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• Published on: 1600
• Binding: Paperback

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[N420.Ebook] Download Instructional Media and Technologies for Learning, by Robert Herrick, Michael Molenda, James D. Russell, Sharon E. Smaldino

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Written from the viewpoint of the teacher, this successful book does an exceptional job of realistically detailing the use of media and technology in today's classrooms. The focus on the selection, utilization, and evaluation of media, along with new full-color photographs and more than 100 illustrations, make it one of the most comprehensive instructional media texts available. It explores the full range of media and materials, then presents each media format using the ASSURE model of lesson planning to clearly illustrate how media and technologies fit into the context of a teacher's job.

• Sales Rank: #15186569 in Books
• Published on: 1999-09
• Original language: English
• Dimensions: 11.25" h x 8.50" w x 1.00" l,
• Binding: Paperback

From the Publisher
Exceptionally well-illustrated and written from the viewpoint of the teacher, this text shows specifically and realistically how all types of media and instructional technology fit into the daily life of the classroom. Comprehensive and balanced in scope, it explores the full range of media and materials -- traditional AV media and newer computer-based media -- their selection and evaluation. A host of boxed inserts highlight and demonstrate specific skills, lessons plans, presentations, appraisals, specific materials, etc.

From the Back Cover
Covers the full range of instructional media technologies such as audio, video, computers, distance learning, and illustrates how to integrate them into the classroom effectively. Details the use of media and technology in today's classrooms. The focus on the selection, utilization, and evaluation of media, along with 300 photographs and more than 140 illustrations, make it one of the most comprehensive instructional media books available. It explores the full range of media and materials, then presents each media format using the ASSURE model of lesson planning to clearly illustrate how media and technologies fit into the context of a teacher's job. For today's educators.

About the Author

Robert Heinich. Dr. Heinich is Professor Emeritus in the department of Instructional Systems Technology (IST), Indiana University. He is now retired from active teaching, having served on the faculty since 1969 following completion of his doctorate at University of Southern California and a stint as multimedia editor for Doubleday Publishing. Prior to that he built a nationally prominent media program at the Colorado Springs school district. Bob has been an active leader in the field of educational technology for four decades, serving as president of the Association for Educational Communications and Technology (AECT) in 1971-1972 and as president of AECT's foundation from 1972 to 1982. He was editor of AECT's scholarly journal from 1969 to 1983. Indicative of his professional contributions, Dr. Heinich has received the Presidential Citation of the International Society for Performance and Instruction and the Distinguished Service Award of AECT. At Indiana University he served as chairman of the IST department from 1979- to 1984. His many articles and monographs provide some of the major theoretical underpinnings of the field. The University of Northern Colorado honored Bob with their Trail Blazer Award as an outstanding alumnus. He is currently president of the Old Colorado City Historical Society in Colorado Springs, where he now fives.

Michael Molenda. Dr. Molenda is Associate Professor in Instructional Systems Technology (1ST) at Indiana University. He received his Ph.D. from Syracuse University and taught at University of North Carolina at Greensboro before joining Indiana University in 1972. He designs and teaches courses in Media Applications, Instructional Development, Evaluation and Change, and Instructional Technology Foundations. Mike served as chairman of the IST department from 1988 to 1991. He has lectured and consulted extensively on educational technology in Spain, the Netherlands, Indonesia, Korea, Swaziland, and several countries in Latin America and the Middle East. Among his professional distinctions are selection as a Fulbright Lecturer in Peru in 1976, membership on the Board of Directors of AECT, 1988-1991, and presidency of AECT's International Council, 1978-1979. Dr. Molenda's breadth of knowledge of the field of educational technology is indicated by his authorship of articles on educational technology in elementary and secondary education and instructional technology for recent editions of international encyclopedias of education. Since 1997 he has co-authored an annual survey of issues and trends in educational technology for Educational Media and Technology Yearbook.

James D. Russell. Dr. Russell is Professor of Educational Technology at Purdue University. During spring semesters he is visiting professor of Instructional Systems at Florida State University. A former high school mathematics and physics teacher, Jim teaches courses on Media Utilization, Instructional Design, Instructional Delivery Systems, and Principles of Adult Education. He was honored as his department's Outstanding Teacher in 1993 and with the School of Education's Best Teacher Award for 1996. Jim works part-time for Purdue's Center for Instructional Excellence, where he conducts workshops on teaching techniques and consults with faculty and graduate assistants on instructional improvement. His specialty areas, in which he has achieved national prominence through his writings and presentations, are presentation skills and using media and technology in classrooms. Because of his commitment to remaining close to the real world of teachers in the classroom, Dr. Russell serves as co-director of the Technology Integration Project, the purpose of which is to improve students' achievement and attitudes in math and science. As part of this project he conducts daylong workshops to train teachers as facilitators to work with other teachers to implement technology in their classrooms. Through these workshops and this textbook, Jim continues to make a significant impact on classroom teaching practice.

Sharon E. Smaldino. Dr. Smaldino is a Professor of Educational Technology at the University of Northern Iowa. Sharon received her Ph.D. in 1987 from Southern Illinois University, Carbondale. Prior to that she received an M.A. in Elementary Education and served for more than a dozen years as teacher, speech therapist, and special educator in school districts from Florida to Minnesota. At Northern Iowa she teaches an introductory :educational media course for undergraduates and graduate majors and is coordinator of the Educational Technology program. Dr. Smaldino also teaches graduate courses .in Instructional Development, Instructional Computing Design, Desktop Publishing, and Selection and Integration. She is the recipient of the UNI 2000 Outstanding Graduate Teaching Award. Presenting at state, national, and international conferences, Sharon has become an important voice on applications of technology in the classroom and in distance education. In addition to her teaching and consulting, Dr. Smaldino has served as president of a division of AECT, served on the board of directors of IVI.A and AECT, and has written articles for state and national journals on her primary research interest, effective technology integration in learning. She is working on a Preparing Tomorrow's Teachers to use Technology (PT3) grant using the Web to deliver information and case studies of teachers using technology in schools.

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11 of 14 people found the following review helpful.
Technology presented with clarity
By Hungry Mind
Pay no attention to one gentleman's "Apple Pie" comment about the step-by-step instructions included in this book. After all, not everyone is as technologically adept as he may be. If you have already mastered such technology, then this material is possibly too basic for you. But for the rest of us, one of the major benefits of this book is indeed the fact that the instructions have been so clearly presented!

If you are an educator, as I am, and you are looking to learn more about real-world technology as it applies to your classroom or learning center, then I HIGHLY recommend this book (8th Ed.).

1 of 4 people found the following review helpful.
Solid technology book that is not outdated when published
By RB Reviews
Many technology books are outdated by the time they are published. I am pleased to say that this book methodically moves through effective instruction and then how to use technology to aid it. I will be using this book as a reference for some time to come.

22 of 25 people found the following review helpful.
Light and introductory with the scent of apple pie
By John Harpur
I wasn't impressed with this book for two separate reasons. Firstly, the production standard struck me as almost 1960s' in style - black and white photos (nice 'grainy' look), big bulky monitors and a general aged format. It is peculiar I agree, but the book looks like it was written at least 30 if not 40 years ago. The second set of quibbles I have with the text is that it presume the reader is almost completely ignorant of any kind of presentation technology. This assumption may have been acceptable several decades ago but the universality of TV seriously undermines its value. Television is constantly exposting the public to new technologies. For instance, in the text there is a piece with graphic devoted to how to load a slide projector. How relevant is that to today's classroom? Moreover, any decent bit of kit comes with instructions. I accept that the authors wish to do a thorough hand holding with the reader, but the book assume too little exposure to technology which renders it advice mediocre in places. Possibly it should be retitled Instructional Media Technology for Complete Dummies. The bits on the web are small (literally bits) which is not a good sign. Overall, the book was lightweight - possibly I am being unfair as I am not looking for the technology it covers, but for review of current and future developments. In any event I regret buying the book as it doesn't fit my needs and I didn't like its presentation style. It is a tired book, more like jaded, that does not mesh well with the style culture of modern multimedia technology.

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[R993.Ebook] Get Free Ebook The Whole Classroom Left Behind: Observations From A Failing Inner City School, by James W. Shine

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"The Whole Classroom Left Behind," starts out as a humorous memoir about the experiences of an older man in a modern, inner-city, failing American school. Because of the vast gap in attitudes and thinking between him and his hip-hop loving charges, dozens of totally hilarious incidents and misunderstandings occur and the book provides a laugh a minute! Then though, as the book goes on, Shine begins to dig much deeper to explore the roots of the epidemic discipline problems and wild misbehavior that he's been encountering and he begins an exploration of just what EXACTLY is going wrong in our modern inner city schools. Mr. Shine gives us the benefit of his extensive research as to what the problems are with public school education (especially what's happening in our crumbling inner cities) and what, precisely, can be done to improve the outcomes for our kids in general and, more importantly, what you can do for YOUR CHILD in particular. Throughout the book, Common Sense and "out of the box" solutions to the problems in our failing schools are presented and although the educational establishment is certainly GOING TO HATE it, concerned inner city parents and educational reformers are going to find some very useful tools here, and quite valid arguments, to begin repairing America's seriously flawed public school educational system! You may not agree with EVERYTHING that Mr. Shine has to say, but if ever there was a book that can get the discussion going about what's wrong with our schools- THIS IS IT!

• Sales Rank: #2607532 in Books
• Published on: 2015-06-12
• Original language: English
• Number of items: 1
• Dimensions: 9.61" h x .38" w x 6.69" l, .62 pounds
• Binding: Paperback
• 168 pages

About the Author
Jim Shine has had a number of occupations throughout his life. He was his State’s official auctioneer for eight years and was a financial advisor for more than thirty. Earlier on, he had been a state agency caseworker making surprise visits into homes where child abuse and neglect had been suspected, and later became a geriatric placement social worker. His final job before his retirement was to become a paraprofessional in a failing inner city school. The shocking- and humorous- things that he discovered there inspired this book. Be prepared to laugh and do a lot of thinking!

Most helpful customer reviews

1 of 2 people found the following review helpful.
Leave this book behind!
By Michael Blasavage
I had to give this book one star only in order to rate it. If I could I would have rated it with a zero.
Based on the title I believed it to be a commentary on the No Child Left Behind legislation.
I was a teacher at the school during the author's time there and was excited to read it. I never met the author.
I was immediately turned off by the way he ridiculed the student's names, appearances, and families. He speaks students with strong undercurrent of racism describing two boys as "gorillas". His apathy becomes the lens through which he sees and judges wondering the whole time why people don't appreciate HIM. At no time does he try to understand the teachers, students, or administration. Perhaps the respect he desired would have come sooner if he had left his judgements at home and brought some empathy to a school where students arrive daily with issues unfathomable and beyond their control. They are children!
This book is rife with falsehoods and hyperbole leaving his arguments for social and legislative change empty.

0 of 1 people found the following review helpful.
Disappointing
By Mary Ellen Rusnov
I worked with Mr. Jim Shine. I am the teacher he refers to first as "Ms. Rostoff", then later as "Ms. Rosneff". Although I was not ridiculed as one of the "bad teachers" Mr. Shine wrote of, I did not evidently make the grade, in Mr. Shine's opinion, as a "good teacher". Apparently, Mr. Shine "felt sorry" for me. I always thought that he and I had a good working relationship and it stings a bit all these years later to see that he focused on the negative, rather than the positive, things that happened in my classroom. I quickly understood from my first day at that school that teachers have to earn the respect of the students. That respect did not come easily and sometimes it never came. I admit I had many, many very unsuccessful days there. But what I did manage to do was always come to school prepared to teach and I always gave it my all. Respect was earned in little ways, too--going to the students' dances, games, talent shows, etc. They see your face often enough after school and they slowly start to reluctantly believe that you care. That was the key--if they think you care, they will ever so slowly start to trust you., then the learning can begin. It makes me sad that Mr. Shine's Epilogue was the telling of yet another story of how he was wronged by a teacher. Instead, I wish he had written of the students who tell teachers at 8th grade graduation how proud they are of themselves and how much teachers helped them achieve that pride, how students come back to visit teachers and describe how well they are doing in high school, how teachers get email messages from students in college and careers writing of how a great math, language arts, or science middle school teacher inspired them to work hard and do well, and best of all, when a teacher serendipitously encounters a former student and sees first hand that they're happy and how much they've matured. I was a civil engineer prior to becoming a teacher and my toughest day as an engineer in a 25+ year career did not compare to a tough day of teaching. Yes, the middle school where we worked had some very serious issues, but let's not lose sight of the fact that many good things happened there and will continue to happen.

0 of 0 people found the following review helpful.
Humorous stories of his actual experiences.
By W Tufano
Mr. Shine's book, "The Whole Classroom Left Behind," is full of humorous stories of his actual experiences. I couldn't help myself from laughing and laughing, although there were some sad stories too. I found myself really feeling sorry for these kids in the failing inner city schools, as well as for the staff like the author and the teachers. Reading this book you begin to realize that something drastic must be done to change those failing schools and what goes on there. There's lots of research in the book showing what does, and does not, work in dealing with these failing students. There are also many tips to help parents who, unfortunately because of geographic bad luck, live in the inner cities and have to deal with these failing school systems. Shine goes into detail as to how some teachers are able to have wonderful success with this difficult demographic, and also how others are totally falling down on the job! Some of the book is very controversial, and I'm sure that the teachers' unions and the establishment are going to hate to read what he's saying, but if we really want to help the children in these drop out factory schools, the truths that this book are putting out there are going to have to be looked at, or at least discussed.

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In 1803 the United States purchased Louisiana from France. This seemingly simple acquisition brought with it an enormous new territory as well as the country's first large population of non-naturalized Americans - Native Americans, African Americans, and Francophone residents. What would become of those people dominated national affairs in the years that followed. This book chronicles that contentious period from 1803 to 1821, years during which people proposed numerous visions of the future for Louisiana and the United States. The Louisiana Purchase proved to be the crucible of American nationhood, Peter Kastor argues. The incorporation of Louisiana was among the most important tasks for a generation of federal policymakers. It also transformed the way people defined what it meant to be an American.

• Sales Rank: #772588 in Books
• Published on: 2004-04-10
• Original language: English
• Number of items: 1
• Dimensions: .95" h x 6.10" w x 9.80" l, 1.34 pounds
• Binding: Hardcover
• 336 pages

Review
"By explicating the human consequences of the Louisiana Purchase, Peter Kastor's The Nation's Crucible adds a fresh and vital chapter to our understanding of the American experiment." Jon Kukla, author of A Wilderness So Immense: The Louisiana Purchase and the Destiny of America"

From the Back Cover
"By explicating the human consequences of the Louisiana Purchase, Peter J. Kastor's The Louisiana Purchase and the Creation of America adds a fresh and vital chapter to our understanding of the American experiment."-Jon Kukla, author of A Wilderness So Immense: The Louisiana Purchase and the Destiny of America

About the Author
Peter J. Kastor is assistant professor of history and American culture studies and assistant director of American culture studies at Washington University in St. Louis. He is the editor of The Louisiana Purchase: Emergence of an American Nation. His articles on the Louisiana Purchase have appeared in The Journal of the West, The William & Mary Quarterly, and Journal of the Early Republic.

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• Sales Rank: #88590 in eBooks
• Published on: 2016-01-12
• Released on: 2016-01-12
• Format: Kindle eBook

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they're extremely brief which isn't always a bad thing, but if you are a beginner oftentimes ...
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Useless for experienced programmers; mildly useful for beginners
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• Published on: 2009-12-15
• Released on: 2009-12-15
• Format: Kindle eBook

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