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| Additional Physical Format: | Online version: Thorsen, Carolyn. TechTactics. Boston : Pearson/Allyn and Bacon, c2009 (OCoLC)734934166 |
|---|---|
| Document Type: | Book |
| All Authors / Contributors: |
Carolyn Thorsen |
| ISBN: | 9780205578450 0205578454 |
| OCLC Number: | 173640900 |
| Description: | xv, 320 p. : ill. ; 24 cm. |
| Contents: | Chapter One Teaching with Computers Effectively? 3 Technology Operations and Concepts 3 Learning Environments 4 Teaching, Learning, and the Curriculum 5 What Is an Instructional Model? 6 Assessment and Evaluation 7 Productivity and Professional Practice 8 Social, Ethical, Legal, and Human Issues 9 Preparing Students for the World of Work 10 Three Kinds of Computer Use 11 Teaching about Computers: Computer Literacy 11 Using the Computer as a Teacher for Your Students 13 Using a Computer as a Cognitive Tool 15 Summary 18 References 18 Annotated Resources 20 Chapter Two An Introduction to Computers for Teaching 22 Objectives 22 Instructional Models and Computers 25 What Does the Research Say about Using Computers in Classrooms? 26 Constructing Technology-Supported Lessons 28 Summary 30 References 30 Annotated Resources 30 Part Two The Internet: Information Retrieval and Communication Acquiring and judging the value of information and exchanging information are the topics of Part Two of this book. One of the greatest strengths of the Internet is its role as a repository of information. In addition, Internet-based communication, including e-mail and web-based conferencing, helps students acquire information from each other and from experts. It provides opportunities for collaboration during problem-based learning activities. Furthermore, the Internet is becoming a classroom itself. It is a medium in which a broad range of courses and learning activities are available for both children and adults. In addition to its role as a repository for information, the Internet is a powerful tool for communication. You will learn how to design instruction based on communication over the Internet. As your students use the Internet for this purpose, they will improve their writing skills as they acquire information. Chapter Three Information Retrieval 32 Objectives 32 A Short History of the Internet 32 The Modern Internet 34 Using the Internet for Research 35 Asking Questions 35 Accessing Information 37 Analyzing 39 The WebQuest 42 Copyright Issues and the Internet 45 Bloom's Taxonomy and Internet Research 47 Listservs 48 Distance Learning 50 Interactive Television 50 Internet-Based Courses 51 Summary of Key Elements of Distance Instruction 52 Summary 52 References 53 Annotated Resources 55 Chapter Four Web Tools: E-mail and Discussion Boards 58 Objectives 58 E-mail 59 Discussion Boards 62 A More Elaborate Use of E-mail 67 Asynchronous Communication: Tools and Methods 71 E-mail 71 Web Boards 73 Keeping Track in a Discussion: Three Ways 74 Search Function 75 Discussion Monitoring 77 Planning and Evaluating Asynchronous Communication Projects 78 Summary 81 References 81 Annotated Resources 81 Part Three Displaying Information Before the computer, students had fewer formats in which they could display information. They wrote most reports in text-handwritten or typewritten. Some students would cut pictures out of magazines to include with reports. All charts and graphs were hand made and hand calculated. Students with poor writing skills had limited opportunities to work with many facts and ideas on the higher levels of Bloom's taxonomy because they had to be more concerned with pro-ducing a legible product with passable grammar. This is not to say that legibility and grammar are not important, but a focus on them can keep students from learning other skills that are just as important. Presentation software and word processors allow students to work with large ideas and concepts, much as the calculator shifts students from a focus on computational errors to looking at the large ideas in mathematics. The process that students use to display information in a computer-based presentation provides opportunities for them to organize and contextualize the information. Organizing information, or, better, finding the organization that is inherent in information, is one way to learn it well (Gagne et al., 1993; Woolfolk, 2000).* *References for Woolfolk and Gagne et al. appear in Chapters 5 and 6, respectively. Chapter Five Presentation Software 83 Objectives 83 Office Suites and Teachers-How Do They Apply to Classrooms? 83 Capabilities of Office Suites 83 Office Suites and Projects 83 Presentation Software 86 Displaying Information: Key to Creating Understanding 88 The Role of Interactivity 88 Executing a Hypermedia-Supported Lesson Plan 91 Summary 92 References 93 Annotated Resources 93 Chapter Six Graphic and Interface Design Principles 94 Objectives 94 Rule 1: Use General Design Principles 95 Rule 2: Orient Users 95 Rule 3: Justify Text Appropriately 97 Rule 4: Limit Type Styles 98 Rule 5: Limit Colors 98 Rule 6: Standardize Use of Colors 99 Rule 7: Enhance Text with Graphics and Interactivity 99 Rule 8: Eliminate Superfluous Items 99 Rule 9: Use Upper- and Lowercase 99 Rule 10: Keep Text Lines Short 100 Rule 11: Use Single Spacing 100 Rule 12: Simplify the Structure 100 Rule 13: Limit the Focus 100 Rule 14: Provide Emphasis 101 Rule 15: Know Your Audience 101 Rule 16: Do Not Flash 101 Rule 17: Use Lists 102 Rule 18: Navigate Consistently 102 Rule 19: Do Not Stack Text 102 Rule 20: Include Multiple Graphic Types 102 Rule 21: Organize the Screen 102 Rule 22: Size Matters 103 Rule 23: Placement Matters 103 Summary 105 References 105 Annotated Resources 105 Chapter Seven Outlines, Idea Maps, and Storyboards 107 Objectives 107 Outlines 108 Idea Maps 109 Concepts: Examples and Properties 111 Questions and Answers about Idea Mapping 113 Storyboards 120 Branching 121 Hot Words 121 Hot Graphics 122 Icons 122 Menus 122 Branches That Help Users Get around in the Software 123 Summary 126 References 129 Annotated Resources 129 Chapter Eight Evaluating Student Presentations 131 Objectives 131 Rubrics 131 Creating Standards for Your Students 132 Some Notes on the Components of the Rubrics 134 Questions and Answers about Using Multimedia Presentations 140 Summary 141 References 142 Chapter Nine Educational Applications of Word Processing 143 Objectives 143 Management Issues: How Many Computers Do You Have? 144 One-Computer Classroom 144 Five-Computer Classroom: "Jigsaw Model" 144 Laboratory 145 The Models: Using the Word Processor to Teach Content and Skills 145 High-Level Analysis and Skills 146 Targeted Learning Problems 151 Word Processing Tips 151 Bullets and Numbered Lists 151 Using Tables to Organize Information 152 Making Links to the Internet 152 Importing Information from Other Applications 154 Spelling and Spell Checkers 154 Readability Statistics and Grammar Checkers 156 Text-Reading Software 157 Summary 161 References 161 Annotated Resources 162 Part Four Analyzing Data with Databases and Spreadsheets Chapter Ten Databases: What They Are and How They Work 163 Objectives 163 Solving Problems Outside the Classroom: Three Stories 164 A Business Problem 164 A Scientific Problem 164 An Ethical and Sociological Problem 164 Databases Help People Think about Difficult Problems 165 Databases in the Classroom 165 How Do Databases Support Student Learning? 166 What Do Students and Teachers Need to Know? 167 Getting Started: Teaching the Tool 167 Form View 168 Table View or List View 169 Sorts and Queries 172 The Sort: Putting Information in Order 172 The Query: Classifying Information 175 Grade-Level Suggestions 178 How to Provide Student Assistance 179 Planning Your Database 182 Summary 184 References 185 Chapter Eleven Building a Database-Supported Lesson 186 Objectives 186 Templates for Building Database-Supported Lessons 186 Learning with a Database: Describing an Unknown 188 Analyzing a Lesson Plan 193 Understanding the Steps 195 Set Up the Problem 195 Teach the Nature of the Questioning Process 199 Focus and Explore 200 Students Write Their Own Questions 201 Require a Product 204 Have Students Make Comparisons 204 Encourage Students to Resolve Discrepancies 205 Encourage Students to Think about Using Databases to Solve Other Problems 205 Summative Evaluation of a Database Project 205 Summary 209 References 210 Annotated Resources 210 Chapter Twelve Acquiring Data 212 Objectives 212 How Do Teachers Acquire Datasets? 212 Data on the Internet: Examples of Some Good Sites 213 Formatting Data for Use in a Database 215 Technique 1: Making Raw Internet Data Usable 215 Technique 2: Internet Databases with Their Own Search Engines 218 Technique 3: Building Your Own Database 219 Summary 220 References 220 Annotated Resources 221 Chapter Thirteen Using Spreadsheets to Think about Numbers 223 Objectives 223 Numbers as Tools beyond Math 223 Choosing the Problem 225 The Versatile Spreadsheet 225 Easy Spreadsheet Tools 225 Descriptive Statistics 228 Example: Understanding How Soil Affects Plants 228 Descriptive Statistics: What Do They Mean? 233 Mode 234 Median 234 Mean 235 Mean, Median, and Mode and Scales of Measurement 235 Standard Deviation 237 Using Simple Arithmetic Outside the Math Class 237 Charts and Graphs 240 Bar Charts and Column Charts 240 Pie Charts 242 Area Charts and Bar Charts-Looking at Data over Time 243 Pivot Tables 243 Formulas 244 A Model for Spreadsheet Use 247 Bloom's Taxonomy and Spreadsheets 247 Summary 247 References 249 Annotated Resources 250 Appendix A Your Network 251 Appendix B File Management 259 Appendix C Chat and Internet Conferencing 263 White Board 263 Application Sharing 264 File Sharing 266 Advantages and Disadvantages 266 Audio and Video Conferencing 267 Appendix D Concept Maps 273 Idea Maps for Events 277 Looking at the Big Picture 283 Appendix E Sample Database for an English Class 287 American Society Reflected in Fiction 287 Step 1 288 Step 2 288 Step 3 289 Step 4 289 Index 291 |
| Other Titles: | Technology for teachers |
| Responsibility: | Carolyn Thorsen. |
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