Preface Instructional Technology and Media for Learning,11th edition,shows how a complete range of technology and media formats can be integrated into classroom instruction using the ASSURE model for lesson planning.Written from the viewpoint of the teacher,the text shows specifically and realistically how technology and media fit into the daily life of the classroom.This book is intended for educators at all levels who place a high value on learning.Its purpose is to help educators incorporate technology and media into their repertoire-to use them as teaching tools and to guide students in using them as learning tools.We draw examples from elementary and secondary education because we know that instructors in these PK-12 settings have found previous editions of this book useful in their work. This new edition is necessitated by the amazing pace of innovation in all aspects of tech- nology,particularly in those related to computers and mobile technologies and the Internet. The text has been updated to reflect the accelerating trend toward digitizing information and school use of telecommunications resources,such as the Web.The 11th edition also addresses the interaction among the roles of teachers,technology coordinators,and school media specialists,all complementary and interdependent teams within the school. New to This Edition Embedded video in the Pearson eText*enriches your experience with the text by allowing you to see real teachers in real classrooms,and shares their insights. Pop-up Selection Rubrics",which are printable,aid in the process of selecting classroom technology materials Web links at point-of-use help you further explore topics discussed. Revised chapters have updated information about designing instruction for 21st century learning,including the Common Core State Standards Current technologies to support learning are identified and include overviews of how to use them with students of all ages. End-of-chapter activities guide theuser through teacher performance assessment using the ISTE NETS as part of the process. Taking a Look at Technology Integration features are updated with examples of how actual class m teachers use toc y ort student lea o The place empha sison integrating the 21st century Increased focus is given to enhancing the use of classroom technology to meet the learning needs of all students.With the advent of Response to Intervention(Rtl),classroom teachers are expected to meet the learning needs of their students.We have expanded the Technology for All Leamers feature to help consider options that will be useful to facilitate learning ex- periences for all students in the classroom. The Peefor thisil ffrdable,inrcvefhrint text tha includes videos,pop-up content,and links to additional information.The play button appears where video is available,while hyperlinked words provide access to pop-ups and other related websites. Go to www.pearsonhighered.com/etextbooks to learn more about the enhanced Pearson eText for Instructional Technology and Media for Learning
xv Instructional Technology and Media for Learning, 11th edition, shows how a complete range of technology and media formats can be integrated into classroom instruction using the ASSURE model for lesson planning. Written from the viewpoint of the teacher, the text shows specifically and realistically how technology and media fit into the daily life of the classroom. This book is intended for educators at all levels who place a high value on learning. Its purpose is to help educators incorporate technology and media into their repertoire—to use them as teaching tools and to guide students in using them as learning tools. We draw examples from elementary and secondary education because we know that instructors in these PK–12 settings have found previous editions of this book useful in their work. This new edition is necessitated by the amazing pace of innovation in all aspects of technology, particularly in those related to computers and mobile technologies and the Internet. The text has been updated to reflect the accelerating trend toward digitizing information and school use of telecommunications resources, such as the Web. The 11th edition also addresses the interaction among the roles of teachers, technology coordinators, and school media specialists, all complementary and interdependent teams within the school. New to This Edition • Embedded video in the Pearson eText* enriches your experience with the text by allowing you to see real teachers in real classrooms, and shares their insights. • Pop-up Selection Rubrics*, which are printable, aid in the process of selecting classroom technology materials. • Web links at point-of-use help you further explore topics discussed. • Revised chapters have updated information about designing instruction for 21st century learning, including the Common Core State Standards. • Current technologies to support learning are identified and include overviews of how to use them with students of all ages. • End-of-chapter activities guide the user through teacher performance assessment using the ISTE NETS as part of the process. • Taking a Look at Technology Integration features are updated with examples of how actual classroom teachers use technology to support student learning. The examples place emphasis on integrating the 21st century skills and the Common Core Learning Standards. • Increased focus is given to enhancing the use of classroom technology to meet the learning needs of all students. With the advent of Response to Intervention (RtI), classroom teachers are expected to meet the learning needs of their students. We have expanded the Technology for All Learners feature to help consider options that will be useful to facilitate learning experiences for all students in the classroom. The Pearson eText* for this title is an affordable, interactive version of the print text that includes videos, pop-up content, and links to additional information. The play button appears where video is available, while hyperlinked words provide access to pop-ups and other related websites. Go to www.pearsonhighered.com/etextbooks to learn more about the enhanced Pearson eText for Instructional Technology and Media for Learning. *These enhancements are only available through the Pearson eText, and not other third-party eTexts such as CourseSmart or Kindle. Preface A01_SMAL4150_01_SE_FM.indd 15 11/02/14 1:51 AM
Our Approach We share a number of convictions that underlie this edition.First,we believe in an eclectic mh ach to inst uction. retical positior ing persp amine the comple ning and a ba is reflected in the guidan cond,we we offe technology in instruction.Becaus of this perspe we consider each tec and range No tec “goodor"bad,"sowe strive to give a balanced treatment to a range of technologies and media resources Third,we believe that technology can best be integrated into instruction when viewed fron a teacher's perspective.Therefore,throughout the book,we attempt to approach technology anc media solutions in terms of a teacher's day-to-day challenges and to avoid technical jargon as much as possible.Our examples deal with everyday teaching issues in a range of content areas. The ASSURE Model for Technology Integration In this,the explanation of the ASSURE model has been revised to be more clear practical,and fo 2 teaching and learning.The ers sever al c eature oom Case Study and Classroom ase Study F eflect t sho chers car effectively integrate technology and media into instruction,all in the context of each chapter content.Chapters3 through9open with a video feature that offers an example of how one teacher uses technology to augment the learning experiences of the students Focus on Professional Development e firs Demonstrate Professional Knowledge,"po on the K eginning of each ch ter.In the ills,"re ing through activiti sthat are aligned with the ISTE NETS final section,"Build Your Professional Portfolio,"includes three parts:Creat ing My Lesson,Enhancing My Lesson,and Reflecting on My Lesson.These are also linked to the ISTE NETS for Teachers. ."Creating My Lessonasks readers to select their own topics and setting for d ng le ns that inte edia disc 89 the technolo in the chap Cha pter-spe ons help re make decisic create the n plan using appropriate instructional strategies ology,an ."Enhancing My Lesson"asks the reader to describe other strateg and mate hanc the les ed to m the diverse son.The reader addres eds of lea nddngsudens already possess the knowledge and xvi Preface
xvi Preface Our Approach We share a number of convictions that underlie this edition. First, we believe in an eclectic approach to instruction. Advocates cite an abundance of theories and philosophies in support of different approaches to instruction—behaviorist, cognitivist, constructivist, and socialpsychological. We view these theoretical positions as differing perspectives—different vantage points—from which to examine the complex world of teaching and learning. We value each of them and feel that each is reflected in the guidance we offer. Second, we have a balanced posture regarding the role of technology in instruction. Because of this perspective, we consider each technology in light of its advantages, limitations, and range of applications. No technology can be described solely as being either “good” or “bad,” so we strive to give a balanced treatment to a range of technologies and media resources. Third, we believe that technology can best be integrated into instruction when viewed from a teacher’s perspective. Therefore, throughout the book, we attempt to approach technology and media solutions in terms of a teacher’s day-to-day challenges and to avoid technical jargon as much as possible. Our examples deal with everyday teaching issues in a range of content areas. The ASSURE Model for Technology Integration In this edition, the explanation of the ASSURE model has been revised to be more clear, practical, and focused on PK–12 teaching and learning. The text offers several chapter features (Classroom Case Study and Classroom Case Study Reflection) that show how teachers can effectively integrate technology and media into instruction, all in the context of each chapter’s content. Chapters 3 through 9 open with a video feature that offers an example of how one teacher uses technology to augment the learning experiences of the students. Focus on Professional Development The “Professional Development” feature helps readers develop their ongoing professional knowledge and skills with regard to effectively using technology and media for learning. The first section, “Demonstrate Professional Knowledge,” poses questions based on the Knowledge Outcomes at the beginning of each chapter. In the next section, “Demonstrate Professional Skills,” readers integrate their learning through activities that are aligned with the ISTE NETS for Teachers. The final section, “Build Your Professional Portfolio,” includes three parts: Creating My Lesson, Enhancing My Lesson, and Reflecting on My Lesson. These are also linked to the ISTE NETS for Teachers. • “Creating My Lesson” asks readers to select their own topics and settings for developing lessons that integrate the technology and media discussed in the chapter. Chapter-specific questions help readers make decisions to create their own lesson plan using appropriate instructional strategies, technology, and media. • “Enhancing My Lesson” asks the reader to describe other strategies, technology, media, and materials that could enhance the lesson. The reader addresses how the lesson could be enhanced to meet the diverse needs of learners, including students who already possess the knowledge and skills targeted in the lesson plan. 60 Chapter 3 1. What are the primary types of criteria used to analyze learners and how is this information used to design lessons? 2. Describe how to go from a national standard to a learning objective that includes the audience, behavior, conditions, and degree of mastery. 3. List and describe the procedures for selecting, modifying, and designing instructional strategies and resources. 4. What are the five basic steps for utilizing resources (e.g., technology, media, and materials)? 5. Describe methods of eliciting student participation and providing feedback during student educational use of technology and media. 6. In what ways are the techniques for evaluating student achievement, technology, media, strategies, and instruction similar and different? Professional Development DEMONSTRATING PROfESSIONAl KNOwlEDGE DEMONSTRATING PROfESSIONAl SKIllS The Demonstrate Professional Skills activities in the remaining chapters are designed to address many of the NETS-T (ISTE, 2008). Items aligned to NETS-T are noted with the standard number in parentheses. 1. Write a learner analysis of your students or those you plan to teach. Describe their general characteristics, note their specific entry competencies for a topic of your choice, and discuss their learning styles. If you are not yet a teacher, you may need to do some research on students in the grade level you plan to teach. 2. Write at least five learning objectives for a lesson you might teach and assess each objective with the Objectives Checklist (Figure 3.1). 3. Select a topic you might teach that would incorporate student use of technology and develop a set of learning strategies, resources, and associated assessment instruments (including traditional and authentic assessments) (NETS-T 2.A, 2.C, and 2.D). 4. Locate a lesson, perhaps using the Internet, that does not provide learner practice and feedback. Design activities for the lesson that provide those elements. BuIlDING YOuR PROfESSIONAl PORTfOlIO An important component for continuing your professional development is the creation of a professional portfolio to demonstrate the knowledge and skills gained from this text. Following the model shown in this section of each chapter you will have the opportunity to create, enhance, and reflect on lessons developed for each chapter. • Creating My Lesson. Using the ASSURE model, design a lesson for a scenario from the table in Appendix A, from an example in the chapter, or use a scenario of your own design. You can do this by selecting a content area standard or topic you plan to teach. Be sure to include information about the learners, the learning objectives, and all other elements of the ASSURE model. When you have finished, reflect on the process you used and what you have learned about matching learners, content, strategies, technology, media, and materials. • Enhancing My Lesson. Enhance the lesson plan you created by describing how you would meet the diverse needs of learners in your class. Specifically, describe strategies you would include for students who already possess the knowledge and skills targeted in your lesson plan. Also describe strategies, technology, and media you could integrate to assist students who have not met the lesson prerequisites or who have disabilities that impact their ability to learn. For example, how would you meet the needs of students with visual or hearing limitations, or the needs of students who are reading below or above grade level? Describe other types of technology and media that can be integrated into your instructional strategies for the lesson. If the lesson requires word processed reports, you might consider having students take photos with a digital camera and make interactive presentations of their reports. Or if students use drilland-practice software to learn multiplication facts, you could have them create their own PowerPoint electronic flashcard practice set (NETS-T 2.A, 2.B, 2.C, 3.B, and 4.B). A01_SMAL4150_01_SE_FM.indd 16 11/02/14 1:51 AM
Reflecting on My Lesson prompts readers to reflect on their lesson.the process used to develop it,and different types of students who could benefit from it.Readers are also asked to reflect on what they leamned about the process of matching audience,content,strategies technology,media,and materials. Special Features The ASSURE Model for Technology Integration.Chapter opening "ASSURE Classroom Case Studies"(in Chapters 3 through 9)each presents a video clip of a specific classroom that will be revisited periodically throughout the chapter in the"ASSURE Case Study Reflections." These are brief notes and reflection questions that extend the opening case study by addressing the questions that a teacher may face when considering technology integration in the context of specific chapter content.At the end of the chapter,the "ASSURE Lesson Plan"provides a fuller version of the instructional or classroom situation outlined at the beginning of the chapter and offers a possible solution. ASSURE Lesven Pum ASSURE Case Preface XVii
• Reflecting on My Lesson prompts readers to reflect on their lesson, the process used to develop it, and different types of students who could benefit from it. Readers are also asked to reflect on what they learned about the process of matching audience, content, strategies, technology, media, and materials. Special Features The ASSURE Model for Technology Integration. Chapter opening “ASSURE Classroom Case Studies” (in Chapters 3 through 9) each presents a video clip of a specific classroom that will be revisited periodically throughout the chapter in the “ASSURE Case Study Reflections.” These are brief notes and reflection questions that extend the opening case study by addressing the questions that a teacher may face when considering technology integration in the context of specific chapter content. At the end of the chapter, the “ASSURE Lesson Plan” provides a fuller version of the instructional or classroom situation outlined at the beginning of the chapter and offers a possible solution. 146 Chapter 7 shipping printed materials or computer disks to schools. Electronic learning provides flexibility to students as well because they may study materials at any time and at any location. Students can also take tests over the intranet. Once the answers are in the database, they are scored and the results are made available immediately to students and the teacher. Online learning is very useful when learners are geographically dispersed and instruction is updated frequently. Network Resources It is common knowledge that computers can be used to connect students to people and resources outside of the classroom. Once you connect computers in ways that enable people to communicate and share information, you have a network. Networks connect schools, homes, libraries, organizations, and businesses so that students, families, and professionals can access or share information and instruction instantly in several ways. Types of NeTwoRks LAN. The simplest of all networks is a local area network (LAN), which connects computers within a limited area, normally a classroom, building, or laboratory. These networks connect individual computers to one another to permit exchange of files and other resources (Figure 7.4). A LAN relies on a centralized computer called a file server that “serves” all the other computers connected to it. A computer lab is often itself a LAN because all the computers in the lab are connected to a single file server, usually tucked away in a closet or other out-ofthe-way space. Whole buildings can also be connected to a local area network, usually with a single computer that is located in the office or media center, which serves as the school’s file server. Through a LAN, all of the classrooms in a school can have access to the school’s collection of software. Many schools also allow teachers and students to save their computer work in personalized folders on the server, which is very useful when multiple students use one computer. It also allows teachers access to their materials, such as a PowerPoint presentations, while in the computer lab. Within a school, LANs can also reduce a technology coordinator’s workload, which might otherwise include installing programs, inventorying software, and other such tasks. Coordinators can then spend more time working with teachers and students rather than with machines and software. For example, the media center can store its catalog of materials on the file server, giving teachers and students easy access to the information available on a certain topic. Review the ASSURE Classroom Case Study and video at the beginning of the chapter. What kinds of learning experiences can Mr. Chun offer his students? How can he capitalize on the types of learning opportunities to ensure all his students have access to the information? Classroom Case study Reflection Workstation Workstation Workstation Workstation Workstation Workstation Hard-disk storage Printer(s) File Server (a computer that controls the network and stores network files) Plotter Figure 7.4 Typical Local Area Network (LAN) 124 Chapter 6 Lesson Plan This ASSURE Classroom Case Study is based on a lesson that integrates Web 2.0 resources. Ms. Vicki Davis collaborates with her ninth-grade students to create lessons for seventh graders in a virtual world. This ASSURE Lesson Plan describes the instructional planning used by Vicki Davis, a ninth-grade teacher who wanted her students to develop lesson plans for seventh graders with whom they connected virtually. To address this challenge, Ms. Davis collaborated with her students to create these lessons. Below is Vicki Davis’s ASSURE lesson plan for the project. Vicki Davis Ninth Grade Topic: Web 2.0 Analyze Learners General Characteristics. The students in Vicki Davis’s high school class are primarily rural students with a variety of interests in technology. They are fairly equally distributed with regard to gender and range in age from 13 to 15 years old. Student reading ability is at or above grade level, although there are several students with diagnosed learning disabilities in the class. Student behavior problems are minimal. Entry Competencies. The students are, in general, able to do the following: • Demonstrate competency in keyboarding, document editing, and general computer skills. • Prepare written materials, such as narratives, for the lessons they are going to teach to the seventhgrade students, including wiki and blog entries. • Use Web 2.0 software to participate in blogs and wikis and to develop and interact in virtual world settings (primarily using OpenSim) with their own avatars. Learning Styles. Vicki’s students learn best when engaged in activities that are relevant and include lively discussions of meaningful topics. Her students vary in comfort level when speaking with the seventh graders, but are very comfortable in the virtual world created for their class to help the younger students learn about “digital citizenship” and Internet safety. Vicki guides her students through their use of technology, building on their prior experiences and skills. When working in groups, her style of coaching facilitates their teamwork abilities. State Standards and Objectives Curriculum Standards. The following Common Core Standards for Technology and Career Education are addressed in this lesson: (2) Communicate thoughts, ideas, information, and messages in writing and technologically create documents: Students collaborate using blogs, wikis, and preparation of instruction for younger students; (5) Organize ideas and communicate orally in clear, concise, and courteous manner: Students convey their ideas within group discussions and in presentations; and (8) Implement a plan of action making modifications as needed to achieve stated objectives: Students arrange their presentations to ensure that the seventh-graders are able to learn the important elements of digital citizenship and Internet safety. Technology Standards. National Educational Technology Standards for Students 1—Creativity and Innovation: Students use Web 2.0 tools to demonstrate creative thinking, construct knowledge, and develop innovative products and processes; 4—Critical Thinking, Problem Solving, and Decision Making: Students use technology to plan and conduct research, manage projects, solve problems, and make decisions; and 5—Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Learning Objectives. The learning objectives for this lesson are as follows: 1. Develop virtual worlds that engage students in scenarios in which they apply digital citizenship and safety guidelines. 2. Select appropriate technology tools to accomplish team objectives. 3. Participate in authentic research and use appropriate attribution for ideas. Integrating Technology and Media into Instruction: The ASSURE Model 39 A Model to Help Assure Learning A nalyze Learners The first step in planning a lesson is to identify and analyze learner characteristics shown to be associated with learning outcomes. This information will guide your decision making during the design of your lesson. The key areas to consider during learner analysis include (1) general characteristics of learners, (2) specific entry competencies (knowledge, skills, and attitudes about the topic), and (3) learning styles. S tate Standards and Objectives The next step is to state the standards and learning objectives as specifically as possible. Begin with curriculum and technology standards adopted by your district, as these are based on state and national student performance criteria. Well-stated objectives name the learners for whom the objective is intended, the action (behavior) to be demonstrated, the conditions under which the behavior or performance will be observed, and the degree to which the new knowledge or skill must be mastered. For this text, the condition will include the use of technology and media to support learning and to assess achievement of the standard or learning objectives. S elect Strategies and Resources Once you have analyzed your learners and stated the standards and objectives, you have established the beginning points (students’ present knowledge, skills, and attitudes) and ending points (learning objectives) of instruction. Your task now is to build a bridge between these two points by choosing appropriate instructional strategies and resources to achieve the objectives. U tilize Resources This step involves planning your teaching role for utilizing the resources (technology, media, and materials) to help students achieve the learning objectives. To do this, follow the 5 Ps process: Preview the resources; Prepare the resources; Prepare the environment; Prepare the learners; and Provide the learning experience. R equire Learner Participation To be effective, instruction should require learners’ active mental engagement. Provide activities that allow them to practice the new knowledge or skills and to receive feedback on their efforts before being formally assessed. Practice may involve student self-checks, computerassisted instruction, Internet activities, or group exercises. Feedback can come from the teacher, a computer, other students, or self-evaluation. E valuate and Revise After implementing a lesson, evaluate its impact on student learning. This assessment not only examines the degree to which students achieved the learning objectives, but also examines the entire instructional process and the impact of using technology and media. Wherever there are discrepancies between learning objectives and student outcomes, revise the lesson plan to address the areas of concern. Preface xvii Designing 21st Century Learning Environments 63 As we explore a variety of instructional strategies and settings, such as the cooperative learning arrangement used by Ms. Kaiser and Ms. Marshall, we examine foundational components of a 21st century learning environment. First, we discuss important distinctions between teacher- and student-centered strategies. Next we examine 10 commonly used instructional strategies, discussing the advantages and limitations of each and offering ideas for integrating technology and media. Following that is an introduction to how to use technology and media to support learning experiences. The final section provides ideas for integrating free and inexpensive materials into instruction, their advantages and limitations, and suggestions for obtaining and evaluating them. As you will see, well- planned instructional strategies supported with appropriate technology and media not only promote student learning, but also better prepare students for 21st century careers. 21st Century Learning Environments The explosion of information available in the 21st century requires teachers to create learning environments that engage this new generation of students in authentic experiences that promote increased knowledge and skills and a better understanding of the world around them. As seen in Figure 4.1, the 21st century learning environment encompasses learning strategies that are teachercentered or student- centered; integration of technology, media, Classroom Case Study The ASSURE Classroom Case Study for this chapter describes the instructional strategies used by teachers Lindsay Kaiser and Jena Marshall, who co-teach a fifth-grade social studies class at a school in a middle-income rural neighborhood. The students read at or above grade level and are experienced users of a variety of technology applications. Each student is equipped with a laptop with high-speed Internet access. The teachers are challenged by the students’ lack of interest in U.S. history and try to address this concern by engaging students in a variety of activities about the Lewis and Clark expedition. A key activity includes designing a boat that could have been used by Lewis and Clark. The lesson begins with student pairs completing an interactive Lewis and Clark WebQuest to learn about the expedition and various “boat issues” they faced. To assist with the boat design, students conduct Internet searches to expand on information learned from the WebQuest. Students create an advertisement to sell their boat and write a letter to the president of a boat manufacturing company to seek interest in reproducing the Lewis and Clark boat. The students with the best design will receive an award. Throughout the chapter you will find reflection questions to relate the chapter content to the ASSURE Classroom Case Study. At the end of the chapter you will be challenged to develop your own ASSURE lesson that incorporates use of these strategies, technology, media, and materials, for a topic and grade level of your choice. Click the ASSURE Video Link to view Ms. Kaiser and Ms. Marshall and their class as they develop videos of natural disasters. Click the Video Link to explore how Ms. Kaiser and Ms. Marshall use strategies, technology, media, and materials to achieve 21st century learning environments. Instructional Strategies • Teacher-centered • Student-centered Integration • Technology • Media • Materials Learning Context • Face-to-face • Distant learning • Blended instruction • Independent study • Informal study Figure 4.1 21st Century Learning Environment Components A01_SMAL4150_01_SE_FM.indd 17 11/02/14 1:52 AM
1h44 Copyright Concerns.This feature provides an integrated discussion of copy- right issues linked to specific chapter content. SELECTION RUBRIC Selection Rubrics.These rubrics,which nology and media formats,making it easy e the inf Textbook u maionforlalerete rint these on to e3。果 Media Samples.This feature provides excellentonline audio and ces for students and exemplifies several examples of When to Use This feature gives specific tips on using technology and media with clarity,flair,and dramatic effect.It goes with the U of the ASSURE Model (Utilize Technology,Media,and Materials). "Enhancements are only available in the Pearson eText,and not third-party eTexts such as CourseSmart or Kindle xviii Preface
Selection Rubrics. These rubrics, which pop up in the Pearson e-Text* version of the book, are related to each of the technology and media formats, making it easy to preview materials systematically and to preserve the information for later reference. Textbook users have permission to print these rubrics for personal use. 94 Chapter 5 “microworlds”—environments that permit students to freely experiment, test, and invent (Papert, 1993a, 1993b). These environments reinforce 21st century skills by allowing students to focus on a problem area and create solutions that are meaningful to them. Jonassen, Howland, Moore, and Marra (2003) have expanded the idea that technology can engage and support students in their learning. They have suggested that students learn from the digital environment because it encourages students to use cognitive learning strategies and critical-thinking skills. Students control how and when the computer provides them with the information they need. Part of your responsibility is to choose from among the many possible technologies, software programs, and mobile apps available to create such learning environments and to assist your students in constructing their own mental models. Types of DigiTal ResouRces Digital technologies provide virtually instantaneous response to student input, have extensive capacity to store and manipulate information, and are unmatched in their abilities to serve many students simultaneously. Technology’s role in instruction is to serve as a resource for rich learning experiences, giving your students the power to influence the depth and direction of their learning. Technology makes it possible to control and integrate a variety of media—still and motion pictures, graphics, and sounds, as well as text-based information. Digital devices can also record, analyze, and react to student responses typed on a keyboard, selected with a mouse or touch screen, or activated by voice. As your students begin to work with information, they find the digital resources available to them help make the process easier and more fun. Students can use the technology to gather information and to prepare materials that demonstrate their knowledge and understanding of that information. Besides providing information, digital devices are also tools for creativity and communication. Because these technologies allow sharing and collaboration with others around the world, students often strive to achieve their “best” artifacts of learning because their work can be seen by an audience outside the classroom. ©opyRighT conceRns Software Congress amended the Copyright Act to clear up questions of fair use of copyrighted programs. The changes defined the term computer program for copyright purposes and set forth rules on permissible and nonpermissible use of copyrighted computer software. According to the amended law, you are permitted to do the following with a single copy of a program: • Makeone backup or archivalcopyof the program. • Use a “locksmith” program to bypassthecopy-prevention codeon theoriginal to makethe archivalcopy. • Installonecopyof the program onto a computer hard drive. • Adapt a computer program from onelanguageto another if the program is not availablein the desired language. • Add featuresto a copyrighted program to make better useof the program. • Adapt a copyrighted program to meet local needs. Without the copyright owner’s permission, you are prohibited from doing the following: • Making multiplecopiesof a copyrighted program. • Making additionalcopiesfrom an archivalor backup copy. • Making copiesofcopyrighted programsto besold, leased, loaned, transmitted,or given away. • Selling a locally produced adaptation of a copyrighted program. • Making multiplecopiesof an adaptation of a copyrighted program even for use within a schoolorschool district. • Putting a singlecopyof a program onto a network without permission or a special site license. • Duplicating the printed copyrighted software documentation unless allowed by the copyrighted software company. For general information and suggested resources (print and web links) on copyright, see Chapter 1. Copyright © 2015 Pearson Education Inc. Reproduction is permitted for classroom use only. 155 Selection RubRic Web Resources Complete and save the following interactive evaluation to reference Search Terms when selecting web resources to integrate into lessons. Title Source/Location ©Date Cost Primary User(s) Subject Area Grade Level ___________ Student Learning Experiences ___________ Teacher Brief Description Standards/Outcomes/Objectives Prerequisites (e.g., prior knowledge, reading ability, vocabulary level) Strengths Limitations Special Features Name Date 162 Chapter 8 • Provides oral message. Students who have limited reading ability can learn from audio media. Students can listen and follow along with visual and text material. In addition, they can replay portions of the audio material as often as needed to understand it. • Provides current information. Web-based audio often consists of broadcasts of live speeches, presentations, or performances. • Supports second language learning. Audio resources are excellent for teaching second languages because they not only allow students to hear words pronounced by native speakers, but they also allow them to record their own pronunciations for comparison. • Easy to store. MP3 files can be stored on a computer hard drive, USB drive, or MP3 player. Limitations of Audio • Copyright concerns. Commercially produced audio can easily be duplicated, which might lead to copyright violations. • Doesn’t monitor attention. Some students have difficulty studying independently, so when they listen to recorded audio their attention may wander. They may hear the recorded message but not listen attentively and comprehend. Teachers can readily detect when students are drifting away from teacher-directed learning, but an audio player cannot do this. • Difficulty in pacing. Determining the appropriate pace for presenting information can be difficult if your students have a range of attention spans, abilities, and experiential backgrounds. • Fixed content. The content of audio media presentation segments is fixed, even though it is possible to hear a recorded segment again or select a different section. IntegratIon of audIo The uses of audio are limited only by the imaginations of you and your students, as it can be used in all phases of instruction—from introduction of a topic to evaluation of student learning. As seen in the “When to Use Audio” box, integration of audio resources can MedIa SaMpleS Audio libriVox http://librivox.org Librivox provides a collection of public domain audiobooks available in titles ranging from classics, short stories, and poetry. The collection is based on voluntary submissions of audio media, but the entries must be public domain to be entered. Over 12 languages are available, providing native speakers reading familiar books. audio theatre production Kit www.balancepublishing.com Students can create their own audio theatre productions. The kit contains two versions of a script, one with altered vocabulary to meet the needs of below-grade readers, the second for gradelevel and above-grade-level readers. In addition, there is a CD with background music and sound effects. Students, working together, record their production to be shared with others. They develop technical skills, as well as work collaboratively in the production. It is a motivating way to help students with their reading and vocabulary competencies. a Kid’s- eye View of the environment http://www.michaelmishmusic.com/kid%27s_eye_view.html Michael Mish based this series of songs on his many visits to schools in southern California to talk to children about the environment. He found them to be more aware and concerned about environmental problems than he expected. Mish took the topics that the children were most concerned about (e.g., recycling, water and air pollution, and the greenhouse effect) and put them to music. The songs are engaging, with sing-along choruses. The messages should get primary-age children talking about making this a safer, cleaner world. Source: Link reprinted by permission of Michael Mish, Owner Michael Mish Music. Designing 21st Century Learning Environments 77 When to Use Learning Strategies Instructional situation strategy Potential technology/Media The whole class needs to learn how to conjugate verbs. Presentation A PowerPoint presentation that interactively shows variations of a verb by clicking on key words. Using Camtasia or Captivate, the teacher creates a video that includes text showing the variations of each verb and video clips of students demonstrating the action noted in the verb. Because of safety issues, students need to observe the teacher handling chemicals for an experiment. Demonstration Teacher models correct use of certain types of chemicals to ensure that safety measures are addressed in the classroom setting. Teacher shows a YouTube video about how to safely handle the chemicals. The teacher wants to challenge students into thinking about what they know and need to know about a topic. Problem solving Students are provided with handheld computers to collect field data that will be compared with data collected from students in a different state. A forensic lab is created for students to use equipment and resources to “solve a crime” that the teacher has created for them. The teacher seeks to increase student learning by having them work cooperatively to research, share, evaluate, and synthesize new content into a group product that demonstrates their learning. Cooperative learning Students meet using free online collaboration tools (NING, Google Docs, social bookmarking, etc.). Computer software (e.g., a database) lets students enter information about what they’ve learned together. Real objects can be used for the development of a final product. The teacher wants students to discover key concepts in order to instill deeper levels of understanding. Discovery Students create digital concept maps to discover relationships among new information. Students download weather data sets into a spreadsheet to discover how weather is predicted. supporting Learning Contexts with technology and Media The five contexts or situations most frequently encountered in PK–12 environments are (1) faceto-face classroom instruction, (2) distance learning, (3) blended instruction, (4) independent study (structured), and (5) informal study (unstructured). Each of these contexts for learning represents a way in which you can engage your students in achieving their learning outcomes. It is up to you to consider the various options to determine which might best serve your students. FaCe-to-FaCe InstrUCtIon Although other learning contexts are gaining prominence, face-to-face instruction remains the most prevalent type of instructional setting in PK–12 schools. Because the teacher and students are in the same room, the options for learning experiences in the classroom setting seem unlimited. Many of the types of technology and media you will be reading about in this textbook are easily used in the face-to-face setting. For example, teachers can use clickers to collect student opinions during presentations, use interactive whiteboards to show videos of historical events, play podcasts of mathematicians explaining how to solve a problem, or conduct live interviews with archeologists in Egypt using Skype. Copyright Concerns. This feature provides an integrated discussion of copyright issues linked to specific chapter content. Media Samples. This feature provides excellent online audio and video resources for students and exemplifies several examples of media-related content. When to Use This feature gives specific tips on using technology and media with clarity, flair, and dramatic effect. It goes with the U of the ASSURE Model (Utilize Technology, Media, and Materials). xviii Preface *Enhancements are only available in the Pearson eText, and not third-party eTexts such as CourseSmart or Kindle. A01_SMAL4150_01_SE_FM.indd 18 11/02/14 1:52 AM
Technology for All Learners.This feature describes technology and media that can be used to meet the learning needs of diverse learners,ranging from those with learning disabilities to gifted and talented students. 3 Technology Resources.Because many schools have tight budgets.this feature offers a list of practical and valuable resources that are free or ive They also info n the andor how to rces.These are listed at the ends Taking a look at Technology Integration.These miniature case stud. ies of technology and media applications demonstrate how teachers are using technology in a variety of settings.Like the ASSURE Classroom Case Study,they show technology and media use in context. Exploring 21st Centary Learning STE NETST Aliment.At he beginning of each chaper,the ISTE ed with the nd of each the who succes y complete the skills activities will demonstrate that they hav accomplished the standards. Preface xix
Technology for All Learners. This feature describes technology and media that can be used to meet the learning needs of diverse learners, ranging from those with learning disabilities to gifted and talented students. 64 Chapter 4 and materials to support learning; and a variety of learning contexts. We provide guidance to help you carefully plan and manage these learning environment components to ensure that students achieve the intended standards and objectives stated in the ASSURE model. As you design 21st century activities for your students, you should explore information about and examples of instructional strategies proven to be successful. We have divided them according to teacher-centered strategies, those directed specifically by the teacher, and student-centered strategies, those in which students are largely responsible for their own learning. In both categories, the teacher is key to the design of the instruction. What is different is the focus or orientation of the strategy. Types of Learning Strategies There are 10 common types of instructional strategies used in classrooms. We provide an overview of each strategy, discuss the advantages and limitations of each, and offer suggestions for integrating technology and media for each strategy. PreSenTaTion In a presentation, the teacher or students dramatize or otherwise disseminate information. Information sources include the teacher, students, textbooks, Internet sites, audio, video, or other students. Presentations can be highly interactive, involving questions and comments among the teacher and learners as a whole class or in small groups. Huitt, Monetti, and Hummel (2009) suggest that students come to the learning setting with different levels of knowledge. Further, TechnoLogy for aLL LearnerS English Language Learners Robertson (2008) offers teachers seven strategies for using technology with English language learners (ELLs) to prepare them to be 21st century learners. Although Robertson’s strategies are targeted for English learners, they represent best practice that may useful for all students, from struggling to advanced. 1. Build vocabulary. Introduce new technology terms based on individual needs. Use props and demonstrations to depict meanings. Check student understanding before progressing to new vocabulary. 2. Use handouts. Use handouts with visuals of the computer screen to assist with language barriers. 3. Create simple assignments for beginners. Have students work with familiar content, such as material about major cities in his or her country of origin, to focus learning on the new technology skills rather than new content. 4. Extended practice time. Provide ELLs extra time to practice basic computer skills that may be commonplace for other students, such as using a mouse or basic commands like save, print, and copy/paste. The extra time is needed because the students have to translate software language as well as learn how to use the technology. 5. Use pair and group work. When English learners and native English speakers are paired to learn technology skills, the ELLs not only build English language skills but may also assist their partners to learn different ways to complete technology tasks. 6. Establish meaningful goals. Focus technology projects on new technology skills and on improving English literacy skills. Plainly outline the technology project criteria, such as number of slides, photos, and hyperlinks in a presentation, as well as providing clear expectations for subject area content. 7. Teach students to consider the source. Some English learners may come from cultures with limited access to information, creating a susceptibility to believing online information. Teachers can assist by preparing students to evaluate information for accuracy and relevance to their needs. Review the ASSURE Case Study and video at the beginning of the chapter. What teacher- centered and student- centered activities were included in the lesson? In what ways were the teachercentered strategies different from the student-centered strategies? In what ways did Ms. Kaiser and Ms. Marshall support learning during student-centered activities? classroom case Study reflection Achieving Learning at a Distance 149 end of this chapter). The URL incorporates the name of the host computer (server), the domain, the directory on the server, and the title of the webpage (actual filename). Navigation within and among webpages relies on hypertext links that, when selected, move users to another location on the same page, another website on the same host computer, or to a different computer on the Web. To use the Web for online learning, webpages have to be designed and written, and a host computer must be available to house them. Universities and large companies are usually directly connected to the Internet and run the necessary web-hosting (server) software. A popular resource in online distance learning, the Course Management Tool (CMT), is software designed to make it easier for the teacher to use the resources that are part of the system, such as the discussion board, test options, and grade book. When using a CMT program such as Blackboard or Moodle, the teacher can concentrate on the instruction and not have to be concerned with computer programming issues. Evaluating WEb REsouRcEs There are so many resources available for students and learners on the Web that it can be difficult to determine which are the best to support learning. A selection rubric (see Selection Rubric: Web Resources) has been provided at the end of this chapter to guide you in identifying websites that will benefit your professional development or support your students’ learning. You can even ask students to use the rubric to evaluate sites they find while exploring new resources for their learning experiences. innovations on the Horizon augmEntEd REality Augmented reality (AR) has been available for some time in engineering systems to blend virtual data—documents, media, live action—with the real world to enhance the information we perceive with our senses. With the advent of wireless mobile devices such as smart phones, AR can now combine real-world data with virtual data. Using the GPS capability of a smart phone and AR software, the user can capture an image and “augment” or enhance knowledge about tEcHnology REsouRcEs Search Engines for Kids askkids.com This is a student version of Ask.com that uses age-appropriate content, filtering, and search terms to help kids narrow their searches by asking questions. Kidsclick.org Librarians created this site to help students conduct searches. Main topic menus and helpful links make it a kid-friendly search engine. Kids.yahoo.com The student version of Yahoo! includes sites preselected for young people ages 7 to 12 that present information in a colorful, interactive way. Teachers have been asked to review identified sites, and there is a parent page designed to share information about Internet safety and offer suggestions for ways to help children gain value from using the Internet. To research this media, pick a selection rubric to evaluate the media and determine which one would work with your lesson plans. Achieving Learning at a Distance 143 IntegratIng WebQuests Although students can access a rich array of information on the Web, their searches often use random or low-level thinking skills. With WebQuests you can help your students access the Web effectively for gathering information in student-centered learning activities within the classroom (Dodge, 1999). Developed by Bernie Dodge at San Diego State University, WebQuests have been a longtime teacher favorite for infusing Internet resources into the school’s curriculum to make a hybrid, or mixed, learning environment. A WebQuest is an inquiry-oriented simulation activity designed with specific learning outcomes in mind, in which some or all of the information that students interact with comes from resources on the Internet. Students follow a series of steps to gather information meaningful to the task: 1. Introduction. A scenario points to key issues or concepts to prepare the students to ask questions. 2. Task. Students identify issues or problems and form questions for the WebQuest. 3. Process. In groups, students assume roles and begin to identify the procedures they will follow to gather information to answer their questions. 4. Sources. Resources that will be investigated in the WebQuest are identified by the teacher and students. This is one area where the teacher helps to provide the links to websites and to ensure students have access to other support materials. 5. Conclusion. This is the end of the WebQuest, but it invites students to continue to investigate issues or problems. WebQuests often end with an evaluation of the process students used, along with benchmarks for achievement. WebQuests can be applied to many types of lessons and information sources: • Monitoring current events for social studies • Science activities, such as tracking weather and studying space probes to other planets • Databases of information for expository writing assignments • Mathematics puzzles, which require logical thinking • Discussion groups with online exchange of information • Job banks and résumé services for practice in job-seeking activities takIng a Look at technoLogy IntegratIon Key Pals Rick Traw, a professor at the University of Northern Iowa, wanted to extend the experiences of his elementary education teacher candidates in language arts applications. Because of scheduling difficulties, it was impossible to arrange a visit for his students to work on writing skills with students in a nearby urban elementary school. With the aid of the Internet, however, it was possible for the elementary students to send their stories to their university “key pals” for review. The children had an exciting new audience for their writing,and the university teacher candidates had an opportunity to learn about working with emerging writers. Dr. Traw and the classroom teacher provided guidance to the college teacher candidates in techniques for assisting the young children with their writing. Exploring 21st Century Learning Chapter 1 Knowledge Outcomes Goal Learn about the uses of technology and media to ensure successful student learning in the 21st century. This chapter addresses ISTE NETS-T 3, 4, and 5: 1 Identify key components of the framework for 21st century learning. 2 Discuss the status of the technology and media in today’s PK–12 schools. 3 Describe the roles of technology and media in learning. 4 Explain the roles of the typical 21st century teacher and the typical learner. 5 Discuss the framework for 21st century learning literacies. 6 Identify 21st century learning environments. 7 Explain the role of standards. 8 Describe the key concerns regarding copyright law for educational uses. Technology Resources. Because many schools have tight budgets, this feature offers a list of practical and valuable resources that are free or inexpensive. They also inform the reader how to obtain the resources. These are listed at the ends of chapters along with helpful web links. Taking a Look at Technology Integration. These miniature case studies of technology and media applications demonstrate how teachers are using technology in a variety of settings. Like the ASSURE Classroom Case Study, they show technology and media use in context. ISTE NETS-T Alignment. At the beginning of each chapter, the ISTE NETS-T are aligned with the chapter Knowledge Outcomes. At the end of each chapter, the professional skills activities reflect the ISTE NETS-T. For each end-of-chapter activity, at least one standard has been identified. Students who successfully complete the skills activities will demonstrate that they have accomplished the standards. Preface xix A01_SMAL4150_01_SE_FM.indd 19 11/02/14 1:52 AM
Instructor Resources nder the Edu the nstructourceMand Bank (-1-617)This guide pdpe by-cha in-class activities,s ke helpful resources will rein key concepts or applications and k students engaged.A bank of test questions for each chapter prov des multiple-choice and sho answer items.Test items are designed to be flexible and adaptable to meet instructional needs. TestGen.(0-13-356965-9)This powerful test generator is available exclusively from Pearsor Education publishers.You install TestGen on your personal computer(Windows or Macintosh) and create your own tests for classroom use and for other specialized delivery options,such as over a local area network or on the Web.A test bank,which is also called a Test Item File (TIF),typically contains a large set of test items,organized by chapter and ready for your use in creating a test,based on the associated textbook material.Assessments-including equations, graphs,and scientific notation-may be created for both print or testing online. PowerPoint Presentations.(0-13-356416-9)Designed as an instructional tool.the presen tations can be used to present and elaborate on chapter material.They are available for both students and instructors,and they reinforce key concepts and ideas presented throughout the text.These are available for download from the Instructor Resource Center. Authors'Services.The authors are eager to assist you in putting together an outstanding course We offer the following services to instructors who have adopted this book: .Online dialog.The authors are available to "meet"with your students if you are using an online course delivery tool such as Blackboard or Moodle. Telelectures and Videoconferences.Contact any of the authors in advance to arrange a guest lecture in your class via telephone or video.Some instructors use this technology as a demonstration of the techniques described in Chapter 7.The authors'phone numbers,fax numbers,and email addresses are listed in the Instructor's Guide .Workshops.The authors have conducted workshops at the national co vention of the Association for Educational co 08 (AECT).This is a forum for exchanging ideas and networki e instructors of co techn logy and media. .Consulting.The authors are available for consulting and conducting workshops at the local, state,and national levels.They are regular presenters and workshop facilitators across the country and around the world. If you are a student or an instructor using this text and wish to share your comments with us,send them to Sharon Smaldino,Northern Illinois University,Gabel Hall 155,College of Education,DeKalb,IL 60115.She can also be reached at smaldinos@comcast.net. XX Preface
Instructor Resources The following instructor resources support and reinforce the content presented throughout the text. They are available for download under the Educator tab at www.pearsonhighered.com. Simply enter the author, title, or ISBN, and then select this textbook. Click on the Resources tab to view and download the supplements detailed below. For more information, contact your Pearson Education sales representative. Instructor’s Resource Manual and Test Bank. (0-13-356417-7) This guide provides chapterby-chapter tools for use in class. Teaching strategies, in-class activities, student projects, key term definitions, and helpful resources will reinforce key concepts or applications and keep students engaged. A bank of test questions for each chapter provides multiple-choice and short answer items. Test items are designed to be flexible and adaptable to meet instructional needs. TestGen. (0-13-356965-9) This powerful test generator is available exclusively from Pearson Education publishers. You install TestGen on your personal computer (Windows or Macintosh) and create your own tests for classroom use and for other specialized delivery options, such as over a local area network or on the Web. A test bank, which is also called a Test Item File (TIF), typically contains a large set of test items, organized by chapter and ready for your use in creating a test, based on the associated textbook material. Assessments—including equations, graphs, and scientific notation—may be created for both print or testing online. PowerPoint® Presentations. (0-13-356416-9) Designed as an instructional tool, the presentations can be used to present and elaborate on chapter material. They are available for both students and instructors, and they reinforce key concepts and ideas presented throughout the text. These are available for download from the Instructor Resource Center. Authors’ Services. The authors are eager to assist you in putting together an outstanding course. We offer the following services to instructors who have adopted this book: • Online dialog. The authors are available to “meet” with your students if you are using an online course delivery tool such as Blackboard or Moodle. • Telelectures and Videoconferences. Contact any of the authors in advance to arrange a guest lecture in your class via telephone or video. Some instructors use this technology as a demonstration of the techniques described in Chapter 7. The authors’ phone numbers, fax numbers, and email addresses are listed in the Instructor’s Guide. • Workshops. The authors have conducted workshops at the national convention of the Association for Educational Communications and Technology (AECT). This is a forum for exchanging ideas and networking among instructors of courses on technology and media. They are also available to provide a workshop in your area if you wish to arrange one. • Consulting. The authors are available for consulting and conducting workshops at the local, state, and national levels. They are regular presenters and workshop facilitators across the country and around the world. If you are a student or an instructor using this text and wish to share your comments with us, send them to Sharon Smaldino, Northern Illinois University, Gabel Hall 155, College of Education, DeKalb, IL 60115. She can also be reached at smaldinos@comcast.net. xx Preface A01_SMAL4150_01_SE_FM.indd 20 11/02/14 1:52 AM
Acknowledgments Through each of the editions we have been fortunate to have guidance from the people who teach the courses for which this book is designed.In preparing this edition,we again surveyed a sample of adopters and other leaders in the field to elicit their advice about content and emphases. We also asked other well-respected colleagues in the field to critique the text.We thank all those who gave their time and expertise to help make this textbook what it is.in narticular we want to acknowledge those talented individuals who reviewed the previous edition and suggested improvements:Kathleen Bacer,Azusa Pacific University:Marjorie A.Mattis,Harrisburg Area Community College:John Mikulski,Medaille College:Elena Qureshi,Madonna University Susan R.Sutton,St.Cloud State University:and David White,Texas Tech University. We have been lucky to have loe sw 8 pher for this odition wish to thank him for nd s included in this editior rdheriechdapreci We offer an exte ded a tion to the teachers for shar o their tion lessons:Tiare and allown ndsay avis,high de;Air A mu, de; hil Ekker third grac firs to tha oduction staff of Pea Education,specifically sel,B 1,Maria F Cynthia DeRocco.Wes antothankou ditingcontributionsandioi sistance with e cont ent related to com- sance in upda ing the PowerPoint s and preparing and Test Bank.We have never had such intense and helpful support from any previous publication team. We are grateful to our colleagues from our own universities-Northern lllinois University,the University of Memphis,and Purdue University-for their many and valuable forms of support over the years. Finally,we thank our families for all they do to make this project possible.Their patience and support have been invaluable in helping us finish this project. James D.Russell Clif Mims
Acknowledgments Through each of the editions we have been fortunate to have guidance from the people who teach the courses for which this book is designed. In preparing this edition, we again surveyed a sample of adopters and other leaders in the field to elicit their advice about content and emphases. We also asked other well-respected colleagues in the field to critique the text. We thank all those who gave their time and expertise to help make this textbook what it is. In particular, we want to acknowledge those talented individuals who reviewed the previous edition and suggested improvements: Kathleen Bacer, Azusa Pacific University; Marjorie A. Mattis, Harrisburg Area Community College; John Mikulski, Medaille College; Elena Qureshi, Madonna University; Susan R. Sutton, St. Cloud State University; and David White, Texas Tech University. We have been lucky to have Joe Sweeney, a University of Memphis graduate student, to serve as a photographer for this edition. We wish to thank him for assistance in updating and expanding the images included in this edition. We offer an extended appreciation to the teachers for sharing their expertise and allowing us to record their technology integration lessons: Tiare Ahu, high school; Lindsay Kaiser and Jena Marshall, fifth grade; Kerry Bird, fourth grade; Vicki Davis, high school; Jimmy Chun, high school; Christine Edlund, art, and Mary Roman, third grade; Aina Akamu, high school; Scott James, fifth grade; and Phil Ekkers, first grade. We would like to thank the editorial and production staff of Pearson Education, specifically Meredith Fossel, Bryce Bell, Maria Feliberty, and Cynthia DeRocco. We also want to thank our copy editor for valuable editing contributions and for assistance with the content related to computers. Fair Josey provided valuable assistance in updating the PowerPoint slides and preparing the Instructor’s Guide and Test Bank. We have never had such intense and helpful support from any previous publication team. We are grateful to our colleagues from our own universities—Northern Illinois University, the University of Memphis, and Purdue University—for their many and valuable forms of support over the years. Finally, we thank our families for all they do to make this project possible. Their patience and support have been invaluable in helping us finish this project. Sharon E. Smaldino Deborah L. Lowther James D. Russell Clif Mims Preface xxi A01_SMAL4150_01_SE_FM.indd 21 11/02/14 1:52 AM
CHAPTER Exploring 21st Century Learning Knowledge Outcomes This chapter addresses ISTE NETS-T 3,4,and 5: Identify key components of the framework for 21st century learning. Discuss the status of the technology and media in today's PK-12 schools. Describe the roles of technology and media in learning. Explain the roles of the typical 21st century teacher and the typical learner. Discuss the framework for stcentury erning iteracies Identify 21st century learning environments. Explain the role of standards. Describe the keyrerdncopyrighwforducational uses. Goal Learn about the uses of technology and media to ensure successful student learning in the 21st century
Exploring 21st Century Learning Chapter 1 Knowledge Outcomes Goal Learn about the uses of technology and media to ensure successful student learning in the 21st century. This chapter addresses ISTE NETS-T 3, 4, and 5: 1 Identify key components of the framework for 21st century learning. 2 Discuss the status of the technology and media in today’s PK–12 schools. 3 Describe the roles of technology and media in learning. 4 Explain the roles of the typical 21st century teacher and the typical learner. 5 Discuss the framework for 21st century learning literacies. 6 Identify 21st century learning environments. 7 Explain the role of standards. 8 Describe the key concerns regarding copyright law for educational uses. M01_SMAL4150_01_SE_C01.indd 1 2/7/14 8:31 AM
This book offers a systematic approach for selecting and using technology and media to facilitate student leaming in the 21st century.This approach is based on the ASSURE model,which helps teachers plan effective,integrated lessons by following a six-step cess.Exploring both traditional technologies used in PK-12 classrooms todav as well as nnovative and cutting-edge approaches that may be commonplace in the future,we describe and media that teachers can use to p nd the We describe how to select ith the knowi ssful 21st com h. ing the influe roles of teachers to e n88 No l of all info Instead,th teacher has be on.v sing ofdigalm n the they s dents findings in re ns with experts and her st ing a global array of and exper ces ways to expand e our studer out they also present new challe nges to teach As a teacher,ho you go beyond the t w will you select the “righ "techno logy and media w many ces are available And more importantly,hov will you create learning experience that effectively use these tools and resources to ensure that your students gain new knowledge and skills? Framework for 21st Century Learning:Technology and Media in Today's Schools As we continue to move forward in the 21st century,it is critical that the foundational compo nents of PK-12 education keep pace with evolving societal needs to prepare students for citi- zenship and successful careers.As a teacher today,you are challenged to help students achieve mastery of core subjects as well as gain 21st century knowledge and skills.Leaders from busi- ness and education as well as other associations and institutions are ioining tooether to rec. ommend new proaches and broader learning expectations for PK-12 students (ISTE.2012. Partnership for 21st Century Learning,2011).Foundational to 21st century knowledge and skills is the preparation of your students to meaningfully and purposefully use technology and media for cro eativity and innovation,communication,research,and problem solving.Themes based n global eurship,and lifelor ng leaming skills,such asad ptability leader sibilit nded fo uide to as knowledge and skillsi into your instru ning and practi uininiegaimg2120m INSTRUCTIONAL TECHNOLOGY Currently,when most people hear the word technology,they think of products like computers tablets,and mobile devices.In this text,we will be referring to instructional technology,which involves the integration of teacher and student use and knowledge of tools,resources,and techniques to improve student learning. To promote student learning,you need to create an appropriate learning environment Throughout the book we will describe the decision-making processes that you can use and the factors you must balance in your decisions.You will need to know the characteristics of your learners.The expected outcomes (objectives)must be specified.You will need to select
2 Chapter 1 T his book offers a systematic approach for selecting and using technology and media to facilitate student learning in the 21st century. This approach is based on the ASSURE model, which helps teachers plan effective, integrated lessons by following a six- step process. Exploring both traditional technologies used in PK–12 classrooms today as well as innovative and cutting-edge approaches that may be commonplace in the future, we describe technology and media that teachers can use to promote learning both within and beyond the classroom. We describe how to select, use, and evaluate resources to ensure that learners emerge with the knowledge and skills needed for successful 21st century careers. We begin by exploring the influence of technology and media within the 21st century learning process on the new roles of teachers to engage students in the classroom. No longer are teachers and textbooks the sources of all information. Instead, the teacher has become the facilitator of knowledge and skills acquisition. With a few keystrokes, students can explore the world using boundless online resources and a wide array of digital media to obtain the information they seek. Students can discuss their findings in real-time conversations with experts and with other students representing a global array of cultures and experiences. These exciting innovations provide unlimited ways to expand educational opportunities for our students, but they also present new challenges to teachers. As a teacher, how will you go beyond the textbook? How will you select the “right” technology and media when so many choices are available? And more importantly, how will you create learning experiences that effectively use these tools and resources to ensure that your students gain new knowledge and skills? Framework for 21st Century Learning: Technology and Media in Today’s Schools As we continue to move forward in the 21st century, it is critical that the foundational components of PK–12 education keep pace with evolving societal needs to prepare students for citizenship and successful careers. As a teacher today, you are challenged to help students achieve mastery of core subjects as well as gain 21st century knowledge and skills. Leaders from business and education, as well as other associations and institutions, are joining together to recommend new approaches and broader learning expectations for PK–12 students (ISTE, 2012; Partnership for 21st Century Learning, 2011). Foundational to 21st century knowledge and skills is the preparation of your students to meaningfully and purposefully use technology and media for creativity and innovation, communication, research, and problem solving. Themes based on global awareness, entrepreneurship, and lifelong learning skills, such as adaptability, leadership, and responsibility, are also recommended for inclusion within core subject area courses. This text will serve as a guide to assist you in integrating 21st century knowledge and skills into your instructional planning and practices. Instructional Technology Currently, when most people hear the word technology, they think of products like computers, tablets, and mobile devices. In this text, we will be referring to instructional technology, which involves the integration of teacher and student use and knowledge of tools, resources, and techniques to improve student learning. To promote student learning, you need to create an appropriate learning environment. Throughout the book we will describe the decision- making processes that you can use and the factors you must balance in your decisions. You will need to know the characteristics of your learners. The expected outcomes (objectives) must be specified. You will need to select M01_SMAL4150_01_SE_C01.indd 2 2/7/14 8:31 AM
the, must be pe水e地 will ne leamers involved throug sing stu ent learn ing and e gether in ogy as a classroom cure-all,i it is important to note that technology resources don't automatically make teachers more capable.You will I need to be versed in best practices for integrating technology into the curriculum.The ASSURE model provides a structure and easy-to-follow steps to guide teachers through the process of creating lessons that achieve the goals of effectively using technology.The model is applicable for all types of technology across all subject areas for different learning conditions Developed as a planning aid to help ensure that technology and media are used to thei maximum advantage,not just as interchangeable substitutes for printed or oral messages,the ASSURE model provides a systematic process for creating learning experiences.Indeed,one of the most important roles of technology and media is to serve as a catalyst for change in the whole instructional environment. TECHNOLOGY FOR ALL LEARNERS Introduction sa result of inclusion,the number of students with involves the use of a computer.The knfb Reader is an example of disabilities in the general classroom is increasing high-tech assistive technoogy. Diverse leaers also include gifted and talente nts with sdents apted and spe newspap ers,pen notential regardless of innate ahilities Children ith disabilities inparticulred special instructional author of a hook the class is reading or a state senator who will interventions.Children with mental disabilities have a greater vote on an environmental issue being studied.They can be asked to opportunity tolear when presented with highly structured laming analyze the information they locate and to synthesize a presentation sates for ill-structured prior knowledge or the class,perhaps using PowerPoint,or they can post thei tles to ngs on a ca ns nta kinds of leaming materials.More emphasis should be placedon audio for students with visual impairments and on visuals for those with hearing problems.Adjusting instruction for all exceptional nce on te nd media,as well as e mate 0 that th nt ssistive technolo tech medium tch..ow-tech devices do not use( electricity nor batteries).For example,a magnifying glass printed material for a visually impaired student would be a low- -tech category incudes A braille display is an example of an assistive f medium-tech equipmen technology Exploring 21st Century Learning 3
Exploring 21st Century Learning 3 the appropriate strategies and materials. The best available technology and media must be used properly to promote optimal learning. You will need to get your learners involved through appropriate practice and feedback. Throughout the process, you will be assessing student learning and evaluating the instructional experience, as well as its components, so you can revise as necessary. We have put all of these steps together in the ASSURE model. Although some educators view technology as a classroom cure-all, it is important to note that technology resources don’t automatically make teachers more capable. You will need to be versed in best practices for integrating technology into the curriculum. The ASSURE model provides a structure and easy-to-follow steps to guide teachers through the process of creating lessons that achieve the goals of effectively using technology. The model is applicable for all types of technology across all subject areas for different learning conditions. Developed as a planning aid to help ensure that technology and media are used to their maximum advantage, not just as interchangeable substitutes for printed or oral messages, the ASSURE model provides a systematic process for creating learning experiences. Indeed, one of the most important roles of technology and media is to serve as a catalyst for change in the whole instructional environment. Technology for All Learners Introduction As a result of inclusion, the number of students with disabilities in the general classroom is increasing. Technology plays an important role in the education of students with exceptionalities. Adapted and specially designed technology and media can contribute enormously to effective instruction of all students and can help them achieve at their highest potential regardless of innate abilities. Children with disabilities in particular need special instructional interventions. Children with mental disabilities have a greater opportunity to learn when presented with highly structured learning situations. Structure compensates for ill-structured prior knowledge that decreases students’ abilities to incorporate messages into atypical mental constructs. These students benefit from having much more of the message placed within a familiar context. Students with hearing or visual impairments require different kinds of learning materials. More emphasis should be placed on audio for students with visual impairments and on visuals for those with hearing problems. Adjusting instruction for all exceptional groups requires heavy reliance on technology and media, as well as the appropriate selection of these materials to fit specific purposes. Many teachers have found that these assistive strategies for students with disabilities have the added benefit of helping all students. Assistive technologies can be classified as low tech, medium tech, or high tech. Low-tech devices do not use electricity (neither electricity nor batteries). For example, a magnifying glass to enlarge printed material for a visually impaired student would be a lowtech assistive technology. The medium-tech category includes electrical devices. A mini book light to increase illumination would be representative of medium-tech equipment. High-tech assistance involves the use of a computer. The knfb Reader is an example of high-tech assistive technology. Diverse learners also include gifted and talented students who, for example, could use newspapers, periodicals, DVDs, or archived documents to explore topics beyond or in addition to regular classroom assignments. They can also use the Internet to search for current information or to engage in a live chat with the author of a book the class is reading or a state senator who will vote on an environmental issue being studied. They can be asked to analyze the information they locate and to synthesize a presentation for the class, perhaps using PowerPoint, or they can post their findings on a class webpage. For more information, see the Technology for All Learners features throughout this book. A braille display is an example of an assistive technology. M01_SMAL4150_01_SE_C01.indd 3 2/7/14 8:31 AM