Integrating Educational Technology into Teaching - Softcover

Roblyer, Margaret; Edwards, Jack; Havriluk, Mary Anne

Softcover

ISBN 10: 0024026085 ISBN 13: 9780024026088

Publisher: Prentice Hall & IBD, 1996

Synopsis

Integrating Educational Technology into Teaching, 5e,the leading Educational Technology text on the market, introduces the concept of Technology Integration, shows pre-service teachers how to plan for Technology Integration, and offers them the opportunity to practice Technology Integration when designing curriculum to support and shape learning. 

 

Integrating Educational Technology into Teaching, 5e incorporates two complementary instructional models to create a comprehensive technology integration framework built on strong research and proven techniques.  The Technology Integration Planning Model (TIP Model) shows teachers how to create an environment in which technology can effectively enhance learning.  While the Technological Pedagogical Content Knowledge (TPACK) framework, new for the 5th edition, provides teachers with the knowledge and skills to overcome obstacles when integrating technology into their curriculum--across the content areas.  The text balances the “why” and “how” of using technology to support and shape the future of technology in education.

About this title

From the Back Cover

This new fifth edition of Integrating Educational Technology into Teaching, by M.D. Roblyer and Aaron H. Doering, builds upon the success of the unique aspects and approach of previous editions. Beginning with Chapter 2, every chapter reinforces the authors' five-step Technology Integration Planning Model (TIP Model) through a series of features and activities:

• Technology Integration Examples and Making the Case boxes introduce teachers to the model.
• Technology Integration Lessons and Adapting for Special Needs boxes help teachers plan for effective technology integration.
• End-of-chapter Technology Integration Workshops provide hands-on practice with technology tools, developmentally appropriate classroom-based scenarios (The TIP Model in Action), and MyEducationLab website activities that help teachers visualize and apply what they have learned.

The only book on the market to offer specific content area chapters, the fifth edition introduces the Technological Pedagogical Content Knowledge (TPACK) framework in Chapter 2 and incorporates it within these content-specific chapters to encourage teachers to reflect on the three domains to develop the knowledge and skills to overcome roadblocks to integration.

 

New to This Edition

• The new ISTE National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T) and Essential Conditions are discussed in Chapters 1―3 and correlated throughout the text.
• Technological Pedagogical Content Knowledge (TPACK) framework appears in Chapter 2 and is discussed in every chapter in Part IV.
• Heavily revised Chapter 8 provides a greater focus on distance education by exploring what it means to be an online teacher and how to prepare for teaching online, and draws a comparison with face-to-face teaching.
• Web 2.0 technologies and strategies are discussed and incorporated into every chapter. 
• Revised & Updated! Technology Integration Lesson Planning features in every chapter are correlated with the new NETS-S.
• MyEducationLab annotations in every chapter integrate web-based assignable activities and resources with chapter content including video-based assignments, classroom artifacts, sample lesson plans, rubrics and checklists, tutorials, and web activities.  To provide the MyEducationLab Student Access Code with the text for your students please use ISBN 0-13-610137-2 when placing your book order.

About the Author

M. D. Roblyer has been a technology-using teacher and a contributor to the field of educational technology for nearly 30 years. She began her exploration of technology's benefits for teaching in 1971 as a graduate student at one of the country's first successful instructional computer training sites, Pennsylvania State University, where she helped write tutorial literacy lessons in Coursewriter II on an IBM 1500 dedicated instructional mainframe. While obtaining a Ph.D. in instructional systems at Florida State University, she worked on several major courseware development and training projects with Control Data Corporation's PLATO system. After working as instructional technology coordinator for the Florida Educational Computing Project (the predecessor of what is now the state's Office of Educational Technology), she became a private consultant, working for companies such as Random House and the Apple Computer Company. In 1981-1982, she designed one of the early microcomputer software series, Grammar Problems for Practice, in conjunction with the Milliken Publishing Company.

She has written extensively and served as contributing editor for educational technology publications such as Educational Technology and Learning and Leading with Technology. Her book with Castine and King, Assessing the Impact of Computer-based Instruction: A Review of Research (Haworth, 1988), is widely considered the most comprehensive review and meta-analysis ever written on the effects of computer technology on learning. Her recent research has focused on identifying ways to help make distance learning courses and programs more effective learning experiences for students in high school and postsecondary education.

Currently, she is Adjunct Professor of Educational Technology, teaching online for the University of Maryland University College's web-based graduate programs from her home in Carrollton, Georgia. She is married to William R. Wiencke and is the mother of a daughter, Paige.

Edition details

• Publisher: Prentice Hall & IBD
• Publication date: 1996
• ISBN 10: 0024026085
• ISBN 13: 9780024026088
• Binding: Paperback
• Language: English
• Number of pages: 503