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The Classroom Teacher's Technology Survival Guide


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Table of Contents

About the Book ix About the Authorxi Introduction1 Why This Book? 1 Why Is an English Teacher Writing This Book Instead of Bill Gates? 2 Creating the Essential Conditions Needed for Successful Technology Use 3 Chapter One: Why Should Classroom Teachers Be Technologically Skillful? 7 Revolution or Evolution in Educational Change? 8 Developing a Framework for Thinking About Technology in Schools 10 Established Infrastructure 12 Effective Administration 14 Extensive Resources 16 Enhanced Teaching 19 Empowered Students 21 Chapter Two: Q&A About Some Basics 29 What Type of Computer Should I Have? 29 What Operating System (OS) Should I Choose: Windows, Macintosh, GNU/Linux, or Chrome?29 How Much Memory Do I Need, and How Fast Does the Computer Need to Run? 31 Desktop, Laptop, Netbook, or Tablet? 31 What Other Equipment Should I Buy? 32 What Basic Software Do I Need? 33 What Are Freeware and Open-Source Software? 34 How Do I Manage Files on Multiple Computers? 36 What Is Cloud Computing, and What Are Its Advantages and Disadvantages? 36 How Can Teachers Take Advantage of Cloud Computing? 38 Disadvantages of Cloud Computing 39 What Does a Technologically Well-Equipped Classroom Look Like? 40 Seven Stupid Mistakes TeachersMake with Technology 42 Seven Brilliant Things Teachers Do with Technology 44 Chapter Three: Using Technology for Professional Productivity 47 Keeping Professionally Organized:Managing the Business of Teaching 48 Communicating Using Technology 49 Student Information System 52 Curriculum Management System 53 Course Management System 53 School Web Site and Teacher-Created Class Pages 54 Basic Productivity Tools 60 Word Processors 60 E-mail 61 Web Browsers and Search Engines 62 Graphics and Digital Image Editing Tools 64 Spreadsheets 65 Presentation Software 67 Basic Online Tools 69 Online Productivity Suites 70 Blogs 74 RSS Feed Aggregators and Readers 75 Wikis 76 Social Bookmarking Sites 77 Sites for Storing and Sharing Media 78 Options for Sharing andWorking Collaboratively on Documents 79 Chapter Four: The Technology Upgrade 83 Getting Started with Technology in the Classroom 83 Assessing Technology-Enhanced Student Work 88 What IT Skills Should Teachers Expect of All Students? 94 Survival Skills for the Information Jungle 104 Problem-Based Learning and Information Literacy 105 Information Problem Solving Meets Technology 106 Information Jungle Survival Skills 107 The Hazards Are Great, but So Are the Rewards 111 Chapter Five: Teaching 21st-Century Skills 13 The Fourth R?Research 114 Designing Technology-Enhanced Projects?the Four A?s 115 The First A: Assignments 117 The Second A: Activities 119 The Third A: Assessment 120 The Fourth A: Attitude 123 Everyday Information Problem Solving 126 Entertain or Engage? Why You Need to Know the Difference 127 A Few Thoughts About Creativity 129 Right-Brain Skills and Technology: A Whole New Mind(-Set) 131 I Will as a Teacher . . . 134 Chapter Six: Managing Disruptive Technologies in the Classroom 137 Some Approaches to Managing Technology in the Classroom 139 Using Technology in the Classroom to Support Student Learning 142 Computer Games in the Classroom 146 Why You Should Let Your Students Use the Internet for Nonacademic Purposes 147 Chapter Seven: Commonsense Practices for Safe and Ethical Technology Use 149 Teacher?s Day-to-Day Security Guide 150 Hardware Security 150 Passwords 151 Backups 152 Viruses 154 Data Privacy 154 Personal Privacy 155 Helping Students Stay Ethical and Safe Online 156 What?s Different About Technology Ethics? 157 Basics of Technology Ethics: Privacy, Property, Appropriate Use 158 Staying Safe on the Read-WriteWeb 161 What Are the Read-WriteWeb Safety Concerns, and How Valid Are They? 161 What Students Need to Understand About Technology Use 163 Guidelines for Educators Using Social and Educational Networking Sites 166 Social Networking Scenarios 168 Social Networking Scenario 1: Mr. Blake and Jennifer 168 Social Networking Scenario 2: Ms. Olson?s Camping Trip 169 Social Networking Scenario 3: Juan and Philip Trade Insults 169 Social Networking Scenario 4: The Social Networking Ban 169 Social Networking Scenario 5: The Blog About Blobs 169 Chapter Eight: Developing a Long-Term Learning Strategy 171 Keeping Your Sanity 173 The Librarian: Your Technology Partner 174 Bonus: Top Ten Secrets for Conducting a Successful Technology Workshop 177 Chapter Nine: Looking into the Crystal Ball 87 Three ??High-Tech?? Schools of the Future 188 Skinner Elementary School 188 John Dewey High School 189 Duncan Middle School 190 So What?s the Point? 191 How You Can Invent the Future and Take Charge of Your Own Technology Environment 191 Have a Personal Vision of Education and How Technology Should Be Used in It 192 Have a Voice in School Technology Policymaking and Planning 194 Experiment 195 Look for a Mentor, Coach, or Guide 196 Share Information 198 Support Others and Use a Team-Teaching Approach 198 Change from the Radical Center of Education 199 Adopt an ??And?? Not ??Or??Mind-Set 199 Look for Truth and Value in All Beliefs and Practices 200 Respect the Perspective of the Individual 201 Recognize That One Size Does Not Fit All (Kids or Teachers) 201 Attend to Attitudes 202 Understand That the Elephant Can Only Be Eaten One Bite at a Time 203 Make Sure Everyone IsMoving Forward, Not Just the Early Adopters 204 Don?t Be Afraid to Say, ??I Don?t Know?? 205 Believe That Measurement Is Good, but Not Everything Can Be Measured 205 Know and Keep Your Core Values 206 The Giant and the Ants: How Problems Are Solved 207 Readings and Resources 209 Chapter One: Why Should Classroom Teachers Be Technologically Skillful? 209 Associations 209 Some Influential Writers in the Field 210 Technology Critics and Skeptics 210 Other Education and Technology Thinkers 211 Chapter Two: Q&A About Some Basics 211 Chapter Three: Using Technology for Professional Productivity 211 Chapter Five: Teaching 21st-Century Skills 211 Chapter Six:Managing Disruptive Technologies in the Classroom 212 Chapter Seven: Commonsense Practices for Safe and Ethical Technology Use 212 Chapter Eight: Developing a Long-Term Learning Strategy 213 Chapter Nine: Looking into the Crystal Bal 213 Index 215

About the Author

Doug Johnson is the Director of Media and Technology for the Mankato, Minnesota Public Schools and serves as an adjunct faculty member of Minnesota State University. His long-running column "Head for the Edge," appears in Library Media Connection and he maintains the Blue Skunk Blog.

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