(eBook PDF) Teaching and Learning

with Technology 6th Edition

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 Contents vii

TechTutor 5.13 Adobe Premier Clip 171 Voices from the Classroom 6.3 Using
TechTutor 5.14 Adobe Spark Post 171 Braille Devices 198

TechTutor 5.15 Adobe Spark Page/Slate 172 Search4This 199

Search4This 172 Technology for Students with Special Needs:

Challenges and Solutions 200
Search4This 173
Selecting Technology Solutions 200
Software in the Digital Classroom: techtools4schools TechMatrix 201
Opportunities and Challenges 175
Training 201
Software Opportunities 175
Collaborating with Technology Personnel 201
Software Challenges and Solutions 175
Teacher2Teacher Early Use of Assistive Technologies
Apps: Opportunities and Challenges 177
Linked to Academic Achievement 202
6 Technology for Diverse Learners  180 Search4This 202

Technology Solutions for Students with Special Technology Solutions for Gifted and Culturally
Needs182 Diverse Students 203
Technology Supports for Special Needs in Talented and Gifted Students 203
Content Areas 184 Search4This 204
Writing 184 Culturally and Linguistically Diverse
WORD PROCESSING 184   Students 204
Skills Builders 6.1 Inspiration and COMPREHENSIBLE INPUT 204

Kidspiration 185 Voices from the Classroom 6.4 Understanding

WORD PREDICTION SOFTWARE 185 Comprehensible Input 205
Voices from the Classroom 6.1 Adaptive SCAFFOLDING 205 • MULTIMEDIA PROGRAMS 206 •
WEBSITES AND APPS 206
Keyboards and Word Prediction
Technology in Action 186 Search4This 207
Search4This 186 Technology for Gifted and Culturally Diverse Students:
TALKING WORD PROCESSORS 187 • TALKING Opportunities and Challenges 208
SPELL-CHECKERS 187 Opportunities 208
Search4This 187 Challenges 208
OTHER WRITING TOOLS 187 Universal Design and Technology Solutions
Search4This 188 for All Learners 211
Reading 188 Search4This 212
RECORDED BOOKS 188 • HIGH-INTEREST,
LOW-VOCABULARY BOOKS 189 • SCAN/READ 7 The Web in the Digital Classroom  215
SYSTEMS 189
Voices from the Classroom 6.2 Using The Internet and the Evolving Web 217
the Kurzweil System 190 The Internet 217
DIGITAL BOOKS 190 Common Internet Resources 217
Search4This 191 E-MAIL 217 • DISCUSSION GROUPS 218 • MAILING
LISTS 219 • CHATS 219
TEXT-TO-SPEECH SOFTWARE 191 • APPLE
READING APPS 192 Search4This 219
VIDEO CONFERENCING 220
Technology to Enable Computer Use for
Students with Special Needs 193 The Distinction between the World Wide Web
and the Internet 220
Low-Tech Adaptations 193
Web Basics 221
TechTutor 6.1 Windows Accessibility
Navigating the Web 221
Options Tour 193
Alternative Input Devices 194 Search4This 222
ALTERNATIVE MOUSE DEVICES 194 • ALTERNATIVE The Evolving Web 223
KEYBOARDS 194 Web 3.0 and the Semantic Web 224
Search4This 195 Web 4.0 and Beyond 225
SWITCH DEVICES 196 Web Tools and Resources for Teaching
Alternative Output Devices 197 and Learning 226
TechTutor 6.2 Access Options for Tools and Resources for Research and Discovery 226
Sight-Impaired Students 197 SEARCH ENGINES 226

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 viii Contents

TechTips Effective Searching 227 Other Digital Learning Systems 254

ONLINE LEARNING 254
Search4This 227
EDUCATION ORGANIZATIONS 228 • ACADEMIC TechTutor 8.1 Intro to Learning Management Systems 254
PORTALS 228
Search4This 255
Search4This 228 BLENDED DELIVERY 255
WIKIS 228
techtools4schools The Flipped Classroom 256
techtools4schools Wikipedia Projects 229
Search4This 258
Voices from the Classroom 7.1 Using a Wiki 229
Digital Learning and Delivery: Implementation
Search4This 230
Issues  259
RSS FEEDS 230 • MASHUPS 230
Teacher and Student Readiness 259
Search4This 231
Preparation and Classroom Management Time 259
Web Tools for Communication and Collaboration 231 Technical Support 260
WEBLOGS (BLOGS) 231
Instructional Support 260
Web-Based Multimedia 232 Copyright 261
TechTips Common Media File Types techtools4schools The Fair Use Evaluator 261
on the Web 232
Search4This 261
GRAPHICS 232 • AUDIO 233

Voices from the Classroom 7.2 Using Voki Technologies for Digital Learning 262
in the Classroom 233 Telephony Technologies 262
Search4This 234 TechTips Skype in Education 263
VIDEO 234 Internet Meetings and Video Conferencing 263
Search4This 235 Search4This 263
Web Tools for the Classroom 235 Voices from the Classroom 8.2 Using Video
LEARNING MANAGEMENT SYSTEMS (LMS) 236 • WEB Conferencing 264
ENHANCEMENTS TO TRADITIONAL CLASSROOMS 236 •
SOCIAL BOOKMARKING TOOLS 236 Internet Tools 264
Search4This 236 Search4This 265
TOOLS FOR SOCIAL NETWORKING 237 • DEDICATED E-MAIL 266 • CHAT 266  
SOCIAL NETWORKS 238 • ADAPTABLE SOCIAL NETWORKING Voices from the Classroom 8.3 Online
SITES 238 Classroom Communication 267
Search4This 238 FORUMS 267
The Web in the Classroom: Opportunities Social Media and Digital Learning 267
and Challenges  239 BLOGS 268 • WIKIS 268
Web Integration: Opportunities 239 Search4This 268
EVALUATING WEBSITES 239 PODCASTS AND VODCASTS 269  
Web Integration: Challenges 241 Search4This269
Digital Citizenship, Schools, and the Web 242 SOCIAL NETWORKING AND MEDIA 269
Digital Citizenship Guidelines 242 Search4This 270
DIGITAL CITIZENSHIP AND THE DIGITAL AGE
TEACHER 243 techtools4schools Ning 270
techtools4schools Fostering Digital Citizenship 243 Emerging Tools 270
THE CLOUD 271 • VIRTUAL WORLDS 272 •
Search4This 244
ADAPTIVE LEARNING TECHNOLOGIES 272

8 Technology for Digital Learning Search4This 273

and Delivery  246 Delivering Digital Learning: Opportunities
Instructional Delivery Systems 248 and Challenges 274
Distance Delivery 249 Challenges for Digital Learning 274
Voices from the Classroom 8.1 New Models DIGITAL STRATEGIES AND INSTRUCTIONAL QUALITY 275
for Distance Delivery 250 Teacher2Teacher Self-Paced Learning Attracts
THE IMPACT OF DISTANCE DELIVERY ON K-12 Students 276
EDUCATORS 251 TEACHER PREPARATION 276
Search4This 252 A Look Ahead 277

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 Contents ix

9 Technology in Schools: Technology Integration: Opportunities and

Challenges 309
Implementation Issues  279
Voices from the Classroom 9.2 Technology
Technology Implementation 281 Implementation Issues 309
Issues When Implementing Technology 281 TechTips Protecting Students with
Legal Issues and Technology Integration 283 OnGuardOnline 310
The Teacher’s Role in Enforcing AUPs 283 Search4This 311
Voices from the Classroom 9.1 Protecting
Students at Rocky River Elementary 284 10 Technology in Tomorrow’s Schools  314
COMPUTER CODE OF ETHICS 284
Evolving Educational Technologies 316
TechTips Computer Code of Ethics 285
Virtual and Augmented Reality 316
IMPLEMENTING FILTERING SOFTWARE IN SCHOOLS 285
Search4This 317
Search4This 286
Gesture-Based Multitouch Displays 318
USING PARENTAL CONTROL OPTIONS 286
Cloud Computing 318
ADA Compliance 286
Search4This 319
techtools4schools Checking Websites
for Accessibility 287 Open Content 320
Search4This 320
Search4This 287
Gamification 321
TechTutor 9.1 Windows Accessibility
Makerspaces 322
Options 288
Search4This 322
Student Privacy 288
STRATEGIES TO PROTECT PRIVACY 289 • LEGISLATION Emerging Educational Technologies 323
TO PROTECT PRIVACY 290 Learner Analytics 323
techtools4schools NetSmartz: Keeping Children Adaptive Learning Technologies 323
Safe Online  291 3D Printing 324
Search4This 291 techtools4schools The Thingiverse 325
PROTECTING STUDENT RECORDS 292 Search4This 326
Copyright Law 292
MOOCS 326
FAIR USE 293
Badges 327
techtools4schools: Demystifying Copyright 294
Search4This 328
FAIR USE FOR ONLINE CONTENT 294
On the Horizon 328
TechTips Creative Commons 295
INTERNET OF THINGS 329 • ELECTRONIC PAPER 329
Search4This 296 Search4This 330
Software Piracy 297 WEARABLE TECHNOLOGY 330 • DRONES 331
Social Issues and Technology Integration 298 Search4This 331
The Digital Divide 298 Teaching in Tomorrow’s Classrooms 332
DIGITAL BRIDGES 300 • BRING YOUR OWN
DEVICE (BYOD) 300
Standards and Technological Change 332
Teaching in the Digital Age 333
Search4This 301
Learning in the Digital Age 333
Cyberbullying and Cyberstalking 301
Voices from the Classroom 10.1 Changing
Sexting 302
Teaching through Technology 334
Search4This 303
Teaching and Learning in the Digital Age:
Ethical Issues and Technology Integration 304 Challenges and Opportunities 335
Freedom of Speech 304
Opportunities for 21st Century Teaching 335
Academic Dishonesty 305
Challenges for 21st Century Teaching 336
Right to Privacy 306
Change Agent: The New Role of the 21st
Hacking and Malware 307 Century Educator337
Search4This 307
Glossary341
techtools4schools Network Tools
for Safety and Support 308 References349
Search4This 308 Index359

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 About the Authors
Dr. Judy Lever-Duffy, retired Professor of Computer Science and Education at Miami Dade College, Miami, Florida and
retired adjunct Professor at Nova Southeastern University, Ft. Lauderdale, Florida has taught computer and education
courses at the undergraduate and graduate level both on campus and via distance delivery. She holds a B.A. degree in
Education from Florida Atlantic University, Boca Raton, Florida, and an M.S. in Computer Studies and Ed.D. in School
Management and Instructional Leadership from Nova Southeastern University, Ft. Lauderdale, Florida. Dr. Lever-Duffy
enjoys teaching, writing, and living in the Florida Keys.
Dr. Jean B. McDonald, Adjunct Professor of English at Jackson State Community College, Jackson, Tennessee, teaches
composition courses and edits dissertations while pursuing a graduate certificate in Teaching English to Speakers of Other
Languages. She holds a B.S. degree in English and an M.A. degree in English from Bradley University, Peoria, Illinois, and
an Ed.D. degree in Instruction and Curriculum Leadership from the University of Memphis, Memphis, Tennessee.

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 New to this Edition

T
his is the sixth edition of Teaching and Learning with Technology, now in REVEL™.
REVEL™ is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging,
REVEL offers an immersive learning experience designed for the way today’s students read, think, and learn. En-
livening course content with media interactives and assessments, REVEL empowers educators to increase engagement
with the course to better connect with students.

REVEL™ Offers:
Dynamic content matched to the way today’s students read, think, and learn, including:

• Integrated Videos and Interactive Media Integrated within the narrative, videos empower students to engage with
concepts and take an active role in learning. REVEL’s unique presentation of media as an intrinsic part of course content
brings the hallmark features of Pearson’s bestselling titles to life.
• Tech Tutors offer video training and instruction for key technologies, software, and instructional concepts. Tech
Tutors for Adobe products including Creative Cloud software and Adobe mobile apps of particular interest to
educators have been added to this powerful multimedia resource.
• Voices from the Classroom includes video of educators both in and out of the classroom demonstrating and discuss-
ing the technology relevant to that chapter. These voices of real teachers telling their own stories about technology
they have integrated help students to see how educational technology is relevant to real classrooms.
• Interactive Timelines in chapters 2 and 8 allow students to walk through the evolution of the technological revolu-
tion. The interactive timeline allows students to stop and think about different periods in which events occurred
that impacted educational technology for teaching and learning.
• Pop-up Rubrics appear in the text as figures as well as pop ups. Students can print these rubrics to evaluate charac-
teristics of software, hardware, apps, online resources, and other tools in order to make informed decisions about
those products that would be most valuable to them in their classrooms.
• Flash Reviews are interactive flash card reviews provided at the end of each chapter to offer students an opportunity
to test their knowledge of key terms in an interactive format.
• Quizzing and Short-Answer Response Opportunities Located throughout REVEL, quizzing affords students op-
portunities to check their understanding at regular intervals before moving on. Quizzes are in multiple-choice and
short-answer response formats.
• Consider This interactive reflection questions appear at the end of each major section. This feature allows students
an opportunity to stop and informally review critical content and think about how it can be applied in the digital
classroom before moving to the next topic.
• Check Your Understanding multiple choice assessment questions test students’ knowledge of the content they have
just read at the end of each major section. Feedback for the correct answer is provided.
• Interactive Reflection Questions are short answer questions with feedback that ask students to think about how they
would apply what they have learned to their own teaching and student learning experiences.
• Interactive Shared Writing activities allow students to answer questions and share their responses with others.

• Interactive Glossary links bolded key terms in the text to glossary definitions, enabling students to read and compre-
hend with clarity without skipping concepts they do not understand.

Additional Significant Changes to This Edition

• A reorganization of content allowed us to emphasize the technologies used most widely and consistently in the digital
classroom. This involved consolidating chapters, refocusing content, and incorporating the newest and most relevant

xi

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 xii New to this Edition

technologies. This reorganization renewed and revamped this edition to provide the most meaningful survey of edu-
cational technologies possible.
• A comprehensive review of the latest digital technologies—from mobile devices to cloud computing to augmented
reality to the role of the Internet of Everything in education—has been included throughout this edition. Related teach-
ing and learning strategies have been revised to reflect the most current digital age instructional approaches, from the
flipped classroom to gamification to the most current adaptive learning tools.
• Expanded web coverage delves into the educational application of current and evolving web tools including an in-
troduction to Web 3.0 and 4.0. The role of these innumerable tools to support teaching and learning is presented with
emphasis on best practices.
• Search4This feature boxes are integrated throughout every chapter and offer readers a listing of search terms for
websites and apps to further explore via their preferred search engine. This feature increases depth of content and lets
students familiarize themselves with the wealth of resources available to them.

Approach and Organization of This Text

For the students of the digital age, competency in all manner of technology is integral to their success in both their aca-
demic and personal lives. As a result, educators who teach these learners must seamlessly and fully integrate technology
into all content areas. This sixth edition of Teaching and Learning with Technology offers a comprehensive overview of the
many types of educational technology available in the digital classroom and its application to teaching and learning. This
knowledge is essential to preparing future educators for their careers and for ensuring that current educators are aware of
emerging tools. Using Pearson’s new, robust platform, this edition models the core technology skills educators need while
allowing the student to engage and interact with the text as never before. Using the International Society for Technology
Education’s (ISTE) National Educational Technology Standards as its guide, Teaching and Learning with Technology focuses
on the competencies that educators are expected to demonstrate as they integrate the many current and emerging technol-
ogy resources into the digital age classroom.
Courses in educational technology can take a variety of approaches to help prepare educators. Some focus on educa-
tional technology theory and research; others that have evolved from computer courses emphasize the features and use
of hardware and software. Teaching and Learning with Technology, sixth edition, takes a more pragmatic yet encompassing
approach. This text presents the many diverse technologies available to educators from the perspective of how best to use
them for teaching and learning. This text explores not only the many technologies teachers may be expected to imple-
ment but also the opportunities and challenges these technologies present—from a discussion of how technology impacts
a teacher’s life, to how it fits into learning theory, to how best to utilize it in planning and instruction. We examine how
evolving technologies can best support teaching and learning, including computers, mobile devices, and the web and
social media. We also look at strategies for using technology for teaching and learning using a diverse collection of meth-
odologies, from blended to distance delivery; from teaching with assistive devices; to incorporating technologies just on
the horizon and soon to be in the classroom. Furthermore, Teaching and Learning with Technology offers interactivity, multi-
media, and robust resources to fully experience the technologies under study.
Teaching and Learning with Technology, sixth edition, was designed to combine theoretical, technical, and experiential
components into a single approach that is suitable for current and future teachers using educational technology in the
classroom. In creating the text, we followed three basic principles:

1. Ground the study of educational technologies in effective teaching and learning principles and their application in the
real-world classroom.
2. Explore all technologies that are useful to prepare and support digital age learners.
3. Develop an awareness of the professional opportunities and challenges associated with technology integration to help
educators to become educational technology advocates.

With this approach, we hope to have created a relevant and meaningful text that will provide current and future
educators the knowledge, skills, and tools necessary to effectively and efficiently integrate technology into their digital
classrooms.
A constant aspect of our pragmatic approach is the reader-friendly style of the text. To maintain interest and readabil-
ity in a content area that tends toward jargon and technical detail, we deliberately engage students with a conversational
tone and easy-to-use definitions and tools. Together, these elements present the complexities of educational technology in
the most readable and engaging format possible.

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 New to this Edition xiii

Whether reviewing standards, planning for t­ echnology-rich instruction, examining diverse technological tools, con-
sidering issues, or previewing technologies on the horizon, we have endeavored to include the need-to-know skills and
knowledge required for digital age educators. This new e-text will serve to provide educational technology essentials to
current and future educators at every level of the technology literacy spectrum. Changes to each chapter follow:

• Chapter 1, Teaching, Technology, and You, offers a professional framework for technology in teaching and learning. This
chapter has been updated to reflect an emphasis on 21st century teaching and learning models including those advo-
cated by the Partnership for 21st Century Skills, current standards in the field including Common Core, and relevant
technologies that impact the education professional both inside and outside of the classroom.
• Chapter 2, Technology and Learning, has a streamlined discussion of the theoretical frameworks for technology integration
and an expanded exploration of the numerous new traditional and online technologies applicable to learning.
• Chapter 3, Planning for Technology Integration, has abbreviated and modified the Dynamic Instructional Design model to
better reflect the changing focus on 21st century instruction. The chapter has been expanded to include the opportuni-
ties and challenges inherent in technology integration.
• Chapter 4, Technologies in the Digital Classroom, has condensed and streamlined the discussion of the core technologies
essential to the digital classroom with emphasis on the essential tools every teacher needs. It reflects the academic
potential of current and emerging technologies integrated into the classroom. This chapter provides a survey of the
technologies most common to the teaching and learning from standalone to networked and wireless resources. It in-
cludes a discussion of the issues and concerns associated with implementing these technologies in digital age schools.
• Chapter 5, Software for Teaching and Learning, includes a discussion of essential software for teacher tasks as well as online
tools to help teachers manage essential tasks such as attendance and grades. This chapter also explores standalone, net-
worked, and online software that supports learning. The use of active learning software—whether using productivity
software for academic purposes or integrating the latest app—is examined within the framework of sound pedagogy.
Opportunities and challenges that teachers face when integrating software for teaching and learning are fully addressed.
• Chapter 6, Technology for Diverse Learners, revisits the application of technology for students with unique needs and
includes updates to reflect changes in assistive and supportive devices. It shows and discusses technology solutions
that accommodate diverse needs of students from special needs to gifted to language diversity. It also helps teachers
understand how to apply technology skills for student success in the classroom and how to differentiate instruction to
meet the needs of all students in the digital classroom.
• Chapter 7, Teaching, Learning and the Web, offers a thorough examination of web resources and their application in schools
and in the classroom. This chapter examines the powerful tools and resources that are likely to be incorporated into
teaching and learning strategies for research, communication, collaboration, and social interaction. It culminates in
a discussion of the teacher’s role in helping students to become productive members of the global digital world and
good digital citizens.
• Chapter 8, Technology for Digital Learning and Delivery, updates its examination of the impact of technology on the delivery
of traditional and digital instruction from blended learning to flipped classrooms to education at a distance. This chapter
provides an overview of the evolution of instructional delivery models, offers methodology for evaluating them, and
provides a ­robust discussion of their merits and the opportunities and challenges inherent in their implementation.
• Chapter 9, Technology in Schools: Implementation Issues, updates its examination of the diverse social, ethical, and legal
issues associated with technology integration to include those most pressing for today’s educators, cyberbullying and
cyberstalking. Various new online resources to assist teachers in addressing these issues are provided to prepare for
and address the many concerns they might encounter.
• Chapter 10, Technology in Tomorrow’s Schools, takes a forward look at the diverse technologies that will ­affect schools as
more technologies appear on the horizon. It concludes with a discussion of the role of digital age educators as advocates
for technology in teaching and learning.

Special Features
• Updated Learning Outcomes at the beginning of each chapter identify what students should be able to master after read-
ing the chapter by providing measurable and observable goals.
• ISTE Standards for Teachers are aligned with learning outcomes and chapter content to raise students’ awareness of
relevant standards.

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 xiv New to this Edition

• Teacher2Teacher interviews appear in selected chapters to spotlight the accomplishments of educators from across the
globe as they describe their experiences in their own classrooms and schools.
• Skills Builders Activity Lists provide a follow-up to Tech Tutor tutorials in chapters 5 and 6. These are a series of online,
downloadable PDFs that take students step by step through hands-on practice activities in Microsoft Office productivity
packages for PC and Mac, Adobe software, as well as for other useful software.
• Hands-On Learning activities are pop-up downloadable pdfs of hands-on activities throughout each chapter that ask
students to apply to the technology under study. These activities are diverse and robust applications of chapter content.
• Tech Tips offers educators useful how-tos and resources to help them manage and maximize the usefulness of the tech-
nologies in their schools and classrooms.
• techtools4schools provides suggestions for online and classroom tools of particular usefulness in the classroom, offered
within the context of each chapter’s content focus.
• Chapter Summaries provide a review of the section’s content and associate it with applicable learning outcomes.
• Chapter Projects are the culminating Student Activity that asks students to solve a problem based on a scenario that
involves the types of situations discussed throughout the chapter. The student must answer questions and follow the
steps presented in the projects using what they have learned throughout each chapter.

Support Materials for Instructors

The following resources are available for instructors to download on www.pearsonhighered.com/­educators. Instruc-
tors enter the author or title of this book, select this particular edition of the book, and then click on the Resources tab
to log in and download textbook supplements.
Instructor’s Resource Manual and Test Bank (ISBN 9780134519876) The Instructor’s Resource Manual and Test
Bank includes questions that tie to the learning outcomes, discussion questions, and activities. For each chapter the IRM
includes:

• Alternative individual, reflection, and group activities to expand your instructional choices for reinforcing chapter content.
• Suggested assessment strategies to help evaluate competencies.
• Educational Technology Pre and Post Tests to help students gauge their mastery at the beginning and end of their ed
tech course.
• Additional reproducible hands on activities in every chapter.
• Field experience activities for those students who are completing a field component of their educational technology
course.
• Problem-based learning projects on multichapter, critical educational topics.
• In Depth reproducible reading handouts that supplement and enhance chapter content.

PowerPoint Slides (ISBN 9780134519883) The PowerPoint slides include key points pertaining to key concepts, skills,
and strategies to enhance learning. They are designed to help students understand, organize, and remember core concepts.

TestGen (ISBN 9780134519869) Test Gen is a powerful test generator available exclusively from Pearson Education. You
install TestGen on your personal computer (Windows or Macintosh) and create your own tests for classroom testing and
for other specialized delivery options, such as a local area network or the web. A test bank, which is also called a Test Item
File (TIF), typically contains a large set of test items organized by chapter and ready for your use in creating a test based
on the associated textbook material.

The tests can be downloaded in the following formats:

TestGen Testbank file—PC
TestGen Testbank file—MAC
TestGen Testbank—Blackboard 9 TIF
TestGen Testbank—Blackboard CE/Vista (WebCT) TIF
D2L Test Bank (zip)
Moodle Test Bank
Sakai Test Bank (zip)

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 Acknowledgments
When we created the first edition of our text, we discovered how essential the help, encouragement, and support of those
with whom we live and with whom we work was to the success of our text. We continue to be very grateful to all. As we
prepared this sixth edition in its interactive platform, we found the support of our families and colleagues to be critical once
again. First, we would like to thank our families for their continued encouragement and for their patience and tolerance of
the time spent away from them during the creation of this edition. Special thanks to Judy’s son, Jonathan Lever, for his sug-
gestions and encouragement and to husband Dewayne Roos, for his ideas, contributions, and patience; to Jean’s sons and
daughters-in-law, Mike and Mary and Tom and Jenny; to her daughter, Melany; to her son, Mark, and to her grandchildren.
At Pearson, we gratefully acknowledge the patience, hard work, creativity, and support of all those known and un-
known to us who made our sixth edition a reality. Special thanks to the remarkable team that made this edition happen.
We sincerely thank Max Chuck for her professionalism and expertise, limitless enthusiasm, thoughtful guidance, endless
patience, and sincere friendship as we traversed the complex experiences of moving together to the REVEL platform. We
thank Karen Mason, Miryam Chandler, Beth Kaufman for shepherding us through the intricacies of the production process
with a steadiness and kindness we have come to rely on and could not have managed without. We thank Allison Longley
for her technical support and expertise as she turned our ideas into innovative interactivity. The scope and breadth of this
revision would simply not have been possible without this team, and we are very grateful for their participation and im-
mense support. We also want to acknowledge the essential leadership provided by Jeff Johnston and Meredith Fossel who
made this edition possible.
We gratefully acknowledge the many reviewers of the text, including Tracey Sheetz Bartos, Seton Hill University;
Dr. Catherine L. Bertelson, Central Washington University; Dr. Jane C. Bowser, High Point University; Cathy Cole, Ivy
Tech Community College; Douglas M. Harvey, Richard Stockton College; Dr. Debbie Heroman, Louisiana State Univer-
sity; Suzanne Horn, Queens University of ­Charlotte; Carol Nelson, Central Christian College of Kansas; Cynthia Snell,
Columbia College and Clarion University; Janice L. Thiel, St. Petersburg College; Gretchen Thomas, University of Geor-
gia; Dr. S. Bola Tilghman, Georgia Southwestern State University; and George Watson, Marshall University.
Jean would like to offer a sincere expression of gratitude to Dr. Mechel Camp, Dean of Communications and Humani-
ties, Professor of English, Jackson State Community College; Dr. Linda Brice, Assistant to the Vice Provost-Lambuth Cam-
pus and Clinical Associate Professor, University of Memphis; Dr. Charles W. Crawford, Director, Oral History Research
Office and History Professor; Dr. Joy Austin, Senior Lecturer-English, University of Memphis; Jessica Reese, Instructional
Technology Coordinator, Jackson State Community College; Renee Young, Instructional Technology Coordinator, Jackson
State Community College; Colton Thatcher, Head Distance Learning Technician, Jackson State Community College. We
give special thanks to Joana Spinelli-Salemme, Assistive Technology consultant for Colonial Intermediate Unit 20, for her
thorough review and her suggestions for updates to Chapter 6.
A special thanks to Rob Schwartz, Adobe Educator, author, web training entrepreneur, K–12 teacher and Judy’s
techno-wizard nephew for the new and enhanced Tech Tutors and Skills Builders for this edition. He has become a virtual
contributing author as his ideas enriched the content and scope of this edition.

To all who have contributed in many and varied ways to this effort, thank you. This new, very improved edition would not
have come into existence without you!

xv

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 A Note from the Authors
to Instructors
The authors of this text understand the challenge of learning about and teaching how best to use our ever-changing tech-
nology resources to help people learn. With many technological resources changing quickly and many diverse pressures
affecting teachers and schools, it is difficult to determine what needs to be included in a course in educational technology.
In preparing this text for your use, we have used as our barometer the ongoing question, “What do teachers really need to
know about this technology to help them use it to prepare digital age learners?” We hope that the result of our continuous
response to this question is this text, which offers you an inclusive, focused, and practical survey of educational technology.
With this sixth edition, we have revamped both content and presentation and moved this text to its new leading edge
REVEL platform. We have updated this edition to reflect the most current and emerging technologies likely to impact edu-
cation while streamlining its organization. We hope that we have provided both faculty and students robust interactive
tools to teach and learn about technologies for education. With the use of interactive multimedia elements, and a down-
loadable collection of resources that offer robust activities, this edition offers an engaging set of tools for instructors to
engage students when teaching this course. However, we know that we can always do more for both the faculty and stu-
dents who use this text. We encourage both faculty adopting this text and students using it to share with us your thoughts
about whatever might be done to make this text more useful to you. We look forward to hearing from you!

Judy Lever-Duffy

Jean B. McDonald

xvi

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 Chapter 1
Technology, Teaching,
and You

Monkey Business/Fotolia

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 2 Chapter 1

Learning Outcomes
1.1 Describe educational technology and its role in teaching and learning.
1.2 Evaluate the application of educational technology standards to
21st century teaching.
1.3 Determine the technology requirements for professional
preparation.
1.4 Identify the types of educational technologies available in today’s
classrooms that are useful for teaching tasks.
1.5 Describe the teaching challenges and opportunities associated with
integrating technology in the classroom and in schools.
This chapter addresses ISTE Standards for Teachers 1, 2, 3, 4, and 5.
To review the ISTE Standards, go to ISTE’s website.

Introduction: Technology, Teaching,

and You
Technology is an integral thread woven into the fabric of our society. It assists us in our
personal, academic, and professional lives. As a result, the ability to use technology,
or our technology literacy, has become an essential skill. From researching informa-
tion via the Internet, to getting driving directions, making purchases, paying bills, and
interacting with others, technology has become a critical part of 21st century life. Being
conversant with technology gives us the ability to function in the information age, and
will become increasingly important in our collective future.
For educators—the professionals charged with ensuring that the next generation
is prepared for its place in our technology-rich society—technology literacy becomes
even more vital. We cannot imagine a teacher unable to read or write being charged
with ensuring his or her students’ verbal literacy. We should no more be able to imagine
a teacher unable to use technology being charged with preparing 21st century learn-
ers. Educational technology skills are, for today’s educators, baseline skills. They are
necessary for the many administrative and instructional tasks a teacher has each day.
They are even more essential for teaching and modeling the 21st century skills that our
students require. This professional mandate for technology literacy is the focus of this
chapter.

M01_LEVE1201_06_SE_C01.indd 2 11/23/16 7:49 PM

 Technology, Teaching, and You 3

1.1: Educational Technology

and Teaching
In order to begin an exploration of educational technology, it is useful to understand its
scope and purpose within the framework of education. Just as technology has become a
central force in our society, it has also impacted all aspects of the educator’s professional
life. Current and future teachers must embrace this change, particularly in light of the
changing skill sets that students need for success in the 21st century. To begin this effort, it
is best to have a clear definition of educational technology in order to understand the skills
that must be acquired. Some consider all classroom media to be included in the concept
of educational technology. Others include only digital media. Although these competing
views are equally valid, this text adopts the scope of educational technology as defined by
the Association for Educational Communications and Technology (AECT). The AECT is
one of the oldest and most respected professional educational technology organizations.
Begun in the 1920s, it remains focused on effectively using technology in instruction.
As described in the AECT’s 2008 publication, Educational Technology: A Definition with
Commentary, “Educational technology is the study and ethical practice of facilitating learn-
ing and improving performance by creating, using and managing appropriate technologi-
cal processes and resources.” (p. 1) This definition takes the broadest possible view and
encourages the exploration of the full range of technologies and processes that a teacher
might use to enhance instruction and augment student learning. With this broad approach,
it is useful to consider how this extended concept of educational technology might be
used to encourage and support 21st century teaching and learning. Figure 1.1 suggests the
range of media that might be considered within the definition of educational technology.

Figure 1.1 The Scope of Educational Technology

Educational technology includes all real, analog, and digital technologies and
media that can be used to support teaching and learning.

SOURCES: © Examphotos/Fotolia; © Maksym Yemelyanov/Fotolia; © Monkey Business/

Fotolia; © SkyLine/Fotolia; © Sergiogen/Fotolia; © Elnur/Fotolia; © Suslo/Fotolia; © Dmitry
Goygel-Sokol/Fotolia; © Scanrail/Fotolia; © Hakki Arslan/Fotolia.

M01_LEVE1201_06_SE_C01.indd 3 11/23/16 7:49 PM

 4 Chapter 1

As you can see, all technology and media find a valid place in support of teaching and
learning.
For educators charged with ensuring that our students are prepared for their place
in society, teacher and student literacy in this broad range of technological tools is
essential. To that end, every educator needs to master technology skills, not only to
accomplish his or her administrative and instructional tasks but, more importantly, to
prepare students for contemporary life.
But educational technology, like all other aspects of instruction, cannot be success-
fully employed outside of the instruction, goals, and objectives they support. Instead,
these powerful instructional resources can be effective only if recognized as a compo-
nent of, and integrated into, a framework of standards-based teaching and learning.
The implementation of educational technology itself is not the objective of instruction.
Instead, the reason for integrating technology is to be a support and a means for the
instruction that is necessary to meet identified standards for 21st century learning. In
today’s standards-based educational landscape, educational technology and ­technology
literacy have become foundational elements. Many professional educational organiza-
tions have promulgated standards, including AECT. It is useful to explore the variety
of technology standards that will comprise the framework that you will likely use to
define and inform your technology-rich instruction.

Consider This 1.1: Respond to questions for your consideration about this sec-
tion and its application to your digital classroom.

Check Your Understanding 1.1: Gauge your understanding of the skills and
concepts in this section.

M01_LEVE1201_06_SE_C01.indd 4 11/23/16 7:49 PM

 Technology, Teaching, and You 5

1.2: Technology Standards

for 21st Century Learning
This section addresses ISTE Standards for Teachers 1, 2, 3, and 4. To review
the ISTE Standards, go to ISTE’s website.

Just as they do in all areas of education, standards address teacher and student com-
petencies in educational technology. Standards provide a roadmap for instruction and
define the ultimate goal in terms of student performance. Technology standards provide
direction for and identify the acquisition of the targeted technology skills that students
will need for success for in our digital age. National and international professional
organizations have articulated standards that have identified the specific sets of tech-
nology skills and competencies necessary for both teachers and their students. The
standards, as defined by these organizations, provide the framework for technology
integration in states, districts, and schools.

International Society for Technology in Education

Technology Standards
In the field of educational technology, the most frequently applied set of technology
standards for students and educators are those identified by the International Society
for Technology in Education (ISTE). ISTE led a federally funded initiative to develop
standards for technology for teachers, other education professionals, and students. Since
2000, this initiative has been instrumental in defining what educational professionals
need to know about educational technology. These ISTE standards, called the National
Educational Technology Standards (NETS) were part of the Preparing Tomorrow’s
Teachers to Use Technology (PT3) grant program sponsored by the U.S. Department of
Education. These standards identified criteria for evaluating the knowledge and skills
that teachers should have. In 2014, the NETS standards evolved into the ISTE Stand-
ards for Teachers, Students, Administrators, Coaches, and Computer Science Educators.
The ISTE Standards for Teachers assume that teachers are able to model and apply
the standards articulated for students. The ISTE Standards for students (Standards·S)
identifies the essential technology skills and knowledge students should have in order
to be effective learners in the digital age. Together, these two sets of standards provide
current and future educators direction and appropriate goals for the implementation of
educational technology. ISTE provides useful tools to help educators become familiar
with, and apply, standards (See techtools4Schools: ISTE’s Resources: EdTekHub and
Project ReimaginED).

M01_LEVE1201_06_SE_C01.indd 5 11/23/16 7:49 PM

 6 Chapter 1

techtools4schools
ISTE’s Resources: EdTekHub and Project ReimaginED.
ISTE offers teachers not only the standards they must address, but also excellent resources
to assist them in doing so. EdTekHub and Project ReimaginED are two resources well worth
exploration.
EdTekHub is a gateway to many of ISTE’s educator resources, from the integration
of standards; to plans, ideas, and tools for technology integration; to flipped classroom
projects; to ISTE’s dynamic educational technology blog, ISTE Connects. Exploring these
resources and teacher exchanges can encourage educators at every grade level, and in
every content area, to innovate and effectively integrate educational technology.
One of EdTekHub’s links connects you to Project ReimaginED. This ISTE network gives
educators an opportunity to communicate and share their ideas on ISTE Standards and the
Common Core, all while exploring the application of new, as well as tried and true, technol-
ogy tools. This professional learning community (PLC) offers educators an opportunity to
make meaningful connections with other educators, and with the standards for technology.
Threads in this PLC include such critical conversations as those related to the digital divide,
using standards-aligned plans, webinars and open educational resources, as well as numer-
ous other topics of interest. This single resource offers technology-using educators a robust
view of what colleagues are doing, as well as their issues and concerns.
Explore the many paths available on the EdTeKHub gateway and sign up for Project
ReimaginED to stay current and involved in standards-based technology implementation.

As a result of the ever increasing pressures for technology literacy, and compliance
with the national technology standards associated with it, most states have developed
state technology standards and have included ISTE Standards, directly or indirectly,
within their certification and licensing requirements for teachers. Therefore, as a matter
of your own professional licensure, technology standards, and their resultant require-
ments, have become significant in every educator’s professional life.
ISTE Standards are foundational to the exploration of educational technology for
current and future educators and are, therefore, an essential focus of this text. As you
peruse each chapter, you will find references and links relating standards to the content
presented. You are encouraged to go to the ISTE website, and keep the relevance of the
ISTE Standards in mind, as you continue to learn about educational technology and its
role in teaching and learning. Use your favorite search engine to explore the resources
listed in Search4This.

Search4This
Explore the following resources to become familiar with the standards that are foundational
to your work as a technology-using teacher.

Association for Educational Communications and Technology (AECT)

EdTekHub
ISTE Connects
ISTE Standards
Project ReimaginED

Consider This 1.2: Respond to questions for your consideration about this sec-
tion and its application to your digital classroom.

M01_LEVE1201_06_SE_C01.indd 6 11/23/16 7:49 PM

 Technology, Teaching, and You 7

The Partnership for 21st Century Learning

The Partnership for 21st Century Learning (P21) has provided an additional significant
framework for educators regarding the skills that students will need for their futures.
It is no longer enough to be satisfied with student outcomes limited to the 3Rs. Student
outcomes must now address a broader skill set that includes technology literacy. The
“Framework for 21st Century Learning” (2016), developed by P21, offers a view of
teaching and learning focused on student outcomes in order to help them master the
skills that are critical to their future success. Some of the key skills components of the
framework relate to information, media, and technology skills. The P21 Framework
mandates that professional educators only become qualified in preparing their students
when their own level of technology literacy includes these key skills. Figure 1.2 presents
P21’s view of the skills and initiatives essential for 21st century instruction.

Figure 1.2 The Partnership for 21st Century Learning

P21 offers multiple resources to better understand and implement the
P21 Framework.

SOURCE: Partnership for 21st Century Learning. P21.org. Used with

permission.

The rainbow portion of the figure represents student outcomes, while the lower
portion represents support systems. Further exploration of the P21 website offers an
abundance of teacher resources including posters, videos, implementation guides, and
an interactive roadmap for developing a 21st century learning environment. These
resources will help you to understand the scope of the changing skills that you will be
expected to have and to facilitate.

AECT Standards
AECT is focused on the design of instruction and providing a systematic approach to
learning, as well as how technology can be incorporated into these themes. As one of
the oldest and most widely recognized educational technology organizations, it has
compiled and presented five standards that guide the field in ensuring candidates in
the education profession possess the competencies necessary to create high-quality,
systematic instructional design that effectively includes technology. The five AECT
Standards focus on:

• Content knowledge
• Content pedagogy

M01_LEVE1201_06_SE_C01.indd 7 11/23/16 7:49 PM

 8 Chapter 1

• Learning environments
• Professional knowledge and skills
• Research

Adopted in 2012, the AECT Standards define the competencies expected of those who
would enter the profession, and articulates the indicators by which it can be determined
that such competencies are present. The AECT Standards have been incorporated into
teacher preparation programs, and inform those in the profession who are charged with
preparing future educators.

The Common Core Standards Initiative

The Common Core Standards Initiative is a national initiative led by state professional
organizations, the National Governors Association for Best Practices (NGA), and the
Council of Chief State School Officers (CCSSO). Its goal was to establish a clear and
agreed upon set of standards for K–12 to ensure that students can succeed in college,
a career, and in life by the time they complete high school. Targeted toward math, lan-
guage arts, and literacy in history/social studies, science, and technical subjects, the
Common Core Standards focus on what is required to be literate in the 21st century.
Forty-six states have adopted these standards, which in turn drive their state curricu-
lum mandates.
Technology skills are incorporated within the bounds of the Common Core Stand-
ards. Rather than segregating technology components, the standards include and inte-
grate technology skills into Common Core Standards. This approach recognizes, and
mirrors, the inclusion of technology skills in 21st century life. For example, portraits
of students who have met the standards include students who “use technology and
digital media strategically and capably.” (Common Core State Standards for English
and Language Arts, p. 7) While more specifically, writing anchor standard 6 states that
sixth-grade students will be able to collaborate, write, and publish together via the
Internet. This type of inclusion of required technology skills within the framework of
the Common Core Standards is typical. It serves to demonstrate that technology skills
are now integral to 21st century content competencies.
Given ISTE’s Standards, the imperative defined by the Partnership for 21st Century
Learning, and the inclusion of technology in Common Core Standards, most national,
state, and local organizations and districts recognize educational technology literacy
as a core competency for educators. Other professional organizations, including those
responsible for teacher preparation, further reinforce this mandate.

Consider This 1.3: Respond to questions for your consideration about this sec-
tion and its application to your digital classroom.

Teacher Preparation Accreditation Standards

The AECT and ISTE standards inform the professional preparation requirements for all
teachers as defined by the Council for Accreditation of Educator Preparation (CAEP).
CAEP evolved from the merger of the National Council for Accreditation of Teacher
Education (NCATE) and Teacher Education Accreditation Council (TEAC), the two pre-
viously recognized organizations relating to accrediting programs in teacher education.
The five CAEP standards and their impact on current and future educators have
changed the way future educators prepare for their profession. Colleges of education
seek to be recognized as meeting the CAEP standards in order to affirm that their gradu-
ates have met the nationally accepted criteria for teacher education. CAEP, like other
education organizations, incorporates technology within the framework of its profes-
sional standards for teacher preparation. CAEP standards require future educators to
integrate technology in all domains in order to facilitate student learning and support

M01_LEVE1201_06_SE_C01.indd 8 11/23/16 7:49 PM

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