A Teacher's Guide to Using Technology in the Classroom

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Libraries Unlimited, 2003 - Education - 152 pages
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Heart disease is the leading cause of death in the United States. Heart failure is only one of the many entities that encompass heart disease. According to National Institute of Health 5.7 million people in the United States suffered from some form of heart failure in 2009 and of these 670,000 were first events. Heart failure is not a single disease entity but "a complex clinical syndrome that can result from any cardiac disorder that impairs the ability of the ventricle to either fill properly or eject optimally. This syndrome results in a pathologic state in which the heart is unable to pump enough oxygenated blood to meet the metabolic needs of the body." The inability of the ventricle to eject properly is systolic heart failure and the inability of the ventricle to fill properly is diastolic heart failure. These are two completely different entities and will be reviewed separately.The text addresses an introduction into this topic touching on the basics of defining heart failure, addressing the two types of heart failure, going over the diagnostic tests for heart failure, addressing the classes of medications in depth to treat heart failure, and identifying the precipitating causes of heart failure.
 

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A Teacher’s Guide to Using Technology in the Classroom by Karen s. Ivers and Melissa Pierson is an informed guide for beginning and practicing teachers as well as media specialists who are interested in integrating technology into their pedagogical repertoire. The book is presented in a way that is accessible and easy to follow and understand, and provides teachers with a detailed description of what they should know before they attempt to use technology in the classroom, with scenarios to help readers understand technology integration in practice and action. The authors include a useful discussion of the ISTE NETS standards for both students and teachers and their applications, as well as a discussion of technology use plans. Also included in the discussion of technology use in the classroom are National Council for Accreditation of Teacher Education (NCATE) and California Commission for Teacher Credentialing (CCTC) standards, which illuminate what teachers should be expected to know and be able to do regarding technology integration and use. This book is helpful for novices in the field who are looking for a guide through the educational technology quagmire as well as those practitioners who are looking for a new perspective on technology integration. Every chapter includes follow-up activities that provide a practical application of key concepts discussed, with a robust collection of resources to help teachers along their journey to becoming technologically savvy. There are also any illustrations, screenshots, diagrams, and charts that help to illuminate and organize the information given and tasks described in the text, which are exceedingly helpful when learning about technological platforms which are heretofore unfamiliar. A Teacher’s Guide to Using Technology in the Classroom also includes blackline masters that are designed to help teachers integrate technology in the classroom, including such activities as drawing the layout of the technology in your classroom and color-coding computer keys in order to assist with keyboarding technique. One element of this book that I found lacking was that it did not go as deeply into discussions of systematic integration of technology from a curricular standpoint, and tended to oversimplify some integration concepts, such as the use of management systems. These limitations notwithstanding, I felt that this guide would be most useful to teachers who will go further in their journey down the road of technological literacy, and would serve as a healthy introduction to key concepts in the field and develop their media literacy skills. This book would also be useful to students, as it uses non-technical language and is not overly analytical.  

Contents

Teacher Tools
23
Meeting the Needs of All Students
37
Prerequisites to Using Computers in the Classroom
59
Evaluating Instructional Resources Software
75
Evaluating Instructional Resources The Internet
95
Managing and Assessing Computer Use in the Classroom
113
Glossary
141
Index
143
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About the author (2003)

Karen S. Ivers is a Professor in the Department of Elementary and Bilingual Education at California State University Fullerton.

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