Integrating Educational Technology into Teaching
3rd Edition
Published on 28. August 2003
Book
Paperback/Softback
400 pages
978-0-13-042319-1 (ISBN)
Description
For courses in Computers in Education, Instructional Technology, or Instructional Media.
Integration methods should be based in both learning theory and teaching practice. Integration should match specific teaching and learning needs.
Old integration strategies are not necessarily bad; new strategies are not necessarily good.
Using these three premises as a foundation, this text presents effective theory- and research-based strategies for integrating technology resources and technology-based methods into everyday classroom practices. It is written from the teacher's perspective, making it ideal for both novice and experienced computer users.
Integration methods should be based in both learning theory and teaching practice. Integration should match specific teaching and learning needs.
Old integration strategies are not necessarily bad; new strategies are not necessarily good.
Using these three premises as a foundation, this text presents effective theory- and research-based strategies for integrating technology resources and technology-based methods into everyday classroom practices. It is written from the teacher's perspective, making it ideal for both novice and experienced computer users.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
ISBN-13
978-0-13-042319-1 (9780130423191)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
M. D. Roblyer
Integrating Educational Technology into Teaching
Book
08/2005
4th Edition
Pearson
€68.24
Article is exhausted; no reprint
Previous edition
M. D. Roblyer | Jack Edwards
Multimedia Edition of Integrating Educational Technology Into Teaching
Book
10/2001
2nd Edition
Pearson
€50.87
Article exhausted; check for reprint
Person
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.
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.
Content
I. INTRODUCTION AND BACKGROUND ON INTEGRATING TECHNOLOGY IN EDUCATION.
1. Educational Technology in Context: The Big Picture.
2. Planning and Implementation for Effective Technology Integration.
3. Learning Theories and Integration Models.
II. INTEGRATING SOFTWARE AND MEDIA TUTORS AND TOOLS: PRINCIPLES AND STRATEGIES
4. Integrating Instructional Software into Teaching and Learning.
5. Integrating Word Processing, Spreadsheet, and Database Software Tools into Teaching and Learning.
6. Integrating Other Software Tools into Teaching and Learning.
7. Integrating Multimedia and Hypermedia into Teaching and Learning.
III. LINKING TO LEARN: PRINCIPLES AND STRATEGIES
8. Integrating the Internet and Other Distance Resources into the Curriculum.
9. A Link to the Future: Emerging Developments in Technology Integration.
IV. INTEGRATING TECHNOLOGY ACROSS THE CURRICULUM
10. Technology in Language Arts and Foreign Language Instruction.
11. Technology in Science and Mathematics Instruction.
12. Technology in Social Studies Instruction.
13. Technology in Art and Music Instruction.
14. Technology in Physical Education and Health Education.
15. Technology in Special Education.
Appendix: Rubrics and Checklists to Support Technology Integration and Assessment.
Glossary.
1. Educational Technology in Context: The Big Picture.
2. Planning and Implementation for Effective Technology Integration.
3. Learning Theories and Integration Models.
II. INTEGRATING SOFTWARE AND MEDIA TUTORS AND TOOLS: PRINCIPLES AND STRATEGIES
4. Integrating Instructional Software into Teaching and Learning.
5. Integrating Word Processing, Spreadsheet, and Database Software Tools into Teaching and Learning.
6. Integrating Other Software Tools into Teaching and Learning.
7. Integrating Multimedia and Hypermedia into Teaching and Learning.
III. LINKING TO LEARN: PRINCIPLES AND STRATEGIES
8. Integrating the Internet and Other Distance Resources into the Curriculum.
9. A Link to the Future: Emerging Developments in Technology Integration.
IV. INTEGRATING TECHNOLOGY ACROSS THE CURRICULUM
10. Technology in Language Arts and Foreign Language Instruction.
11. Technology in Science and Mathematics Instruction.
12. Technology in Social Studies Instruction.
13. Technology in Art and Music Instruction.
14. Technology in Physical Education and Health Education.
15. Technology in Special Education.
Appendix: Rubrics and Checklists to Support Technology Integration and Assessment.
Glossary.