Integrating Educational Technology into Teaching (4th Edition)

出版者:Prentice Hall

作者:Margaret D. Roblyer

页数:424

出版时间:2005-07-25

价格:USD 87.00

装帧:Paperback

isbn号码:9780131195721

具体描述

. . .scientific knowledge will doubtless continue to improve our ability to get the things we value, (but) nothing in science can ever tell us what to value. . .we have to write the script ourselves. Steven Weinberg, in The Future of Science and the Universe, 2001 In his book Telecosm, a paean to the golden future that he predicts technology soon will make possible, George Gilder speaks of new technology that "makes men into bandwidth angels," capable of electronically enhanced flight "beyond the fuzzy electrons and frozen pathways of the microcosm to a boundless realm . . . ." Gilder is the acolyte for those who see unlimited access to technology as equivalent to heaven. But David Denby, writing in The New Yorker about the Evernet (the next incarnation of the Internet), sees the potential for something less celestial. "Are we truly standing on the edge of greater freedom and personal control?" he wonders. "Or are we unwittingly putting ourselves in thrall to a system that will dazzle us with choices yet dislocate us, pull us apart, even consume us?" Weinberg seems to see clearly that both futures are possible and neither is inevitable. The difference, he says, depends on "the script," that is, a recognition and articulation of what we value about ourselves, our society, our civilization. These are the guideposts, he says, that will show us how to use well the products of our scientific knowledge. So inspired and guided, we can create a future in which technology is our ally rather than our undoing, our salvation rather than our damnation. What are the values that should underlie our use of technology in education? The following are suggested as essential elements: Good teaching comes first. Recent innovations in bandwidth-enabled distance resources gave renewed hope to those who predicted, as did their predecessors in the 1960s, that technology would eliminate the personality of teachers from the instructional equation. Our experience with web-based learning in the past 5 years, however, has shown that interaction with teachers, flawed and variable as it may be, is more important than ever before. This textbook proposes that technology is, above all, a channel for helping teachers communicate better with students. It can make good teaching even better, but it cannot make bad teaching good. Consequently, technology-using teachers never can be a force for improved education unless they are first and foremost informed, knowledgeable shapers of their craft. Before integrating technology into their teaching, educators must know a great deal, for example, why there are different views on appropriate teaching strategies, how societal factors and learning theories have shaped these views, and how each strategy can address differing needs. Technology is us. Rather than seeing technology as some foreign invader come to confuse and complicate the simple life of the past, we can recognize that technology is very much our own response to overcoming obstacles that stand in the way of a better, more productive way of life. As Walt Kelly's "profound 'possum" Pogo said, "We has met the enemy, and he is us." Technology is us our tools, our methods, and our own creative attempts to solve problems in our environment. There will be turmoil as we go through periods of transition, adapting to the new environment we ourselves have created. But technology is, by definition, intended to be part of our path to a better life, rather than an obstacle in its way. We control how technology is used in education. As a follow-up to our recognition that "technology is us," we must recognize the truth of Peter Drucker's statement: "The best way to predict the future is to create it." Both individual teachers and teaching organizations must see themselves as enlightened shapers of our future. Each teacher must take a position as a "script writer," helping to articulate the vision for what the future of education should look like; each should acquire skills to help work toward realizing that vision. The purpose of this book is to show how we are challenged to shape the future of educational technology. How we respond to this challenge is guided by how we see it helping us accomplish our own informed vision of what teaching and learning should be. Our approach to accomplishing this purpose rests on three premises: Integration methods should be based in both learning theory and teaching practice. There is no shortage of innovative ideas in the field of instructional technology; new and interesting methods come forward about as often as new and improved gadgets. Those who would build on the knowledge of the past should know why they do what they do, as well as how to do it. Thus, we have linked various technology-based integration strategies to well-researched theories of learning, and we have illustrated them with examples of successful practices based on these theories. Integration should match specific teaching and learning needs. Technology has the power to improve teaching and learning, but it can also make a teacher's life more complicated. Therefore, each resource should be examined for its unique qualities and its potential benefits for teachers and students. Teachers should not use a tool simply because it is new and available each integration strategy should be matched to a recognized need. We do not oppose experimentation, but we do advocate informed use. Old integration strategies are not necessarily bad; new strategies are not necessarily good. As technology products change and evolve at lightning speed, there is a decided tendency toward throwing out older teaching methods with the older machines. Sometimes this is a good idea; sometimes it would be a shame. Each of the integration strategies recommended in this book is based on methods with proven usefulness to teachers and students. Some of the strategies are based on directed methods that have been used for some time; other strategies are based on the newer, constructivist learning models. Each is recommended on the basis of its usefulness rather than its age. This edition differs in some structural ways from the first two, but its goal remains the same: to help teachers see their role in shaping the future of technology in education. This book can help them perceive that writing a script for the future requires some faith in ourselves, a belief that we can fly into the future with wings of our own making. Who Will Find This Book Helpful? This book is designed to help teach both theoretical and practical characteristics of technology integration strategies. It is useful in several different types of education settings. As primary instructional material. It benefits instructional technology courses for preservice teachers and workshops and graduate courses for inservice teachers. As supplemental instructional material. It supports research and content-area methods courses. As a reference. It provides topical information in K-12 school libraries/media centers and university college of education libraries and media centers. New to This Edition This edition has added new information and reorganized some information from the first and second editions to help make sense of both new and emerging concepts. Readers will note the following changes and improvements: A technology integration model for teachers. Chapter 2 offers a more detailed, step-by-step approach to guide teachers in integrating technology, linked to rubrics and checklists (in the Appendix) to assess the impact of their integration. Additional learning theory and assessment information. Chapter 3 has additional Insight boxes: one summarizing John Dewey's contributions and another describing how to structure and use electronic portfolios. This edition also includes a variety of rubrics and checklists for assessing technology's impact on teaching and learning. These have been placed in the Appendix for easy reference. A focus on relative advantages of technology tools. In light of teachers' key role as potential adopters of innovation, it is important to clarify even further the unique benefits offered by each educational technology resource. In this edition, these advantages are identified in terms of what diffusion of innovations expert Everett Rogers called their "relative advantage" to teachers and students. Revised and updated multimedia/hypermedia chapter. Chapter 7, Integrating Multimedia and Hypermedia into Teaching and Learning, has been revised to reflect recent innovations in and integration strategies for authoring, presentation, and video editing software. Expanded coverage of the Internet. In recognition of the growing importance of the Internet in communications and distance learning, Chapter 8 provides expanded coverage of distance learning with an even greater emphasis on web-based learning. Expert authors for content area chapters. In this edition, Chapters 10 through 15 have been written by content-area experts who detail appropriate, up-to-date integration strategies for each of the subject areas. Additional technology integration ideas and Internet links on a CD-ROM database. This textbook is packaged with a CD-ROM containing a searchable database of technology integration lesson ideas for many content areas. Spanning a variety of content areas and grade levels, these teacher-tested lessons are keyed to national content standards and ISTE technology standards. For this edition, 250 new ideas have been added, and most have links to Internet sites containing additional information. Users can modify existing lesson ideas or add new ones. Look for the CD-ROM icon throughout the text. A User Manual is printed after the index and is also contained on the CD-ROM. Enhanced Companion Website. A website with additional support materials that is integrated with the text is available at [A HREF="http://www.prenhall.com/roblyer"> http://www.prenhall.com/roblyer . Look for the Companion Website icon at the end of each chapter. For more specific information about the features of this website, please read the Discover the Companion Websit...

用户评价

说实话，这本书的文字密度和学术深度，对我这个刚从教育学研究生项目毕业的人来说，初期是一个不小的挑战。但一旦适应了它的行文节奏，你会发现它提供了无与伦比的深度。尤其是在探讨评估技术整合有效性时，它没有满足于简单的问卷调查，而是深入讨论了基于学习分析（Learning Analytics）的复杂数据模型构建和解释。我记得有一段关于“形成性评估中的实时反馈回路优化”的论述，作者不仅展示了数据流的图示，还细致地分析了不同反馈频率对学生自我调节学习（Self-Regulated Learning）的影响机制。这种对细节的执着，使得这本书不仅仅是“教你如何整合技术”，更是“教你如何科学地研究和改进你的整合策略”。它鼓励读者超越简单的“感觉良好”式的反馈，去追求可量化的、基于证据的教学改进，对于任何打算在教育研究领域深耕的人来说，都是不可或缺的参考资料。

这本书给我的感觉，更像是一位经验极其丰富的资深教育技术专家，坐在你面前，耐心地为你梳理过去二十年间所有主流思潮的兴衰更迭。它没有将重点放在最新的社交媒体工具或者VR/AR的噱头上，反而花费了大量笔墨回顾了早期计算机辅助教学（CAI）的遗留问题，以及这些历史教训如何形塑了我们今天的数字教育理念。我特别欣赏它在处理“教师专业发展（PD）”这一核心议题时的细致入微。书中清晰地描绘了不同阶段教师（从“技术新手”到“技术整合专家”）所需的具体支持类型，并提供了一套结构化的PD框架，这个框架的实用性极强，远超那些空泛的“多进行培训”的口号。它让我意识到，技术整合的成功，最终落实的还是对教师个体支持系统的构建，而不是对设备的大规模采购。

阅读这本教材的过程，与其说是学习，不如说是一场关于“教育哲学与实践的重新校准”。它最成功的地方在于，成功地将那些看似冰冷的科技概念，重新植根于充满人情味的教育现场。我记得读到关于“创造性数字叙事”的部分时，作者描述了一个学生利用视频剪辑软件，重新讲述传统历史事件的案例。这个案例的精彩之处，不在于技术本身有多高深，而在于技术如何赋能了学生的主体性和声音的表达。书中对“技术作为媒介的能动性”的探讨，非常具有启发性，它挑战了我们习惯性的“工具观”——技术不是被动地执行我们的指令，而是积极地参与到知识的建构过程中。读完后，我不再仅仅将平板电脑视为电子书阅读器，而是将其视为一个潜在的、可以重塑学习体验的平台，这种思维方式的转变，无疑是这本书给予我最宝贵的回馈。

这本厚重的教材，初次捧在手里时，那种油墨的香气和纸张的质感，立刻让人联想到知识的重量。我花了很长时间才消化完第一部分，尤其是在讨论“数字鸿沟与公平性”那几个章节时，简直是酣畅淋漓。作者对于技术在不同社会经济背景下扮演的复杂角色进行了极其深入的剖析，引用了大量来自不同国家和文化的研究数据，而不是简单地停留在表面上的“技术万能论”。我特别欣赏它那种批判性的视角，没有一味地鼓吹引入最新的硬件或软件，而是不断地将焦点拉回到教育学的核心目标上来：学生真的学到了什么，以及技术如何可能阻碍或促进真正的理解。书中对教育理论模型的引用也极为精准，比如将SAMR模型与TPACK框架结合起来分析课堂实践的案例，那种层层递进的逻辑推演，让我在思考自己未来的教学设计时，有了一个非常坚实的理论基石。这本书绝不是那种翻阅几次就能束之高阁的工具书，它更像是一部严肃的学术对话录，需要读者带着思考和疑问去反复研读，才能真正挖掘出其中蕴含的深刻洞见。

当我拿到这本关于技术整合的书籍时，说实话，我原本期待的是一本充满炫酷App推荐和操作指南的“使用手册”。然而，这本书的内容远远超出了那种浅尝辄止的层面。我读完关于“混合式学习环境设计”的那一章后，最大的感受是，它真正教会了我如何“思考”技术，而不是如何“使用”技术。作者花费了大量篇幅去探讨教师的认知转变过程——从认为技术是辅助工具到将其内化为教学策略的内在组成部分——这个过程的心理学描述非常到位。书中的案例研究部分尤其精彩，它们往往呈现了那些看似失败或遭遇阻力的技术整合尝试，并从中提炼出宝贵的经验教训。这使得全书的论述显得异常真实和接地气，避免了教科书常见的“理想化”陷阱。每当我在课堂上试图引入新的互动白板功能时，我都会不自觉地回想起书中关于“技术干扰”与“认知负荷”的讨论，这种即时的知识迁移能力，正是衡量一本教育学著作价值的关键所在。