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Annotated Bibliography

Sierra Afoa

Department of Education, University of Alaska Southeast

ED 698: Master’s Portfolio

Dr. Beth Hartley

April 24, 2024

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Educational Philosophy

Perrone, V. (1991). A letter to teachers: Reflections on schooling and the art of teaching.

Jossey-Bass.

This book is a reflection on the teaching profession and a guide for teachers on the many

different things we have to deal with. Perrone provides examples and ideas for teachers on how

to decide what to teach, how to connect learning with the community, how to evaluate students,

and how to make learning more engaging. The book feels like a guide for discussions teachers

should be having about their own reflections on their teaching practices and what students are

learning. The different ideas of how to engage learners and how to bring the community into the

classroom are some of the most important things I took away from reading this text. The

weakness of this text is that it was written 33 years ago and does not consider the issues that

teachers face today. For example, it discusses how teachers need to be in control of the

curriculum, and while I agree, it is not something that we currently have control over. I used this

text for my educational philosophy because it challenged me to look at myself and my own

teaching practices to see what changes I could make to become a better teacher. It is a text that

helped to frame my own personal philosophy when it comes to evaluation and engagement.

Skinner, B. F. (1976). About behaviorism. New York, Vintage Books.

In this text from B. F. Skinner, an American psychologist, the author takes a critical look at the

study of behaviorism. He discusses what misconceptions there are, what needs to be changed or

fixed within behaviorism, and what parts he believes work well. Skinner believes that there are

many misunderstandings of behaviorism, such as people believe that it looks at behavior simply

as the response to a set of stimuli. He also believes that the environment plays a large role in
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behavior and the way that people respond to different situations. The strength of this text is that

the critical view of behaviorism points out exactly what is wrong with the theory while also

finding positive viewpoints. Before reading the text, I had this idea of behaviorism that it was

just about conditioning in the simplest form, but the reading made me believe it goes much

deeper into the science of behavior. The one downfall of this text is that, again, it is from 1976,

the times have changed, and more research has been conducted. The reason I used this for my

philosophy on education is because of the value knowledge on behavior plays in the classroom.

The better understanding I have on how and why my students behave the way that they do, the

better prepared I am to support them and find ways to manage my classroom.

Learner Development

Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational

goals. Handbook 1: Cognitive domain. David McKay.

Bloom’s Taxonomy is something that you learn about early on in the degree program and carry

with you forever. This book is all about the details of Bloom’s Taxonomy and the six distinct

levels within the cognitive domain. The text begins by describing what taxonomy is and goes on

to describe how it can be used in the educational setting. There are six sections, one dedicated to

each of the six levels – knowledge, comprehension, application, analysis, synthesis, and

evaluation. Within each section, the author goes on to describe what the level is, the objectives,

problems and considerations, and examples. The amount of depth and examples in the text really

supported my understanding of each level and helped me to relate it better to my current students

to get an understanding of their cognitive process. The main issue with this resource is how it is

not always applicable to real world scenarios. Not all situations and problems fit perfectly within

the different levels of taxonomy and that would make it difficult to use this as a direct guide for
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instruction. However, this is a great starting point to get me thinking about the ways that my

students understand what I am teaching and how to meet their needs. This fits perfectly with

learner development because as my students learn and grow, they move through the different

levels of the cognitive domain, and I can better prepare lessons to meet the specific areas they

may need support in.

Piaget, J. (1964). Cognitive development in children: Development and learning. Journal of

Research in Science Teaching, 2, 176-186. http://dx.doi.org/10.1002/tea.3660020306

This is another reference that is widely used throughout the degree program. We quickly learn

about Piaget’s theory of cognitive development and how that impacts the students we teach. The

text also details how students learn at different age levels and through four different stages –

sensorimotor, preoperational, concrete operational, and formal operational. I am a kindergarten

teacher and that means, based on this resource, my students are mostly in the preoperational

stage. This means that I need to allow my students to actively engage in the learning and explore

learning materials on their own to give them a chance to make meaning of things. The purpose of

this text is to describe the different stages of cognitive development and how it applies to student

learning. I would say that a downfall of this source is that not all students go through the

different stages at the rate described, and if I stuck to this 100%, I would not be a good teacher.

This information, however, is beneficial in learner development as a way to be aware of where

students might be at in their learning journey and how to best support them on their way to the

next level.

Diversity & Differentiation

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Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.

Written as a psychology book, Albert Bandura describes his theory on self-efficacy, or the belief

a person has in their own abilities to meet target goals. The author dives into the theory of self-

efficacy, the different sources individuals gain their self-efficacy from, and the developmental

implications this has. The purpose of this text is to educate readers on how self-efficacy can

improve many areas of functioning and how to develop it as well. This resource is a constant

reminder to me about how important it is to have my students believe they are able to achieve

their goals and that bringing in examples from their own ethnicities and backgrounds can support

their self-efficacy by seeing someone like them experience success. One reason I am cautious

about Bandura’s theory and text is because it believes that a person’s is self-efficacy is mainly

built off of their past experiences, but other sources like social interactions may come into play

as well. Overall, this is a text that constantly reminds me to meet my students where they are at

and to find ways to represent each student in a very diverse classroom to improve their belief in

themselves.

Cushner, K. (2006). Human diversity in action. McGraw-Hill.

The purpose of this text is to provide hands-on activities for students studying multicultural

education and diversity. Cushner breaks down this workbook into three parts – Getting to Know

of the Culture of Self, Getting to Know the Culture of Others, and Modifying Curriculum and

Instruction to Address the Goals of Diversity. Each section provides readers with opportunities to

reflect on their own beliefs, learn about many different diversities (such as race, ethnicity,

gender, etc.), and put what is learned into practice. Cushner designed this to be a guide for

students and teachers as a way to reflect on diversity and how culture plays a huge role in
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education. One of the biggest takeaways I had from this text is the 12 Cultural Attributes

activity, where I had to reflect on 12 different diversities and how they come into play in my life

and in the lives of people around me. Being able to sit down and think about the importance of

diversity when it comes to teaching was an extremely valuable lesson that I will carry with me

forever. I had a difficult time finding a weakness to this text, but one thing I realized is that there

is an assumption that everyone reading it has had experience with every cultural attribute

discussed and can reflect on it at a personal level. While this might not have the same outcome

for every person that reads it, Human Diversity in Action can be an eye-opening workbook about

the different backgrounds and student’s teachers may come across during their time in the

teaching profession.

Planning for Instruction

Wiggins, G. & McTighe, J. (2005). Understanding by design. Association for Supervision

and Curriculum Development.

As one of the most influential books to both my journey to becoming a teacher and my

instructional planning, Understanding by Design (UbD) is all about the flip in instructional

design to best support student understanding. It starts out discussing the “backwards design” of

instruction that first starts the goal or understanding we want students to have before designing

the rest of the lesson. The authors then go on to discuss what understanding really means for

students and the different facets of understanding that exist. The purpose of this text is to reframe

teacher’s thinking about the way that they teach and reflect on what is really important – the end

goals. This resource was vital in helping me start to design my own lessons and my own units

and I have referenced it quite a bit throughout my time in the education program. The sample

lesson and curriculum plans included in the book are an added bonus for new teachers as well.
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The issue I see with this resource for my school district is that we are pretty much given a script

for what we need to teach and UbD is all about creating lessons and curriculum. There is still

value in this text as a way to reflect on what we are teaching, challenge things we do not agree

with, and make sure that we know what we want our students to understand at the end of a lesson

or unit.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Harvard University Press.

Vygotsky is a well-known psychologist who has contributed to the educational field in more

ways than one. This specific text on the developmental aspects on growth in humans is one that

helps educators understand where their students are at in the learning process and what steps

need to be taken next. The main idea of this book is characterizing human behavior and behavior

develops over time. Vygotsky analyzes the fundamental issues of the relationship between

humans and their environment, relationships between humans and nature, and the development

of speech. Within this text Vygotsky also details the zone of proximal development, which is the

area in which a student can do without assistance and what they can do with the help of a teacher

or a peer. This is extremely helpful when planning for instruction because it provides support for

grouping students with someone who may be a level above them as a way to increase their

knowledge and understanding. One criticism of the theory on Zone of Proximal Development is

that it does not consider student motivation as an influence for learning, which will need to be

remembered when using this text as reasoning for my teaching strategies. Overall, I believe this

is a great resource for teachers who want to better understand their students and where they are at
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developmentally. It helps to plan lessons when we can better understand what our students need,

and this resource can do just that.

Assessment

Scriven, M. (1967). The methodology of evaluation. American Educational Research

Association.

This information written in this text is all about evaluation. Scriven focuses on evaluation when

it comes to curriculum but believes that all of the information is relatable to other forms of

evaluation in the educational field. The author aims to discuss issues with current evaluations

being used in education and provide different ideas for fixing those issues. Scriven also goes into

detail about the positives and the negatives of formative and summative evaluation. When

assessing what students know, it is important to be aware of the types of assessments and

evaluations being used. This text provides examples of evaluations that prove to be beneficial

and what evaluations do not demonstrate student knowledge, which are helpful as a teacher when

deciding how to assess students. The one criticism I have for this resource is that it does not

discuss evaluation for students directly and therefore does not have all of the answers as to how

to effectively respond to the many situations teachers face with their students. Overall, it is a

resource I would use to look at my evaluations and assessments with a critical eye to make sure I

am really getting a good picture for what my students know and understand.

Blessing, A. D. (2019). Assessment in kindergarten: Meeting children where they are. YC

Young Children, 74(3), 6-13. https://www.jstor.org/stable/26788996

Blessing wrote this with the intention of discussing current expectations for assessing students in

kindergarten and what is really important to assess in the long run. What I found very interesting
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and valuable from this resource is the discussion of using both mandated assessments and your

own personal assessments to guide instruction. The author discusses sources of information that

a kindergarten teacher can use to determine student understanding such as observations during

engaging play and asking probing questions. This leads to getting a better understanding of the

student as a whole. The issue I found with this resource is that I am very limited in what how

much play is allowed during the day for my school, and this would make it difficult to use

observational records as a guiding source for my teaching. I did, however, gain some ideas for

assessments in kindergarten that do not include the mandated and scripted tests provided to all

teachers. Instead, I gained some ideas on how to ask more probing questions during lessons that

give me a better idea of what my students are thinking and how they came to their conclusions. I

believe this resource will support my teaching practices now and in the future.

Literacy

Rumelhart, D. (1980). Schemata: The building blocks of cognition. In: R. J. Spiro et al.

(Eds), Theoretical issues in reading comprehension (pp. 33-58). L. Erlbaum.

The purpose of this resource is to dive into the definition of schemata and how it plays into

Rumelhart’s Schema Theory, which is that all knowledge can be packaged into smaller units

called schema. Within this text, Rumelhart explains that schema is the organization of past

information and experiences. This information is what students learning how to read draw upon

to comprehend text. I utilized this resource as an explanation as to why I want to draw upon

student’s preexisting knowledge to support their comprehension of literacy lessons I am

teaching. The downfall of relying on preexisting knowledge and experiences does not always

work for all students because not all students have experiences that relate to what we are reading,

but it is a great starting point. Rumelhart’s writing provides teachers with a guide for how
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individual students may process information and their ability to recall past experiences to help

them create a deeper understanding.

Sedita, J. (2022). The writing rope: A framework for explicit writing instruction in all

subjects. Brookes Publishing.

Joan Sedita, the founder of Keys to Literacy, developed what is called The Writing Rope as a way

to provide teachers with a very clear guideline for writing instruction. This text provides research

and explanations for five important pieces to a writing curriculum that, when weaved together,

creates writing instruction that best supports all students. The five pieces to writing instruction

are critical thinking, syntax, text structure, writing craft, and transcription. Sedita provides

multiple examples and explanations that support each strand students must learn to become

effective writers. This book has the intended audience for 4-8 grade teachers, which makes it

harder for me to use as a kindergarten teacher, but I have been able to utilize the Writing Rope

with more focus on specific strands, such as transcription (for handwriting) and critical thinking

(for gathering information). It is also helpful information even if you are not a 4-8th grade teacher

because you can see what your students will be learning in the future and start to build those

foundations early on.

Science

Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to

achievement. Routledge.

Visible Learning was introduced to me while taking the science course and provided me with

insight and reflections on my teaching practices that have been valuable in other areas of

teaching as well. Hattie’s goal for this book was to answer the question of what does work best
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in K-12 science teaching and learning? In doing so, Hattie designed a book that provides

teachers with information on different phases of the learning cycle, provides a framework for

developing learners, and gives examples on how to plan and implement science instruction that

will have a high impact. When designing science lessons, it is important to remember to design

challenging goals instead of easy ones as a way to motivate learners. Hattie also places an

emphasis on engaging students through hands on science activities and continually assessing

students for understanding. While this book is tailored towards science instruction, these are

ideas that can be used in other content areas as well. The one issue I had with this resource is that

there are so many examples throughout the text that it became difficult to follow at times. I do

love, however, the number of visuals throughout to support my understanding of what was being

explained. This resource was my guide for creating the very first science lessons I had ever

taught and will be my guide in the future as well.

Smith, I. (2007). Assessment & learning pocketbook. Teachers’ Pocketbooks.

This pocketbook, created by Ian Smith, is intended to be used as a guide for teachers when using

assessments. The idea is that teachers can use assessments in more ways than one. They can use

assessments to guide instruction and they can use them to improve learning. Smith provides

rationale for why assessments should be used and in which ways they can be harmful. He then

goes on to discuss learning intentions and places an emphasis on teachers taking the time to

really understand the learning intentions for each lesson. I utilize this with many content areas,

but it is most utilized in my science teaching. This is because science is the one area we are not

given a scripted curriculum to follow. Because of this, I really make sure to first look at the

kindergarten science standards and then figure out what I want the students to understand after a
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lesson is completed. The Assessment & Learning Pocketbook gives me examples to look at and

reminders for what is most important when considering learning intentions. I use this resource

for ideas when building my own lessons but do not follow it word for word because kindergarten

assessments look very different than most of the assessments presented in this text. It still is a

great source of ideas and reminders for teachers of every grade level.

Mathematics

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

Bruner, an American psychologist, wrote this text with the idea of explaining his theory of

instruction and discussing the ways in which children learn and how to best support their

learning. The book starts out describing different patterns of growth and how those patterns can

help to determine what strategies best support student learning. Bruner also describes the

Concrete, Pictorial, Abstract approach (CPA) which starts students with concrete ideas and

examples, moves them to visual representations, then finally ends with abstract ideas to really

solidify an idea. I utilize this in my math instruction frequently with showing students addition

and subtraction. I will start with objects, move to pictures of addition and subtraction problems,

and then discuss stories and other abstract ideas as a way to represent the same problems. This

resource helped me to build on how I teach mathematics because it provided me with different

ideas on how to present the same information. I would take what is written in this book as

information to reflect on and not something to follow word for word because it was written so

long ago and so much has changed that technology and other teaching tools come into play for

mathematics instruction as well.

Moline, S. (2012). I see what you mean (2nd ed.). Stenhouse Publishers.
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This is one of my favorite books from my time in the education program. Steve Moline discusses

how everyone is bilingual in the fact that we communicate through speech, and we communicate

visually. The purpose of this book is to inform educators on the importance of utilizing visuals as

a way to teach students and a way for them to communicate their own understanding. It is

chalked full of ideas that can be used in the classroom. The idea of visual literacy works

perfectly for all instruction but is extremely helpful when teaching math. I use the ideas

presented in this text to guide my math instruction by supplying students with hands on activities

and giving them many different examples of how to solve the same problem (ex: using

manipulatives, pictures, videos, and students as a way to show an addition problem). The issue I

want to point out with this text is that not everyone can communicate visually, so when you have

a student who has a vision impairment, most of the ideas presented in the text will not support

their learning.

Social Studies

Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the

authority of knowledge (2nd ed.). John Hopkins University Press, Baltimore.

This book is initially intended for higher education and college professors, but there are

important lessons and topics that can relate to even elementary school teachers. The purpose of

this resource is to discuss the role of the teacher in a classroom. Bruffee believes that the

traditional role of teachers being the main source of information is not the best way for students

to learn how to learn. Instead, the book covers reasoning for collaboration amongst students in

order for them to take ownership of their learning. Social studies is a great way to put this

information to the test. Having students work together to learn about the world around them

through research, questioning, and reading gives them the opportunity to gain different points of
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view and a stronger sense of understanding from each other. The weakness of this resource,

personally, is that it is not geared towards elementary school teaching, but I still believe it is a

strong source of information for building a collaborative learning environment when teaching

social studies.

Wiggins, G. & McTighe, J. (2005). Understanding by design. Association for Supervision

and Curriculum Development.

This resource is about the change in instructional design to best support student understanding. It

starts out discussing the “backwards design” of instruction that first starts with the goal or

understanding we want students to have before designing the rest of the lesson. The authors then

go on to discuss what understanding really means for students and the different facets of

understanding that exist. The purpose of this text is to reframe teacher’s thinking about the way

that they teach and reflect on what is really important – the end goals. The social study lesson

examples included in the text have supported my own teaching of social studies. The issue I see

with this resource for my school district is that we are pretty much given a script for what we

need to teach and UbD is all about creating lessons and curriculum. However, we are not given a

script for teaching social studies so I have found a lot of value in using this book as a guide to

determine what social studies standards I want my students to meet and how I will know when

they meet them.

Arts Integration

Eisner, E. (2002). The arts and the creation of mind. Yale University Press.

This is a powerful text about the loss of art education in the school system and the vital roles that

art plays in how people think and understand things. Eisner stresses the importance of art being
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integrated back into curriculum to support individual thinking and imagination. The author

provides thought on the importance of art integration but very little on clear ways to do so.

Overall, I believe this thought-provoking resource makes a clear and important argument that art

should be integrated into all content areas. After reading this text, I took a closer look at where I

integrated art into my lessons and made changes in areas that were lacking. This writing has the

ability to inspire teachers to include more art in their lessons and encourages schools to reframe

their thinking of art as solely an independent content area.

Daniel, V. A., Stuhr, P. L. & Ballengee-Morris, C. (2006). Suggestions for integrating the

arts into curriculum. Art Education, 59(1), 6-11.

https://www.jstor.org/stable/27696118

This resource supports the previous resource by Eisner because it is one that provides ideas for

how to integrate arts into curriculum. The purpose of this writing is to describe ways in which

schools can utilize art integration to support inquiry-based teaching and learning. The main

suggestion being through community involvement and teaching students about the community

they live in. The examples provided are specific to a certain school that was working towards art

integration, which may make it difficult to utilize for every school. The ideas presented in this

text, however, encourages school leaders to reach out to community members to support art

integration in all content areas.

Learning Environment

Faber, A. & Mazlish, E. (1980). How to talk so kids will listen & listen so kids will talk.

Scribner.
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I believe this is one of the most engaging books I read throughout my time in the education

program. It is written more as a chapter book than a textbook and was easy to read. Faber &

Mazlish wrote this book with the intention to teach both parents and educators ways to

communicate with kids to make an impact. The authors stress the importance of building

relationships with children to get them to open up and feel like they can share their thoughts and

feelings with you. There are strategies for dealing with children’s negative feelings, how to

express your own feels to a child, and alternatives to punishment that are effective. With this

book, teachers are better able to understand the way that children communicate and how to

communicate with them to build those strong relationships that are the foundation for a positive

learning environment. I will say, the ideas presented in this book will not always work every

time, but it is a guide that has the potential to have a positive impact at home and in the

classroom.

Fisher, D. & Frey, N. (2017). Engagement by design: Creating learning environments where

students thrive. Corwin.

As a book that is used in multiple classes throughout the education program, the information

Fisher and Frey provide for educators is extremely valuable. This purpose of this book is to

provide teachers with ideas to engage their students in meaningful ways. The authors discuss the

importance of building relationships and empowering students to take ownership of their own

learning in order to build a positive learning environment and engage them in the learning. One

of the big ideas of the text is to give students the power of choice and letting them decide how

they will demonstrate their understanding. A weakness of this text is that it was written pre-

covid, before we were seeing an increase in behavior issues, and it can be difficult to build
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engagement even with the best techniques. I would still say that this is a valuable resource when

you feel lost and need ideas for how to create a positive and productive learning environment.

Parents & Community

Bowen, M. (1978). Family therapy in clinical practice. Jason Aronson, Inc.

Murry Bowen wrote this book about his studies on schizophrenia and the role of family

members. Through his studies with over 500 families, he was able to develop Bowen’s Family

Theory about how understanding a person’s family can help to better understand how and why a

person operates the way they do. The text describes Bowen’s experiences with the families and

then goes on to explain the importance of families with each individual. Because this text is

distinctly about families who experience schizophrenia, it does not provide me with everything I

need to know about building relationships with families. However, this is a valuable resource

because of the emphasis made by Bowen on knowing family background and history. I can use

that information to start building relationships with both my students and their families. If I can

get to know a student’s family and their history, I am better prepared to support my student in

both their academics and social interactions.

Schultz, T. R., Able, H., Sreckovic, M. A. & White, T. (2016). Parent-teacher collaboration:

Teacher perceptions of what is needed to support students with ASD in the inclusive

classroom. Education and Training in Autism and Developmental Disabilities, 51(4),

344-354. https://www.jstor.org/stable/26173862

This was a new resource to me that reminded me of the importance of teacher-parent

relationships. The purpose of this text is to discuss teacher perspectives of what is needed to

support students with autism. The article describes what a positive balance of parental
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involvement looks like, and the value parental advocacy has. What stood out to me as most

valuable was the discussion about the need for parents to feel supported by the teachers. Parents

who have children with autism can often feel isolated and like it is them against the world. It is

important for teachers to remember to build a relationship with parents in order to build a team

dynamic that can then support the student. This article solely discusses parents of children with

autism so it is not directly related to all students and all parents, but I believe the ideas presented

in the text can be applicable to all parents and is an important reminder to teachers to utilize

parents as a team member.

Professional Learning

Donohoo, J. (2016). Collective efficacy: How educators’ beliefs impact student learning.

Corwin.

I had the opportunity to attend a training with Jenni Donohoo on the information covered in this

book. It is all about how to motivate and create a positive environment with staff at your school.

The book dives deep into what collective efficacy is, how it can build relationships and

collaboration within a school, and how it can have a strong impact on student learning outcomes.

The ideas and strategies presented in this book are for leadership and staff to use during

professional learning time as a way to understand what the overall goal is as a collective unit and

how we get there. I did get a little confused about where to start with building a strong collective

efficacy foundation, but after discussions with other team members at my school, the information

from this book really does support professional relationships and improving student

achievement.
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Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.

Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191

Research on self-efficacy and the power it has on one’s own ability to cope with different

situations and the effort they will put into a given activity is described through the work of Albert

Bandura. The purpose of this text is to explain how one’s self-efficacy can be changed and

utilized through different sources. The four sources are performance accomplishments, vicarious

experiences, verbal persuasion, and physiological states. A person’s self-efficacy then plays in to

collective efficacy, which is the shared belief in the ability to execute a course of action to

achieve a specific goal. This is something that is stressed in all of the professional learning I have

done over the past year through collaboration with other professionals at my school. This source

lacks in providing a framework as to how to specifically achieve collective efficacy, but it

provides sources and ideas to build off of.

Educational Technology

Daugherty, L., Dossani, R., Johnson, E. & Wright, C. (2014). How much and what kind?:

Identifying an adequate technology infrastructure for early childhood education.

RAND Corportation.

With technology becoming so important in the classroom, this resource aims to answer the

question of how much technology should be utilized in the younger classrooms. The authors

discuss digital literacy and how important it is for students to start building their digital literacy

in early childhood education classrooms. The text also places an emphasis on accessibility of

technology and how, if schools are not providing access to it, students from low-income

households will start to fall behind because they may not have access to technology at home. I

found value in the information provided as a reminder to me about the importance of teaching
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my kindergarten students how to use technology in a meaningful way. The only downside to this

resource is that it places the responsibility on the local government to assure all students have

access to devices at school. That is not currently something that will work for my school building

because of lack of funding. I believe this resource can empower teachers to place more emphasis

on technology use and using it as a way to support student learning.

Mayer, R. (2014). The cambridge handbook of multimedia learning (2nd ed.). Cambridge

University Press.

This resource is one that can support many different learning standards, but it is extremely

important when talking about technology. The purpose of this text is to explain what multimedia

learning is and how to best utilize it in the classroom. There is an emphasis placed on computer-

based learning to support student engagement and understanding. I used the text as a way to

support the different technologies I use in my everyday teaching through slides, online games,

and videos. There are so many theories and principles presented in this text, that it makes it hard

for me to follow, but I do appreciate the separate section is has on multimedia learning through

the use of computers. With technology being used in almost everything we do now, it is

important to teach students how to use and learn with the technology and this resource describes

and supports doing just that.