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Integrating Computer Technology into the Classroom (3rd Edition)
Back Cover Copy This book presents a rationale and an inquiry-based model for integrating computer technology into the classroom curriculum by using it as a tool for problem solving rather than as an instructional delivery device. The 10-step NTeQ model remains the same as in previous editions, but with refined concepts and increased emphasis on the role of teacher as designer. The book's approach stresses the student's use of the computer to solve real-world problems while learning. Features of the Third Edition:
About The Author Gary R. Morrison received his doctorate in Instructional Systems Technology from Indiana University. Since then, he has worked as instructional designer at the University of Mid-America, Solar Turbines International, General Electric Company's Corporate Consulting Group, and Tenneco Oil Company. As a professor at the University of Memphis, he taught courses in instructional design and served as a faculty associate in the Center of Academic Excellence. Presently, he is a professor in the Instructional Design and Technology Program at Old Dominion University, where he teaches courses in instructional design and distance learning. His credits include print projects, multimedia projects, and more than thirty hours of instructional video programs, including a rive-part series that was aired nationally on PBS-affiliated stations. Dr. Morrison has written more than 100 papers on topics related to instructional design and computer-based instruction and has contributed to several books and instructional software packages. He is co-author of Designing Effective Instruction with Steven M. Ross and Jerold E. Kemp. He is the associate editor of the research section of Educational Technology Research and Development and past president of AEC:T's Research and Theory Division, and Design and Development Division. Deborah L. Lowther received her Ph.D. in Educational Technology from Arizona State University. Before completing her doctoral work, she was a seventh-grade science teacher. She is currently an associate professor in the Department of Instruction and Curriculum Leadership at the University of Memphis. Her area of concentration is Instructional Design and Technology. She teaches courses primarily focused toward preparing preservice and inservice teachers to integrate computer technology into their curriculum. She also teaches courses that lead to state certification in instructional computing applications. Her research is centered on factors influencing the integration of technology into various learning environments. Over the past 8 years, Dr. Lowther has been very involved with technology integration from the international to the local level. Her involvement includes conference presentations; co-guest editing Technology in the K-12 Schools, a special edition of a national journal; working with multiple grants focused toward technology integration; providing professional development to K-12 schools across the nation. She is currently the Principal Investigator of Professional Development for the Appalachian Technology in Education Consortium. Reader Reviews This review is from: Integrating Computer Technology into the Classroom (Paperback) This book presents the NteQ (iNtegrating Technology for inQuiry) model for integrating computers into the K-12 classroom (although most examples seem to come from grades 5-6). The model, which involves specifying objectives, specifying the problem, manipulating the data, presenting the results, and assessment, is very sound and effective. The organization of the book is very clear, and it would make a great choice for a graduate or upper level undergraduate education text, or even a self-study text. There are no study questions, but each chapter closes with a list of references and/or resources that will help readers find more information about the covered topics. I found the first 6 chapters, about general topics concerning integrating computers into the classroom, most useful. The remaining chapters each focus on how a particular type of application (such as word processing) can be integrated into classroom teaching. These chapters may contain some ideas for beginners, but they seemed a little basic relative to the depth of information in the earlier chapters. Comment | | (Report this)
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