PGDE notes

The Technology Integration Planning Model

This model is designed to help teachers (especially those new to technology) plan for
effective classroom uses of technology. The model consists of five phases:

 TIP Model Phase 1: Relative advantage — Deciding on instructional
problems and whether or not a technology-based solution would be better
than other ways of addressing the problems. (See five questions at the
CARET web site that teachers can ask to determine if technology-based
methods have potential for impact on student learning.)

 Tip Model Phase 2: Objectives and assessments — stating desired
outcomes in terms of better student achievement, attitudes, and
performance; matching appropriate assessment strategies to each outcome.
(See especially from Kathy Schrock's Guide for Educators for good
samples of assessment instruments.)

 TIP Model Phase 3: Integration strategies — Deciding on teaching
activities that incorporate technology resources to enhance student
learning. (For some ideas for directed, constructivist, and combination
strategies, look at the Blue Web 'N website, a collection of links to
outstanding online lessons.)

 TIP Model Phase 4: Instructional environment — Deciding on resources
and conditions to put into place to support the activities.

 TIP Model Phase 5: Evaluation and revision — Collecting achievement
data and other information to determine if the activities were successful in
meeting desired outcomes, and what could be improved next time.

Essential conditions for technology integration

For technology to have the desired impact on improved teaching and learning, several
conditions must be in place:

 Shared vision for technology integration — This requires coordinated school and
district planning with teachers and other personnel at all levels, budgeting yearly
amounts for technology purchases with incremental funding, emphasizing teacher
training, matching technology to curriculum needs, and keeping current and
building in flexibility.

 Standards and curriculum support — Technology and content area standards are
designed to support each other

 Required policies — Policies are in place to ensure legal/ethical use, safe internet
use, and equity.

 Access to hardware, software, and other resources — There is adequate funding,
purchasing procedures are organized and effective, and procedures are in place to
set up and maintain technology resources.

 Trained personnel — Staff development that includes hands-on, integration
emphasis; training over time; modeling, mentoring, and coaching; and post-
training access to technology resources.

 Technical assistance — Continuing support for diagnostic and maintenance
problems for teachers' and students' computers.

Factors shaping the climate for technology integration:

These include current educational technology systems, configurations, and applications.
Issues include

1. Societal (economic, anti-technology positions, impact of the No Child Left
Behind Act)

2. Educational (standards movement, reliance on Internet and distance education,
and debate over directed vs. constructivist methods)

3. Cultural and equity (Digital Divide, racial and gender equity, special needs)
4. Legal and ethical (viruses/hacking, online plagiarism, privacy/safety, copyright,

illegal downloads/software piracy)
5. Emerging trends in hardware/software development: These include:

a. Wireless connectivity
b. Merging of technologies
c. Developments in portable devices
d. Increasingly high-speed communications (e.g., through cable modem and

DSL
e. Visual immersion systems, and
f. Intelligent applications.
6. New skills for the future: The International Society for Technology in Education
established the National Educational Technology Skills (NETS) for students,
teachers, and administrators. These document skills that will be essential in order
to take advantage of emerging technology capabilities. People often use
electronic portfolios to demonstrate technology and other skills they have
attained.

Unit 8

Integrating internet into the curriculum

Social Software

When the web was originally introduced to the world it was seen as a means of
dramatically improving the way in which people communicate and socialise. Tim
Berners Lee, inventor of the worldwide web, saw it as a place where people could
share information through a series of hyperlinked pages.

"In 1989 one of the main objectives of the WWW was to be a space in which anyone
could be creative, to which anyone could contribute." (Tim Berners Lee,
2005)Unfortunately, although the web became an excellent repository of information,
it became a place where only technically adept users and organisations would author
content. The arrival of new services (often referred to as 'Web 2.0') has helped to
remove many of the barriers preventing users from participating. Thanks to this wave
of new services we have seen a massive rise in the uptake of web authoring and
collaboration. The term this new wave of social activity has been given varies i.e.
Social Software, Social Media and Social Computing. The key word is 'Social'!

Social software tools, such as blogs, wikis and bookmark sharing services, offer
exciting new waysto communicate and collaborate online. Their potential is already
being keenly explored in teaching and learning, but they also offer considerable
possibilities for research and the business and community engagement (BCE) sectors
within higher and further education, since their flexibility and ease of use are
particularly well-suited to collaboration across different sectors.

As a recent article explained, "The advent of social software has brought a new culture
of sharing, and this time around, people are willing to give up some of their
knowledge..." (Tebbutt, 2007). Furthermore, social software's increased emphasis on
multimedia, as well as text-based content, means that universities can find new ways
of harnessing and making their knowledge and research accessible, thus creating what
has been described as "a new form of academic discourse", which harnesses the
exciting possibilities of new media. Let us now consider some social softwares that
can be used in the classroom.

Blogs

Short for 'weblog', a blog can be most easily described as a web-based diary. The
blog-owner regularly posts new entries diary-style, which are usually archived by
date. They are designed to be interactive, allowing others to post comments about the
blog entries, and usually incorporate links to other blogs of interest. Features such as
trackback and 'pinging' facilitate links between blogs, while syndication options
enable users to subscribe to blogs and digests. Increasingly, blogs incorporate
multimedia, and you can also upload and read them via mobile devices.

Originally, many blogs placed the emphasis on providing a digest of content from
other sites, though more recently, there has been a trend towards 'confessional' blogs,
where the owner publishes his or her thoughts, opinions and secrets. Blogs have
proved to be a very popular medium, with a new one being created every second, but
there is some scepticism as to their value - one rather cynical definition is "published
by people with nothing to say and read by people with nothing to do"! Nonetheless,
their ease of use, requiring no web publishing expertise or server setup, and the ability
to have an instant online showcase for your expertise, as opposed to the laborious and
cumbersome traditional academic publishing process, explains their particular appeal
to higher education and research communities.

Types of Blogs

Personal blogs

The personal blog an ongoing diary or commentary by an individual, is the traditional
most common blog. Personal bloggers usually take pride in their blog pists, even if their
blog is never read by anyone but them. Blogs often become more than a way to just
communicate: they become a way to reflect on life or works of art. Blogging can have
a sentimental quality. Few personal blogs rise to fame and the mainstream, but some
personal blogs quickly garner an extensive following.
A type of personal blog is referred in as micro blogging, which is extremely detailed
blogging as it seeks to capture a moment in time. Sites, such as twitter allow bloggers
to share thoughts and feelings instantaneously with friends and family and is much
faster than e-mailing for writing. This form of social media lends to an online generation
already too busy to keep in touch.

Corporate blogs

A blogs can be private, as in most cases, or it can be for business purposes. Blogs either
used internally to enhance the communication and culture in a corporation or extremely
for marketing branding or public purposes are called blogs.

Question blogging
It is a type of blog that answers questions. Questions can be submitted in the form or
through email or other means such as telephone or VOLP Qlogs can to display show
notes from podcasts or the means of conveying information through the internet. Many
question logs use syndication such as RSS as a means of conveying answers to
questions.

Mobile blogging
Moblie blogging (moblogging) is a form of blogging in which the user publishes blog
entires direclty to the web from a mobile phone or other moblie device. Mobile blogging
is popular among people with camera enabled cell phones which allow them toe e-
mail/mms or sms photos and video that then appear as entries on a web site, or use
mobile browsers to publish content directly to any of the standard blogging platforms
available.

Video blogging
Video blogging sometimes shortened to vlogging is a form of blogging for which the
medium is vieo. Entries are made regularly and often combine embedded video or a
video link with supporting text, image, and other metadata.
Video logs (vlogs) also often take advantage of web syndication to allow for the
distriction of video over the internet using either the RSS or Atom syndication formats,
for automatic aggregation and playback on mobile devices and personal computers (see
video podcast).
In other words, a vlog (or video blog) is a blog that contains video content. The small,
but growing, segment of the blogosphere devoted to vlogs is sometime referred to as
the vlogosphere.
Some bloggers have included video content for years. However, vlogging is becoming
more common as equipment becomes cheaper and supporting software and hosting and
aggregation sites become more prevalent. Both Yahoo and Google feature video
sections and many MP3 players, such as the hugely popular Ipad, support video.

Creating your Vlog
Anyone with access to a video capable camera and a relatively recent computer with a
high-speed connection can create a vlog and publish and distribute it online. Here’s how

1. Make your video and save it as a file on your computer. You can use easily
available software, such as windows movies maker, Quick Time or iMovie (for
Apple systems).

2. Compress your video file. Maker, imovie, avid free dv and final cut pro are
among the programs you can use to do this.

3. Set up a blog. Feedburner and Blogger.com are popular blog hosting sites
4. Make a screen capture of an image from your video to display in your blog.
5. Get your actual video content published online. Internet archive, blip TV and

OurMedia
6. Create your blog entry. Add the image and link to your video
7. Get an RSS feed with enclosures and publish your blog at Feedburner or a similar

site.

The vlogosphere is a very democratic arena. Unlike mainstream media, such as
television or commerical web sites, vlogs are not, for the most part, created to make
money. As a result, vloggers are free to make their content about whatever they
desire, no matter how controversial or esoteric the topic. Vlogging gives average
citizens an audience and a chance to make their voices heard.

How to do it?

There are a variety of blogging services available, many of which are free. When
choosing a service, you must take care to think about the configuration and
moderation options available – for example, do you want your blog to be open to all,
or just invited guests? Do you want people to log in before posting comments, or are
you happy to have a free-for-all? Do you want to host the blog on your local server, or
do you want the blogging service to do the hosting? Some of the major blogging
services include Blogger, Wordpress, and various services produced by Sixapart. A
useful feature comparison chart provides a summary.

Benefits and Barriers of Blogs

Potential benefits for users:

Critical and Analytical Thinking: A blog provides students with an opportunity to
demonstrate critical thinking skills and to employ language and writing principles that
demonstrate analytical thought and comprehension. Blogs also give students a

platform from which creative risks can be taken. As students are given writing
assignments for blog posts, they will learn the benefits of commitment, scheduling
and planning as they strive to meet deadlines and stay on topic.

Increased Exposure to Quality Content: As students apply various skills learned in the
classroom to writing a blog, the chances that they will encounter scholarly material
increases. When given a topic to write about, a student is likely to seek out data that
supports her point of view. He/she may find content from a variety of sources and,
through trial and error, will learn the difference between authoritative and non-
authoritative sources. Blogging is an effective educational tool and can be used as part
of the course requirements or as an extra credit endeavour. Either way, the blogs
should be relevant to material covered in the classroom.

Solitary and Social Interaction: A blog gives its creator a predominant space to
express individual views. Message boards highlight a group's thoughts more than they
do the thoughts expressed individually. Simply put, blogs provide a stage for a single
author, while message boards provide a stage for a group of individuals.

Potential barriers for users:

1. Confidentiality and quality concern. All the postings go to public unless the site
owner limits the access. It’s time consuming and involves a lot of efforts to
maintain the quality of the site quality and keep it on task. Public publication
can also result in becoming an easy target for spam or vandalism if not manage
properly.

2. Plagiarism and copyright issues. The publishers need extra caution not only to
make sure all the postings are original or the quotations from others are clearly
remarked, but also for prevention from outsiders stealing their intellectual
properties.

3. Hard to grade and assess. It can be overwhelming for educators to grade either
too many or too few entries are posted by students.

4. Users can be distracted easily. Once the students get connected with blogs or
wikis, they also have access to the entire virtual world and can get diverted
away from their tasks easily.

5. Lack of listening and speaking skill training. The activities are mainly
conducted in text writing. Not all language skills can be comprehended in

blogging related coursework, especially in listening and speaking. Writing may
be more casual than traditional assignment and can lead to sloppy writing
similar to email or text messaging.

Blogging with images

As noted above, those producing blogs are increasingly incorporating multimedia
content such as videos, audio clips, or photographs. Popular blogging software, like
Blogger or WordPress, make it fairly easy to insert or link to media content, although
sometimes additional plug-ins are required or will make the task easier. For those
serious about posting images, it's also possible to obtain specialist 'photoblog' software
or hosting services (see Photoblogs).

In addition to inserting one-off images into a standard blog entry, some blog software
or plug-ins will facilitate the creation of photo albums or provide close integration
with photosharing services such as Flickr (see section e below). Images can
sometimes be automatically pulled into a blog from these image sharing sites or
alternatively can be pushed out from these sites into a blog.

Increasingly image sharing sites are offering their own blogging tools. It's also often
possible to 'moblog' images directly from a mobile camera phone to a blog.

Blogs do not only provide a means of sharing images, they can also represent a useful
source of images. However, there can be some difficulties in searching for images
within blogs, since they are not consistently indexed by image search engines, and
there can also be issues of quality and copyright to consider.

INSTANT MESSAGING
An instant messaging application or client allows one to communicate with another
person over a network in real time in relative privacy. Popular clients include Gtalk,
Skype, Meebo, ICQ, Yahoo! Messenger, MSN Messenger, Pidgin (formerly Gaim) and
AOL Instant Messenger. One can add friends to a contact list or buddy list, by entering
their email address or messenger ID. If they are online, their name will be list as
available for chat. Clicking on their name ill activities a chart window with space to
write to the other person, as well as read their reply.
Instant messaging (IM) and chat are technologies that create the possibility of real-time
text-based communication between two or more participants over the internet or some

form of internal network/intranet. It is important to understand hat what separates chat
and instant messaging from technologies such as e-mail is the perceived synchronicity
of the communication by the use. Chat happens in real-time before your eyes. Some
systems allow the sending of message to people not currently logged on (offline
messages), thus removing much of the difference between instant messaging and e-
mail.
While many IM services have additional features such as the immidates receipt of
acknowledgment or reply, group chatting, conference service (including voice and
video), conversational logging and file transfer, those functions are beyond the scope
of this article.
IM allows effective and efficient communication featuring immediate receipt of
acknowledgement or reply. In certain cases instant messaging involves additional
features which make it even more popular, i.e 10 see the other party, eg by using web-
cams, or to talk directly for free over the internet.
It is possible to save a conversation for later reference. Instant messages are typically
logged in a local message history which closes the gap to the persistent nature of e-
mails and facilitates quick exchange of information like URLs or document snippets
(which can be unwieldy when communicated via telepjone).

Mobile instant messaging
Mobile instant messaging (MIM) is a presence enabled messaging service that aims to
transpose the desktop messaging experience to the usage scenario of being on the move.
While several of the core ideas of the desktop experience on one hand appl to a
connected mobile device, others do not: Users usually only look at their phone’s screen
– presence status changes might occur under different circumstances as happens at the
desktop, and several functional limits exist based on the fact that the vast majority of
mobile communication devices are chosen by their users to fit into the palm if their
hand. Some of the form factor and mobility related differences need to be taken into
account in order to create a really adequate, powerful and yet convenient mobile
experience: radio bandwidth, memory size, availability of media formats, keypad based
input, screen output, CPU performance and battery power are core issues that desktop
device users and even nomadic users with connected network.

Practical use in enterprise
The popular embrace of IM technology for sharing information has quickly led to
organizations adopting IM solutions for the perceived advantages that can be brought
by it. As organizations are becoming more information based the need for effective
knowledge sharing working and collaborative environment amongst employees has
become vital, especially within more geographically dispersed teams.

Typically, IM conversations tend to have a certain ‘character’, they are often short and
only cover one topic. Media-switching and multitasking are common throughout,
however, IM might also be used between established coworkers and friends for longer,
more intermittent conversation. In their report of IM use at the workplace Nardi et al.
identifies the four primary functions of IM which are often cited in other reports. These
primary functions are:

 Quick questions and clarifications
 Coordinating and scheduling tasks
 Coordinating impromptu social meetings
 Keeping in touch the friends and family
IM perhaps best suited to “Quick questions and clarification” as this is the most often
mentioned attribute in other reports. A user can ‘respond rapidly without the overhead
of telephone or FTF interaction. For example, IDC reports, “Users see IM as a medium
for quick, semi-permanent ‘flashes’ that beg a near-immediate response” (Isaac et al,
2002). Nardi’s second and third observations are enabled in part due to the “Presence
Awareness” feature if IM clients in which the user knows who is “available”. This is
the most relevant for colleagues who share the same physical space as each other and
even paves the way for other mediums to take up the task of communication e.g F2F or
phone. The implication is that viable communication of any sort can in someway be
encouraged through IMs “Presence Awareness” feature (Isscs et al, 2002) supports this
view. “IM in business might not be main tool for of communication, it could just be the
meeting point for another type of media e.g conference call.

Multimedia messaging service
Multimedia messaging service (MMS) is a new standard in mobile messaging. Like
SMS (Short Messaging Service), MMS is a way to send a message from one mobile to
another. The difference is that MMS can include not just text, but also sound, images
and video. It is also possible to send MMS messages from a mobile phones to an email
address.
In other words, multimedia messaging service (mms) is an upgraded version of the sms
(short messaging service) through which you can send and receive multimedia
messages such as texts, pictures, video clips, audio clips, with any other compatible cell
phone. It’s an advanced messaging service that lets users multiple media in one single
message to one or more recipients.

Formats that can be embedded within mms include
 Text (formatted with fonts, colours, etc)
 Images (JPEG, GIF, MIDI)
 Audio (MP3, MIDI)

 Video (MPEG)
Images could be downloaded from WAP selected from a menu within the phone or
could even be photos taken using a built-in cemera if the phone has one (e.g the Nokia
7650, sony ericsson t300, etc) mms is an extension of the mms protocol, making its
usage familiar to existing sms users. An mms message is a single entry, not a collection
of attachments. One of the main practical difference between mms and sms is that whilst
sms message are limited to 160 bytes, an mms message has no size limit and could be
many Kbytes in size, or even larger. mms requires a third generation (3G) network to
enable such large messages to be delivered, although smaller messages can be sent even
with second generation network using GPRS.
Whilst mobile phone users and send their own mms messages, perhaps the biggest use
of mms is likely to be companies sending mms messages to subscribers, enquires or
customers. For example, a company could send visitors an mms map to help them find
their office. Other possible application include weather reports & sport bulletins, etc.
The first mms capable phones started to appear in 2002, and the standard looks set to
become very widely used on the years ahead. Different manufactures are introducing
mms technologies in different ways. For example, Nokia are introducing mms directly
into their latest phones, whilst sony ericsson is introducing phones that have ems
(Enhanced messaging service). Ems is a halfway house between sms and mms,
providing some of the features of mms (e.g formatted text, simple pictures, simple audio
such as ringtones, and even some animation). Ems is a technology that is designed to
work with existing networks, but will ultimately to made obsolete by mms.
How multimedia messaging, how can create a multimedia message. The answer is quite
simple you can take pictures with your builot-in cemera phone, upload audio or video
clips in your cell phone via the internet or via a USB port or Bluetooth wireless
technology. The only condition is that the recipient should have a compatible cell phone.
If your phone does not support mms. You cannot send and receive multimedia message
via mms.
Once you send the mms file to the recipient, and if the recipient phone is switched off,
in that case also your message will be sent. The recipient will receive the mms as soon
as the phone is switched on. In non-roaming, situation, the message goes directly in to
your phone and is downloaded automatically message via mms.
Each multimedia message may contain most than one page, just like a PowerPoint slide
show.
Each page may contain some text audio file or video clips attached, with specified
period.
There is generally procedures to understand how mms works in this procedure, a photo
is been sent to another compatible phone.

 Step one: take a photo from your built-in camera phone or download via the
internet

 Step two: personalize the text, graphics, audio or video clips.
 Step three: add recipient number and sent
The recipient on the other side will receive a message alert, once he opens the message,
a picture message will appear on screen. If there is any text, it will appear below the
image. In case, you will sent mms to non-compatible cell phone – the recipient will a
sms with default line, “You have been sent picture message!”

Challenges that exist with mms
 Adaption of multimedia content: there may be a difference in the compatibility
of multimedia content for different brands of cell phones. If the network operator
is supporting your content adaption – you can enjoy: compatibility with more
networks and vice vera.
 Cell phone configuration: multimedia messaging to a large number of
subscribers, there correctly placed in you handset. Sometimes, due to poor
configuration, you may not receive messages.
 Bulk massage sometimes, if you send mms to a large number of subscribe there
might be some difficulty in sending messages. Now transactional overloads are
being optimized.
Moreover, there are several similar terms such as enhanced messaging service ems
– very similar to sms (short messaging service), allowing you to send or receive
messages with some special text formatting options such as bold, sound effect, icons
etc

Wikis
A wiki is a web page whose content can be edited by its visitors. Examples include
wikipedia, wiktionary, the original porland and pattern repository wiki.
Meatballwiki, community wiki, and wikisource. In other words, a wiki is a collection
of web page designed to enable anyone who accesses it to contribute or modify
content, using a simplified markup language. Wikis are often used to create
collaborative websites and to power community websites. The collaborative
encyclopedia wikipedia is one of the best-known wikis. Wikis are used in business
to provide intranets and knowledge –Management systems. Ward cunningham,
developer of the first wiki software, wikiwikiweb, organally described it as “the
simplest online database that could possibly work”
Wiki ca n also be seen as a piece of serve software that allows users to freely create
and edit web page content using any web brower. Wiki supports hyperlinks and a
simple text syntax for creating new pages and crosslinks betwen internal pages on
the fly.

Wiki is unusual simple concepts, “open editing” has some profound and subtle
effects on wiki usage. Allowing everyday users to create and edit any page in a web
site is exciting in that it encourages democratic use of the web and promotes content
composition by notechnical users.

Characteristics
 A wiki invites all users to edit any page or to create new page within the wiki
site, using only a plan-vanilla web brower without any extra add-ons
 Wiki promotes meaningful topic assoications between different pages by
making page link creation almost intuitively easy adn showing whether an
intended target page exists or not.
 A wiki is not a carefully-crafted site for casual visitors. Instead, it seeks to
involve the visitor in an ongoing process of creation and collaboration that
constantly changes the web site landscape.
A wiki enable documents to be written collaboratively, in a simple markup
language using a web browser. A single page in a wiki website is referred to a a
“wiki page” while the entire collection of pages, which are usually well
interconnected by hyperlinks, is “the wiki”. A wiki is essentially a database for
creating, browing and searching through information.

A defining characteristic of what technology is the ease with which pages can be
created and updated. Generally, there is no review before modification are accepted.
Many wikis are open to alteration by the general public without requiring them to
register user accounts. Sometimes logging in for a session is recommended, to create a
“wiki-signature” cookie for signing edits automatically. Many edits, however ccan be
made in real-time and appear almost instantly online. This is facilitate abuse of the
system. Private who serves require user authentication to edit pages and sometimes even
to read them.

Podcasting
Podcasting is quickly becoming a buzz word among the techie crowed. So what

is podcasting anyway? Podcasting is online audio that is delivered via an RSS feed.
Many people liken podcasting to radio on demand. However, is reality, podcasting gives
far more options in terms of content and programming than radio does. In addition.,
with podcasting, listeners can determine the time and place, meaning they decide what
programming they want to receive and when they want to listen to it.
Listeners can retain audio archive to listen to at their leisure. While blogs for
automatically bloggers into journalists, podcasting has the potential to turn podcasters
into radio personalities.

Podcasting in another term is used to describe a collection of technologies for
automatically distributing audio and video programs over the internet…………….
Podcasting enables independent produces to create self-published, syndicated “radio
shows”, and gives broadcast radio or television programs a new distribution method.

An digital audio player or computer with audio playing software can play podcasts. The
term “podcast” however, still refers largely to audio content distribution. A podcast is

not the same as a webcast, which normally refers to a show distributed by streaming

media.

Podcasting is one of the most exciting and wonderfully disruptive technologies

to emerge in recent history. Podcasting is exciting because any one can get involved,

express themselves exchange ideas, or pitch their products. Whatever interests people

have there is a place for them in podcasting.

Podcasting puts the power to communicate the hands of the individuals. Thousands (at

the time of the writing of this book) of people are already involved, each as their

podcast. The price of admission is some basic equipment and a desire to communicate

that all podcasts, with their first podcast can reach a more geographically diverse

audience than a radio station with the most powerful AM/FM transmitter in the world.

The whole world really is listening. Access to such a huge potential audience a privilege

once reserved only for large corporations and governments, but podcasting has changed

everything. The individual has been empowered and given voice-this means you

podcasting can be used for.
1. Self-Guided Walking Tours – Informational content
2. Music – Band promotional clips and interview
3. Talk shows – industry or organizational news, investor news, sportscasts, new

courage and commentaries
4. Training – Instructional informational materials
5. Story – story telling for children or the visually – impaired

Podcasting is the syndication of audio files using RSS. Podcasting works the same

as a standard RSS feed reader or news aggregator, the your RSS feed reader or

aggregator, you can an audio file in it. Instead of reading content in your RSS feed

reader or aggregator, you can listen to the contents of your feed using a reader or

aggregator that supports podcasting or you can listen to them on an iPad or similar

device. While podcasting was named for the iPad, you do not have an iPad to listen

to a podcasts can be displayed on websites with clickable links to audio files and
many of the standard RSS readers, like FeedDemon’s latest beta have begun

supporting audio enclosures.

The audio file that makes the feed a podcast rather than a student RSS feed is
contained in the enclosure’ tag. The easiest way to think of this is an e-mail

attachment.

Although the “enclosure “tag is not new to RSS feeds and has been include in the
RSS v2.0 specification tag. The easiest way to think of this is an e-mail attachment.
Webmasters are finding creative ways to provide media-rich content. The
syndication aspect and potential increase in audience size are an attractive lure.
Listeners benefit from podcasting because, like RSS, podcasting is a means to
publish content that ultimately gives the recipient the control over the information
they want to see or hear.

STEPS TO PODCASTING- RESOURCES FOR STEP BY STEP
PODCASTING
1. Create audio file (see audio recording software)
2. Add the audio file to an RSS 2.0 feed (see create podcast)
3. Tell the world about your podcast (see submit podcast)

Social media

Social media are computer-mediated technologies that facilitate the creation and
sharing of information, ideas, career interests and other forms of expression via virtual
communities and networks. The variety of stand-alone and built-in social media
services currently available introduces challenges of definition; however, there are
some common features:

1. Social media are interactive Web 2.0 Internet-based applications.
2. User-generated content, such as text posts or comments, digital photos or

videos, and data generated through all online interactions, are the lifeblood of
social media.
3. Users create service-specific profiles for the website or app that are designed
and maintained by the social media organization.
4. Social media facilitate the development of online social networks by connecting
a user's profile with those of other individuals or groups.

Using social media in education

Students can share their life experiences with the class using Instagram.

Students react to homework and lessons by blogging.

Classrooms can connect over Skype using projectors.

A classroom full of students can create the ultimate guide to just about anything
using wikis.

Tips for Effective Internet Searching
1. Key words
- List keywords that define your topic – these will become your search terms.
- Be as specific as possible eg Labrador rather than Dogs
Example: What percentage of Australia’s electricity comes from wind power?
Key words might be: wind, power, Australia, electricity

2. Use quotation marks for exact phrases
eg “wind power” will result in web pages where that phrase appears. There will be
fewer sites than if we searched for wind and power separately.

3. Boolean searching : Use + and – to narrow your search
“wind power” +Australia “wind power” AND Australia
Use + or AND to include all words.
“wind power” + Australia –jobs “wind power” AND Australia NOT jobs
Use – or NOT to exclude words you do not want.
IMPORTANT – do not use a space between the + and – signs and the search term
eg –jobs not - jobs
[

4. Advanced search option in Google
Click the Advanced Search button at bottom of Google start or results page to
refine your search by date, country, amount, language, or other criteria.

5. Browser History
Handy to find webpages you may have used previously or dismissed.

6. Searching the webpage – use Ctrl+F
Once you’ve found a webpage that looks useful, use the Search window on the

webpage, or press CTRL+F to open the FIND box.
Type the word or phrase you are looking for and then press ENTER.
Click the Highlight All Matches button to show or hide all matches on the page.
To filter the matches, press Options, and then click one or both of the following:
• Match Whole Word Only.
• Match Case.
Click Next or Previous to move from one matched word or phrase to another

7. Use different search engines
www.yahoo.com ; www.ask.com ; www.boolify.org ; www.duckduckgo ;
www.bing.com

8. Evaluating websites
-What can the URL tell you? .gov .edu .org .au
- Who is the author? Is he/she a qualified authority on the subject?
You should be able to contact them through an ‘About us' or ‘Contact'
section.
-Why was the website created? Is there bias?
- Is it current?
- Does the page have overall integrity and reliability as a source?

Unit 9

Teaching with the Basic Three Software Tools:
Word Processing, Spreadsheet, and Database Programs

1. Overview of the "Basic Three": Three software tools that are considered
basic educational resources are:
 Word processing — Programs that allow people to produce typed
documents on a computer screen. Benefits of using them include saving
time, improving document appearance, and allowing easy exchange of
work.
 Spreadsheets — Programs designed to organize and manipulate
numerical data. Benefits of using them include Saving time, organizing
displays of information, and increasing motivation to work with
mathematics
 Databases — Programs that allow users to store, organize, and manipulate
information, including both text and numerical data. Benefits of using
them include reducing data redundancy (the number of places data must
be stored), saving time locating and/or updating important information,
allowing comparisons of information through searches across files, and
revealing relationships among data.

2. Productivity applications for the three basic software tools: These include:
 For word processing — Creating handouts or other instructional
materials, lesson plans and notes, reports, forms, letters to parents or
students, flyers, and newsletters
 For spreadsheets — Keeping club and classrooms budgets, preparing
performance checklists, and keeping gradebooks
 For databases — Inventorying and locating instructional resources, data
mining for planning and reporting, using information on students to
respond to questions or perform required tasks, and sending personalized
letters to parents and others.

3. Teaching and learning tasks that each kind of tool can support are:
 For word processing — Supporting the learning of writing processes,
using a dynamic group process approach, assigning individual language,

writing, and reading exercises, and encouraging writing across the
curriculum
 For spreadsheets — Making possible visual teaching demonstrations; and
supporting student products, mathematical and what if? problem solving,
storing and analyzing data, and projecting grades
 For databases — Teaching research and study skills, understanding the
power of information "pictures," posing and testing hypotheses, and
searching for information during research

Teaching with Software Tools beyond the Basic Programs

1. Materials generators: Tools that help teachers and students produce
instructional materials. They include: desktop publishing software, test
generators and rubric generators, worksheet and puzzle generators, IEP
generators, graphic document makers, and PDF and forms makers.

2. Data collection and analysis tools: Tools that help teachers collect and organize
information that indicates student progress. They include: electronic gradebooks,
statistical packages, student information systems, and online and computer-based
testing systems, and student response systems.

3. Graphics tools: Tools that allow manipulation of images to illustrate documents
and web pages. They include draw/paint programs, image editing tools;
charting/graphing tools; and clip art, photo, animation, sound, video, and font
collections.

4. Planning and organizing tools: Tools that help teachers and students
conceptualize, organize, and communicate their ideas. They include outlining
and concept mapping software, lesson planning software, and scheduling/time
management tools.

5. Research and reference tools: Tools that let students look up information in
electronic versions of encyclopedias, atlases, and dictionaries. They include
electronic versions of the following tools: encyclopedias, atlases and mapping
tools, and dictionaries and thesauruses.

6. Content area tools: Tools that support teaching and learning activities in various
content areas. They include CAD systems, music tools such as music editors and
sequencers, reading tools, Microcomputer-based labs, graphing calculators and

calculator-based labs, and Geographic Information Systems and Global
Positioning Systems.

Unit 10

Teaching with Instructional Software

1. Types of instructional software: Instructional software packages are computer
programs designed specifically to deliver or support one or more kinds of
learning activities. These programs can serve one or more of the following five
functions:
 Drill and practice — Students work example items, usually one at a time,
and receive feedback on their correctness. See Transparent Software's
Before You Know It series for some good examples of software products
that include drill functions.
 Tutorial — These provide an entire instructional sequence similar to a
teacher's classroom instruction on a topic. See tutorial products available
from the American Education Corporation to help students prepare for
important state and national tests. Note that each software title is correlated
to state and national curriculum standards.
 Simulation — These are computerized models of real or imagined systems
that are designed to teach how the system works. See examples of some of
the most popular simulation software titles for: business mathematics (e.g.,
Hot Dog Stand by Sunburst), social studies (e.g., Decisions, Decisions 5.0
by Tom Snyder, a Scholastic Company; and the SimCity series by Maxis,
Inc.), and science (PhysLink, Inc. and Chemistry Software.com.)
 Instructional game — These activities are designed to increase
motivation by adding game rules and/or competition to learning activities.
Probably the most famous instructional games are: Math Blaster®,
available from Education.com; and the Carmen Sandiego® series,
available from riverdeep.com.
 Problem solving — These programs serve one of three purposes: (1) foster
component skills involved in solving problems, (2) teach or provide
practice in general approaches to problem solving, or (3) teach or provide
opportunities to practice solving various problems in specific content
areas. See Riverdeep's Thinkin' Things Collection and Zoombinis Series
and Sunburst's Factory Deluxe for good examples of problem solving
software.

2. Integrated learning systems: These products offer computer-based instruction
and other resources to support instruction, along with summary reports of student
progress through the instruction; all are provided through networked or online
sources. Now often referred to as "software solutions" or "technology solutions,"
the top software solutions or ILS companies are:
 Compass Learning Systems. See assessment system features they offer to
help teachers diagnose and remedy student deficits.
 Pearson Digital Learning. SuccessMaker Enterprise uses more directed
strategies, while KnowledgeBox takes a more constructivist approach.
 PLATO Learning. They offer both assessment solutions and accountability
solutions.
 Rennaisance Learning. They offer professional development options to
help teachers use their products more effectively.

3. Using instructional software to meet classroom needs: Instructional software
functions can meet each of the following classroom needs. Look at the company
websites given above for examples of packages that can address each of these
needs:
 Drill and practice — Supplementing or replacing worksheets and
homework exercises, preparation for tests
 Tutorial — Self-paced reviews of instruction, alternative learning
strategies, and instruction when teachers are unavailable
 Simulation — In place of or as supplements to lab experiments, in place
of as supplements to role-playing, in place of or as supplements to field
trips, to introduce or clarify a new topic, to foster exploration and problem
solving, and to encourage cooperation and group work
 Instructional games — Use in place of worksheets and exercises, to teach
cooperative group working skills, and as a reward
 Problem solving — To teach component skills in problem solving
strategies, provide practice in solving problems, and to encourage group
problem solving

4. Planning lesson activities that integrate instructional software: To see
examples of lessons that can serve as models for how best to integrate
instructional software, see the Technology Integration Workshop DVD that
accompanies this text. (Search by software function.) Companies that market

instructional software often provide lessons that illustrate how to integrate their
products. For example, see Riverdeep's lesson projects.
5. Evaluation of instructional software: Courseware evaluation is reviewing
software according to set criteria in order to determine its quality and
appropriateness for a given instructional purpose. To accomplish this, teachers
use a set of essential criteria that focus on: instructional design and pedagogical
approach, content, user interface, and technical soundness. They may also use
optional criteria to help them decide between two or more packages that meet
basic criteria. These focus on: Instructional design, interface/navigation, teacher
use, presentation, technical, and publisher support. Software evaluation criteria
and procedures vary but all have many criteria in common.

Unit 11

Applying technology to instruction in different subject areas
Technology in English and Language Arts Instruction

1. Issues in English and language arts instruction. These include:
 Expanding the definition of literacy
 Exploring new instructional practices
 Making decisions on keyboarding instruction
 Creating social learning environments
 Working with diverse learners, motivating students
 Teachers' growth as literacy professionals (see the English/Language Arts
standards)

2. Integration strategies for English and language arts. Strategies for integrating
technology into this area include three general areas:

 Language skills development (see the Intellitools and Educational Insights
websites for examples)

 Literacy development (see Renaissance Learning's Accelerated Reader as
an example)

 The process writing approach (see Inspiration Software's concept map
software for outlining)

Technology in English Language Learning
Technology Integration Strategies
Authentic Oral and Written Practice

• Multimedia software and interactive storybooks
• Learning games on handhelds
• Language labs
• Radio broadcasts

Practice in Language Subskills
• Language skills
• Vocabulary sets
– English Zone – www.english-zone.com
– ESL Bears – www.eslbears.homestead.com
– Tower of English – www.towerofenglish.com

Text Production
• Word processing in target language
• Authentic use of language

Virtual Field Trips - Immersion
• Pre-trip
• Virtual trip
– www.virtualfreesites.com/museums.html
• Post-trip

Virtual Collaborations
• Email
• Between students
• Between classes
– Global Schoolnet www.globalschoolnet.org

Technology Integration Strategies for Mathematics
Using Virtual Manipulatives

• Numbers and operations
• Modeling

Fostering Mathematical Problem Solving

• Tool for solving problems
• Graphing data
• Calculator-Based Labs (CBLs)
• Handheld labs
• Spreadsheets
Representations of Mathematical Principles
• Symbolic
• Verbal
• Graphical
• Interactive/dynamic geometry software
Implementing Data-Driven Curriculum
• Data analysis
• Realistic statistics
• Investigations
• Graphs

Supporting Math-related Communications
• With other students
• With experts

Motivation for Skill-Building and Practice
• Basic skills
– Boxer Math – www.boxermath.com
– PLATO Learning – www.plato.com
– Early Math and Science – www.pearsondigital.com

Advanced skills

Technology Integration Strategies for Science Instruction
Supporting Authentic Science Experiences

• Scientific inquiry
– Hypothesis
– Collecting data
– Analyzing data
– Communicating results

Support Scientific Inquiry Skills
• Locating information to investigate scientific issues and questions
• Collecting data
• Visualizing data and phenomena
• Analyzing data
• Communicating results

Supporting Science Concept Learning
• Simulating and modeling scientific processes

Assessing Science Information and Tools
• Data for investigation
• Currency

Teacher Support
• Lesson plans
• Articles
• Curriculum projects
• Projects
• Professional development
• Idea exchange
• Teaching strategies

Useful Websites for Mathematics Instruction
• National Science Teachers Association
- http://www.nsta.org
• Eisenhower National Clearinghouse (ENC)
- http://www.enc.org
• NASA websites
- http://www.nasa.gov
- http://dlcenter.larc.nasa.gov
- http://edspace.nasa.gov

Technology in Social Studies Instruction
Technology Integration Strategies for Social Studies
Simulated Problem-solving Environments

• Simulations
– The Oregon Trail

– Making History
– Decisions, Decisions
– International Communication and Negotiation Simulations

Graphic Representations
• Spreadsheets
• Timelines
– Neighborhood MapMachine
– Timeliner
– The Graph Club
– GraphMaster

Virtual Trips
• Objectives
– Help students synthesize what they learned
– Prepare students
– Provide students with information about areas they are unable to visit
– Provide students with information about areas their teacher visited

Sample Trip Sites
– Bodie, California

http://www.bodie.net
– Paris Yellow Pages

http://photos.pagesjaunes.fr/

Student Telecollaborations
• Email
• Internet Projects

Sample Telecollaboration Sites
– Virtual Architecture

http://virtual-architecture.wm.edu
– Global SchoolNet

http://www.gsn.org
– International Education and Resource Network http://www.iearn.org

Electronic Storytelling
• Stories of lives, events, or eras
• Personal narratives
• Create their own images
• Authentic authoring

Sample Storytelling Sites
– Digital Diaries

http://www.adobe.com/educaiton/curriculum/exchange/winnebago.html
– National Archives and Records Administration

http://www.archives.gov

– Oral History Society Home Page

http://www.oralhistory.org.uk

Digital Information Critiques
• Critically evaluate digital information
• Analyze images

Sample Digital Information Critique Sites
– The Camera Always Lies

http://www.medialit.org/reading_room/article639.html
– Media Construction of War

http://ww.ithaca.edu/looksharp/
– Don’t Buy It

http://pbskids.org/dontbuyit/

Electronic Research
• Politics, economics, and current events
• Currency, up-to-date
• Data pictures

Sample Electronic Research Sites
– U.S. Congress

http://thomas.loc.gov
– Census in Schools

http://www.census.gov/dmd/www/teachers.html
– Multiculturalpedia

http://www.netlaputa.ne.jp/~tokyo3/e/

GIS and GPS Lessons
• Geographic Information Systems (GIS)
• Global Positioning Systems (GPS)
– Geocaching

Sample GIS and GPS Lesson Sites
– Math Lessons with GPS

http://www.teacherlink.org/content/math/activities/gps.html
– Science/Geography Lessons with GIS and GPS

http://education.ssc.nasa.gov/fad/

Practicing Factual Information
• Drill and practice
• Instructional games
• Pay-to-view Internet sites
• Sample Factual Information Sites

– States Web Games
http://www.sheppardsoftware.com/web_games.htm

– Classroom Jeopardy
http://www.riverdeep.com

Technology in Music and Art Instruction
Technology Integration Strategies for Music Instruction
Music Composition and Production

• Sequencers
– Aural domain

• Notation software
– Visual domain
– MIDI
– Digital audio editing
– Music notation

Music Performance
• Notation software
– Rearranging
– Recreating
– Transposing
– Simplifying

Self-Paced Learning and Practice
• Tutorial
• Drill
– Practica Musica

Music History
• Internet
• Website construction
• Multimedia projects

Interdisciplinary Strategies
• Multimedia-based projects
• Music integration
• Student composers

Music and physics

Technology Integration Strategies for Art Education
Accessing Art Examples for Classroom Use

• Internet sites
– Lists
– Searches

• DVD and CD collections
Creating Teaching Examples and Materials

• Presentation software – “slide lectures”
– Scanning
– Digital photography

Producing and Manipulating Digitized Images
• Digitizing equipment
– Graphic scanners
– Video capture
– Digital camera
• Manipulate
– Software
– Hypermedia

Graphic Design and 3D Modeling
• Cell-type animation
• Tweening/morphing
• Image manipulation/editing
• Special effects

Supporting Desktop Publishing with Graphics
• Brochures
• Newsletters

Virtual Field Trips to Art Museums
• Access

• Limitations

Sample virtual field trip sites
– Louvre Museum http://www.louvre.fr/anglais/visite/vis_f.htm
– National Gallery of Art http://www.nga.gov
– Masters of Photography

http://www.masters-of-photography.com/
– International Sculpture Center http://www.sculpture.org

Creating Movies as an Art Form

• Digital video software
– iMovie
– MovieMaker
– QuickTime

• Create movies from:
– Drawings
– Photography
– Digital video
– Digital audio

Using Computerized Kilns
• Pottery

• Saves student time
• Produces better quality products
• Controls

– Temperature
– Time
– Cooling process
Sharing Students’ Creative and Research Works
• Electronic publishing
• Videos
• Presentation software
• Electronic portfolios

Technology in Physical Education and Health Education
Issues and Problems: Physical Inactivity

• Today’s children are less physically active
• Technology potential
• Motivating to increase physical activity
• Active Software

– Downhill Skier
– Dance Dance Revolution
– Golf
Issues and Problems: Instructional Time
• Refocus of school priorities to meeting standards in content areas and with
testing

• Less emphasis on health and physical education
• Recommendations

– 50 hours of health instruction per year
– (K-5) 150 minutes of physical education instruction per week
– (6-12) 225 minutes of physical education instruction per week

Issues and Problems:

Accuracy of Health and Physical Education Resources

With the wide range of information on the Internet, students need to:
• Become more information literate
• Become good consumers of health and fitness production and information
• Differentiate between accurate and inaccurate information in a health and

fitness context

Issues and Problems: Handling Controversial Health Issues
• Too many issues?
• Special interest groups
• Controversial issues
– Human sexuality
– Date rape
– Suicide
– Drugs
– Character
–

Technology Integration Strategies for Physical Education and Health Education

Technology and Standards
• Technology can:
– support improvements in fitness (PE 3, 4)
– develop and improve motor skills (PE 1, 2)
– improve students’ beliefs and interactions related to physical activity (PE

5, 6)
– access and enhance personal health (HE 3, 6)
– support procurement of valid health information (HE 1, 2, 4)
– influence others’ health behaviors (HE 5, 7)
– support interdisciplinary instruction

Technology Integration Strategies for Physical Education and Health Education

Supporting Improved Fitness
• Devices and software to analyze, monitor, and improve fitness
• Exercise equipment
• Monitors

– Blood pressure devices
– Body composition analyzers
– Pedometers
• Software
– Fitness
– Nutrition

Developing and Improving Motor Skill Performances
• Information
• Modeling
• Feedback
• Self-analysis

Shaping Students’ Beliefs and Interactions Related to Physical Activity

• Affective domain
• Limited software
• Numerous videos and Internet sites
• Keypals

– Ask an expert (athlete, biomechanist)

Helping Students Assess and Enhance Personal Health
• Motivated by connection between material and themselves
• Information is not enough
• Software guides to making changes
– Nutritional analysis programs
– Risk assessment programs

http://hin.nhlbi.nih.gov/atpiii/calculator.asp

Helping Students Obtain Valid Health Information

• Before: primary source books and class

• Today: books, classes, Internet, software

• Need: ability to distinguish between accurate and inaccurate information

Influencing Health Behaviours
• Mentoring
• Email
• Videoconferencing
• Online projects
– WebQuests
• Video simulations

Supporting Interdisciplinary Instruction
• Subject areas supporting each other
– Physical education: benefits of training and conditions
– Health: diet and physical activity
– Science: digestive system

– Math: calorie problems
– Technology: Internet research and multimedia project development tools

Technology in Special Education
Issues and Problems:
Requirements of Inclusive Classrooms

• Education Participation
– Self-contained
– Mainstreamed
– Inclusion

• General classrooms today need
– Appropriate modifications for access
– Assistive technology support

Universal Design for Learning

Universal Design
• Curb “cuts” to education
• Design educational experiences for everyone
• Disability accessibility software as part of operating system
• Center for Applied Special Technology (CAST)
– http://www.cast.org/naec

Technology Integration Strategies for Special Education
Strategies for Students with Mild Disabilities

• Reading skills
– Software, interactive storybooks, text-to-speech

• Writing skills
– Word prediction, speech-to-text, speech synthesis

• Math skills
– Specialized calculators, graphing software

Strategies for Students with Moderate and Severe Disabilities
• Functional Skills Software
– Daily living skills
• Alternative Access to Computers
– Alternative keyboards

Strategies for Students with Physical Disabilities
• Assistive technology controls

– Joystick
– Switch

Strategies for Students with Sensory Disabilities
• Vision
– Canes and sensor technology
– Tools to convert printed information
– Screen readers
– Screen magnification
• Hearing
– Visual feedback
– FM amplification systems

Strategies for At-Risk Students
• Learning difficulties
– Remembering things to do
• Reminder services
– Inability to read and comprehend
• Digital text & text-to-speech
– Difficulties in written expression
• Word prediction
– Difficulties in math
• Virtual math manipulatives
– Lack of motivation
• Locus of control

Strategies for Gifted/Talented Students
• Electronic Communities
• Research
• Interactive and multimedia presentations

Though many educators tend to think of technology as devices,
Saettler reminds us that the definition of educational technology
encompasses:

Changing resources.
Combination of hardware and software.
Combination of media and computer devices.
Technology tools and processes.

To educators who belong to the International Society for Technology
in Education (ISTE), educational technology has been viewed
primarily as:

various kinds of media.
a set of vocational tools.
computers and related devices.
computer systems.

This textbook focuses on computers rather than other technologies.
Which is NOT a reason for this focus?

Educational technology refers primarily to computer equipment.
Computer systems take the place of many other kinds of media.
Computer systems are more complex than other kinds of media.
It is easier for educators to see how to integrate less complex media.

Computer applications were first used in schools in the:

1960s.
1970s.
1980s.
1990s.

Which programming language came into widespread use in the 1980s
as a tool for implementing non-traditional instructional approaches?

C++
ILS
BASIC
LOGO
Who is sometimes called the "grandfather of CAI" for his pioneering
work at Stanford?

Patrick Suppes
Paul Saettler
Andrew Molnar
Arthur Luehrmann
Who is said to have coined the term "computer literacy"?

Paul Saettler
Patrick Suppes
Andrew Molnar
Arthur Luehrmann

Why did interest in mainframe-based Computer Assisted Instruction
decline during the 1970's?

Teachers lacked control over CAI curriculum.
Teachers lacked programming skills to develop CAI.
Schools couldn't locate enough high-quality CAI programs.
Schools weren't close enough to universities that offered CAI.

What have we learned from the past history of educational
technology?

Technology is the most expensive instructional method.
Teachers will remain an integral part of education.
Schools must commit more funds to network purchases.
Educators must specialize in one area of technology.

What was a major turning point in the modern history of educational
technology?

Development of computer management systems
Development of integrated learning systems
Introduction of mainframe systems
Introduction of microcomputer systems

What is one rationale that can help justify the high costs of keeping
up with technology?

Research has shown conclusively that computer-based methods
make learning more efficient.
Research has shown conclusively that computer-based methods
increase achievement.
Computer applications can often help students visualize problem
solutions.
Learning to program can often make students better problem solvers.

Which is NOT a current condition that stresses the importance of
agreement on the benefits of technology in education?

Technology costs are decreasing.
There is a perceived lack of evidence of technology's benefits.

Teachers are not using technology as much as expected.
The accountability movement has placed a higher premium on
research evidence for educational practices.

Which is a societal issue that shapes the use of educational technology
in schools?

Concerns of critics of technology.
The expectation that more funding will enable increased technology
purchasing.
The importance of technology in comparison to other education
programs.
The support of the No Child Left behind Act of 2001 for technology.

Which is an equity issue related to technology uses in instruction?

Fewer technology courses are available to female students.
Fewer technology courses are available to minority students.
Disadvantaged students lack the ability to use computer
applications.
Disadvantaged students lack access to higher-level computer uses.
True-False
This activity contains 10 questions.

In 1994 the World Wide Web transformed educational technology.

True
False

National Educational Technology Standards have been developed for
students, teachers, and administrators.

True
False

Researchers identified a strong impact of learning to program in
Logo on mathematics skills.

True
False
Current, capable technology resources offer quick, easy, and
universal educational solutions.

True
False
Teachers should become producers of their own software and
technology-based teaching materials.

True
False
Teachers will always be more important than technology.

True
False
Studies show technology can develop higher order thinking and
problem-solving skills.

True
False

Educators say that technology can help students learn Information
Age skills including information literacy.

True
False
The digital divide occurs when firewalls protect computers from
viruses.

True
False
An electronic portfolio is a collection of websites that students use to
learn about a curriculum topic.

True
False

Short Answer
This activity contains 3 questions.

Name two advances or developments that have occurred in
technology since the 1970s that you feel have had significant effects on
education, and explain why these technological changes had such
effects.

Discuss one emerging trend in technology and the effect it could have
on classrooms and schools.

Explain reasons for developing an electronic portfolio.

Teaching with Instructional Software QUES

Which software function could best give students opportunities
to match English words with their German equivalents?

Drill and practice
Tutorial
Simulation
Problem solving

When using drill-and-practice software functions, avoid:

rehearsal.
overuse.
automaticity.
flashcards.

Which software function might be useful if there was no teacher
available to teach the topic?

Drill and practice
Tutorial
Simulation
Problem solving

What is one classroom application of tutorial software?

Supplements field trips
Fosters process learning

Supports small group work
Self-paced review of learning

If a teacher wanted to demonstrate genetics principles by mating
fruit flies and letting students analyze features of their offspring,
what would be the best software?

ILS program
Tutorial
Simulation
Problem solving

Which is an issue related to instructional uses of simulations?

Fidelity of the system
Classification of simulation types
Tendency toward page turning
Need for automaticity

Instructional games are most frequently used:

for modeling real systems.
as alternatives for simulations.
as rewards for good work.
for modeling imaginary systems.

An issue related to instructional use of games is:

disagreement over use with ILSs.
disagreement over the definition.

confusing games with simulations.
confusing game rules with real rules.

Which is a good use of problem-solving software?

As a way to review content
To foster use of learning strategies
To foster automatic recall
As a substitute for worksheets

One controversy related to use of problem-solving software is:

whether teachers overuse it.
whether problem solving is necessary.
a definition of problem solving.
how closely it resembles tutorials.

What is one characteristic of an ILS system?

It includes a management system.
It primarily uses tutorial approaches.
It runs on 12 or more computers.
It includes every kind of software.

What is a common research finding related to ILS use?

It never shows higher achievement than other methods.
It sometimes shows higher achievement than other methods.
It always shows higher achievement than other methods.

Achievement is usually equal to that with other methods.

What should one look for when evaluating courseware's
graphics?

Color is always used.
Animation is always included.
It does not interfere with learning.
It is included in most frames.

One concern in evaluating a courseware's pedagogical soundness
is:

its readability level.
use of racial stereotypes.
control of movement.
grammar or spelling errors.

What is a criterion that teachers should especially focus on when
evaluating the quality of drill-and-practice software?

The model of the system is accurate
There is little or no violence content
Answer judging capabilities are adequate
Feedback is appropriate for correct answers

True-False
This activity contains 10 questions.

One function of problem solving software is to model systems to show
how the systems work.

True
False

Programming languages like Logo are used to teach children problem
solving.

True
False

Drill and tutorial software programs have become more popular
because they are used to prepare students for tests.

True
False

An advantage of drill and practice software relative to paper exercises
is immediate feedback.

True
False

An advantage of simulation software is the ability to use it to observe
complex processes.

True
False

A benefit of instructional game software is that a teacher can pinpoint
what a student has learned from playing the game.

True
False

When students learn problem solving strategies by using software,
there is a strong probability that the skills will transfer to another
context.

True
False

An Integrated Learning System (ILS) is usually a low-cost package
for teaching a wide range of skills.

True
False

Attractive screen displays should be the primary criteria for selecting
courseware.

True
False

Instructional game software should require an appropriate amount of
physical dexterity for the students who will use it.

True
False

Short Answer
This activity contains 2 questions.

Discuss a problem a teacher could experience if he or she used
instructional software with students without evaluation.

Identify the category of instructional software that would best meet
the needs of the following educators, and explain why.

 A school has limited funds and personnel for the science
program

 A teacher wants to increase students' interest and
motivation levels

 A team of teachers is looking for ways to individualize
and differentiate learning to meet each student's needs.

Integrating the Internet into the Curriculum QUES

In which web-based learning activity do subject matter experts work
with students online?

Electronic penpals
Electronic mentoring
Electronic fieldtrips
Electronic publishing

In which web-based learning activity do students address an
important condition or concern?

Electronic field trip