LARSEN_TEXTBOOK_NOTES

EDUU 551 SP10

Mr. Gibbs
Text: Integrating Technology for Meaningful Learning. Grabe & Grabe. 5th
Edition, 2007.

CHAPTER 1: Key Themes and Issues for Using Technology in Your Classroom

• Education reform. Student goal: Create personal knowledge and

skills necessary to be active participant/contributor in modern
technological society. Teacher goal: Act as guide, facilitator, and
model of active inquiry-based learning. Assessment based on task
performance and knowledge application –Content & Performance-
based standards. Emphasize thinking skills, application of
knowledge, and meaningful understanding. Skills and knowledge
must be relevant to current & future needs.
• Key Elements for 21st C Learning: 1. Emphasize core subjects (be
relevant regarding what is learned, how it is learned and applied). 2.
Emphasize learning skills (flexible application – future-minded). 3.
Use 21st C tools (technology to build new knowledge and communicate
beyond the school arena). 4. Teach and learn in 21st C context
(relevant real-world experiences). 5. Recognize need for 21st C
content (evaluate and integrate new information to facilitate
meaningful application/decisions). 6. Assessment methods must
measure 21st C skills (standardized tests are not adequate).
• Skill integration: Focus on wider range of learning tasks. Use tech
tools to collect data, engage in collaborative & cooperative learning,
utilize higher-order thinking, and create a product or presentation of
what’s been learned.
• 3 Perspectives on Impact of Technology on School Reform: 1. More
constructivist practices. 2. Traditional school structure and
transmission of info approach hinder tech use. 3. Teachers’ beliefs,
values, and willingness to change impact tech integration in the
classroom. Technology use is influenced by teachers’ level of training
& attitudes.
• Activity-Based Learning Model: Student as active creator of personal
knowledge. Teacher as guide and model – facilitate relevant
applications, connections, and critical thinking skills.
Text: Integrating Technology for Meaningful Learning. Grabe & Grabe. 5th
Edition, 2007.

CHAPTER 3: Using Tools: Word Processors, Databases, Spreadsheets, and Data

Probes

• Word Processors, Data Bases, Spreadsheets, and Data Probes: Most

common computer tools currently in educational use today. WP is the most
widely used computer application in the work and home. Tools help
students develop quick and more effective writing skills. Writing skills
facilitate the generation and integration of personal knowledge. Writing,
graphing, measuring, organizing data, and number manipulation are tools
for assessment as it is a visible demonstration of what the student knows.
Tools make life easier.
• Word Processing: Excellent writing aid and learning tool. Characteristics
include text input, word wrap, storage and retrieval, and formatting.
Functions include editing, copy & paste, deleting, specific text selection, spell
check, Thesaurus, and outlining. Design capabilities include integration of
graphics and text (pictures, diagrams, charts, font, size and color,
background). Keyboarding skills are critical.
• Spreadsheets: Used to organize numerical data, perform calculations,
display data via charts-graphs-templates, display survey results, track data
such as grades-$-scores, plan trips-budgets, etc. Means to visualize and
interpret data. Makes information more accessible and meaningful.
• Database: Used to organize, store, and search for information. Facilitates the
study of relationships among data. Databases are organized into 3 levels:
Fields (user info, field name, type of info), Records – defining feature of
databases (meaningful collection of fields – total stored info about a
particular subject), and Files (total collection of records on a particular
subject).
Text: Integrating Technology for Meaningful Learning. Grabe & Grabe. 5th
Edition, 2007.

CHAPTER 4 : Using Instructional Software and Multimedia for Content-Area

Learning
• Technology for Instruction: Computer Based Instruction (CBI) or
Computer - Assisted Instruction (CAI); the computer acts as a tutor and is
integral to classroom instruction
• 4 Stages of Instruction: 1. Exposure to info & learning experiences, 2. Initial
guidance to ease student’s understanding of info and execution of skills, 3.
Extended practice to improve fluency and retention of info, and 4.
Assessment of student learning
• Categories of Instructional Software: Tutorials, Simulations, Drill &
Practice, Educational Games, and Exploratory Environments.
• Tutorials: Purpose is to present information, guide learning, aid the
adaptation of instruction to individual needs, provide a means to review info,
make information accessible to different learning styles by using different
forms, and track/assess student performance and understanding
• Simulations: Purpose is to provide real world experiences in a controlled
learning environment. Allows for role play and demonstration of knowledge.
There are four stages of instruction: presentation, guidance, practice and
assessment.
• Drill & Practice: Computer-based means to learn/practice/demonstrate
skills such as typing, spelling, word patterns, numerical operations, etc.
• Educational Games: Designed to engage and challenge students in a
competitive & entertaining format so that learning is promoted and
internalized.
• Exploratory Environments: Provide a means to explore, manipulate, and
manage computer-based worlds. (AKA Intentional Learning Environments
and Interactive Learning Environments)
• Multimedia: An application that uses multiple modes of media (i.e. visual
and audio), two or more symbol systems (i.e. text and graphics), and two
genres within a symbol system (i.e. video and still image). NOTE: Excessive
text, sound and animations can result in student distraction interfering with
content learning.
• Hypermedia: Provides means to experience multimedia in non-linear form
(individual words, text and audio segments, images, animations, etc.)
• Hypertext: Hypermedia that is composed only of text
Text: Integrating Technology for Meaningful Learning. Grabe & Grabe. 5th
Edition, 2007.

CHAPTER 5: The Internet as a Tool for Communication

• Internet: Important technological innovation which provides a means to
access the world as well as change the world. Use and accessibility has
increased exponentially. Some lower socioeconomic schools/societies do not
yet have access --- this needs to be remedied.
• 3 Types of Internet Tools: Communication, Inquiry, and Construction
• Communication Tools: Means to exchange information and communicate
with others (email, mailing lists, chat & video conferencing, instant
messaging, Skype, Facebook, blogs, etc.)
• Inquiry Tools: Means to solve informational problems (web browsers,
search engines, searchable information embedded in the web)
• Construction Tools: Means to create, build, and summarize a learning
activity (sounds, images, graphics, videos, power point, wiki, etc.)
• Facilitation of use of Internet Tools: Teacher needs to be mindful of roles
(technical, social, managerial, and pedagogical) to facilitate success.
• Advantages of Computer-Mediated Communication (CMC): 1. Makes
access to information and learning more accessible and affordable. 2.
Provides virtual exposure to other cultures, values, experiences, philosophies,
and points-of-view. 3. Encourages diverse participation in a self-paced
format. 4. Removes many time constraints, allowing for self-paced thought,
absorption of info, reflection, and response. 5. Means to take risks safely.

.
Text: Integrating Technology for Meaningful Learning. Grabe & Grabe. 5th
Edition, 2007.

CHAPTER 6: The Internet as a Tool for Inquiry

• Internet for Inquiry: World Wide Web (WWW), Bookmarks, Browsing &
Searching
• Critical Thinking: Sources should be checked out to confirm that the
information is valid, reliable, and scientifically-based.
• Organizational Skills: Bookmarks are most useful for effective and fast
internet research when they are organized, highly descriptive, appropriately
titled, and annotated.
• Independent Learning: Using the Web to do research and learn as well as
most Life Tasks requires a set of skills. Involves gathering, interpreting, and
acting on information.
• WWW: Allows informational sources/websites to be interconnected.
• Browser: Provides access to information and keeps track of different
websites.
• Search Engine: Online database that contains information about a large
number of websites.
• The Big Six Skill Set:

Task Definition: Define the problem and identify information

resources needed to solve it.
Information-seeking strategies: Identify the range of possible
information resources, and prioritize them for investigation.
Location and access: Locate the information sources and the relevant
information within them.
Use of Information: Process (read, view) the information, and
determine relevant ideas.
Synthesis: Organize and create a product (report, opinion, project,
etc.) from the central ideas.
Evaluation: Reflect and consider the product and the effectiveness of
the problem-solving process.
• Information Problem Solving – Using the Web in the Classroom: The
teacher needs to facilitate the students becoming effective thinkers and
problem-solvers. Teachers must be models of life-long learning, technology
included.
Guiding Questions:
1. What needs to be done?
2. What can I use to find what I need?
3. Where can I find what I need?
4. What information can I use?
5. How can I put my information together?
6. How will I know if I did my job well?