1. Chapter 7 Lauren Glover

2. To effectively integrate technology in teaching, teachers must utilize: Content knowledge Pedagogical knowledge Technological knowledge

3.  Technology as a business resource.  Technology as a subject.  Technology as content delivery.  Technology as lesson support.

4. “The structure of a technology-integrated lesson should be consistent with an individual teacher’s teaching style and philosophy.” (165) Consider this: Can technology enhance a lesson or should a new lesson involving technology be created? Technology should serve a true purpose in the lesson and should not be used as an afterthought.

5.  Anticipatory Set  Purpose  Input  Modeling  Guided Practice  Checking For Understanding  Closure

6.  In a given lesson, teachers must decide whether technological resources should be used as a whole class, a small group, as partners, or individually to be most effective.  After deciding on lesson goals, software and hardware and internet-based tools must be located.  Decide what resources to use based on their effectiveness, not because they are flashy.

7. WebQuests are activities that follow a lesson plan formula. When deciding to use a WebQuest, remember:  Preview all resources and consider how the WebQuest follows a constructivist lesson format.  WebQuests encourage creativity, higher-order thinking, and problem solving.  Internet resources such as images, sounds, videos, and animations are necessary in creating and web-based lesson.  Templates can be found at http://webquest.sdsu.edu/designpatterns/all.htm

8.  Software designed to help with the lesson planning process, customized and matched to state standards by you. www.lessonplanit.net  Templates are your friend!  Online resources are helpful in researching background information.  Productivity tools, such as spreadsheets, assist in planning.

9. 1. Obtain software copies for review purposes by contacting publishers directly. 2. Decide who will look at the software first. Curriculum administrators? Teacher committees? Parents? Students? 3. A standard form for review is needed to compare to other product reviews. 4. The review plan must include the distribution of the critique to everyone involved to keep them well informed and to facilitate student learning.

10. General Considerations  Software title, version number, publisher and price.  Reviewer name  System requirements  Grade levels  Subjects  Modes  Program description See pages 174-176 for an example of an educational software review form.

11. Content and Technical Information  Documentation and supplementary materials  Program content  Presentation  Effectiveness Audience Appeal and Suitability  Practice/Assessment/ Feedback  Ease of use  User interface and media quality And finally… an Evaluation summary

12.  Drill-and-Practice/Instructional Game Software Allows learners to encounter facts, problems, and vocabulary they have already learned until it is memorized.  Integrated Learning Systems Addresses objectives in core curriculum areas by aligning with national or district goals. Students work independently and their progress is tracked.

13.  Problem-Solving Software Students must apply higher-order skills and utilize knowledge from multiple content areas to solve problems.  Reference Software Compresses volumes of facts into one CD-ROM. Can be any reference work, such as dictionaries and encyclopedias.

14.  Simulation Software Students can experience events they would not be able to witness personally or in a school setting. Students can also train with equipment using this software.  Tool Software Helps both teachers and students become efficient and productive managers of textual, numerical, and graphical information.

15.  Tutorial Software Allow students to interact with programs continually to practice new information. Students can work at their own pace and review material as needed.  Web-Based Software Mostly free of cost, these programs can be downloaded on websites and are used entirely online. They are not especially designed for education purposes, but can be used for “edutainment” if planned clearly.

16.  Educational Software for Hand-Held Computers Teacher and students can write, draw pictures, create concept maps, use spreadsheets, and take quizzes using this technology. Hand-held devices, according to chapter 4, are the future computer for students.

17.  Educators are more knowledgeable about technology in instruction.  Software companies must show that their products meet No Child Left Behind requirements.  Open source programs: teachers will be able to modify the software code to meet student needs and state standards.

18. Bitter, Gary G. and Jane M. Legacy. Using Technology. 7 th ed. Boston: Boston 2008. Print.