Integrating Educational Technology into Teaching gives you a solid foundation to incorporate transformative technology into your classroom and across the curriculum. Learning theories and research-based practices model how to effectively plan, select and evaluate technology use across 12 content areas. Hands-on exercises, sample lessons and recommended resources help you develop the insight and skills you need to become a technology leader.
The 9th Edition keeps pace with the ever-evolving role of technology in education, reflecting current tools, methods and research-based practices. New features address digital inequity issues that affect children's educational success. New coverage prepares you to plan and teach in blended and fully online classrooms.
About the Author: About our authors Joan E. Hughes has been a technology-using educator and contributor to the educational technology field for nearly 30 years and has authored or coauthored more than 100 publications, including books, book chapters, journal articles, proceedings, and research and practitioner conference papers worldwide.
After earning a Bachelor of Arts degree in English from Pomona College, she began working in the educational technology field as an elementary and middle school computer teacher in Silicon Valley area of California in the early 1990s. As a classroom teacher, she presented often at the CUE Conference (known then as Computer Using Educators) and coauthored (with Terry Maxwell) her first book, The CompuResource Book, a collection of technology-supported lessons. Later, she pursued her doctorate in educational psychology with emphasis on cognition and technology at Michigan State University where she taught courses for preservice teachers in Michigan and inservice teachers internationally in Korea, Japan, Thailand, and England. Her earliest doctoral research developed the concept of technological pedagogical content knowledge (TPCK), a theory generated from case studies of English teachers' learning and use of technologies in schools. This theory has been adapted and adopted widely.
Currently, Dr. Hughes is Associate Professor of Learning Technologies at The University of Texas at Austin where she conducts research and teaches about how teachers and K through 12 students use technologies in and outside the classroom for subject-area learning; how school leaders support classroom technology integration; and how educators are technological innovators and valuable contributors in the edtech ecosystem. She serves on editorial and review boards for several teaching and technology journals and has contributed to leadership of technology-related special interest groups. She is highly supportive of her students' educational objectives and has guided 56 doctoral and 56 master of arts and Master of Education degree students to complete dissertations, theses, or reports.
She is married to Lee Klancher, a writer, photographer, and publisher (Octane Press). They spend time exercising their dog (currently, an adopted German shorthaired pointer named Red Cloud), running, biking, cooking, eating, and camping in Austin and around the world.
D. Roblyer was a technology-using professor and contributor to the field of educational technology for 35 years. She authored or coauthored hundreds of books, monographs, articles, columns, and papers on educational technology research and practice. Her other books for Pearson include Starting Out on the Internet: A Learning Journey for Teachers; Technology Tools for Teachers: A Microsoft Office Tutorial (with Steven C. Mills); Educational Technology in Action: Problem-Based Exercises for Technology Integration; and Introduction to Instructional Design for Traditional, Online, and Blended Environments (2015).
Dr. Roblyer began her exploration of technology's benefits for teaching in 1971 as a graduate student at Pennsylvania State University, one of the country's first successful instructional computer training sites, where she helped write tutorial literacy lessons in the Coursewriter II authoring language on an IBM 1500 dedicated instructional mainframe computer. While obtaining a doctorate in instructional systems at Florida State University, she worked on several major courseware development and training projects with Control Data Corporation's PLATO system. In 1981 and 1982, she designed one of the early microcomputer software series, Grammar Problems for Practice, for the Milliken Publishing Company.
Dr. Roblyer retired in 2015 after having served as teacher, professor, graduate student mentor, doctoral student dissertation chair and committee member, and leader in shaping educational technology's changing role since 1969. She lives in Chattanooga, Tennessee, and is completing work on a memoir of her early life. She is married to fellow Florida State alumnus Dr. William R. Wiencke and proud mother of daughter Paige Roblyer Wiencke.
