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 PrefaceSelection Rubrics. These rubrics, which pop up in the Pearson e-Text* version of the book, are related to each of the tech￾nology and media formats, making it easy to preview materials systematically and to preserve the information for later refer￾ence. 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 environ￾ments 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 demon￾strate their knowledge and understanding of that information. Besides providing information, digital devices are also tools for creativity and communica￾tion. 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 lan￾guages 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 mes￾sage 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 dif￾ficult 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 grade￾level 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) face￾to-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 unlim￾ited. 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 copy￾right 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