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ForwardA. WelcomeWe wrote this book because technology seldom plays the same natural role in classrooms that it does in other areas of our daily lives. Obviously, this is a subjective opinion on our part. However, if you consider the common use of devices and services such as cell phones, fax machines, caller ID, voice mail, DVD players, personal satellite dishes and then recognize that "only" 1/3 of newly graduated teachers report they feel well prepared to use technology in their classrooms, you may see some merit to this opinion. We think you can begin to change this situation. We believe we and your instructor can create an environment in which you will become more confident and proficient. A brief comment on the dedication. B. Establishing PrioritiesWe have attempted to communicate our priorities in our title. Our emphasis on integrating technology suggests that we will concentrate on ways in which technology can help students acquire the knowledge and skills of the content area you will teach. Our emphasis on meaningful (student) learning implies an emphasis on what students can do with technology to learn in a productive way. We suggest that some learning experiences and uses of technology are more productive than others. Our goals might be summarized as follows:
C. A Cognitive PerspectiveWe attempt to justify the classroom applications of technology we propose using a cognitive perspective. It seems reasonable that teachers will be more effective if they carefully consider the connection between learning tasks and the mental activities of students. The cognitive perspective addresses the thinking, decision-making, and reasoning behavior of students. D. Our Attempt to Provide a Realistic PerspectiveIntegrating technology ..." relies on a diverse literature to provide you a solid theoretical foundation for the activities we advocate, but we mostly rely on teachers we know from our own immediate area to provide examples of these activities. We think the descriptive content we can provide about these teachers and their classrooms can be helpful in encouraging you to identify with these teachers and we feel our attempt to primarily rely on a specific publicly funded school district should assure you that these activities are practical rather than overly idealistic. Mark and Cindy Grabe are both involved in educational applications of technology and the preparation of teachers, but they do have somewhat different perspectives. Mark Grabe is a university faculty member with responsibilities in the Departments of Psychology and Instructional Design and Technology. He brings to this collaboration the theoretical perspectives and research experiences more typical of someone working in a university environment. Cindy Grabe is a full-time technology facilitator (coordinator) for the Grand Forks, ND, school district. She has worked in this position for ten years. Cindy has also been recognized as an Apple Distinguished Educator and continues to be involved in the ADE program. E-mail contacts: Mark Grabe - mark_grabe@und.nodak.edu Cindy Grabe - Cindy_Grabe@fc.grand-forks.k12.nd.us |
