Integrating computer technology into the classroom

These well-respected authors provide a rationale for integrating computers into the classroom curriculum by using them as tool, rather than just an instructional delivery device. Accessible foreven teachers with limited computer knowledgeteachers are provided with a ten-step NTeQ (iNtegrating Technology for inQuiry) model for developing and implementing integrated lesson plans. Word processing, spreadsheets, databases, publishing software, the Internet, and educational software are all explored, with the goal of demonstrating how to determine whether or not computers should be used and how best to use them. Helping teachers connect what they are learning to their daily planning and instruction the content within each chapter is also aligned with the new ISTE National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T), revised in 2007 and 2008, respectively. A new feature throughout the book, The Teacher Diary, documents teacher experiences as they incorporate the NTeQ model in the classroom. The popular NTeQ Lesson Plans have also been expanded to be included in Chapters 711.

Chapter 1: Rethinking Computers and Instruction

Preparing Students for the 21st Century

21st Century Knowledge and Skills

National Educational Technology Standards for Students

Linking Educational Reform and Technology

Moving from Teacher- to Student-Centered Instruction

Creating Open-Ended Learning Environments

Achieving Collaborative Learning

The NTeQ Model

The NTeQ Philosophy

NTeQ and the Teacher

NTeQ and the Student

NTeQ and the Computer

NTeQ and the Standards

Chapter 2: NTeQ: Designing an Integrated Lesson

Designing an Integrated Lesson using the NTeQ Approach

Specifying Objectives

Matching Objectives to Computer Functions

Specifying a Problem

Research and Analysis

Planning the Results Presentation

Planning: Activities During Computer Use

Planning: Activities Before Computer Use

Planning: Activities After Computer Use

Planning: Supporting Activities

Assessment

Chapter 3: Digital Tools in Today's Classrooms

Using Digital Tools in the Classroom

Four Tech Digital Tool Categories

Platform

Connectivity

Device Software

File Format

Computers

Desktop Components

All-in-One Desktops

Laptops

Computer Pros and Cons

Mobile Devices

Digital Media Players/Recorders

Digital Cameras

e-Book Readers

GPS Navigation Receivers

Graphing Calculators

PDA (Personal Data Assistants)

Personal Response Systems

Mobile Devise Pros and Cons

Peripherals

Audio Devices

Interactive Whiteboards

Printers

Projectors

Scanners

Science Probes

Webcams

Peripherals Pros and Cons

Data Storage Devices

External Hard Drives

Flash Drives

Storage Cards

Digital Storage Pros and Cons

Chapter 4: Computer Software in Today's Classrooms

Software Categories

Five Categories of software

Production Software

Word Processing

Spreadsheets

Presentation

Database

Graphic Organizers

Graphics

Audio/Video Editing

Authoring

Research Software

Browsers

Search Engines

Plug-ins

Communication/Collaboration Software

Email

Lists

Chat

Instant Messaging

Discussion Board

Blogs

Wiki

RSS

Podcasts

Problem-Solving Software

Games

Simulations

Educational Software

Drill-and-Practice

Tutorials

Integrated Learning Systems

Process Tools

Testing Software

Chapter 5: Think Sheets Using Technology for Higher-Order Learning

The Self-Regulated Learner

What is Self-Regulation?

Strategies for Self-Regulation

Using Think Sheets for Higher-Order Learning

Three Types of Think Sheets

Components of a Think Sheet

Using the NTeQ Problem-Solving Process for Higher-Order Learning

Components of the NTeQ Problem-Solving Process

As-Needed Activities

Chapter 6: Exploring The World Wide Web in the Classroom

The Internet

Using the Web to Achieve ISTE NETS for Students

Students using the Web as a Tool

The Web as an Information Source

The Web as a Collaboration Tool

The Web as a Communication Tool

Teachers using the Web as a Tool

Content management

Connecting with Parents and the Community

Professional development

Appropriate Practices with the Web

District Policies

C