Chapter 5: Engaging Learners with Digital Devices
INSTRUCTOR NOTES
This chapter addresses ISTE Standards for Teachers 2, 5, 6, and 7.
Chapter Goal
Select and integrate computer resources into instruction to promote learning.
Learning Outcomes
By the end of the chapter, students should be able to do the following:
2. Discuss the advantages of using digital devices to support learning.
4. Discuss the ideas related to integrating technology for learning support.
2. Describe the basics of hardware elements you will find in learning settings.
3. Discuss how you might configure the digital classroom to support student learning.
Chapter Overview
Chapter 5 focuses on the types of digital resources available for the classroom, as well as how to
go about selecting software to support student learning. There is also information on the
components of the computer, and setup options to maximize computer use within learning
environments. The final section discusses new innovations that could soon be available for
learning.
Using This Chapter
This chapter provides many opportunities to work with your students as they consider how to
integrate digital devices into instruction. Chapter 5 is often a good place to begin the discussion
of technology applications as they assist learning. Since students are familiar with computers for
The Chapter 5 ASSURE Classroom Case Study describes the instructional planning of
elementary teacher Kerry Bird. In the video, Mr. Bird revises a lesson to include student use of
computers to demonstrate his students’ understanding of the water cycle. Additionally, the
feature Taking A Look At Technology Integration, Testing the Waters, describes another
The section, “Copyright Concerns: Computer Software,” reflects recent changes in the
interpretations of the law. The authors recommend that you spend some time discussing these
concerns with your students. Many students are not aware of copyright guidelines or fair use
rules. One way to inform them is to present hypothetical situations and discuss what the teacher
should do.
Professional Vocabulary
APPLICATIONS– Games, simulations, tutorials, problem-solving programs, productivity software,
and graphic software programs. Also referred to as “Apps”.
BIT– An acronym for binary digit, the smallest unit of digital information. The bit can be thought
of as a 1 or a 0 representing a circuit on or off, respectively.
BYTE– The number of bits required to store or represent one character of text (a letter or number);
most commonly, but not always, made up of eight bits in various combinations
of 0s and 1s.
CENTRAL PROCESSING UNIT (CPU)- The core element of a computer that carries out all the
calculations and controls the total system.
COMPUTER ASSISTED INSTRUCTION– Software that guides the learners through practice on skills
or knowledge in the form of drill-and-practice, tutorials, or simulations.
FEEDBACK (LEARNER)- Information provided from the software to the learner regarding
correctness of performance and suggestions for improvement.
FLASH DRIVE– USB mini-drive; a form of removable storage device that allows the user to store
files outside the computer.
GIGABYTE (GB)- Approximately 1 million bytes, or 1,000 MB.
HARDWARE– The physical equipment that makes up a computer system.
INPUT DEVICE– Hardware that transmits information to the computer such as a keyboard.
KILOBYTE (KB)- Approximately 1,000 bytes; more precisely, 1,024 bytes.
or digital projector, for example.
REMOVABLE–STORAGE DEVICE– High-capacity portable computer storage unit that allows the user
to store information and move it from one computer to another.
TERABYTE– Approximately 1 million megabytes.
USB (UNIVERSAL SERIAL BUS)- A hardware interface technology that allows the user to connect a
device without having to restart the computer.
INSTRUCTIONAL ACTIVITIES
Suggested Materials
2. Chapter 5 Classroom Case Study Video
4. Student devices with internet
6. Computer simulations
Introduction
Many students are wandering the school hallways with devices in their pockets and if not in their
pockets, they are at home awaiting the students’ return.
Suggested Activity.
Prior to reading the chapter, engage in a whole group discussion about the pros and cons of
digital devices in education. You could also divide students into two groups (a “Pros” and a
“Cons” team) and have them research and debate the topic. Suggested questions: Does a
classroom with one or more computers automatically create a better learning environment? Does
it matter what the teacher and students do with the computers? Where does professional
development fit into the role of using computers in the classroom? Is there a benefit to allowing
students to take digital devices home for educational purposes?
Using Digital Devices in the Classroom
Many learners come to your class with computer and social networking knowledge. However,
when you ask them to apply their knowledge into an educational setting, they will often freeze or
not know where to begin. In this section, the authors ask learners to begin thinking about using
1. Computer Literacy Pretest. One of the arguments heard is that educators need to get up-to–
date or “literate” on the current abilities and potentials of computers. You might want to use
2. Examine the ISTE standards for Students and Teachers. Discuss the importance of each
standard as we prepare tomorrow’s future. How do the standards relate back to the content
areas? How can they be integrated across the curriculum?
Integrating Technology for Learning
Suggested Activities.
1. The Chapter 5 Case Study video fits nicely with the Integration section of this chapter.
2. In small groups, have learners use the “When to Use Technology” table on page 104 to
create their own, content-specific examples for each of the guidelines provided.
Application Selection
Because your learners will be classroom teachers, you will want to provide them with many
opportunities to work with the types of resources and software they will find in schools. You will
also want to provide them with software application experiences that they might not find
currently in the schools, but will want to have as part of their instructional opportunities in the
future.
Suggested Activities.
1. Learners should explore Kathy Schrock’s Guide to Everything website and select an
page 106. If time permits, the learners may share their findings with the class.
2. Assign pairs of learners a productivity tool or social networking site (something that isn’t
frequently utilized in education). Ask the pairs of learners to determine how the tool
might be used in a way that enhances learning based on the Selection Rubric.
Hardware
Suggested Activities.
2. Create a hardware catalogue. Assign specific devices (such as smart phone, Apple TV,
desktop computer, laptop, digital camera, etc.) to small groups. Have each group deconstruct
the devices (if possible) or research the technical aspects of their assigned device. Learners
could create a digital poster with images of the devices parts and labels naming and
describing the purpose for each part.
The Digital Classroom
Many schools are adding digital devices to their classrooms and most are no longer a single
computer classroom. Learners need to begin to understand how to manage the devices, the
students, and the learning environment when there are multiple devices present.
Suggested Activities.
1. As learners to find images online (or visit a local classroom) to analyze the context of a
current PK-12 classroom. In small groups, learners should discuss the technology
available and the arrangement of the classroom to allow for the technology. How might
those arrangements benefit or hinder application of the ISTE standards?
2. Learners could sketch their ideal classroom. They should explain reasoning for each
3. The Shared Writing in Revel asks learners to reflect on how classroom set-up might
enhance critical thinking and/or problem-solving skills. Have learners complete the
Shared Writing and respond to other classmates.
Questions for Thought
Professional development activities for learners are included at the end of each chapter. Included
in those activities are opportunities for learners to reflect on their learning. You might wish to
expand their reflections by asking questions such as these:
1. What is the role of digital devices in instruction as tools, as a means of teaching logical
thinking, as a media center resource, and as a performance support device?
2. How might a teacher design the learning experience to include digital devices?
3. What considerations need to be addressed when selecting software? If there were a limit to
the funds for purchasing software, what would be the priority software purchases?
CHAPTER 5: ASSURE Classroom Case Study Video
Topic: The Water Cycle
Teacher: Kerry Bird
Grade: Fourth grade
Subject: Science
Overview
The ASSURE Case Study Video for Chapter 5 shows Kerry Bird implementing the ASSURE
Classroom Practice lesson described in the text. The video shows students in Kerry Bird’s
fourth-grade science class working on their water cycle storyboards and PowerPoint
presentations. Throughout the video, Kerry Bird provides insights into how he planned the
lesson, how his students benefit from using computers and multimedia, and tips for creating
successful integration lessons.
Using the Video for Classroom Activities
Below are questions from the ASSURE Learning in Action Video section of Chapter 5 for
students to consider while watching the video. This can be done as a class or homework activity.
The Class Activities are designed for use after students have viewed the video.
Questions to Consider
Class Activities
• Why does Kerry Bird require his students to
create storyboards before developing
PowerPoint presentations?
• Conduct class discussion on other activities that
would prepare students to work on computer
products.
• What benefits does Kerry Bird describe with
regard to students using computers and
multimedia to support learning?
• Student groups create a list of benefits and barriers for
using computers and multimedia to support learning
• How do students help each other in the
computer lab?
• Conduct a class brainstorming session to list ways
that teachers can encourage students to help each
other with computer tasks.
• In what ways does Mr. Bird assume the role
of a facilitator during this lesson?
• Student pairs discuss why it is important for a teacher
to assume the role of a facilitator during student use
of computers, then share ideas with the class.
COMPUTER LITERACY PRE-TEST
Define the following computer terms:
CPU
Software
Input Devices
Output Devices
Name two ways to save information/data when using a digital device.
Describe three different roles devices can serve in education.
List five criteria that should be taken into consideration when selecting applications for
education.