Using Technology with Classroom Instruction that Works
Authors: Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, Kim
Malenoski and foreword by Robert Marazno
The authors of this book are experts in the research behind the nine categories of
instructional strategies presented in the book Classroom Instruction That Works and in
the ways technology can be used to support theses strategies. They understand the
changes that are needed in classrooms in order to meet the needs of our children for the
Research has shown that technology use in schools needs to increase in order to
keep our students interested and motivated. Applied effectively, the use of technology
will enhance student’s learning. Implementing differentiated instruction becomes more
efficient with the use of technology because it provides a wide variety of avenues for all
types of learning styles. Research conducted by MCREL suggests that computer-assisted
instruction supports the learning of at-risk students, computer-assisted instruction is
nonjudgmental, and students receive immediate feedback.
This book serves as a resource for teachers to assist them in changing their
practices, motivating students, and creating project based learning experiences using
technology. Most teachers and students are able to locate information and interesting sites
online but, deciding exactly what to do with those resources is often a question. This
book shows teachers how to use technology to help students practice concepts, engage in
higher-order thinking and problem solve.
Each chapter in this book follows a similar structure: a short overview of the
selected instructional strategy, research and specific recommendations for using the
strategy in the classroom, and specific examples of technologies that support the strategy.
All chapters include teacher- and student-created examples, in the form of actual lesson
plans, projects and products. The directions about using the tools listed are easy to
follow, and teachers will find themselves eager to try them with their students.
A teacher might use chapter one, which focuses on Setting Objectives, as follows.
This is the planning phase in which teachers identify the knowledge and skills that they
want their students to have at the end of the lesson. Research shows that when students
set their own learning goals, they are more motivated to learn. Technology can enhance
goal setting by providing organizational and communication tools that make goal setting
easier for students. Teachers can also use technology to identify standards and focus them
on their teaching. The chapter covers the following technologies to use for setting
objectives: word processing applications, organizing and brainstorming software, data
collection tools, Web resources and communication software. The authors identify the
tools to use, give specific examples of how they can be used, and specific software and
free or inexpensive online resources to use.
This practical guide can assist teachers in how to plan for technology use in their
classrooms with a high degree of confidence that using technology with effective
instructional strategies will increase their students’ motivation and achievement. This
book can be a comfortable guide for teachers who need support and provide ideas for
teachers who are already doing a good job of integrating technology in their teaching.
Written by Cris Owens