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所有责任者： Sharon E. Smaldino ... [et al.]. 标识号： ISBN : 704017815X 关键词： Educational technology. Audio-visual education. 语种： English 英语 参考文献： Includes bibliographical references and index. 载体形态： xxiv, 403 p. :
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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 specically
and realistically how technology and media t 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 reect 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
• EmbeddedvideointhePearsoneText*enrichesyourexperiencewiththetextbyallowing
you to see real teachers in real classrooms, and shares their insights.
• Pop-upSelectionRubrics*,whichareprintable,aidintheprocessofselectingclassroom
technology materials.
• Weblinksatpoint-of-usehelpyoufurtherexploretopicsdiscussed.
• Revisedchaptershaveupdatedinformationaboutdesigninginstructionfor21stcentury
learning, including the Common Core State Standards.
• Currenttechnologiestosupportlearningareidentiedandincludeoverviewsofhowtouse
them with students of all ages.
• End-of-chapteractivitiesguidetheuserthroughteacherperformanceassessmentusingthe
ISTE NETS as part of the process.
• TakingaLookatTechnologyIntegrationfeaturesareupdatedwithexamplesofhowactual
classroom teachers use technology to support student learning. The examples place empha-
sis 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 ex-
periences for all students in the classroom.
ThePearsoneText*forthistitleisanaffordable,interactiveversionoftheprinttextthat
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.
*TheseenhancementsareonlyavailablethroughthePearsoneText,andnototherthird-partyeTextssuch
as CourseSmart or Kindle.
Preface
A01_SMAL4150_01_SE_FM.indd 15 11/02/14 1:51 AM
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 sup-
port of different approaches to instruction—behaviorist, cognitivist, constructivist, and social-
psychological. 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 reected 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 Reection) 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 rst 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 learn-
ing through activities that are aligned with the ISTE NETS for Teachers. The
nal section, “Build Your Professional Portfolio,” includes three parts: Creat-
ing My Lesson, Enhancing My Lesson, and Reecting on My Lesson. These
are also linked to the ISTE NETS for Teachers.
• “CreatingMyLesson”asksreaderstoselecttheirowntopicsandsettings
for developing lessons that integrate the technology and media discussed
in the chapter. Chapter-specic questions help readers make decisions to
create their own lesson plan using appropriate instructional strategies,
technology, and media.
• “EnhancingMy Lesson”asksthe readertodescribe otherstrategies,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 ve 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 remain-
ing chapters are designed to address many of the NETS-T
(ISTE, 2008). Items aligned to NETS-T are noted with the stan-
dard number in parentheses.
1. Write a learner analysis of your students or those you
plan to teach. Describe their general characteristics,
note their specic 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 ve 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 reect
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 nished, reect 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. Specically, 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 drill-
and-practice software to learn multiplication facts,
you could have them create their own PowerPoint
electronic ashcard 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
• Reecting on My Lesson prompts readers to reect on their lesson, the process used to
develop it, and different types of students who could benet from it. Readers are also asked
to reect 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 specic classroom that
will be revisited periodically throughout the chapter in the “ASSURE Case Study Reections.”
These are brief notes and reection questions that extend the opening case study by addressing
the questions that a teacher may face when considering technology integration in the context
of specic 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 exibility 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 les and other resources (Figure7.4).
A LAN relies on a centralized computer called a le 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 le server,
usually tucked away in a closet or other out- of-
the- way space. Whole buildings can also be con-
nected to a local area network, usually with a
single computer that is located in the ofce or
media center, which serves as the school’s le
server. Through a LAN, all of the classrooms in
a school can have access to the school’s collec-
tion of software. Many schools also allow teach-
ers 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 work-
ing with teachers and students rather than with
machines and software. For example, the media
center can store its catalog of materials on the
le 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 learn-
ing opportunities to ensure all his students have access to the
information?
Classroom Case Study Reflection
WorkstationWorkstation
WorkstationWorkstation
WorkstationWorkstation
Hard-disk
storage
Printer(s)
File Server
(a computer that controls the
network and stores network files)
Plotter
Figure7.4 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:
• Demonstratecompetencyinkeyboarding,docu-
ment editing, and general computer skills.
• Preparewrittenmaterials,suchasnarratives,for
the lessons they are going to teach to the seventh-
grade students, including wiki and blog entries.
• UseWeb2.0softwaretoparticipateinblogsand
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 en-
gaged 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 “dig-
ital citizenship” and Internet safety. Vicki guides her stu-
dents 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 tech-
nologically 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 pre-
sentations; 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
andprocesses; 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 les-
son are as follows:
1. Develop virtual worlds that engage students in sce-
narios 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 activi-
ties 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, computer-
assisted 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 exam-
ines 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
A
s 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 distinc-
tions 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 experi-
ences. The nal section provides ideas for integrating free and inex-
pensive 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 Figure4.1, the 21st century learn-
ing environment encompasses learning strategies that are teacher-
centered 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 fth- 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 inU.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 com-
pany 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 nd reection 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 materi-
als 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
Figure4.1 21st Century Learning Environment
Components
A01_SMAL4150_01_SE_FM.indd 17 11/02/14 1:52 AM
Selection Rubrics. These rubrics, which
popupinthePearsone-Text*versionof
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 inuence 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 nd 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
C
ongress 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:
• Makeonebackuporarchivalcopyoftheprogram.
• Usea“locksmith”programtobypassthecopy-prevention
codeontheoriginaltomakethearchivalcopy.
• Installonecopyoftheprogramontoacomputerharddrive.
• Adaptacomputerprogramfromonelanguagetoanotherif
theprogramisnotavailableinthedesiredlanguage.
• Addfeaturestoacopyrightedprogramtomakebetteruseof
the program.
• Adaptacopyrightedprogramtomeetlocalneeds.
Without the copyright owner’s permission, you are prohibited
from doing the following:
• Makingmultiplecopiesofacopyrightedprogram.
• Makingadditionalcopiesfromanarchivalorbackupcopy.
• Makingcopiesofcopyrightedprogramstobesold,leased,
loaned,transmitted,orgivenaway.
• Sellingalocallyproducedadaptationofacopyrightedprogram.
• Makingmultiplecopiesofanadaptationofacopyrighted
programevenforusewithinaschoolorschooldistrict.
• Puttingasinglecopyofaprogramontoanetworkwithout
permission or a special site license.
• Duplicatingtheprintedcopyrightedsoftwaredocumentation
unless allowed by the copyrighted software company.
For general information and suggested resources (print and web
links)oncopyright,seeChapter1.
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.Studentscanlistenandfollowalongwithvisualandtextmaterial.Inaddition,they
canreplayportionsoftheaudiomaterialasoftenasneededtounderstandit.
• Provides current information.Web-basedaudiooftenconsistsofbroadcastsoflivespeeches,
presentations,orperformances.
• Supports second language learning.Audioresourcesareexcellentforteachingsecondlan-
guagesbecausetheynotonlyallowstudentstohearwordspronouncedbynativespeakers,
buttheyalsoallowthemtorecordtheirownpronunciationsforcomparison.
• Easy to store.MP3lescanbestoredonacomputerharddrive,USBdrive,orMP3player.
Limitations of Audio
• Copyright concerns.Commerciallyproducedaudiocaneasilybeduplicated,whichmight
leadtocopyrightviolations.
• Doesn’t monitor attention.Somestudentshavedifcultystudyingindependently,sowhen
theylistentorecordedaudiotheirattentionmaywander.Theymayheartherecordedmes-
sagebutnotlistenattentivelyandcomprehend.Teacherscanreadilydetectwhenstudents
aredriftingawayfromteacher-directedlearning,butanaudioplayercannotdothis.
• Difculty in pacing.Determiningtheappropriatepaceforpresentinginformationcanbedif-
cultifyourstudentshavearangeofattentionspans,abilities,andexperientialbackgrounds.
• Fixed content.Thecontentofaudiomediapresentationsegmentsisxed,eventhoughitis
possibletoheararecordedsegmentagainorselectadifferentsection.
INTEGRATION OF AUDIO
Theusesofaudioarelimitedonlybytheimaginationsofyouandyourstudents,asitcan
beusedinallphasesofinstruction—fromintroductionofatopic toevaluationofstudent
learning.As seen in the “When to UseAudio” 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 eld 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 nal 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 ve 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 specic chapter content.
Media Samples. This feature provides excellent online audio and
video resources for students and exemplies several examples of
media-related content.
When to Use This feature gives specic tips on using technology and media
with clarity, air, and dramatic effect. It goes with the U of the ASSURE Model
(Utilize Technology, Media, and Materials).
xviii Preface
*EnhancementsareonlyavailableinthePearsoneText,andnotthird-partyeTextssuchasCourseSmartorKindle.
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.
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 specically by the teacher, and
student- centered strategies, those in which students are largely responsible for their own learn-
ing. 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 over-
view 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 other-
wise 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
R
obertson (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 teacher-
centered 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 ataDistance 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 lename). Navigation within
and among webpages relies on hypertext links that, when selected, move users to another loca-
tion 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 usu-
ally 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 dif-
cult 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 benet your professional development or support your students’ learning. You
can even ask students to use the rubric to evaluate sites they nd 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, ltering, 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 identied
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 ataDistance 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 long time 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 specic learning outcomes in mind, in which some or all of the informa-
tion 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 identied 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:
• Monitoringcurrenteventsforsocialstudies
• Science activities, such as tracking weather and studying space probes to other
planets
• Databasesofinformationforexpositorywritingassignments
• Mathematicspuzzles,whichrequirelogicalthinking
• Discussiongroupswithonlineexchangeofinformation
• Jobbanksandrésuméservicesforpracticeinjob-seekingactivities
takIng a Look at technoLogy IntegratIon
Key Pals
R
ick 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
impossibleto 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
studentstosend 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 teacherprovided guidance to the college teacher
candidates intechniques for assisting the young children with
theirwriting.
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 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.
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 reect the ISTE NETS-T. For each
end-of-chapter activity, at least one standard has been identied. Students
who successfully complete the skills activities will demonstrate that they have
accomplished the standards.
Preface xix
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