《教育科学分支学科影印版系列教材》由权威专家精选当代美国高校颇具代表性和影响力的原版英文专业教材，并请在相关领域有深入研究、颇有建树的专家学者为每本书撰写中文导言，供师范大学、综合大学教育相关专业研究生、本科生作为教学参考书研读，或作为双语教学的教材使用，以扩大师范类院校广大研究生和本科生的学术视野，培养师范生直接参与国际交流的素养和能力，提高理解和借鉴西方**教育理论的水平。

现代西方教育思想不仅源流学派异彩纷呈，而且显示出深层转变并日益走向综合发展的趋势，同时，这一令人捉摸难定的趋势，又隐约展示出深刻的历史渊源、文化背景以及学理的传承相继。我国教育理论界历来重视对国外**教育思想的引人和借鉴，从赫尔巴特教学法到凯洛夫的教育学，从杜威的进步主义教育运动到后现代主义教育思潮等等应时而生的教育思想都对我国教育理论界产生了或大或小或显或隐的影响。可以说，我国教育理论界从来没有“闭关锁国”、“妄自尊大”的夜郎心态，总是自觉地融人世界���育理论发展的潮流之中。
当前，我国教育理论工作者积极地关注国外教育思想的发展动态，这从不断涌现的大量国外教育思想的译著和评价中可以窥见一斑。这样的译著为我们提供了接触国外**教育理论的平台，尤其对于受外语水平限制的研究人员来说，更有其存在的必然性与合理性。但是，按照阐释学的观点来看，人们对对象的思维总是渗透着主体的意向性，对文本的理解总是以译者的前见、成见、回忆、想象、符号思维等“前知识结构”为前提的理论重构过程，也就是说，这样的译著往往是译者的视界与文本或知识的视界融合的结果，这样，当我们对译著再次解读时，我们面对的已经不是“原汁原味”的东西了。在解读的过程中，我们也会遭遇译文观点的模棱两可而无法释怀，费尽心机地揣测是作者原文的纰漏还是翻译过程中造成的误解。因此，严肃的外国教育理论研究倡导选用原版著作，研究生的培养也应力求通过外文资料来把握国外教育理论动态，从而为我们的教育理论界理解和借鉴西方教育思想，保证一个良好的心态，奠定一个扎实的基础，以期不久的将来看到我们的教育理论界在荆棘与鲜花并见的求索道路上前进一步。

PARTI
INTRODUCTIONANDBACKGROUND
ONINTEGRATINGTECHNOLOGYIN
EDUCATION1
CHAPTER
EducationalTechnologyinContext:
TheBigPicture4
WhatIs"EducationalTechnology?5
OriginsandDefinitionsofKeyTerms5
FourPerspectivesonEducationalTechnology:Media,
InstructionalSystems,VocationalTraining,and
Computers6
ThisTextbook'sEmphasisonTechnologyinEducation7
LookingBack:HowHasthePastInfluencedToday's
EducationalTechnology?8
ABriefHistoryofEducationalComputingActivitiesand
Resources8
WhatHaveWeLearnedfromthePast?8
WhyUseTechnology?DevelopingaSound
Rationale10
LookingAround,LookingAhead:WhatFactorsShape
theCurrentandFutureClimateforl'echnologyin
Education?14
CurrentEducationalTechnologySystemsandTheir
Applications14
Today'sBigIssuesinEducationandTechnology:Societal,
Cultural/Eqnity,Educational,andTechnical15
NewChallengesandtheSkillstoDealwithThem22
CHAPTER2
PlanningandImplementationforEffective
TechnologyIntegration27
FheNeedforTwoLevelsofPlanning:WhattheSchool
andDistrictCanDoVersusWhattheTeachers
CanDo28
TechnologyIntegrationPlanningTasksatDistrictand
SchoolLevels28
DevelopingDistrictandSchoolTechnologyPlans28
FindingFundingforTechnologyResources30
SchoolandDistrictStaffDevelopmentandTraining
forTechnology30
PurchasingSoftwareandHardware30
SchoolandDistrictResponsibilitiesforEthicaland
LegalTechnologyUse33
SchoolandDistrictResponsibilitiesforEnsuringEquitY
ofTechnologyUse34
SettingUpandMaintainingPhysicalFacilities34
ATechnologyIntegrationPlanningModelfor
Teachers37
Phasel:Determiningthe"RelativeAdvantage"mWhy
UseTechnology?37
Phase2:PlanningAssessments--whatAreAppropriate
AssessmentStrategies?42
Phase3:PlanningInstructionWhatAreAppropriate
IntegrationStrategies?44
Phase4:Logistics--HowDoIPreparetheClassroom
EnvironmentandInstructionalMaterials?45
Phase5:EvaluatingandRevisingIntegrationStrategies--
HowDoIKnowIt'sWorking?46
CHAPTER3
LearningTheoriesandIntegrationModels51
Introduction52
ChangesBroughtAboutbyTechnology52
CurrentEducationalGoalsandMethods:TwoViews52
AnOverviewofDirectedandConstructivistInstructional
Methods52
AComparisonofTerminologiesandModels52
InstructionalNeedsandProblemsAddressedbyDirected
InstructionStrategies54
InstructionalNeedsandProblemsAddressedby
ConstructivistStrategies55
HowLearningTheoriesShapeTeachingPracticesand
TechnologyUses55
TheoreticalFoundationsofDirectedInstruction56
LearningTheoriesAssociatedwithDirectedInstruction56
TheContributionsofBehavioralTheories57
TheContributionsofInformation-Processing
Theories57
CharacteristicsofDirectedInstruction59
DirectedMethods:ProblemsRaisedVersusProblems
Addressed59
TheoreticalFoundationsofConstructivism62
LearningTheoriesAssociatedwithConstructivism62
TheContributionsofEarlyCognitiveLearning
Theories62
TheContributionsofLaterWorkBasedonCognitive
Principles66
CharacteristicsofConstructivism68
ConstructivistMethods:ProblemsRaisedVersus
ProblemsAddressed72
TechnologyIntegrationStrategies:Directed,
Constructivisi,andCombinedApproaches72
IntegrationStrategiesBasedonDirected
Models73
AssessmentStrategiesforDirectedModels73
IntegrationStrategiesBasedonConstructivist
Models73
AssessmentStrategiesforConstructivistModels74
EnablingIntegrationStrategies:UsefulwithEither
Model74
CombiningIntegrationStrategiesinCurriculum
Planning76
RecommendedGuidelinesforDesigningTeclmology-
IntegratedCurriculum76
ExamplesofTechnology-IntegratedUnits77
DirectedIntegrationStrategy:BuildingScience
VocabularywithElectronicEncyclopedias77
PrimarilyConstructivistIntegration:APresidential
ElectionsWebQuest78
CombinedDirectedandConstructivistIntegration:
ImprovingFrenchLanguageSkills78
PARTII
INTEGRATINGSOFTWAREANDMEDIA
TUTORSANDTOOLS:PRINCIPLESAND
STRATEGIES83
CHAPTER4
IntegratingInstructionalSoftwareintoTeaching
andLearning86
Introduction87
WhatIsInstructionalSoftware?87
ProblemsinIdentifyingandClassifyingSoftware
Functions.87
InsightsonSoftwareClassificationsandIntegration
Strategies87
ProgrammingLanguagesasInstructionalSoftware88
DrillandPracticeActivities89
DrillandPractice:DefinitionandCharacteristics89
IssuesRelatedtoDrillandPractice90
HowtoUseDrillandPracticeinTeaching90
TutorialActivities91
Tutorials:DefinitionandCharacteristics91
IssuesRelatedtoTutorials93
HowtoUseTutorialsinTeaching93
SimulationActivities94
Simulations:DefinitionandCharacteristics94
IssuesRelatedtoSimulations96
HowtoUseSimulationsinTeaching96
InstructionalGames98
InstructionalGames:DefinitionandCharacteristics98
IssuesRelatedtoInstructionalGames99
HowtoUseInstructionalGamesinTeaching99
Problem-SolvingCourseware100
Problem-SolvingCourseware:Definitionand
Characteristics100
IssuesRelatedtoProblem-SolvingCourseware101
HowtoUseProblem-SolvingCoursewareinTeaching102
integratedLearningSystems103
IntegratedLearningSystems:Definitionand
Characteristics103
IssuesRelatedtoILSs104
HowtoUseILSsinTeaching105
[valuatingandSelectingInstructionalSoftware106
TheNeedforEvaluation106
CoursewareEvaluationProcedures:ARecommended
Sequence107
CoursewareEvaluationProcedures:Recommended
Criteria107
SelectingSoftwareforConstructivistVersusDirected
Uses109
CHAPTER5
IntegratingWordProcessing,Spreadsheet,
andDatabaseSoftwareToolsintoTeachingand
Learning116
IntroductiontoSoftwareTools117
WhyUseSoftwareTools?117
SoftwareSuitesVersusIntegratedPackages117
UsingWordProcessingSoftwareinTeachingand
Learning117
IntroductiontoWordProcessing117
TheImpactofWordProcessinginEducation119
WordProcessingintheClassroom121
UsingSpreadsheetSoftwareinTeachingandLearning126
IntroductiontoSpreadsheetSoftware126
TheImpactofSpreadsheetsinEducation128
SpreadsheetsintheClassroom129
UsingDatabaseSoftwareinTeachingandl.earning132
IntroductiontoDatabaseSoftware132
TheImpactofDatabasesinEducation135
UsingDatabasesintheClassroom136
CHAPTER6
IntegratingOtherSoftwareToolsintoTeaching
andLearning143
IntroductiontoOtherSoftwareSupportlools144
WhyUseSoftwareSupportTools?144
TypesofSoftwareSupportTools144
SoftwareSupportToolsCoveredinOtherChapters:
WebToolsandMultimediaAuthoring144
UsingMaterialsGenerators144
DesktopPublishingSoftware144
TestGeneratorsandTestQuestionBanks146
WorksheetandPuzzleGenerators148
IEPGenerators148
CertificateMakers148
FormMakers149
GroupwareProducts149
UsingDataCollectionandAnalysisTools149
Gradebooks149
StatisticalPackages149
DataManagement.(CMI)andTestingTools150
UsingGraphicsTools151
PrintGraphicsPackages151
Draw/PaintandImageProcessingPrograms151
Charting/GraphingSoftware152
ClipArtPackages,VideoCollections,andSound
Collections154
DigitizingSystemsandVideoDevelopment
Systems154
UsingPlanningandOrganizingTools154
OutliningToolsandOtherWritingAids154
BrainstormingandConceptMappingTools154
LessonPlanningTools155
Schedule/CalendarMakersandTimeManagement
Tools155
UsingResearchandReferenceTools156
ElectronicEncyclopedias156
Atlases156
Dictionaries(WordAtlases)156
UsingtoolstoSupportSpecificContentAreas156
CADand3-DModeling/AnimationSystems156
MusicEditorsandSynthesizers157
ReadingTools157
Microcomputer-BasedLabs(MBLs)orProbeware157
GraphingCalculator158
GeographicInformationSystemsandGlobalPositioning
Systems159
CHAPTER7
IntegratingMultimediaandHypermediainto
TeachingandLearning163
IntroductiontoMultimediaandHypermedia164
MultimediaandHypermedia:HowDoThey
Differ?164
TypesofMultimediaandHypermediaSystems164
CurrentandFutureImpactofMultimediaand
HypermediaonEducation165
ResearchontheImpactofMultimediaandHypermedia
Systems165
ResearchontheDesignofMultimediaandHypermedia
Systems166
EmergingDevelopmentsinStorageMediafor
MultimediaSystems:CompactDisc-Read-Only
Memory(CD-ROM)andDigitalVersatileDisc
(DVD)166
IssuesRelatedtoMultimediaandHypermediaUsein
Education167
CommercialMultimedia/HypermediaSoftware
Packages168
BackgroundonCommercialMultimedia/Hypermedia
SoftwarePackages168
InstructionalSoftware168
InteractiveStorybooks168
ReferenceMaterials168
CollectionsofDevelopmentResources168
IntegrationStrategiesforCommercial
Multimedia/HypermediaProducts169
CommercialInteractiveVideodiscSystems169
BackgroundonIVDSystems169
AdvantagesofIVDTechnology171
DisadvantagesofIVDTechnology171
ClassroomUsesoflVDSystems171
IntegrationStrategiesforIVDSystems172
ThreeKindsofMultimedia/HypermediaAuthoring
Resources174
BackgroundonMultimedia/HypermediaAuthoring
Systems174
HypermediaAuthoringResources174
HardwareRequirementsforHypermediaAuthoring175
HypermediaAuthoringProcedures175
AuthoringSkillstoDevelopOverTime176
AuthoringToolsType1:PresentationSoftware
Systems177
AuthoringToolsType2:VideoProductionandEditing
Systems177
AuthoringToolsType3:HypermediaSoftware178
IntegrationStrategiesforHypermediaAuthoring179
ProceduresforImplementingHypermedia
Authoring180
EvaluatingHypermediaProducts180
EvaluatingCommercialHypermediaProducts180
EvaluatingStudent-DevelopedHypermedia182
PARTIII
LINKING1OLEARN:PRINCIPLESAND
STRATEGIES187
CHAPTER8
IntegratingtheInternetandOtherDistance
ResourcesintotheCurriculum189
Introduction:ReachingOuttoaWorldofResources190
WhatIsDistanceLearning?SomeDefinitions190
DistanceLearningDirections:Past,Present,and
Future191
CurrentIssuesinDistanceLearning191
CurrentResearchinDistanceLearning193
ResourcesAvailabletoSupportAudioandVideo
Telelearning196
ResourcesAvailabletoSupportWeb-BasedLearning196
BackgroundontheInternet196
WebBrowsingandSearchingResources198
CommunicatinginWritingontheInternet199
CommunicatingVisuallyontheInternet199
FileTransferOptions200
ResourcestoOptimizeWebPower201
WebPageandWebSiteProgrammingResources201
WebPageandWebSiteDevelopmentToolsand
Procedures203
WebPageCriteria204
WebCourseDevelopmentTools204
IntegrationStrategiesforDistanceEessons:Web-Based
Activities204
BackgroundonWeb-BasedActivities206
TypesandExamplesofWeb-BasedLessonsand
Projects206
WebSiteSupportforClassroomProjects211
DirectedVersusConstructivistApproachestoIntegrating
theInternet211
AssessingWeb-BasedLessons212
OfferingCoursesandProgramswithDistance
Technologies212
TypesandExamplesofDistanceLearningCoursesand
Programs212
CharacteristicsofEffectiveWeb-BasedCoursesand
Programs213
CHAPTER9
ALinktotheFuture--EmergingDevelopmentsin
TechnologyIntegration220
Introduction:ClassroomsandOtherLearning
EnvironmentsoftheFuture221
HistoricalReinvention:ATechnology-InfusedHistory
CurriculumUnitintheNot-Too-DistantFuture221
IssuesShapingtheUseofEmergingTechnologies222
FourTrendsDrivingtheUseofEmergingTechnologiesin
Education222
Trend1:EmergingDevelopmentsinNetworking222
WirelessNetworking222
Interoperability223
Trend2:EmergingDevelopmentsinVisualization223
VRSystems223
VRMLandOtherDevelopmentTools224
Trend3:EmergingDevelopmentsinInterfaces224
VoiceRecognition225
HandwritingandDrawing225
DirectConnectionstotheBrain225
Trend4:EmergingDevelopmentsinHandheld
Systems225
UsesofHandheldSystems226
TheNewE-book226
WearableSystems226
ProblemstoOvercome226
ImpactoftheFourTrendsforEducationalMethods227
FlexibilityinClassroomOrganizationand
Configuration227
AccesstoComputingPowerinRemoteSites227
EaseandFlexibilityinHomeNetworking227
VR-BasedTherapiesforPeoplewithDisabilities227
InterfacesforPeoplewithDisabilities227
ConstructingEnvironmentsandKnowledge227
VirtualFieldTripswithQuickTimeVR~228
GreaterDependenceonVisualLearning228
DecreasedEmphasisonKeyboarding228
FutureChallengesforTeachers228
VisionsofTechnology'sRoleinRestructuring
Education228
FutureSkillsfortheTechnology-SavvyTeacher229
PARTIV
INTEGRATINGTECHNOLOGYACROSSTHE
CURRICULUM233
CHAPTERI.0
TechnologyinLanguageArtsandForeignLanguage
Instruction235
TechnologyIntegrationExample:EnglishandForeign
LanguageInstruction236
Introduction237
IssuesandProblemsinLanguageArtsandForeign
LanguageInstruction238
IssuesandProblemsRelatedtoTechnologyinLanguage
ArtsInstruction238
IssuesandProblemsRelatedtoTechnologyinForeign
LanguageInstruction240
StrategiesforIntegratinglechnologyintol..anguageArts
andForeignlanguageInstruction241
TechnologytoSupportWritingandPublishing241
TechnologytoSupportReadingandStudying245
TechnologytoSupportCommunicationand
Collaboration247
UsefulWebSitesforLanguageArtsInstruction249
UsefulWebSitesforForeignLanguageInstruction249
CHAPTER11
TechnologyinMathematicsandScience
Instruction253
TechnologyIntegrationExample:Mathematicsand
ScienceInstruction255
Introduction254
IssuesandProblemsinMathematicsEducation254
StandardsinMathematicsEducation254
ImplementingthePrinciplesandStandardsforSchool
Mathematics254
HowTechnologyIsIntegratedintoMathematicsTeaching
andLearning256
TechnologytoSupportNumberandOperations256
TechnologytoSupportAlgebra257
TechnologytoSupportGeometry257
TechnologytoSupportMeasurement258
TechnologytoSupportDataAnalysisandProbability259
TechnologytoSupportProblemSolving260
TechnologytoSupportReasoningandProof260
TechnologytoSupportCommunication260
TechnologytoSupportConnections261
TechnologytoSupportRepresentations261
UsefulWebSitesforMathematicsInstruction261
IssuesandProblemsinScienceEducation262
StandardsinScienceEducation262
ImplementingtheNationalScienceEducationStandards
andBenchmarksforScientificLiteracy262
HowTechnologyIsIntegratedintoScienceTeachingand
Learning262
TechnologytoSupportScientificProcesses262
TechnologytoSupportaScientificInquiry
Environment263
TechnologytoSupportScientificLiteracy263
TechnologytoSupportStudentUnderstandingofScience
Concepts264
TechnologytoSupporttheBuildingofScientific
Models265
UsefulWebSitesforScienceInstruction265
CHAPTER12
TechnologyinSocialStudiesInstruction271
Technology--IntegrationExample:SocialStudies
Instruction273
Introduction272
IssuesandProblemsinSocialStudiesEducation272
SocialStudiesInstructionStandards272
DepthVersusBreadth275
PerilsoftheInformationExplosion275
The"HistoryWars"276
HowTechnologyIsIntegratedintoSocialStudies
Education276
UsingTechnologytoLearnAboutCulture276
UsefulWebSitesforTeachingAboutCultures276
UsingTechnologytoLearnAboutTime,Continuity,
andChange276
UsefulWebSitesforTeachingHistory277
UsingTechnologytoLearnAboutPeople,Places,and
Environments278
UsefulWebSitesforTeachingAboutPeople,Places,
andEnvironments279
UsingTechnologytoLearnAboutIndividual
DevelopmentandIdentity280
UsingTechnologytoLearnAboutIndividuals,
Groups,andInstitutionsandPower,Authority,and
Governance280
OtherUsefulWebSites280
UsingTechnologytoLearnAboutProduction,
Distribution,andConsumption280
UsefulWebsitesforTeachingAboutProduction,
Distribution,andConsumption281
UsingTechnologytoTeachAboutScience,Technology,
andSociety281
OtherUsefulWebSitesforTeachingAboutScience,
Technology,andSociety282
UsingTechnologytoTeachAboutGlobal
Connections282
UsefulWebsitesforTeachingAboutGlobal
Connections283
UsingTechnologytoTeachAboutCivicIdealsand
Practices283
UsefulWebsitesforTeachingAboutCivicIdealsand
CharacterEducation283
13TechnologyinArtandMusicInstruction287
TechnologyIntegrationExample:ArtandMusic
Instruction289
Introduction288
IssuesandProblemsCommontoArtandMusic
Education:]heArtsintheInformationAge288
IssuesandProblemsinMusicEducation288
NewTechnologiesandEstablished"Traditional"Music
Programs:IntegrationorAccommodation?288
TheMusicDirectorasSmallBusiness
Administrator291
HowTechnologyIsIntegratedintoMusicEducation291
TechnologytoSupportMusic
Composition/Production292
TechnologytoSupportMusicPerformance293
TechnologytoSupportSelf-PacedLearning294.
ⅡCONTENTS
TechnologytoSupportSkillsPractice294
TechnologytoSupporttheGeneralMusic
Curriculum294
InterdisciplinaryStrategies295
UsefulWebSitesforMusicEducation298
IssuesandProblemsinArtEducation296
AcademicVersusStudio296
HowTechnologyIsIntegratedintoArtEducation297
UsingTechnologytoProduceandManipulateImages297
UsingTechnologytoSupportGraphicDesign297
UsingTechnologytoSupportDesktopPublishingwith
Graphics297
UsingTechnologytoShareStudents'CreativeWorks298
UsefulWebSitesforArtEducation298
CHAPTER1.4
TechnologyinPhysicalEducationandHealth
Education302
TechnologyIntegrationExample:PhysicalEducation
andHealthInstruction303
Introduction304
IssuesandProblemsinPhysicalEducationand
HealthEducation304
MarginalizationofHealthandPhysicalEducation304
NeedforInformedSelectionofHealthandFitness
Resources304
LackofStudentMotivation305
NeedtoAddressStandards305
HowtoHandleControversialHealthIssues305
TechnologytoSupportImprovementsinFitness306
TechnologytoDevelopandImproveMotorSkill
Performance307
TechnologytoImproveStudents'BeliefsandInteractions
RelatedtoPhysicalActivity308
TechnologytoAssessandEnhancePersonalHealth309
TechnologytoSupporttheProcurementofValidHealth
Information309
TechnologytoInfluenceOthers'HealthBehaviors309
TechnologytoSupportInterdisciplinaryInstruction310
UsefulWebSitesforPhysicalEducationandHealth
Instruction310
15TechnologyinSpecialEducation315
TechnologyIntegrationExample:TechnologyforStudents
withSpecialNeeds317
Introduction316
IssuesandProblemsinSpecialEducation
Technology316
LegalandPolicyDirectives316
ConsiderationofAssistiveTechnology318
TrainedPersonnel319
InclusiveClassrooms319
UniversalDesign320
Accountability320
HowTechnologyIsIntegratedintoSpecialEducation320
Foundations320
Disability-SpecificApplicationsofTechnology321
TechnologyApplicationsforYoungChildren322
TechnologyApplicationsandCommunication
Disorders322
TechnologyApplicationsandMildDisabilities323
SubjectMatterApplicationsofTechnologyinSpecial
Education323
EnhancingStudySkillswithTechnology325
ProductivityApplicationsofTechnology326
IntegratingTechnologyintoProfessional
Development327
TechnologyApplicationsforGiftedandTalented
Students327
UsefulWebSitesforSpecialEducation328
APPENDIX
TechnologyAssessmentInstruments335
GLOSSARY355
NAMEINDEX363
SUBJECTINDEX365
CD-ROMUSERMANUALU-1

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