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By David Freitas, Janet Buckenmeyer and Emily Hixon
Today’s instructors feel pressured to integrate technology into their instruction, but they’re not quite sure what to do or why they should use these tools. With the proliferation of free or inexpensive Web-based tools, the pressure to be “cool and tech savvy” seems even greater. Teachers who incorporate new tools into their instruction are perceived to be cutting-edge. Those who do not embrace tools are sometimes viewed as unfavorably resistant. Rather than taking sides, this book examines how teachers might use technology tools to address instructional problems.
-- Susan Manning & Kevin E. Johnson
At first, envisioning teachers with toolbelts conjured up all kinds of images - some good, some bad. It also led us to predict a marketing bonanza for companies producing toolbelts and accessories to meet particular tastes. For fashion conscious teachers, for example, designer toolbelts from Gucci, Coach, and others are a must. Matching shoes and handbags would also be fashion essentials. And for the droopy “say no to crack” toolbelts, coordinated suspenders will be included at no additional cost. Oh well, time to get back to work - but just one more thing.
The title of this book, The Technology Toolbelt for Teaching, raised our expectations. Would the book really come with a Technology Toolbelt? What would it look like? Could I wear it when I’m not teaching?
Although we were initially disappointed with the absence of a toolbelt when our book arrived, from then on, everything else was extraordinarily positive.
Here are some of the many reasons why we highly recommend this book.
·
Conceptually, the central premise of the book, according to the authors, is that “technology tools must be used in the context of instructional design. In other words, you must match your tool to your pedagogy.” We completely agree. Technology is only a tool to enhance student achievement. Using technology for the sake of using technology is foolish. Purposeful technology integration to support instructional design is essential. Therefore, instructional design, based on curricula standards, comes first. Then selection of technology tools to support the design comes next.
· The authors’ “Decision-Making Matrix” implements this concept by creating a logical and analytical process to select a tool that aligns with the pre-determined instructional design. This matrix process certainly reinforces the concept of using purposeful technology integration in classrooms.
·
Technology Toolbelt is also comprehensive. Each of the following topics is presented in a distinct chapter: Calendars; Scheduling Tools; Mind-Mapping; Virtual Storage and File Management; Discussion Forums; Voice Over Internet Protocol; Blogs; Wikis; Microblogs; Web Conferencing; Audio; Video; Screencasting; Narrated Slide Shows; Sharing Images; Quizzes, Tests, and Surveys; Rubrics and Matrices; E-Portfolios; Avatars; Virtual Worlds; Social Networking and Your Students’ Identities; and Emerging Technology.
· Several online examples are provided for each of these topics in a common format. Here’s one illustrative example from the 25 presented in the book.
TABLE 24.1 DECISION-MAKING MATRIX – VIRTUAL WORLDS – Second Life
Type of Tool Communication and collaboration
Presentation of content
Transformation of Identity
Problem It Solves Students are often using the Web for Social interaction and entertainment, and online courses can sometimes take on a very test-heavy, isolating feel. Second Life is a virtual environment that provides a fun alternative for online synchronous meetings.
Platform Mac, Windows, and others
Best Used For Creating an alternative environment in which classes and guest lectures can be held, and students can interact with the instructor and each other.
Level of Expertise Teacher-Intermediate; Student-Intermediate
Cautions The most difficult part of using virtual worlds is learning how to navigate and interact with other avatars and the environment.
Overcoming A lot of time must be scheduled for training students in how to
Cautions navigate and interact. Students will need access to tutorials and help documentation as well.
Accessibility Second Life is more accessible to some than to others. Instructors
Concerns will need to work with individual students to determine whether or not teaching students how to use the environment is worth the effort, or if an alternative instructional method would be more effective.
Special Equipment Speakers and microphones for environments where interaction includes speech between characters
Additional There are several specific terms used inside of Second Life as a
Vocabulary part of its culture. The best way to learn this vocabulary is be accessing the link provided below.
Synchronous – real-time. In the case of virtual worlds, you log in to an application where you interact with others live in real-time.
Training/Resources http:/wiki.secondlife.com/wiki/MAIN_Page
This organization facilitates use while allowing users to randomly jump from chapter to chapter to address specific instructional design needs. It’s certainly user friendly.
Two of our reviewers (Drs. Buckenmeyer and Hixon) have field-tested this book with great success. Many faculty cited the pragmatic usefulness of the technology tools presented.
This book is available online for about $30-$40. It’s well worth the investment, even taking into account the missing toolbelt.
The Technology Toolbelt for Teachers fits all shapes and sizes, and offers viable solutions for virtually every technology need. Get it!
Susan Manning & Kevin E. Johnson
Jossey-Bass 2011
Dr. David Freitas has served in a number of leadership positions throughout his career including College Dean at three Universities, Tenured University Professor, University Vice Provost, Public School Teacher/Administrator, State of Illinois Teacher Certification Board Member, State Department of Education Official, and Elected City School Board Member. He is a frequent national and international presenter and author.
Janet Buckenmeyer, Ph.D., a former elementary school teacher, is currently a tenured Associate Professor and Chair of the Masters of Instructional Technology Program at Purdue University Calumet. She has published and presented nationally and internationally on various topics, with a primary focus on instructional technology and design.
Dr. Emily Hixon is an Assistant Professor of Educational Psychology and Instructional Technology at Purdue University Calumet. Her research projects have focused on the effective integration of technology at both the K-12 and higher education levels.
