Instructor Resources nder the Edu the nstructourceMand Bank (-1-617)This guide pdpe by-cha in-class activities,s ke helpful resources will rein key concepts or applications and k students engaged.A bank of test questions for each chapter prov des multiple-choice and sho answer items.Test items are designed to be flexible and adaptable to meet instructional needs. TestGen.(0-13-356965-9)This powerful test generator is available exclusively from Pearsor Education publishers.You install TestGen on your personal computer(Windows or Macintosh) and create your own tests for classroom use and for other specialized delivery options,such as over a local area network or on the Web.A test bank,which is also called a Test Item File (TIF),typically contains a large set of test items,organized by chapter and ready for your use in creating a test,based on the associated textbook material.Assessments-including equations, graphs,and scientific notation-may be created for both print or testing online. PowerPoint Presentations.(0-13-356416-9)Designed as an instructional tool.the presen tations can be used to present and elaborate on chapter material.They are available for both students and instructors,and they reinforce key concepts and ideas presented throughout the text.These are available for download from the Instructor Resource Center. Authors'Services.The authors are eager to assist you in putting together an outstanding course We offer the following services to instructors who have adopted this book: .Online dialog.The authors are available to "meet"with your students if you are using an online course delivery tool such as Blackboard or Moodle. Telelectures and Videoconferences.Contact any of the authors in advance to arrange a guest lecture in your class via telephone or video.Some instructors use this technology as a demonstration of the techniques described in Chapter 7.The authors'phone numbers,fax numbers,and email addresses are listed in the Instructor's Guide .Workshops.The authors have conducted workshops at the national co vention of the Association for Educational co 08 (AECT).This is a forum for exchanging ideas and networki e instructors of co techn logy and media. .Consulting.The authors are available for consulting and conducting workshops at the local, state,and national levels.They are regular presenters and workshop facilitators across the country and around the world. If you are a student or an instructor using this text and wish to share your comments with us,send them to Sharon Smaldino,Northern Illinois University,Gabel Hall 155,College of Education,DeKalb,IL 60115.She can also be reached at smaldinos@comcast.net. XX Preface
Instructor Resources The following instructor resources support and reinforce the content presented throughout the text. They are available for download under the Educator tab at www.pearsonhighered.com. Simply enter the author, title, or ISBN, and then select this textbook. Click on the Resources tab to view and download the supplements detailed below. For more information, contact your Pearson Education sales representative. Instructor’s Resource Manual and Test Bank. (0-13-356417-7) This guide provides chapterby-chapter tools for use in class. Teaching strategies, in-class activities, student projects, key term definitions, and helpful resources will reinforce key concepts or applications and keep students engaged. A bank of test questions for each chapter provides multiple-choice and short answer items. Test items are designed to be flexible and adaptable to meet instructional needs. TestGen. (0-13-356965-9) This powerful test generator is available exclusively from Pearson Education publishers. You install TestGen on your personal computer (Windows or Macintosh) and create your own tests for classroom use and for other specialized delivery options, such as over a local area network or on the Web. A test bank, which is also called a Test Item File (TIF), typically contains a large set of test items, organized by chapter and ready for your use in creating a test, based on the associated textbook material. Assessments—including equations, graphs, and scientific notation—may be created for both print or testing online. PowerPoint® Presentations. (0-13-356416-9) Designed as an instructional tool, the presentations can be used to present and elaborate on chapter material. They are available for both students and instructors, and they reinforce key concepts and ideas presented throughout the text. These are available for download from the Instructor Resource Center. Authors’ Services. The authors are eager to assist you in putting together an outstanding course. We offer the following services to instructors who have adopted this book: • Online dialog. The authors are available to “meet” with your students if you are using an online course delivery tool such as Blackboard or Moodle. • Telelectures and Videoconferences. Contact any of the authors in advance to arrange a guest lecture in your class via telephone or video. Some instructors use this technology as a demonstration of the techniques described in Chapter 7. The authors’ phone numbers, fax numbers, and email addresses are listed in the Instructor’s Guide. • Workshops. The authors have conducted workshops at the national convention of the Association for Educational Communications and Technology (AECT). This is a forum for exchanging ideas and networking among instructors of courses on technology and media. They are also available to provide a workshop in your area if you wish to arrange one. • Consulting. The authors are available for consulting and conducting workshops at the local, state, and national levels. They are regular presenters and workshop facilitators across the country and around the world. If you are a student or an instructor using this text and wish to share your comments with us, send them to Sharon Smaldino, Northern Illinois University, Gabel Hall 155, College of Education, DeKalb, IL 60115. She can also be reached at smaldinos@comcast.net. xx Preface A01_SMAL4150_01_SE_FM.indd 20 11/02/14 1:52 AM
Acknowledgments Through each of the editions we have been fortunate to have guidance from the people who teach the courses for which this book is designed.In preparing this edition,we again surveyed a sample of adopters and other leaders in the field to elicit their advice about content and emphases. We also asked other well-respected colleagues in the field to critique the text.We thank all those who gave their time and expertise to help make this textbook what it is.in narticular we want to acknowledge those talented individuals who reviewed the previous edition and suggested improvements:Kathleen Bacer,Azusa Pacific University:Marjorie A.Mattis,Harrisburg Area Community College:John Mikulski,Medaille College:Elena Qureshi,Madonna University Susan R.Sutton,St.Cloud State University:and David White,Texas Tech University. We have been lucky to have loe sw 8 pher for this odition wish to thank him for nd s included in this editior rdheriechdapreci We offer an exte ded a tion to the teachers for shar o their tion lessons:Tiare and allown ndsay avis,high de;Air A mu, de; hil Ekker third grac firs to tha oduction staff of Pea Education,specifically sel,B 1,Maria F Cynthia DeRocco.Wes antothankou ditingcontributionsandioi sistance with e cont ent related to com- sance in upda ing the PowerPoint s and preparing and Test Bank.We have never had such intense and helpful support from any previous publication team. We are grateful to our colleagues from our own universities-Northern lllinois University,the University of Memphis,and Purdue University-for their many and valuable forms of support over the years. Finally,we thank our families for all they do to make this project possible.Their patience and support have been invaluable in helping us finish this project. James D.Russell Clif Mims
Acknowledgments Through each of the editions we have been fortunate to have guidance from the people who teach the courses for which this book is designed. In preparing this edition, we again surveyed a sample of adopters and other leaders in the field to elicit their advice about content and emphases. We also asked other well-respected colleagues in the field to critique the text. We thank all those who gave their time and expertise to help make this textbook what it is. In particular, we want to acknowledge those talented individuals who reviewed the previous edition and suggested improvements: Kathleen Bacer, Azusa Pacific University; Marjorie A. Mattis, Harrisburg Area Community College; John Mikulski, Medaille College; Elena Qureshi, Madonna University; Susan R. Sutton, St. Cloud State University; and David White, Texas Tech University. We have been lucky to have Joe Sweeney, a University of Memphis graduate student, to serve as a photographer for this edition. We wish to thank him for assistance in updating and expanding the images included in this edition. We offer an extended appreciation to the teachers for sharing their expertise and allowing us to record their technology integration lessons: Tiare Ahu, high school; Lindsay Kaiser and Jena Marshall, fifth grade; Kerry Bird, fourth grade; Vicki Davis, high school; Jimmy Chun, high school; Christine Edlund, art, and Mary Roman, third grade; Aina Akamu, high school; Scott James, fifth grade; and Phil Ekkers, first grade. We would like to thank the editorial and production staff of Pearson Education, specifically Meredith Fossel, Bryce Bell, Maria Feliberty, and Cynthia DeRocco. We also want to thank our copy editor for valuable editing contributions and for assistance with the content related to computers. Fair Josey provided valuable assistance in updating the PowerPoint slides and preparing the Instructor’s Guide and Test Bank. We have never had such intense and helpful support from any previous publication team. We are grateful to our colleagues from our own universities—Northern Illinois University, the University of Memphis, and Purdue University—for their many and valuable forms of support over the years. Finally, we thank our families for all they do to make this project possible. Their patience and support have been invaluable in helping us finish this project. Sharon E. Smaldino Deborah L. Lowther James D. Russell Clif Mims Preface xxi A01_SMAL4150_01_SE_FM.indd 21 11/02/14 1:52 AM
CHAPTER Exploring 21st Century Learning Knowledge Outcomes This chapter addresses ISTE NETS-T 3,4,and 5: Identify key components of the framework for 21st century learning. Discuss the status of the technology and media in today's PK-12 schools. Describe the roles of technology and media in learning. Explain the roles of the typical 21st century teacher and the typical learner. Discuss the framework for stcentury erning iteracies Identify 21st century learning environments. Explain the role of standards. Describe the keyrerdncopyrighwforducational uses. Goal Learn about the uses of technology and media to ensure successful student learning in the 21st century
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. M01_SMAL4150_01_SE_C01.indd 1 2/7/14 8:31 AM
This book offers a systematic approach for selecting and using technology and media to facilitate student leaming in the 21st century.This approach is based on the ASSURE model,which helps teachers plan effective,integrated lessons by following a six-step cess.Exploring both traditional technologies used in PK-12 classrooms todav as well as nnovative and cutting-edge approaches that may be commonplace in the future,we describe and media that teachers can use to p nd the We describe how to select ith the knowi ssful 21st com h. ing the influe roles of teachers to e n88 No l of all info Instead,th teacher has be on.v sing ofdigalm n the they s dents findings in re ns with experts and her st ing a global array of and exper ces ways to expand e our studer out they also present new challe nges to teach As a teacher,ho you go beyond the t w will you select the “righ "techno logy and media w many ces are available And more importantly,hov will you create learning experience that effectively use these tools and resources to ensure that your students gain new knowledge and skills? Framework for 21st Century Learning:Technology and Media in Today's Schools As we continue to move forward in the 21st century,it is critical that the foundational compo nents of PK-12 education keep pace with evolving societal needs to prepare students for citi- zenship and successful careers.As a teacher today,you are challenged to help students achieve mastery of core subjects as well as gain 21st century knowledge and skills.Leaders from busi- ness and education as well as other associations and institutions are ioining tooether to rec. ommend new proaches and broader learning expectations for PK-12 students (ISTE.2012. Partnership for 21st Century Learning,2011).Foundational to 21st century knowledge and skills is the preparation of your students to meaningfully and purposefully use technology and media for cro eativity and innovation,communication,research,and problem solving.Themes based n global eurship,and lifelor ng leaming skills,such asad ptability leader sibilit nded fo uide to as knowledge and skillsi into your instru ning and practi uininiegaimg2120m INSTRUCTIONAL TECHNOLOGY Currently,when most people hear the word technology,they think of products like computers tablets,and mobile devices.In this text,we will be referring to instructional technology,which involves the integration of teacher and student use and knowledge of tools,resources,and techniques to improve student learning. To promote student learning,you need to create an appropriate learning environment Throughout the book we will describe the decision-making processes that you can use and the factors you must balance in your decisions.You will need to know the characteristics of your learners.The expected outcomes (objectives)must be specified.You will need to select
2 Chapter 1 T his book offers a systematic approach for selecting and using technology and media to facilitate student learning in the 21st century. This approach is based on the ASSURE model, which helps teachers plan effective, integrated lessons by following a six- step process. Exploring both traditional technologies used in PK–12 classrooms today as well as innovative and cutting-edge approaches that may be commonplace in the future, we describe technology and media that teachers can use to promote learning both within and beyond the classroom. We describe how to select, use, and evaluate resources to ensure that learners emerge with the knowledge and skills needed for successful 21st century careers. We begin by exploring the influence of technology and media within the 21st century learning process on the new roles of teachers to engage students in the classroom. No longer are teachers and textbooks the sources of all information. Instead, the teacher has become the facilitator of knowledge and skills acquisition. With a few keystrokes, students can explore the world using boundless online resources and a wide array of digital media to obtain the information they seek. Students can discuss their findings in real-time conversations with experts and with other students representing a global array of cultures and experiences. These exciting innovations provide unlimited ways to expand educational opportunities for our students, but they also present new challenges to teachers. As a teacher, how will you go beyond the textbook? How will you select the “right” technology and media when so many choices are available? And more importantly, how will you create learning experiences that effectively use these tools and resources to ensure that your students gain new knowledge and skills? Framework for 21st Century Learning: Technology and Media in Today’s Schools As we continue to move forward in the 21st century, it is critical that the foundational components of PK–12 education keep pace with evolving societal needs to prepare students for citizenship and successful careers. As a teacher today, you are challenged to help students achieve mastery of core subjects as well as gain 21st century knowledge and skills. Leaders from business and education, as well as other associations and institutions, are joining together to recommend new approaches and broader learning expectations for PK–12 students (ISTE, 2012; Partnership for 21st Century Learning, 2011). Foundational to 21st century knowledge and skills is the preparation of your students to meaningfully and purposefully use technology and media for creativity and innovation, communication, research, and problem solving. Themes based on global awareness, entrepreneurship, and lifelong learning skills, such as adaptability, leadership, and responsibility, are also recommended for inclusion within core subject area courses. This text will serve as a guide to assist you in integrating 21st century knowledge and skills into your instructional planning and practices. Instructional Technology Currently, when most people hear the word technology, they think of products like computers, tablets, and mobile devices. In this text, we will be referring to instructional technology, which involves the integration of teacher and student use and knowledge of tools, resources, and techniques to improve student learning. To promote student learning, you need to create an appropriate learning environment. Throughout the book we will describe the decision- making processes that you can use and the factors you must balance in your decisions. You will need to know the characteristics of your learners. The expected outcomes (objectives) must be specified. You will need to select M01_SMAL4150_01_SE_C01.indd 2 2/7/14 8:31 AM
the, must be pe水e地 will ne leamers involved throug sing stu ent learn ing and e gether in ogy as a classroom cure-all,i it is important to note that technology resources don't automatically make teachers more capable.You will I need to be versed in best practices for integrating technology into the curriculum.The ASSURE model provides a structure and easy-to-follow steps to guide teachers through the process of creating lessons that achieve the goals of effectively using technology.The model is applicable for all types of technology across all subject areas for different learning conditions Developed as a planning aid to help ensure that technology and media are used to thei maximum advantage,not just as interchangeable substitutes for printed or oral messages,the ASSURE model provides a systematic process for creating learning experiences.Indeed,one of the most important roles of technology and media is to serve as a catalyst for change in the whole instructional environment. TECHNOLOGY FOR ALL LEARNERS Introduction sa result of inclusion,the number of students with involves the use of a computer.The knfb Reader is an example of disabilities in the general classroom is increasing high-tech assistive technoogy. Diverse leaers also include gifted and talente nts with sdents apted and spe newspap ers,pen notential regardless of innate ahilities Children ith disabilities inparticulred special instructional author of a hook the class is reading or a state senator who will interventions.Children with mental disabilities have a greater vote on an environmental issue being studied.They can be asked to opportunity tolear when presented with highly structured laming analyze the information they locate and to synthesize a presentation sates for ill-structured prior knowledge or the class,perhaps using PowerPoint,or they can post thei tles to ngs on a ca ns nta kinds of leaming materials.More emphasis should be placedon audio for students with visual impairments and on visuals for those with hearing problems.Adjusting instruction for all exceptional nce on te nd media,as well as e mate 0 that th nt ssistive technolo tech medium tch..ow-tech devices do not use( electricity nor batteries).For example,a magnifying glass printed material for a visually impaired student would be a low- -tech category incudes A braille display is an example of an assistive f medium-tech equipmen technology Exploring 21st Century Learning 3
Exploring 21st Century Learning 3 the appropriate strategies and materials. The best available technology and media must be used properly to promote optimal learning. You will need to get your learners involved through appropriate practice and feedback. Throughout the process, you will be assessing student learning and evaluating the instructional experience, as well as its components, so you can revise as necessary. We have put all of these steps together in the ASSURE model. Although some educators view technology as a classroom cure-all, it is important to note that technology resources don’t automatically make teachers more capable. You will need to be versed in best practices for integrating technology into the curriculum. The ASSURE model provides a structure and easy-to-follow steps to guide teachers through the process of creating lessons that achieve the goals of effectively using technology. The model is applicable for all types of technology across all subject areas for different learning conditions. Developed as a planning aid to help ensure that technology and media are used to their maximum advantage, not just as interchangeable substitutes for printed or oral messages, the ASSURE model provides a systematic process for creating learning experiences. Indeed, one of the most important roles of technology and media is to serve as a catalyst for change in the whole instructional environment. Technology for All Learners Introduction As a result of inclusion, the number of students with disabilities in the general classroom is increasing. Technology plays an important role in the education of students with exceptionalities. Adapted and specially designed technology and media can contribute enormously to effective instruction of all students and can help them achieve at their highest potential regardless of innate abilities. Children with disabilities in particular need special instructional interventions. Children with mental disabilities have a greater opportunity to learn when presented with highly structured learning situations. Structure compensates for ill-structured prior knowledge that decreases students’ abilities to incorporate messages into atypical mental constructs. These students benefit from having much more of the message placed within a familiar context. Students with hearing or visual impairments require different kinds of learning materials. More emphasis should be placed on audio for students with visual impairments and on visuals for those with hearing problems. Adjusting instruction for all exceptional groups requires heavy reliance on technology and media, as well as the appropriate selection of these materials to fit specific purposes. Many teachers have found that these assistive strategies for students with disabilities have the added benefit of helping all students. Assistive technologies can be classified as low tech, medium tech, or high tech. Low-tech devices do not use electricity (neither electricity nor batteries). For example, a magnifying glass to enlarge printed material for a visually impaired student would be a lowtech assistive technology. The medium-tech category includes electrical devices. A mini book light to increase illumination would be representative of medium-tech equipment. High-tech assistance involves the use of a computer. The knfb Reader is an example of high-tech assistive technology. Diverse learners also include gifted and talented students who, for example, could use newspapers, periodicals, DVDs, or archived documents to explore topics beyond or in addition to regular classroom assignments. They can also use the Internet to search for current information or to engage in a live chat with the author of a book the class is reading or a state senator who will vote on an environmental issue being studied. They can be asked to analyze the information they locate and to synthesize a presentation for the class, perhaps using PowerPoint, or they can post their findings on a class webpage. For more information, see the Technology for All Learners features throughout this book. A braille display is an example of an assistive technology. M01_SMAL4150_01_SE_C01.indd 3 2/7/14 8:31 AM