KEY BENEFIT: This textbook provides new features to help prospective teachers understand the potential of using computers in the classroom and the development of new methods for using computers. This computers in education textbook is constructed around a constructivist lesson-planning model. The authors provide a rationale for integrating computers into the classroom curriculum by using them as atool,rather than just an instructional delivery device. The book features new activities to reinforce material, including questions at the beginning of each chapter that focus on key content and key connections to be made between chapters, and hands-on activities at the end of each chapter. Authentic contextual examples give students a glimpse into real classrooms that are using available computer technology. Thorough updates ensure students are up-to-date on developments in the field in order to make use of current technologies and future advances. The book also features web-based activities directly related to examples given in the text.KEY TOPICS: Coverage is aligned with ISTE guidelines and structured around the ten-stepNTeQ(iNtegrating Technology for inQuiry) model for developing and implementing integrated lesson plans. Word processing, spreadsheets, databases, publishing software, the Internet, and educational software are all explored, with the goal of demonstrating how to determine whether or not computersshouldbe used and how best to use them.MARKET: Accessible even for students with minimal computer skills-using a mouse, using menus, and opening/creating/saving documents. The book is for courses in Computers in Education and Instructional Media and Technology.

Gary R. Morrison received his doctorate in Instructional Systems Technology from Indiana University. Since then, he has worked as instructional designer at the University of Mid-America, Solar Turbines International, General Electric Company's Corporate Consulting Group, and Tenneco Oil Company. As a professor at the University of Memphis, he taught courses in instructional design and served as a faculty associate in the Center of Academic Excellence. Presently, he is a professor in the Instructional Design and Technology Program at Old Dominion University, where he teaches courses in instructional design and distance learning. His credits include print projects, multimedia projects, and more than 30 hours of instructional video programs, including a rive-part series that was aired nationally on PBS-affiliated stations.

Dr. Morrison has written more than 100 papers on topics related to instructional design and computer-based instruction and has contributed to several books and instructional software packages. He is co-author of Designing Effective Instruction with Steven M. Ross and Jerold E. Kemp. He is the associate editor of the research section of Educational Technology Research and Development and past president of AEC:T's Research and Theory Division, and Design and Development Division.

Deborah L. Lowther received her Ph.D. in Educational Technology from Arizona State University. Before completing her doctoral work, she was a seventh-grade science teacher. She is currently an associate professor in the Department of Instruction and Curriculum Leadership at the University of Memphis. Her area of concentration is Instructional Design and Technology. She teaches courses primarily focused toward preparing preservice and inservice teachers to integrate computer technology into their curriculum. She also teaches courses that lead to state certification in instructional computing applications. Her research is centered on factors influencing the integration of technology into various learning environments. Over the past 8 years, Dr. Lowther has been very involved with technology integration from the international to the local level. Her involvement includes conference presentations; co-guest editing Technology in the K-12 Schools, a special edition of a national journal; working with multiple grants focused toward technology integration; providing professional development to K-12 schools across the nation. She is currently the Principal Investigator of Professional Development for the Appalachian Technology in Education Consortium.