Instructional Technology and Media for Learning

With its hallmark ASSURE technology integration model and classroom cases, this renowned text places you squarely in the classroom while providing a framework that teaches you to apply what you learn about computers, multimedia, Internet, distance learning, and audio/visual technologies to the 21st Century classroom instruction.

Filled with examples drawn from authentic elementary and secondary education situations, this text paints a vivid picture of technology and media enhancing and supporting teaching and learning.  The ASSURE cases are supported by video, guided reflection prompts, and lesson plans that demonstrate strong technology integration and lesson planning. In addition to preparing educators with best practices to incorporate technology and media to meet the needs of 21st Century learners, the book includes strong coverage of copyright concerns, free and inexpensive media resources, as well as learning theory and instructional models. The tenth edition updates reflect the accelerating trend toward digitizing information and school use of technologies, especially in the Web 2.0 era. The tenth edition also addresses the interaction among the roles of teachers, technology coordinators, and school media specialists, all complementary and interdependent teams within the school.

Associated online resources sold seperately Fall 2011 at www.myeducationkit.com.

Sharon E. Smaldino

Sharon holds the L. D. and Ruth G. Morgridge Endowed Chair for Teacher Education in the College of Education at Northern Illinois University (NIU). She was a professor of educational technology at the University of Northern Iowa for many years prior to moving to NIU. Sharon received her PhD in 1987 from Southern Illinois University, Carbondale.

Prior to that she received an MA in elementary education and served for more than a dozen years as teacher, speech therapist, and special educator in school districts from Florida to Minnesota. At Northern Iowa she taught educational media courses for undergraduates and graduate majors and served as coordinator of the educational technology program. Sharon also taught graduate courses in instructional development, technology integration, distance education, and professional standards and ethical practice. She has received several awards for her outstanding teaching. In her current role, she is focused on working with faculty and PK―12 teachers to integrate technology into the learning process. Presenting at state, national, and international conferences, Sharon has become an important voice on applications of technology in the classroom and in distance education. In addition to her teaching and consulting, Sharon has written articles for state and national journals on her primary research interest–effective technology integration in learning. She worked on a teacher quality enhancement grant that identifi ed technology as an important aspect of ensuring quality learning environments. She also served as the editor of TechTrends, an AECT publication.

Deborah L. Lowther Deborah has been an educator for 30 years. For the fi rst seven years of her career she taught middle school science and was highly engaged with providing professional development to teachers within and beyond her district. Because of her desire to work with teachers, she received her PhD in educational technology in 1994 and accepted a

faculty position at the University of Memphis in 1995. At the University of Memphis, Deborah serves as the senior technology researcher for the Center for Research in Educational Policy, through which she investigates P–12 technology integration issues. She has personally conducted observations in P–12 classrooms and interviewed students, teachers, and principals in numerous

schools across the country. She has used the knowledge and experiences gained through engagement in applied research to develop the iNtegrating Technology for inQuiry (NTeQ) Model with Dr. Gary Morrison. This model has been the foundational approach for several high-profi le technology initiatives, including Michigan’s Freedom to Learn program and Tennessee’s EdTech Launch program. With regard to scholarship, Deborah has coauthored several books, chapters, and refereed journal articles; presented at numerous national and international conferences; and has provided professional development to educational institutions across the nation.

James D. Russell Jim is Professor Emeritus of Educational Technology at Purdue University, where he taught for 38 years. Jim also worked part time for Purdue’s Center for Instructional Excellence, where he conducted workshops on teaching techniques and consulted on instructional improvement. During fourteen spring semesters he was Visiting Professor of Educational

Psychology and Learning Systems at Florida State University. There he also worked part time for the Center for Teaching and Learning. A former high school mathematics and physics teacher, Jim teaching career spans 45 years. He has won numerous honors for his teaching at Purdue, including his department’s Outstanding Teacher Award and the School of Education’s Best Teacher Award. He is also the recipient of AECT’s Diamond Mentor Award. He was selected as a member of Purdue’s Teaching Academy and has been inducted into the Purdue Book of Great Teachers. His specialty areas, in which he has achieved national prominence through his writings and presentations, are presentation skills and using media and technology in classrooms. Through his teaching, workshops, consulting, and this textbook, Jim has made a signifi cant impact on classroom teaching practice.