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Tim Newby is Professor of Educational Technology at Purdue University. He teaches introductory courses in educational technology, as well as advanced courses in foundations of instructional design theory, instructional strategies, and motivation
and instructional design. He is a member of the university’s Teaching Academy and was inducted into its “Book of Great Teachers.” His primary research efforts are directed toward examining the impact of learning and instructional strategies on
students’ learning and toward defining/investigating instructional conditions that foster and support the development
of expert learners. Tim is particularly interested in the use of Web 2.0 technologies and their potential impact on learning.
Don Stepich is currently Associate Professor in the Instructional and Performance Technology Department at Boise State University, where he teaches courses in instructional design, learning theory, and needs assessment. As an instructional designer, Don is interested in the use of interactive strategies to help students learn and in the improvement of instructional
materials through continuous evaluation. He is particularly interested in how individuals become experts in a professional discipline, case-based instruction, and the use of analogies in learning. In a former life, Don was a professional social worker in a variety of mental health and private counseling practices. In fact, it was his counseling work that led him into education. He found that he was spending a lot of time teaching assertiveness, active listening, and communication skills, which led him back
to school to study learning and instructional design.
Jim Lehman is Professor of Educational Technology and currently serves as the Associate Dean for Discovery and Faculty Development in the College of Education at Purdue University. He teaches classes on the educational applications of computers,
integration and management of computers in education, interactive multimedia, and distance learning. He is a member of the university’s Teaching Academy and was inducted into its “Book of Great Teachers.” His research interests include integration
of computer technology into science education, interactive multimedia design, and online learning. He directed a PT3
implementation project at Purdue focused on enhancing preservice teachers’ preparation to use technology, and he
has been involved in projects related to online learning, STEM education, and computer science education. In his
spare time, Jim likes to bike, garden, and do home repairs.
Jim Russell is Professor Emeritus of Educational Technology at Purdue University and former Visiting Professor at Florida State University. Jim started his teaching career as a high school mathematics and physics teacher. The Purdue University
Teaching Academy has recognized him as a fellow and has honored him for exemplary work. He is also a member of Purdue’s “Book of Great Teachers.” His specialty areas are presentation skills and using media and technology in classrooms. Jim enjoys
building plastic models and operating his HO-scale model railroad in his spare time. His wife, Nancy, is a nurse; their married daughter, Jennifer, is a high school guidance counselor; and their son-in-law, Lance, works for Lilly Pharmaceuticals. Jim and Nancy’s granddaughter, Lauren, is a true joy in their lives.
Anne Ottenbreit-Leftwich is Assistant Professor of Instructional Systems Technology at Indiana University. Anne’s research focuses primarily on learning about the values that motivate teachers to use technology and how they are trained to use technology. Her primary role at Indiana University is coordinating, supervising, and teaching preservice teacher technology courses. Anne has been working with the international Organisation for Economic Co-operation and Development to compare how teachers are prepared to use technology across the globe. She loves working with teachers and showing them the possibilities of technology in the classroom. Anne enjoys running, movies, and relaxing with her husband (Luke) and puppy (Andie).
Table of Contents
Section I: Introduction to Educational Technology
Chapter 1: Introduction to Learning and Technology
Chapter 2: Theory into Application
Chapter 3: Computers and Computer Tools for Teaching and Learning
Section II: Planning the Technology-enhanced Learning Experience
Chapter 4: Technology and Instructional Situations: Understanding Learners, Learning Objectives, and Learning Environments
Chapter 5: Technology and Instructional Planning: Identifying the Plan’s Key Activities
Chapter 6: Instructional Methods: Identifying Ways to Involve Learners
Chapter 7: Instructional Media: Involving Multiple Senses of Learners
Chapter 8: Technology and Instructional Material Selection, Adaptation, and Creation
Section III: Meaningful Integration of Technology
Chapter 9:Integration of Computers to Support Learning
Chapter 10:Integration of the Internet to Support Learning
Chapter 11:Integration of Distance Education to Support Learning
Section IV: Ensuring Successful Technology-enhanced Learning Experiences
Chapter 12: Evaluation of Instructional Materials and the Assessment of Student Learning
Section V: Technology and Learning Today and Tomorrow
Chapter 13: Integrating Technology – Issues, Trends, and Horizons
Teacher Resource A: Addressing the National Educational Technology Standards (NETS) for Teachers
Teacher Resource B: Kevin Spencer’s Sample Lesson Plan (Civil War Unit)
Teacher Resource C: Planning, Implementation, and Evaluation (PIE) Checklist
Teacher Resource D: Media Preview Forms