On Parent's Day, in 1952, B. F. Skinner visited his daughter's fourth grade math class. As he watched the lesson, he became increasingly uncomfortable. Almost every principle of effective teaching that he had studied for more than 20 years was being violated in that classroom. Yet it was a typical class. The teacher showed how to solve the day's problems, then gave the students a worksheet to do. Some children began to work readily while others shifted uncomfortably in their chairs, or raised their hands for help. The teacher went from desk to desk, giving help and feedback. Skinner knew what was needed. Each student should be given a problem tailored precisely to his or her skill level, not to the class average, and every answer needed to be assessed immediately to determine the next step. The task was clearly impossible for one teacher. That afternoon, Skinner set to work on a teaching machine. Today's computers have made the mechanical machine obsolete, but the principles of how to design instruction in steps that lead from a basic level to competent performance are as valid today as they were in the 20th century. This book brings together Skinner's writings on education during the years he was most involved in improving education.

This book successfully integrates instructional design principles, methods, media, and computing, and it uses a learner-centered approach that focuses on how to design solid technology-enhanced instruction that increases learning. It details the basic theories and applications of educational technology in a reader-engaging format. Includes a new chapter,Using the Internet andDistance Education , which is particularly timely given the explosion of on-line technology. For educators and school administrators

Successfully leverage technology to enhance classroom practices with this practical resource. The authors demonstrate the importance of educational technology, which is quickly becoming an essential component in effective teaching. Included are over 100 organized classroom strategies, vignettes that show each section’s strategies in action, and a glossary of classroom-relevant technology terms. Key research is summarized and translated into classroom recommendations.

This book provides an introduction to the philosophy of technology that is accessible to non-philosophers. It offers a survey of the current state-of-affairs in the philosophy of technology and also discusses the relevance of that for teaching about technology. The book includes questions and assignments and offers an extensive annotated bibliography for those who want to read more about the discipline.

How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.

Teaching for Understanding with Technology shows how teachers can maximize the potential of new technologies to advance student learning and achievement. It uses the popular Teaching for Understanding framework that guides learners to think, analyze, solve problems, and make meaning of what they've learned. The book offers advice on tapping into a rich array of new technologies such as web information, online curricular information, and professional networks to research teaching topics, set learning goals, create innovative lesson plans, assess student understanding, and develop communities of learners.

Instructors are under pressure to integrate technology into their traditional or online instruction, but often they aren't sure what to do or why they should do it. The Technology Toolbelt for Teaching offers instructors a down-to-earth guide to common technologies, explains the pedagogical purposes they serve, and shows how they can be used effectively in online or face-to-face classrooms. Designed to be easy to use, the book includes a decision-making matrix for each technology tool: a series of questions that teachers can use to decide whether these tools support their teaching goals. This comprehensive resource contains an array of useful tools that address problems of organization such as a time management calendar, aids for scheduling meetings, and mind-mapping or graphic organizers. The authors also include a variety of online tools for communication and collaboration, and tools to present content, help establish presence, and assess learning. Praise for The Technology Toolbelt for Teaching "Feeling overwhelmed and even afraid of integrating technology into your course? Fear no more! Susan Manning and Kevin Johnson have provided the ultimate guide that explains not only the various technology tools that can support faculty work and enhance coursework but also provides sound advice to help faculty choose the right tool for the job. This is a must-read for all faculty regardless of their experience with technology."—Rena M. Palloff and Keith Pratt, managing partners, Crossroads Consulting Group, and authors, Building Online Learning Communities and Collaborating Online "The Technology Toolbelt for Teaching delivers exactly what it promises: a concrete overview of a wide variety of tools, complete with examples specific to practitioners in both K–12 and higher education. Authors Susan Manning and Kevin Johnson provide practical applications rather than philosophy, and solutions rather than platitudes. This is a must for any teacher working with—or wanting to start working with—technology."—Jane Bozarth, author, Social Media for Trainers; eLearning coordinator, State of North Carolina "Creating compelling learning experiences for students is fraught with decision points. Add one or more technology options to the equation, and the number of directions to take learners seems to grow limitlessly, and can either paralyze the instructional design process or cause us to take on too much. Enter The Technology Toolbelt for Teaching. Manning and Johnson's handy guide – and the decision-making matrix that frames each of the tools it demystifies – is an essential resource for choosing paths wisely."—Jonathan Finkelstein, author, Learning in Real Time; founder and executive producer, LearningTimes Includes 50+ fresh and useful technology tools for teaching A decision matrix for choosing and using the right tools Examples for using each tool in higher education and K–12