
"Thoroughly updated and streamlined for ease of use, TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE: A STANDARDS-BASED APPROACH, Second Edition, will equip you with the knowledge, creative and critical thinking skills, and confidence you'll need to become a "self-directed learner" who can successfully navigate the constantly changing environment of technology integration in the classroom. Using the principles of self-directed learning as its foundation, the text aims to help you learn to evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. The first educational technology text organized around the 2008 National Educational Technology Standards for Teachers (NETS-T) developed by the International Society for Technology in Education (ISTE), this standards-based approach provides the framework for developing, modeling, and teaching the skills and knowledge necessary for integrating technology in authentic teaching and learning. In addition to 12 main chapters, an end-of-book supplement provides examples of technology integration in practice within specific content areas, guided by the national standards that apply to each content domain." (Publisher's Website) TABLE OF CONTENTS Chapter 1: Technology Integration: A Standards-Based Approach Technologies in Teaching and Learning: An Historical Perspective Computer Technology in Education Summary of Technology Integration in Teaching and Learning Defining Technology Proficiency through Standards The Standards Movement Technology Standards The Value of Standards The Technology Integration Continuum Stages in Technology Integration Chapter Summary Your Portfolio References Chapter 2: Self-Directed Lifelong Learning Self-Directed Learning: Definition and Components The GAME Plan for Self-Directed Learning about Technology: An Example Summary of GAME Plan The GAME Plan for Learning to Integrate Technology Set Goals and Take Action Documenting Growth and Competency through Portfolios Portfolio Development Tools Steps in Portfolio Development Summary of Portfolio Development The GAME Plan for Supporting Student Learning Setting Goals for Student Learning Taking Action by Providing Learning Experiences Monitoring Student Progress Evaluating Instructional Effectiveness Chapter Summary Your Portfolio References Chapter 3: Supporting Student Creativity with Technology Developing Creative Thinking through Authentic Instruction Types of Creative Thinking Characteristics of Authentic Instruction Addressing the Challenges of Authentic Instruction Technology Support for Authentic Instruction Teacher-Directed Instruction in Support of Authentic Learning Facilitating Creative Thinking While Meeting Content Standards Taxonomy for Determining Cognitive Demand Using Technology to Support Authentic Instruction---An Example Chapter Summary Your Portfolio References Chapter 4: Digital Tools That Support Learning Technology as Tutor: Promoting Student Learning Using Technology-Based Tutorials Technology as Mindtool: Promoting Student Learning Using Technology Applications Databases and Concept-Mapping Tools Simulations and Animations Hypertext and Hypermedia Digital Storytelling Technology as a Conversation Support Technology as a Collaborative Learning Tool Technology as a Conferencing Tool Online Resources Evaluating Information from Online Resources Chapter Summary Your Portfolio References Chapter 5: Developing Technology-Enriched Learning Environments and Experiences Technology-Enriched Learning Environments Technology Support for Whole Group Learning Technology Support for Small Group Learning Independent Use of Technology Summary of Technology-Enriched Learning Environments Supporting Students' Use of Technology Tools and Resources Before Instruction During Instruction After Instruction Planning Learning Experiences and Lessons Lesson Planning Technology Support for Lesson Planning Chapter Summary Your Portfolio References Chapter 6: Customizing Student Learning Activities with Glenna Gustafson Using Technology to Differentiate Instructional Content, Processes, and Products Universal Design for Learning Neural Networks Foundational to UDL Universal Design in the Classroom Assistive Technologies Legal Precedents for Assistive Technology Assistive Technology Continuum Adapting Hardware and Software Summary of Assistive Technologies Chapter Summary Your Portfolio References Chapter 7: Assessment and Evaluation Assessing Student Learning Learning Goals Help Determine Assessments Monitor Learning with Formative Assessments Summative Assessments Evaluate Learning Assessment Formats and Technologies That Support Them Forced-Choice Assessment Formats
Open-Ended Response Formats
Authentic Assessments
Technologies to Support Authentic Assessment
Summary of Assessment Formats Scoring Expectations and Practices Scoring Keys
Checklists
Rubrics
Recording and Reporting Student Outcomes Data-Based Decision-Making Review Performance Data Use Data to Improve Instruction Chapter Summary Your Portfolio References Chapter 8: Demonstrating Fluent Use of Technology Safe and Healthy Use of Technology Systems in Your Classroom Managing Use of Technology in Your Classroom Technology-Related Health Practices Maintaining Technology Resources Solving Routine Problems Hardware Maintenance Software Maintenance Technical Assistance Chapter Summary Your Portfolio References Chapter 9: Modeling and Facilitating Use of Digital Tools Professional Communication and Collaboration Communicating Volunteering Extended Learning Benefits of Enhanced Collaboration Locating and Evaluating Digital Resources Locating Digital Resources Evaluating Resources Read Reviews Try It Out Chapter Summary Your Portfolio References Chapter 10: Legal and Ethical Use Acceptable Use of Digital Resources Copyright and Intellectual Property Fair Use Public Domain Creative Commons Licensing Academic Integrity Plagiarism Cheating Protecting Confidential Data Password Security Promoting Responsible Use of Technology Resources Internet Safety Malicious Software Threatening or Unlawful Online Interactions Using Technology to Support Responsible Internet Use Chapter Summary Your Portfolio References Chapter 11: Diversity and Cultural Understanding Learner-Centered Strategies Supporting the Social Needs of Students: Creating a Collaborative Environment Supporting the Cognitive Needs of Students: Promoting Content Learning Supporting the Metacognitive Needs of Students: Promoting Reflection Equitable Access Access to Up-to-Date Hardware, Software, and Connectivity Access to Meaningful, High-Quality, and Culturally Responsive Content Access to Tech-Knowledgeable Teachers Promoting Cultural Understanding and Global Awareness Understanding Your Culture and the Culture of Others Working with Students to Develop Cultural Understanding Respecting Cultural Diversity in the Classroom Chapter Summary Your Portfolio References Chapter 12: Professional Growth and Leadership Participating in Local and Global Learning Communities Local Support for Technology Integration Virtual Learning Communities Conferences and Other Formal Learning Opportunities Exhibit Leadership Reflecting on Published Research and Your Own Practice Reflecting on Practice Reflecting on Current Research Teacher as Researcher Chapter Summary Your Portfolio References Supplement: Technology Integration and Lesson Planning in the Content Areas Glossary Index
9781133594208 (student ed.) 1133594204 (student ed.)
Educational technology--Standards.
Educational technology--Study and teaching--Handbooks, manuals, etc.
Educational technology--Planning.
Instructional systems--Design.
LB1028.3 / .C345 2014
371.33
Technology Integration for Meaningful Classroom Use : A Standards-Based Approach / Katherine S. Cennamo, John D. Ross, and Peggy A. Ertmer. - 2nd ed. - xxi, 390 p. : col. ill. ; 28 cm.
Includes bibliographical references and index.
"Thoroughly updated and streamlined for ease of use, TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE: A STANDARDS-BASED APPROACH, Second Edition, will equip you with the knowledge, creative and critical thinking skills, and confidence you'll need to become a "self-directed learner" who can successfully navigate the constantly changing environment of technology integration in the classroom. Using the principles of self-directed learning as its foundation, the text aims to help you learn to evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. The first educational technology text organized around the 2008 National Educational Technology Standards for Teachers (NETS-T) developed by the International Society for Technology in Education (ISTE), this standards-based approach provides the framework for developing, modeling, and teaching the skills and knowledge necessary for integrating technology in authentic teaching and learning. In addition to 12 main chapters, an end-of-book supplement provides examples of technology integration in practice within specific content areas, guided by the national standards that apply to each content domain." (Publisher's Website) TABLE OF CONTENTS Chapter 1: Technology Integration: A Standards-Based Approach Technologies in Teaching and Learning: An Historical Perspective Computer Technology in Education Summary of Technology Integration in Teaching and Learning Defining Technology Proficiency through Standards The Standards Movement Technology Standards The Value of Standards The Technology Integration Continuum Stages in Technology Integration Chapter Summary Your Portfolio References Chapter 2: Self-Directed Lifelong Learning Self-Directed Learning: Definition and Components The GAME Plan for Self-Directed Learning about Technology: An Example Summary of GAME Plan The GAME Plan for Learning to Integrate Technology Set Goals and Take Action Documenting Growth and Competency through Portfolios Portfolio Development Tools Steps in Portfolio Development Summary of Portfolio Development The GAME Plan for Supporting Student Learning Setting Goals for Student Learning Taking Action by Providing Learning Experiences Monitoring Student Progress Evaluating Instructional Effectiveness Chapter Summary Your Portfolio References Chapter 3: Supporting Student Creativity with Technology Developing Creative Thinking through Authentic Instruction Types of Creative Thinking Characteristics of Authentic Instruction Addressing the Challenges of Authentic Instruction Technology Support for Authentic Instruction Teacher-Directed Instruction in Support of Authentic Learning Facilitating Creative Thinking While Meeting Content Standards Taxonomy for Determining Cognitive Demand Using Technology to Support Authentic Instruction---An Example Chapter Summary Your Portfolio References Chapter 4: Digital Tools That Support Learning Technology as Tutor: Promoting Student Learning Using Technology-Based Tutorials Technology as Mindtool: Promoting Student Learning Using Technology Applications Databases and Concept-Mapping Tools Simulations and Animations Hypertext and Hypermedia Digital Storytelling Technology as a Conversation Support Technology as a Collaborative Learning Tool Technology as a Conferencing Tool Online Resources Evaluating Information from Online Resources Chapter Summary Your Portfolio References Chapter 5: Developing Technology-Enriched Learning Environments and Experiences Technology-Enriched Learning Environments Technology Support for Whole Group Learning Technology Support for Small Group Learning Independent Use of Technology Summary of Technology-Enriched Learning Environments Supporting Students' Use of Technology Tools and Resources Before Instruction During Instruction After Instruction Planning Learning Experiences and Lessons Lesson Planning Technology Support for Lesson Planning Chapter Summary Your Portfolio References Chapter 6: Customizing Student Learning Activities with Glenna Gustafson Using Technology to Differentiate Instructional Content, Processes, and Products Universal Design for Learning Neural Networks Foundational to UDL Universal Design in the Classroom Assistive Technologies Legal Precedents for Assistive Technology Assistive Technology Continuum Adapting Hardware and Software Summary of Assistive Technologies Chapter Summary Your Portfolio References Chapter 7: Assessment and Evaluation Assessing Student Learning Learning Goals Help Determine Assessments Monitor Learning with Formative Assessments Summative Assessments Evaluate Learning Assessment Formats and Technologies That Support Them Forced-Choice Assessment Formats
Open-Ended Response Formats
Authentic Assessments
Technologies to Support Authentic Assessment
Summary of Assessment Formats Scoring Expectations and Practices Scoring Keys
Checklists
Rubrics
Recording and Reporting Student Outcomes Data-Based Decision-Making Review Performance Data Use Data to Improve Instruction Chapter Summary Your Portfolio References Chapter 8: Demonstrating Fluent Use of Technology Safe and Healthy Use of Technology Systems in Your Classroom Managing Use of Technology in Your Classroom Technology-Related Health Practices Maintaining Technology Resources Solving Routine Problems Hardware Maintenance Software Maintenance Technical Assistance Chapter Summary Your Portfolio References Chapter 9: Modeling and Facilitating Use of Digital Tools Professional Communication and Collaboration Communicating Volunteering Extended Learning Benefits of Enhanced Collaboration Locating and Evaluating Digital Resources Locating Digital Resources Evaluating Resources Read Reviews Try It Out Chapter Summary Your Portfolio References Chapter 10: Legal and Ethical Use Acceptable Use of Digital Resources Copyright and Intellectual Property Fair Use Public Domain Creative Commons Licensing Academic Integrity Plagiarism Cheating Protecting Confidential Data Password Security Promoting Responsible Use of Technology Resources Internet Safety Malicious Software Threatening or Unlawful Online Interactions Using Technology to Support Responsible Internet Use Chapter Summary Your Portfolio References Chapter 11: Diversity and Cultural Understanding Learner-Centered Strategies Supporting the Social Needs of Students: Creating a Collaborative Environment Supporting the Cognitive Needs of Students: Promoting Content Learning Supporting the Metacognitive Needs of Students: Promoting Reflection Equitable Access Access to Up-to-Date Hardware, Software, and Connectivity Access to Meaningful, High-Quality, and Culturally Responsive Content Access to Tech-Knowledgeable Teachers Promoting Cultural Understanding and Global Awareness Understanding Your Culture and the Culture of Others Working with Students to Develop Cultural Understanding Respecting Cultural Diversity in the Classroom Chapter Summary Your Portfolio References Chapter 12: Professional Growth and Leadership Participating in Local and Global Learning Communities Local Support for Technology Integration Virtual Learning Communities Conferences and Other Formal Learning Opportunities Exhibit Leadership Reflecting on Published Research and Your Own Practice Reflecting on Practice Reflecting on Current Research Teacher as Researcher Chapter Summary Your Portfolio References Supplement: Technology Integration and Lesson Planning in the Content Areas Glossary Index
9781133594208 (student ed.) 1133594204 (student ed.)
Educational technology--Standards.
Educational technology--Study and teaching--Handbooks, manuals, etc.
Educational technology--Planning.
Instructional systems--Design.
LB1028.3 / .C345 2014
371.33