This text gives preservice and inservice educators the opportunity to learn a process for planning and coaching multimedia projects. It is intended for readers to learn to help their students create multimedia projects to master academic subjects and focus on active, authentic learning experiences. It includes theory and practice of selecting and modifying projects and assessing students' results. It balances discussions of technologies with discussions of the pedagogical reasons for using technologies; is project based, featuring six projects; and is broad-based in terms of grade levels and content areas covered. The prerequisite for use of this text is some experience using either Macintosh or IBM-compatible computers.

Multimedia authoring offers a motivating and imaginative approach to subject matter where students can develop skills in group work and problem solving. This teachers guide explores the process of students authoring multimedia presentations on computer using images, text, sound, animation and video, as an integrated part of their curriculum work. It offers a theoretical basis, detailed practical advice and many classroom examples. Each chapter covers a different aspect of multimedia authoring including: * planning multimedia into the curriculum * case studies and examples of student multimedia presentations * classroom management of the project * assessment and evaluation * choosing software and resources. This book encourages teachers to be imaginative about their subject and gives an important strategy for student motivation. It comes with a CD-ROM which can be used in the classroom as an introduction to multimedia work. Essential reading for all primary and secondary teachers.

Multimedia-Based Instructional Design is a thoroughly revised and updated second edition of the best-selling book that provided a complete guide to designing and developing interactive multimedia training. While most training companies develop their training programs in many different technological delivery media—computer-based, web-based, and distance learning technologies—this unique book demonstrates that the same instructional design process can be used for all media. Using just one process reduces cycle time for course development—and also reduces costs.

Textbooks are symbols of centuries-old education. They're often outdated as soon as they hit students' desks. Acting "by the textbook" implies compliance and a lack of creativity. It's time to ditch those textbooks--and those textbook assumptions about learning In Ditch That Textbook, teacher and blogger Matt Miller encourages educators to throw out meaningless, pedestrian teaching and learning practices. He empowers them to evolve and improve on old, standard, teaching methods. Ditch That Textbook is a support system, toolbox, and manifesto to help educators free their teaching and revolutionize their classrooms.

An evidence based, rigorous text reviewing 12 principles of experimental studies grounded in cognitive theory of multi-media learning.

This book is an introduction to the issues and practicalities of using multimedia in classrooms - both primary and secondary, and across a range of subject areas. The book draws on material from a range of case studies and focuses on areas of concern for teachers and researchers. Using IT effectively continues to be a problem for many teachers, and there is still a long way to go toward organising this properly. The book takes a thorough look at IT in the school, discussing and examining issues such as: * IT and the National Curriculum * foreign language teaching * differing curricular needs * opportunities and constraints of groupwork * talking books and primary reading * ways in which multimedia supports readers. The book also looks at some of the more philosophical issues such as the implications of home-computers and the limits of independent learning, and the notion of "edutainment" - the relationship of motivation and enjoyment to learning. Finally, the book makes comparisons across the curriculum and between primary and secondary sectors and raises questions about the future of IT in schools, arguing that teachers should make a significant contribution to decisions about future development.

This volume will address the most current perspectives and issues related to general and special education inclusion and will be written by leaders in the field with particular expertise in this area. This volume will be an excellent resource for special educators, administrators, mental health clinicians, school counsellors, and psychologists.