Integrating Computer Technology into the Classroom, 2nd

This book focuses on integrating computers into teaching through the use of an inquiry-based, easy-to-use model for creating lesson plans. Teachers can use this 10-step process to design student-centered learning environments in which computer technology is integrated as a tool for learning rather than as a delivery mechanism. In addition, this book provides many practical examples and tips throughout to facilitate student understanding of chapter content. Rethinking Computers and Instruction; iNtegrating Technology for inQuiry: The NTeQ Model; Teacher as Designer I: Teacher's Toolbox; Teacher as Designer II: Teacher's Lesson Planning; Implementation: From Plan to Action; Teacher as Facilitator; Managing the Classroom; The Role of Assessment; Word Processing; Spreadsheets; Databases; Presentation of Results; The Internet in the Classroom; Educational Software; Computers as a Tool for Teachers.

This text focuses on integrating computers into teaching through the use of an inquiry-based, easy-to-use model for creating lesson plans. Teachers can use this 10-step process to design student-centered learning environments in which computer technology is integrated as a tool for learning rather than as a delivery mechanism. In addition, this text provides many practical examples and tips throughout to facilitate student understanding of chapter content. Coupled with this approach is an underlying foundation that addresses the National Education Technology Standards for Students and Teachers and the national curriculum standards.

• New Chapter 3, Teacher as Designer I: Teacher's Toolbox, includes new material on writing behavioral and cognitive objectives, learner analysis, task analysis, and generative strategies.
• New Chapter 5, Implementations: From Plan to Action, provides step-by-step guidance for setting up and implementing a lesson that has students using computers during problem-solving lessons.
• New Chapter 8, The Role of Assessment, presents information on how to use multiple forms of assessment, such as task lists and rubrics, to assess student learning from an integrated lesson.
• New Chapter 12, Presentation of Results, synthesizes the ideas presented in two chapters of the first edition. It describes and illustrates how students can use various computer tools to present their results.
• New Chapter 14, Educational Software, describes strategies for assessing and integrating inquiry-based and traditional types of software into an NTeQ lesson plan.
• The two Internet chapters from the first edition have been revised to include a sharper focus on web tools, policies, and using the Internet as a tool in a new Chapter 13, The Internet in the Classroom.