These well-respected authors provide a rationale for integrating computers into the classroom curriculum by using them as tool, rather than just an instructional delivery device. Accessible for even teachers with limited computer knowledge teachers are provided with a ten-step NTeQ (iNtegrating Technology for inQuiry) model for developing and implementing integrated lesson plans. Word processing, spreadsheets, databases, publishing software, the Internet, and educational software are all explored, with the goal of demonstrating how to determine whether or not computers should be used and how best to use them. Helping teachers connect what they are learning to their daily planning and instruction the content within each chapter is also aligned with the new ISTE National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T), revised in 2007 and 2008, respectively. A new feature throughout the book, The Teacher Diary, documents teacher experiences as they incorporate the NTeQ model in the classroom. The popular NTeQ Lesson Plans have also been expanded to be included in Chapters 7-11.
These well-respected authors provide a rationale for integrating computers into the classroom curriculum by using them as tool, rather than just an instructional delivery device. Accessible for even teachers with limited computer knowledge teachers are provided with a ten-step NTeQ (iNtegrating Technology for inQuiry) model for developing and implementing integrated lesson plans. Word processing, spreadsheets, databases, publishing software, the Internet, and educational software are all explored, with the goal of demonstrating how to determine whether or not computers should be used and how best to use them. Helping teachers connect what they are learning to their daily planning and instruction the content within each chapter is also aligned with the new ISTE National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T), revised in 2007 and 2008, respectively. A new feature throughout the book, The Teacher Diary, documents teacher experiences as they incorporate the NTeQ model in the classroom. The popular NTeQ Lesson Plans have also been expanded to be included in Chapters 7-11.
Chapter 1: Rethinking Computers and Instruction
Preparing Students for the 21st Century
21st Century Knowledge and Skills
National Educational Technology Standards for Students
Linking Educational Reform and Technology
Moving from Teacher- to Student-Centered Instruction
Creating Open-Ended Learning Environments
Achieving Collaborative Learning
The NTeQ Model
The NTeQ Philosophy
NTeQ and the Teacher
NTeQ and the Student
NTeQ and the Computer
NTeQ and the Standards
Chapter 2: NTeQ: Designing an Integrated LessonDesigning an Integrated Lesson using the NTeQ Approach
Specifying Objectives
Matching Objectives to Computer Functions
Specifying a Problem
Research and Analysis
Planning the Results Presentation
Planning: Activities During Computer Use
Planning: Activities Before Computer Use
Planning: Activities After Computer Use
Planning: Supporting Activities
Assessment
Chapter 3: Digital Tools in Today’s ClassroomsUsing Digital Tools in the Classroom
Four Tech Digital Tool Categories
Platform
Connectivity
Device Software
File Format
Computers
Desktop Components
All-in-One Desktops
Laptops
Computer Pros and Cons
Mobile Devices
Digital Media Players/Recorders
Digital Cameras
e-Book Readers
GPS Navigation Receivers
Graphing Calculators
PDA (Personal Data Assistants)
Personal Response Systems
Mobile Devise Pros and Cons
Peripherals
Audio Devices
Interactive Whiteboards
Printers
Projectors
Scanners
Science Probes
Webcams
Peripherals Pros and Cons
Data Storage Devices
External Hard Drives
Flash Drives
Storage Cards
Digital Storage Pros and Cons
Chapter 4: Computer Software in Today’s Classrooms
Software Categories
Five Categories of software
Production Software
Word Processing
Spreadsheets
Presentation
Database
Graphic Organizers
Graphics
Audio/Video Editing
Authoring
Research Software
Browsers
Search Engines
Plug-ins
Communication/Collaboration Software
Lists
Chat
Instant Messaging
Discussion Board
Blogs
Wiki
RSS
Podcasts
Problem-Solving Software
Games
Simulations
Educational Software
Drill-and-Practice
Tutorials
Integrated Learning Systems
Process Tools
Testing Software
Chapter 5: Think Sheets Using Technology for Higher-Order LearningThe Self-Regulated Learner
What is Self-Regulation?
Strategies for Self-Regulation
Using Think Sheets for Higher-Order Learning
Three Types of Think Sheets
Components of a Think Sheet
Using the NTeQ Problem-Solving Process for Higher-Order Learning
Components of the NTeQ Problem-Solving Process
As-Needed Activities
Chapter 6: Exploring The World Wide Web in the ClassroomThe Internet
Using the Web to Achieve ISTE NETS for Students
Students using the Web as a Tool
The Web as an Information Source
The Web as a Collaboration Tool
The Web as a Communication Tool
Teachers using the Web as a Tool
Content management
Connecting with Parents and the Community
Professional development
Appropriate Practices with the Web
District Policies
Classroom Policies
Copyright Issues
Using the Internet with an NTeQ Lesson
Chapter 7: Word ProcessingExamining Word Processing
Word Processing in the Classroom
Designing an Integrated Lesson Using Word Processing
NTeQ Lesson Plan
Lesson Bytes for Word Processing
Chapter 8: Integrating Spreadsheets as ToolsExamining Spreadsheets
Spreadsheets in the Classroom
Designing an Integrated Lesson Using Spreadsheets
NTeQ Lesson Plan
Lesson Bytes for Spreadsheets
Chapter 9: Integrating Multimedia as a ToolExamining Multimedia
Multimedia in the Classroom
Designing an Integrated Lesson Using Multimedia
NTeQ Lesson Plan
Lesson Bytes for Spreadsheets
Chapter 10: Graphic OrganizersExamining Graphic Organizers
Graphic Organizers in the Classroom
Designing an Integrated Lesson Using Graphic Organizers
NTeQ Lesson Plan
Lesson Bytes for Graphic Organizers
Chapter 11: Integrating Educational SoftwareChoosing the Right Software
Benefits of Problem-Solving Software
Benefits of Educational Software
Software Evaluation
Software Evaluation Criteria
Software Reviews
Teacher-Conducted Software Evaluation
Using NTeQ to Integrate Problem-Solving and Educational Software
Five Key Components
Meaningful Integration
Chapter 12: Teacher, Technology and the ClassroomThe Technologically Competent Teacher
National Educational Technology Standards for Teachers
Preparing to Implement a Technology Lesson
Preparing Handouts
Preparing Technology
Managing Student Use of Computers
Managing the Classroom Environment
Managing the Rotation
Managing Student Activities
Managing the ResourcesP
Gary R. Morrison received his doctorate in Instructional Systems Technology from Indiana University. Since then, he has worked as instructional designer at the University of Mid-America, Solar Turbines International, General Electric Company's Corporate Consulting Group, and Tenneco Oil Company. As a professor at the University of Memphis, he taught courses in instructional design and served as a faculty associate in the Center of Academic Excellence. Presently, he is a professor in the Instructional Design and Technology Program at Old Dominion University, where he teaches courses in instructional design and distance learning. His credits include print projects, multimedia projects, and more than 30 hours of instructional video programs, including a rive-part series that was aired nationally on PBS-affiliated stations.
Dr. Morrison has written more than 100 papers on topics related to instructional design and computer-based instruction and has contributed to several books and instructional software packages. He is co-author of Designing Effective Instruction with Steven M. Ross and Jerold E. Kemp. He is the associate editor of the research section of Educational Technology Research and Development and past president of AEC:T's Research and Theory Division, and Design and Development Division.
Deborah L. Lowther received her Ph.D. in Educational Technology from Arizona State University. Before completing her doctoral work, she was a seventh-grade science teacher. She is currently an associate professor in the Department of Instruction and Curriculum Leadership at the University of Memphis. Her area of concentration is Instructional Design and Technology. She teaches courses primarily focused toward preparing preservice and inservice teachers to integrate computer technology into their curriculum. She also teaches courses that lead to state certification in instructional computing applications. Her research is centered on factors influencing the integration of technology into various learning environments. Over the past 8 years, Dr. Lowther has been very involved with technology integration from the international to the local level. Her involvement includes conference presentations; co-guest editing Technology in the K-12 Schools, a special edition of a national journal; working with multiple grants focused toward technology integration; providing professional development to K-12 schools across the nation. She is currently the Principal Investigator of Professional Development for the Appalachian Technology in Education Consortium.
“[H]ands-down the best book out there for teaching preservice teachers how to integrate technology into teaching and learning. Nothing else is as clear and practical a resource.”- Heidi L. Schnackenberg, SUNY Plattsburgh
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