Technology Integration for Meaningful Classroom Use,
3rd Edition

1. Technology Integration: A Standards-Based Approach.
2. Teacher as Learner.
3. Supporting Deeper Learning Through Authentic Instruction.
4. Designing Personalized Learning Experiences.
5. Establishing a Supportive Classroom Culture.
6. Facilitating Technology-Enriched Learning Environments and Experiences.
7. Facilitating Student Problem Solving Through Design and Computational Thinking.
8. Facilitating Student Creative Expression.
9. Teacher as Analyst.
10. Teacher as Collaborator.
11. Teacher as Citizen.
12. Teacher as Leader.
Appendix A: Technology in the Content Areas.
Appendix B: Assistive Technologies.
Appendix C: Safe and Healthy Use of Technology in Your Classroom.
Appendix D: Developing a Professional Portfolio.

• Katherine Cennamo

  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

  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.

• Peggy A. Ertmer

  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.

• Completely updated to align with the 2017 ISTE Standards for Educators, the third edition includes new content related to personalized learning, blended and online learning, design thinking, computational thinking (including using coding activities in the classroom), maker spaces, instructional design as both process and product and student data privacy.

• Content from the second edition is expanded to include a greater focus on both developing a problem-solving culture to engage students in complex problem solving and on authentic learning in support of deeper learning. The authors also place more emphasis on student-directed learning strategies and approaches, on innovative digital learning environments such as virtual and online learning contexts and on facilitating online and face-to-face discussions.

• Now available with MindTap Education to power students to become classroom-ready, reflective teachers. MindTap Education puts learning theory into practice to drive deeper concept application using video case exercises and rich scenario applications. Plus – as students work through MindTap, they are continually building their career e-portfolio in Pathbrite.

• As the only educational technology text organized around the 2017 Standards for Educators from the International Society for Technology in Education (ISTE), this edition is completely updated to align with the standards.

• Twelve chapters cover aspects of integrating technology across K-12 classrooms in general. In addition, four appendices examine scenarios of technology-enabled, student-directed learning for specific contexts and subject areas as well as special issues related to technology use (e.g., assistive technologies).

• Each chapter includes: reference to the ISTE standards addressed in the chapter, learning objectives and suggested portfolio activities to document students' progress toward meeting the ISTE standards. In addition, bold-faced terms within each chapter indicate key words that are defined in the glossary and listed at the end of the chapter.

• Students learn practical tips and insights gained from hundreds of teachers in technology-enabled learning environments. For example, more than 30 Stories from Practice (two to three per chapter) present real-life case studies, anecdotes, interviews and vignettes that show future teachers the ways technology has been successfully integrated into different classrooms and content areas.

• Tech Tools and Tips provide brief descriptions or examples of the latest technology tools, trends and strategies that are important to consider when planning technology integration.

• Activities empower readers to become self-directed learners who can make informed decisions regarding the use of technology throughout their teaching careers. For instance, the GAME Plan presents self-directed learning activities featuring four steps for building knowledge of technology integration (Set Goals, Take Action, Monitor and Evaluate and Extend). Other self-directed learning activities in Apply to Practice boxes prompt students to apply concepts from the chapter to practical teaching problems or to investigate topics in more depth.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

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