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- Sales Rank: #444474 in Books
- Published on: 2011-02-03
- Ingredients: Example Ingredients
- Original language: English
- Number of items: 1
- Dimensions: 10.70" h x .60" w x 8.40" l, 1.43 pounds
- Binding: Paperback
- 360 pages
Review
Earlier versions of Instructional Technology and Media for Learning have received the following recognition:
• Outstanding Book in Educational Technology and Teacher Education from the Association of Educational Communications and Technology (AECT) Teacher Education Division
• The James Brown Award for the Best Non-Periodic Publication in the Field of Educational Technology from AECT
• The Outstanding Instructional Communication award from the International Society for Performance Improvement (ISPI)
• The Visual Design and Layout Award from the Design Society of America
From the Back Cover
Are you ready to integrate technology into your classroom? Instructional Technology and Media for Learning will guide you as you begin to incorporate computer technology and other media into your teaching. With its hallmark ASSURE technology integration model and classroom cases, this renowned text and its online resources guide you as you apply what you learn about computers, multimedia, Internet, distance learning, and Web 2.0 technologies to 21st Century classroom instruction.
This heavily revamped 10th edition invites you to integrate technology into your classroom:
Revised and Updated! The popular ASSURE model for technology and media integration, now introduced and explained in Ch. 3, is integrated throughout the book in the following features providing you with opportunities to practice applying the ASSURE model to today’s 21st Century classrooms:
- ASSURE Classroom Case Studies, at the beginning of chapters, now brings the classroom to life through a video clip of an authentic classroom.
- ASSURE Classroom Case Study Reflections extend the opening case study by stimulating thinking about questions that a teacher may face when considering technology integration in the context of the chapter information.
- ASSURE Lesson Plans, at the end of chapters, offer a fuller version of the ASSURE Classroom Case Study to examine the ASSURE model step by step within the context of a lesson.
Revised! A greater focus on 21st century living and the new directions that impact today’s student learners help you learn how to best utilize technology and media to address your audience’s interests and needs. (Ex. Ch. 2, Understanding 21st Century Learners)
NEW! Innovation on the Horizon features highlight a new, commercially available technology tool and its potential educational application.
Revised and Updated! Media Samples and new Free and Inexpensive Materials features present brief descriptions of technology and media applications in various contexts to make the reader aware of what is available for use in today’s classrooms.
Revised and Updated! Using _____ in the Classroom, When to Use…., and Technology for Diverse Learners features provide helpful tips for using technology for effective classroom instruction for all learners.
New! Marginal annotations point to ASSURE Case videos, Selection Rubrics, web links, and an interactive chapter-by-chapter study plan available on password protected site. (For more information about purchasing access to this online resource please visit www.pearsonhighered.com.)
About the Author
Sharon E. Smaldino Sharon holds the L. D. and Ruth G. Morgridge Endowed Chair for Teacher Education in the College of Education at Northern Illinois University (NIU). She was a professor of educational technology at the University of Northern Iowa for many years prior to moving to NIU. Sharon received her PhD in 1987 from Southern Illinois University, Carbondale.
Prior to that she received an MA in elementary education and served for more than a dozen years as teacher, speech therapist, and special educator in school districts from Florida to Minnesota. At Northern Iowa she taught educational media courses for undergraduates and graduate majors and served as coordinator of the educational technology program. Sharon also taught graduate courses in instructional development, technology integration, distance education, and professional standards and ethical practice. She has received several awards for her outstanding teaching. In her current role, she is focused on working with faculty and PK—12 teachers to integrate technology into the learning process. Presenting at state, national, and international conferences, Sharon has become an important voice on applications of technology in the classroom and in distance education. In addition to her teaching and consulting, Sharon has written articles for state and national journals on her primary research interest–effective technology integration in learning. She worked on a teacher quality enhancement grant that identifi ed technology as an important aspect of ensuring quality learning environments. She also served as the editor of TechTrends, an AECT publication.
Deborah L. Lowther Deborah has been an educator for 30 years. For the fi rst seven years of her career she taught middle school science and was highly engaged with providing professional development to teachers within and beyond her district. Because of her desire to work with teachers, she received her PhD in educational technology in 1994 and accepted a
faculty position at the University of Memphis in 1995. At the University of Memphis, Deborah serves as the senior technology researcher for the Center for Research in Educational Policy, through which she investigates P–12 technology integration issues. She has personally conducted observations in P–12 classrooms and interviewed students, teachers, and principals in numerous
schools across the country. She has used the knowledge and experiences gained through engagement in applied research to develop the iNtegrating Technology for inQuiry (NTeQ) Model with Dr. Gary Morrison. This model has been the foundational approach for several high-profi le technology initiatives, including Michigan’s Freedom to Learn program and Tennessee’s EdTech Launch program. With regard to scholarship, Deborah has coauthored several books, chapters, and refereed journal articles; presented at numerous national and international conferences; and has provided professional development to educational institutions across the nation.
James D. Russell Jim is Professor Emeritus of Educational Technology at Purdue University, where he taught for 38 years. Jim also worked part time for Purdue’s Center for Instructional Excellence, where he conducted workshops on teaching techniques and consulted on instructional improvement. During fourteen spring semesters he was Visiting Professor of Educational
Psychology and Learning Systems at Florida State University. There he also worked part time for the Center for Teaching and Learning. A former high school mathematics and physics teacher, Jim teaching career spans 45 years. He has won numerous honors for his teaching at Purdue, including his department’s Outstanding Teacher Award and the School of Education’s Best Teacher Award. He is also the recipient of AECT’s Diamond Mentor Award. He was selected as a member of Purdue’s Teaching Academy and has been inducted into the Purdue Book of Great Teachers. His specialty areas, in which he has achieved national prominence through his writings and presentations, are presentation skills and using media and technology in classrooms. Through his teaching, workshops, consulting, and this textbook, Jim has made a signifi cant impact on classroom teaching practice.
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