Technology Integration with Meaningful Classroom Use: A Standards-Based Approach

The only instructional technology text organized around the new ISTE standards, TECHNOLOGY INTEGRATION WITH MEANINGFUL CLASSROOM USE: A STANDARDS-BASED APPROACH equips future teachers with the knowledge, skills, and confidence to become "self-directed learners" who can effectively integrate technology into their instruction today?and as technology inevitably changes. Extremely practical and forward thinking, the text focuses on the enduring aspects of educational technology like computers as systems and technology integration as a systematic process. It provides teachers with a solid understanding of how to integrate technology resources into their everyday teaching practices as well as prepares them to successfully navigate the constantly changing environment of technology.

Kathy Cennamo is a former elementary school teacher and is currently Professor of Instructional Design and Technology at Virginia Tech. She has a bachelor's degree in elementary education from Virginia Tech, a master's degree in educational media from the University of Arizona, and a Ph.D. in instruction technology from the University of Texas at Austin. Throughout her career, Cennamo's work has focused on the application of learning theories to the design of technology-based instructional materials. Through numerous funded projects, publications, presentations, instructional materials, and teaching activities, she has disseminated knowledge of instructional strategies based on established theories of learning. She has also explored the nature of instructional design practice so that scholars and designers alike better understand their work, and she has applied this knowledge in helping to prepare future instructional design professionals. Her research and service activities have focused on developing and sustaining a classroom culture that fosters critical and creative thinking skills in K-12 and higher education environments.

John Ross is an educational technology consultant who works with national and state leaders as well as actively helping districts and schools implement technology initiatives that support teaching and learning. Dr. Ross was a classroom teacher for ten years prior to serving as director of the Institute for Advancement of Emerging Technologies in Education and later as the director of technology for the Appalachian Regional Comprehensive Center, both funded by the U.S. Department of Education. He is the author of the best-selling book ONLINE PROFESSIONAL DEVELOPMENT. DESIGN, DELIVER, SUCCEED! (Corwin), which was selected as the book-of-the-month for July 2011 by Learning Forward (formerly the National Staff Development Council). He serves as adjunct faculty at Bethel University in Nashville, Tennessee, where he teaches the educational technology course he designed for the Masters of Education program. He holds a Ph.D. in curriculum and instruction and instructional technology from Virginia Tech.

Peg Ertmer is Professor of Learning Design and Technology in the Department of Curriculum and Instruction at Purdue University. Her scholarship focuses on the impact that student-centered instructional approaches, such as problem-based learning and case-based instruction, have on learning. In addition, she explores the interplay between teachers' beliefs and their uses of student-centered instructional practices. Dr. Ertmer earned a Ph.D. in Curriculum and Instruction from Purdue University, a master's degree in Special Education-Learning Disabilities from Cardinal Stritch College, and a bachelor's degree in Elementary Education from the University of Denver. She has co-edited three editions of the ID CASEBOOK: CASE STUDIES IN INSTRUCTIONAL DESIGN and is the founding editor of the INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING, published by Purdue University Press.