استفاده از فناوری با آموزش کلاسی که کار می‌کند

What are the best ways to incorporate technology into the curriculum? What kinds of technology will support particular learning tasks and objectives? And how does a teacher ensure that technology use will enhance instruction and not be a distraction or a disconnected add-on? You’ll find the answers here. This book builds on the landmark Classroom Instruction That Works by linking each of the nine categories of effective instructional strategies with educational technology applications and resources. Authors Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, and Kim Malenoski share research-based recommendations for practice and clarify how to use both new and familiar technologies to * Set objectives that are specific, flexible, and personal * Create advance organizers and nonlinguistic representations * Help students take notes, summarize content, and make comparisons * Engage students in cooperative learning * Help students generate and test hypotheses * Support students in practicing new skills and doing homework, and * Reinforce students’ efforts through formative assessment, feedback, and recognition. Each strategy-focused chapter features cross-curricular examples, many drawn from actual lesson plans, projects, and products. In addition to stories of students learning through inquiry, collaborative projects, games, and other activities that make school exciting and meaningful, you’ll find dozens of recommended resources along with expert guidance on planning technology-enhanced lessons aligned with national standards. Technology can bring a world of information into the classroom and increase teachers’ ability to individualize instruction and increase student engagement. Using Technology with Classroom Instruction That Works is the key you need to seize this opportunity and take your effective teaching practices—and your students’ learning—to the next level. What are the best ways to incorporate technology into the curriculum? What kinds of technology will support particular learning tasks and objectives? And how does a teacher ensure that technology use will enhance instruction and not be a distraction or a disconnected add-on? You ll find the answers here. This book builds on the landmark Classroom Instruction That Works by linking each of the nine categories of effective instructional strategies with educational technology applications and resources. Authors Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, and Kim Malenoski share research-based recommendations for practice and clarify how to use both new and familiar technologies to * Set objectives that are specific, flexible, and personal * Create advance organizers and nonlinguistic representations * Help students take notes, summarize content, and make comparisons * Engage students in cooperative learning * Help students generate and test hypotheses * Support students in practicing new skills and doing homework, and * Reinforce students efforts through formative assessment, feedback, and recognition. Each strategy-focused chapter features cross-curricular examples, many drawn from actual lesson plans, projects, and products. In addition to stories of students learning through inquiry, collaborative projects, games, and other activities that make school exciting and meaningful, you ll find dozens of recommended resources along with expert guidance on planning technology-enhanced lessons aligned with national standards. Technology can bring a world of information into the classroom and increase teachers ability to individualize instruction and increase student engagement. Using Technology with Classroom Instruction That Works is the key you need to seize this opportunity and take your effective teaching practices and your students learning to the next level. List of Figures......Page 7 Foreword......Page 12 Acknowledgments......Page 14 Introduction......Page 16 I. What Will Students Learn?......Page 30 1—Setting Objectives......Page 32 II. Which Strategies Will Provide Evidence of Student Learning? ......Page 54 2—Providing Feedback ......Page 56 3—Providing Recognition ......Page 74 III. Which Strategies Will Help Students Acquire and Integrate Learning?......Page 86 4—Cues, Questions, and Advance Organizers ......Page 88 5—Nonlinguistic Representation ......Page 101 6—Summarizing and Note Taking ......Page 134 7—Cooperative Learning ......Page 154 8—Reinforcing Effort ......Page 170 IV. Which Strategies Will Help Students Practice, Review, and Apply Learning?......Page 180 9—Identifying Similarities and Differences ......Page 182 10—Homework and Practice ......Page 202 11—Generating and Testing Hypotheses ......Page 217 Appendix: Planning for Technology......Page 232 References......Page 241 Index......Page 246 About the Authors......Page 255 9781416605706 List of Figures 7 Foreword 12 Acknowledgments 14 Introduction 16 I. What Will Students Learn? 30 1—Setting Objectives 32 II. Which Strategies Will Provide Evidence of Student Learning? 54 2—Providing Feedback 56 3—Providing Recognition 74 III. Which Strategies Will Help Students Acquire and Integrate Learning? 86 4—Cues, Questions, and Advance Organizers 88 5—Nonlinguistic Representation 101 6—Summarizing and Note Taking 134 7—Cooperative Learning 154 8—Reinforcing Effort 170 IV. Which Strategies Will Help Students Practice, Review, and Apply Learning? 180 9—Identifying Similarities and Differences 182 10—Homework and Practice 202 11—Generating and Testing Hypotheses 217 Appendix: Planning for Technology 232 References 241 Index 246 About the Authors 255 Presents new educational tools that support research-based instruction, and learn new ways to use educational technologies, such as word processing and spreadsheet applications, multimedia, data collection tools, communication software, and the Internet Practical guidance, vivid examples, and dozens of resources show you the best ways to use technology to support the research-based instructional strategies that increase student achievement.