Using Technology with Classroom Instruction That Works

Using Technology with Classroom Instruction That Works

Using Technology with Classroom Instruction That Works

Using Technology with Classroom Instruction That Works

Synopsis

Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it?

This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies:

• Setting objectives and providing feedback

• Reinforcing effort and providing recognition

• Cooperative learning

• Cues, questions, and advance organizers

• Nonlinguistic representations

• Summarizing and note taking

• Assigning homework and providing practice

• Identifying similarities and differences

• Generating and testing hypotheses

Each strategy-focused chapter features examples--across grade levels and subject areas, and drawn from real-life lesson plans and projects--of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and--most of all--more effective.

Excerpt

Two billion people in this world currently have access to the web. By the end of this decade, five billion will be connected through smart phones, tablets, laptops, and who knows what other devices we’ll have dreamed up by then. Those connections will be ubiquitous, and we’ve only just begun to imagine the ways in which our lives and our children’s lives will change because of them.

For our kids to make the most out of this amazing, enormous change in the way we learn and live, we’re going to have to step up our game as educators and fundamentally change our own practice, both professionally and personally. Regardless of our own comfort level with technology as a tool to help us learn or teach, we have to move the conversation from “if” to “how”—and we need to do that sooner rather than later.

This shift hasn’t been easy in the two decades since computers began making inroads into schools. And for the systems in which we teach, it won’t be easy moving forward. As author Clay Shirky writes, “Institutions will try to preserve the problem to which they are the solution.” Schools are no exception. But here’s the challenge: the problem itself has fundamentally changed: It’s no longer about a lack of access to information or teachers, but rather about overabundant access, no matter where we are or when we need it. In no small way, this shift is going to require us to rethink and redefine the roles of schools and classrooms—and our roles as teachers—in students’ lives. And at the center of that rethink will be technology.

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