Instructional Technology and Media for Learning

by Smaldino, Sharon E.; Russell, James D.; Heinich, Robert; Molenda, Michael

• ISBN13: 9780131136823
• ISBN10: 0131136828
• Additional ISBN(s): 9780130305367, 9780132382878
• Edition: 8th
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: PRENTICE HALL
• More Book Details
• Purchase Benefits

Summary

Are you ready to integrate technology into your classroom? "Instructional Technology and Media for Learning" will guide you as you begin to incorporate computer technology and other media into your teaching. This unique case-based text places the reader squarely in the classroom while providing a framework that teaches readers to apply in-depth coverage of current and future computer, multimedia, Internet/intranet, distance learning, and audio/visual technologies to classroom instruction.

Table of Contents

Learning Foundations

Technology, Media, and Learning

Instructional Systems

The ASSURE Model: Creating the Learning Experience

Visual Principles

Digital Media

Computers

Multimedia

Distance Education

Online Learning

Traditional Media

Instructional Materials and Displays

Visuals

Audio

Video

Looking Ahead

Trends in Technology & Media

Classroom Resources

Photography and Visuals

Equipment and Setups

How to...Step-by-Step Guides

Glossary

Table of Contents provided by Publisher. All Rights Reserved.

Excerpts

Instructional Technology and Media for Learning,Eighth Edition, presents a complete range of technology and media formats in terms of how they can be integrated into classroom instruction using the ASSURE model of lesson planning. Written from the viewpoint of the teacher, the text shows specifically and realistically how technology and media fit into the daily life of the classroom. This book is intended for educators at all levels who place a high value on successful learning. Its purpose is to help them incorporate technology and media into their repertoire--to use them as teaching tools and to guide students in using them as learning tools. We draw examples from elementary, secondary, and post-secondary education, as well as corporate training and development, because we know that instructors in these different settings have found previous editions of this book useful in their work.This new edition is necessitated by the amazing pace of innovation in all aspects of technology, particularly in those related to computers and computer networks, and especially the Internet. In the few years since the seventh edition, the digitization of information has accelerated rapidly and so has school use of new telecommunications resources, such as the Web. Our ApproachWe share a number of convictions that underlie every edition of this textbook. First, we believe in aneclecticapproach to the design of instruction. Advocates cite an abundance of theories and philosophies in support of different approaches to instruction--behaviorist, cognitivist, constructivist, and so on. We view these contending theoretical positions as differingperspectives--different vantage points-from which to examine the complex world of teaching and learning. We value each of them and feel that each is reflected in the guidance we offer.Second, we have a balanced posture regarding the role of technology in instruction. Because of this perspective we consider each technology in light of its advantages, limitations, and range of applications. No technology can be described solely as being either "good" or "bad," so we strive to give a balanced treatment to the hard and soft technologies, as well as to the simpler and more sophisticated media.Third, we believe in the possibility of a rapprochement between the humanistic and technological traditions in education. We contend that technology and humanism are two separable dimensions. We demonstrate in Chapter 1 that it's easy to describe instructional arrangements that are high on both dimensions or low on both dimensions, as well as high on one and low on the other. We view them as complementary concepts.Fourth, we believe that technology can best be integrated into instruction when viewed from the perspective of the teacher rather than that of the technologist. Therefore, throughout the book we attempt to approach technology and media solutions in terms of the day-to-day challenges of teachers and to avoid technical jargon as much as possible. Our examples deal with real, everyday teaching issues, in real content areas, involving real technology and media. New Conceptual FrameworkThe first edition of this text introduced the ASSURE model--a procedural guide for incorporating technology and media into instruction. Now, in the eighth edition, in order to fully and clearly illustrate how the ASSURE model can be used in instructional practice, we introduce theASSURE Case Framework.This framework, in Chapters 4 through 12, shows how technology looks when effectively integrated into instruction; explains chapter content in light of the ASSURE model and effective instructional practice; illustrates how to integrate technology into lessons according to principles of effective instruction; provides clear examples of effective lessons using the ASSURE model; and offers opportunities for you to learn how to c