Beyond Hardware: Using Existing Technology to Promote Higher - Level Thinking

Introduction 3 SECTION I Instructional Technology in the Schools Chapter 1 Instructional Technology Confronted Instructional Technology Acquisition Premise 1 Academic Achievement Premise 2 Thinking Skills Premise 3 Systemic Change Premise 4 Student-to-Computer Ratios Premise 5 Students to Work Premise 6 Internet Access Instructional Technology Practices Premise 7 Technology Standards Premise 8 Computer Labs Premise 9 Daily Operations Professional Development for Technology Premise 10 Teacher Comfort with Computers Premise 11 Technology as Professional Development Premise 12 Surveys and Assessments Conclusion Chapter 1 Summary Chapter 2 Assessing Instructional Technology Levels of Technology Implementation Stages of Instructional Practices Conclusion Chapter 2 Summary Chapter 3 Roadblocks to Effective Technology Use Trickle Down Effect Inefficient Staff Development Lack of Strategic Planning Ineffective Staff Development Bootstraps Approach Superstar Strategy Decree or Mandate Hit-and-Run Workshops Mikey Approach Insufficient Computers Lack of Technology Leadership Societal Acceptance of Nonrestructuring Conclusion Chapter 3 Summary SECTION 2 The New Technology Infrastructure Chapter 4 Applying Systems Thinking to Instructional Technology Planning Budgeting Implementation Evaluation Student Academic Achievement Teacher Pedagogy Student School-to-Work Transition Creating a Common Vision for Instructional Technology Consolidating Professional Development Opportunities Chapter 4 Summary Chapter 5 Emphasizing High Levels of Computer Effectiveness Higher-Level Thinking Skills High-Octane Performance Assessment Experiential Learning Experiential Based Action Model Enrichment Triad Model 4MAT Model Five E Model Constructivist Learning Model Chapter 5 Summary Chapter 6 The Role of Leadership Instituting Targeted Staff Interventions Exercising Technology Leadership Conduct Clinical Observations Recommend Resources or Professional Development Model Best Practices Make the Target Technology Level a Priority Create a Climate of High Expectations Making Data-Driven Decisions Chapter 6 Summary SECTION 3 The Future of Instructional Technology Chapter 7 Instructional Technology Revisited Instructional Technology Acquisition Premise 1 Academic Achievement [Revisited] Premise 2 Thinking Skills [Revisited] Premise 3 Systemic Change [Revisited] Premise 4 Student-to-Computer Ratios [Revisited] Premise 5 Students to Work [Revisited] Premise 6 Internet Access [Revisited] Instructional Technology Practices Premise 7 Technology Standards [Revisited] Premise 8 Computer Labs [Revisited] Premise 9 Daily Operations [Revisited] Professional Development for Technology Premise 10 Teacher Comfort with Computers [Revisited] Premise 11 Technology as Professional Development [Revisited] Premise 12 Surveys and Assessments [Revisited] Conclusion Chapter 7 Summary Chapter 8 Future Prospects for Instructional Technology Common Set of Standards Existing Infrastructure High-Stakes Testing New Breed of Educators Inexpensive Hardware Web-Based Instructional Units Pressure from Stakeholders Conclusion Chapter 8 Summary Appendixes Appendix A Bibliography Appendix B National Educational Technology Standards and Performance Indicators for Teachers Appendix C National Educational Technology Standards and Performance Indicators for Administrators