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

Updated and streamlined for easier use, TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE: A STANDARDS-BASED APPROACH, Second Edition, equips readers with the knowledge, creative and critical thinking skills, and confidence needed to become "self-directed learners" who can successfully navigate the constantly changing environment of technology integration in the classroom. Using the principles of self-directed learning as its foundation, the book aims to help readers learn to evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. The first educational technology book organized around the 2008 National Educational Technology Standards for Teachers (NETS-T) developed by the International Society for Technology in Education (ISTE), this standards-based approach provides the framework for developing, modeling, and teaching the skills and knowledge necessary for integrating technology in authentic teaching and learning. An end-of-book supplement provides examples of technology integration in practice within specific content areas, guided by the national standards that apply to each content domain. Available with InfoTrac Student Collections http://gocengage.com/infotrac.

Katherine Cennamo is a former elementary teacher and is currently Professor of Instructional Design and Technology at Virginia Tech. She earned 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, Dr. 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 applied this knowledge to prepare future instructional design professionals in the textbook REAL WORLD INSTRUCTIONAL DESIGN, coauthored with Debby Kalk. Her current research activities focus 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 across the country plan for, implement and evaluate technology initiatives that support teaching and learning. Dr. Ross was a classroom teacher for ten years prior to serving as a Senior R&D Specialist for a non-profit educational laboratory working on a range of technology-related projects funded primarily by the U.S. Department of Education. He is the author of the best-selling book ONLINE PROFESSIONAL DEVELOPMENT: DESIGN, DELIVER, SUCCEED! (Corwin). He has served as a guest lecturer and adjunct faculty member, a technical assistance specialist for the Appalachia Regional Comprehensive Center and a mentor for coaches and teachers implementing online and blended learning, performance-based tasks and PBL. He holds a Ph.D. in Curriculum and Instruction and Instructional Technology from Virginia Tech.

Peg Ertmer is Professor Emerita of Learning Design and Technology in the Department of Curriculum and Instruction at Purdue University. 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. Her research focuses on the impact of student-centered instructional approaches and strategies on learning, including the impact of case-based instruction on higher-order thinking skills; the effectiveness of a student-centered, problem-based learning approach to technology integration and STEM education; and strategies for facilitating higher-order thinking and self-regulated learning in online learning environments. Dr. Ertmer is also known for her work related to helping students become expert instructional designers through the use of case- and problem-based learning methods. She is the founding editor of the Interdisciplinary Journal of Problem-based Learning, an open-access, peer-reviewed journal and is co-editor of four editions of THE ID CASEBOOK: CASE STUDIES IN INSTRUCTIONAL DESIGN. Dr. Ertmer served as a content expert for a series of videos (http://www.edutopia.org/video/five-keys-rigorous-project-based-learning) about project-based learning for Edutopia, a George Lucas Educational Foundation. She has published over 75 peer-reviewed articles and has been cited over 25,000 times on Google Scholar. In 2014, she received the David H. Jonassen Excellence in Research Award from AECT and was selected to join the 2015 Class of AERA Fellows.