The Computer as an Educational Tool: Productivity and Problem Solving, Third Edition and its Companion Website are based on our long-held belief that technology should be as transparent as possible—that is, the use of technology should not call attention to itself. Technology, specifically computer technology, should be a means to an end—not the end in itself. The computer should empower the user to solve problems effectively and efficiently.

The goal of this book is to lead teachers and those aspiring to be teachers to become proficient at applying the computer to solve problems, to infuse the computer into the curriculum in order to help students do the same, and to encourage both teachers and learners to integrate technology into their professional, academic, and personal lives in useful and meaningful ways. Those who are successful in doing this will indeed come to perceive the computer as an extension of their human capability. The computer will allow them to do more, to do it faster, and to do it more creatively and more accurately.

A PROBLEM-SOLVING FOCUS

The Computer as an Educational Tool: Productivity and Problem Solving, Third Edition and its Companion Website provide a current, comprehensive examination of the computer's role in education as well as the application of the computer as a tool of the mind. As the text considers the computer's various roles in education, topics are broken down into specific areas of interest to encourage an understanding of the computer's contribution to solving problems. Problem-solving models are included in the text to encourage an increase in computer productivity and to clarify the application of the computer in a thoughtful and deliberate manner, reinforcing the concept of the computer as a mind tool. The Companion Website acts as a logical extension of the text, offering a place for students to work and interact with this cutting-edge electronic technology tool in a transparent and effortless way. The Companion Website provides up-to-date and cutting-edge information to expand and enrich the course along with guides, worksheets, and links to numerous websites.

NEW IN THIS EDITION

Teachers and students will find that the strengths of the second edition remain:

• A balance of factual information, research, theory, and application
• Highly readable, student friendly prose
• Technical matters explained clearly and accessibly for the nonexpert audience
• Real-world examples linking technology to the classroom
• Examples drawn from both PC-based Windows and Macintosh platforms
• The Standards are highlighted and applied to each chapter.

Two sets of national and international standards for developing computer competencies in schools are discussed and used throughout this third edition. One set comprises the 18 foundation standards revised in 1998 by the International Society for Technology in Education (ISTE) for the National Council for the Accreditation of Teacher Education (NCATE) for integration throughout teacher education programs and used by many colleges of education and school districts. The other set consists of 14 standards developed by an ISTE project cosponsored by the U.S. Department of Education, NASA, and computer industry representatives, which became known as the National Educational Technology Standards for Students (NETS•S). Applicable standards from both sets are listed at the beginning of each chapter. New Portfolio Development Exercises are included to help your students design portfolio development lesson plans to help their students meet national technology standards.

Actual classroom computer integration techniques are highlighted in the new Into the Classroom boxes. In these boxes, nationally known classroom teachers from the United States and Canada share meaningful and tested ideas and techniques for inspiring students and integrating computer technology into the curriculum.

Many features of the Companion Website are integrated into the second edition. Throughout the text, margin notes alert students to additional resources and information that can be accessed by logging on to the Companion Website at www.prenhall.com/forcier. Students can complete Portfolio Development Exercises on-line in the Digital Portfolio module for each chapter. Selected Chapter Exercises can also be completed on the Companion Website. These exercises are indicated by the diamond symbol next to the question number.

With the help of feedback from professors and student-users delivered via e-mail, in teleconferences, at conferences and meetings, and in an extensive review process, this book has been revised significantly. Meaningful changes have been made to more effectively demonstrate the computer's capacity as an educational tool for problem solving and to show to a greater extent the range of classroom applications of computer technology available to teachers and learners. Highlights of this revision include:

• Two chapters on Internet resources and curriculum applications (Chapters 2 and 3) focus on integrating Internet-based tools (primarily the World Wide Web) into the curriculum. Strategies are developed for using search tools including filtered search engines. The basics of web page construction are presented including the use of HTML editors. Applications for both teachers and students are suggested using numerous websites. Information is also provided on how to critically evaluate websites.
• A new chapter is dedicated to multimedia authoring (Chapter 12), including information on, and classroom applications for, multimedia authoring tools, presentation software, and virtual reality.
• A reorganized table of contents better contextualizes computer use in educational settings and reflects the deeper integration of problem solving in various aspects of the curriculum throughout the book.
• An even greater emphasis is placed on curriculum applications, with numerous examples, model lessons, and suggestions for integrating the computer into educational curricula. Many of the applications are highlighted and discussed by classroom teachers from throughout the United States and Canada in our new Into the Classroom boxes.

ADDED TECHNOLOGY FEATURES

A new Companion Website at www.prenhall.com/forcier, serves as a valuable extension to the materials in the book. This site is filled with supplemental material, exercises and activities, Web links, and presentation material designed to enhance learning, make your job easier, and keep each chapter up to date and on the cutting edge. The Companion Website lets you infuse the powers of the Internet and true Internet interactivity into your class with a minimum of effort and technical expertise. Students can complete exercises on-line and e-mail them to instructors, themselves, and their classmates.

• A Digital Portfolio module guides your students through the design and development of a digital portfolio for themselves and their students.
• A ISTE/NCATE/NET•S Standards module keeps students up to date in the fast-moving world of technology standards.
• Professors can place parts of their lessons on-line quickly and easily using the Web with the on-line Syllabus Manager.
• The on-line Message Board allows instructors and students to post and respond to questions and comments from the national audience of text users and the text authors.
• The Chat area provides a location for professors and students to hold a virtual discussion. With Chat, you can schedule your own chat sessions, and you may even create your own "chat room" where your class or smaller study groups can talk privately on-line.
• PowerPoint^® presentations relate to material covered in the text.
• Also included are sample software evaluation forms; a sample parental permission form for school Internet access; a practical listing of Internet resources and their addresses; field definitions for a software database; a list of software publishers, with a statement of each one's sales and support policies; and much more.

All of these options are designed to be used quickly and efficiently by you and by your most novice student. The Companion Website keeps the book and your class fresh and up to date in such areas as standards, technology advancement, and best practice in the field of educational and computer technology.

A CD-ROM, packaged with the text, serves as a resource to both the instructor and the student. It contains the newest working and demonstration versions of such popular software as HyperStudio^® 4, SiteCentral, Kid Works^™ Deluxe, and Cruncher. The latter two include Month by Month software packages that are packed full of cross-curricular, theme-based projects and ideas to give your students firsthand information and ideas for real-life classroom technology integration.

TEXT ORGANIZATION AND SPECIAL FEATURES

Woven throughout the text is the use of the computer as a personal productivity and problem-solving tool for the teacher in an instructional role and for the student in a learning role. The text, therefore, is organized with the following thematic frameworks:

• Issues in information technology. A number of issues are examined, including copyright, intellectual property, equitable computer access, and gender equity. The computer's role in the educational reform movement is also discussed.
• Learning theory and instruction. Theoretical structures are established to examine the computer's role in teacher-centered instruction and to examine student-centered learning. Both behaviorist and constructivist perspectives are considered. Underlying principles and theories of education are reviewed and applied to discussions of computer applications in instruction and learning.
• Strategies for computer use. The computer as a productivity tool is applied to tutorial, drill and practice, simulation, and multimedia formats. The Internet, word processing, graphics, databases, and spreadsheets are presented as problem-solving tools in the curriculum.

Furthermore, the text is organized to provide thorough coverage of computer knowledge and educational applications, including the following:

• The computer itself. Rather than devoting a chapter to computer hardware, a brief explanation of equipment is presented and then appropriate equipment is discussed in context with its school application.
• Word processing. Curriculum applications are suggested and sample lessons are presented to illustrate them.
• Graphics. Bit-mapped and vector graphics are explored and examples are given. Information and specific instructions on using the computer to generate display graphics for charts and graphs, signs, posters, bulletin boards, overhead transparencies, and projected presentations are given.
• Spreadsheets. Problem-solving models are applied to the development of spreadsheets. Curriculum applications are suggested and sample lessons are presented to illustrate them. Proper selection of chart types and the interpretation of data represented by graphs are analyzed.
• Databases. The organization and retrieval of information are examined. Problem-solving models are applied to the development of databases. Curriculum applications are suggested and sample lessons are presented to illustrate them.
• Telecommunications. Networking schemes are explored, as are the fundamental concepts of telecommunications. An introduction to the Internet is presented, followed by an in-depth look at the World Wide Web. Curriculum applications are suggested.
• Teacher utilities. Software designed to help the teacher work easily and efficiently is discussed in this new chapter. Teacher timesavers, grading and portfolio software, and productivity and security software are highlighted.
• In each chapter, Into the Classroom boxes are presented in which nationally known educators from across the United States and Canada share their own special tricks and techniques to really reach their students and integrate technology into their classrooms.

CHAPTER FEATURES

This edition maintains the style of the second edition, which drew acclaim from students and faculty alike for presenting important and useful information in a highly readable format. The following features are included in each chapter:

• Each chapter begins with an Advance Organizer and a listing and discussion of applicable NETS•S and ISTE/NCATE standards.
• Charts and line drawings illustrate concepts in a concrete manner.
• Screen displays illustrate application software in, as much as possible, a nonspecific hardware platform.
• Exercises provide students with the opportunity to process the information presented in the chapter and apply it in a practical manner, using higher-order thinking skills.
• Important terms are printed in boldface when they are introduced to the reader. They are then defined in the chapter glossary and are included in the index at the end of the book to facilitate reference.
• Portfolio Development Exercises at the end of each chapter help students design portfolio development lesson plans and enable them to meet national technology standards.