Educational Technology In Action

Why This Booklet Was Developed Like teaching itself, integrating technology into educational practice is challenging work, full of exciting opportunities and complex problems.Educational Technology in Actionbrings these challenges to life by providing a series of hypothetical technology integration exercises based on actual situations and events. These real-world problems give educators opportunities to reflect on and apply concepts they have read about inIntegrating Educational Technology into Teaching(Roblyer, 2003). Participating in this simulated problem-solving helps prepare readers for the real world of technology in schools. Contents of the Booklet This booklet features the Technology Integration Planning (TIP) Model introduced in Chapter 2 ofIntegrating Educational Technology into Teaching.Based on a systematic instructional design process, the TIP Model addresses problems and planning needs unique to using technology resources in teaching and learning. This information is presented in three parts, and two features are included to help readers understand and apply it: Part I--Chapter 1 gives an overview of the purpose of the TIP Model and each of its five phases. Chapters 2-6 focus on each phase in turn, along with exercises to provide insight into and practice on the underlying concepts. Part II--Chapters 7-10 introduce and provide practice in technology integration strategies for each of several technologies: instructional software, software tools, multimedia/hypermedia, and Internet/distance learning materials. Part III--Chapters 11-16 describe and provide exercises on technology integration strategies for six content areas: language arts/foreign languages, mathematics/science, social studies, art/music, physical education/health, and special education. End-of-Part Review Exercises--These are in the booklet at the end of each part and duplicated online at: http://www.prenhall.com/roblyer . Students will click on theEducational Technology in Actionmodule and use the links in it to answer the questions. Tutorials CD--Instructional exercises in the booklet often refer to students creating or using MicrosoftWordand MicrosoftExceldocuments, web pages, andPowerPointpresentations. The CD included with this booklet has sample step-by-step tutorials that give readers hands-on practice in usingWord, Excel, Netscape Composer,andPowerPointto design products for four of the curriculum lessons described in the exercises. (NOTE:TheAdobe Acrobat Reader required to view the tutorials is on the CD.) Chapter Organization Each chapter has the following components: Introduction--This section gives an overview of the chapter and a summary of the information required to solve the problems in the chapter. Scenarios to Read and Analyze--Each chapter has two scenarios in which decisions were made about technology-based policies, resources, applications, and planning steps. Each is followed by questions that ask readers to reflect on the decisions and analyze their impact. Problems to Analyze and Solve--Each chapter has five problems that ask readers to apply what they know about technology integration by imagining they are educators who must make decisions about technology integration. In each case, they tell what they think is appropriate to do. NOTE:Readers may notice that most scenarios and problem exercises focus on middle and high school levels. Although the question of whether or not to emphasize technology uses at lower levels remains controversial, this booklet reflects the position that a greater number of demonstrably effective uses of technRoblyer, Margaret D. is the author of 'Educational Technology In Action', published 2004 under ISBN 9780131173927 and ISBN 0131173928.