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 Sharon A. Edwards is a clinical faculty member in the
Department of Teacher Education and Curriculum Stud-
ies in the College of Education at the University of Mas-
sachusetts Amherst. Retired from public school teaching,
she taught primary grades for 32 years at the Mark’s
Meadow Demonstration Laboratory School, a public lab-
oratory school in Amherst, Massachusetts. As a clinical
faculty member, she mentors undergraduate students and
graduate student interns in the early childhood teacher
education, constructivist teacher education, and second-
ary teacher education programs. Her course and workshop
presentations focus on children’s writing, reading, and math learning; curriculum devel-
opment; instructional methods; and diversity in education. She also codirects the Uni-
versity’s TEAMS Tutoring Project. In 1989, Sharon was the inaugural recipient of the
national Good Neighbor Award for Innovation and Excellence in Education given by the
State Farm Insurance Companies and the National Council of Teachers of English for her
work with young children’s writing. She received her doctor of education degree from
the University of Massachusetts Amherst in 1996. She is coauthor with Robert W. Maloy
of two other books: Ways of Writing with Young Kids and Kids Have All the Write Stuff.

Beverly Park Woolf is a research professor in the Department

of Computer Science at the University of Massachusetts
Amherst. She holds two doctoral degrees, one in computer
science and one in education. Her research focuses on building
intelligent tutoring systems to effectively train, explain, and
advise users. Extended multimedia capabilities are inte-
grated with knowledge about the user, domain, and dialogue
to produce real-time performance support and on-demand
advisory and tutoring systems. The tutoring systems use
intelligent interfaces, inferencing mechanisms, cognitive
models, and modifiable software to improve technology’s
communicative abilities. She is the author of Building Intelligent Interactive Tutors: Student-
Centered Strategies for Revolutionizing e-Learning.

vii
About the Authors  

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 Brief Contents
Part One: Inspiring Student Learning with Technology

1 Becoming a 21st Century Teacher 1

Learning Goal: Identifying strategies for becoming a 21st century technology-using teacher

2 Understanding Educational Technology Issues and Trends

Learning Goal: Reviewing key issues and trends in the field of educational technology
25

3 Transforming Learning with Unique, Powerful Technology 52

Learning Goal: Exploring ways technology can transform teaching and learning in schools while addressing
educational technology learning standards for students

4 Designing Lessons and Developing Curriculum with Technology 77

Learning Goal: Using technology to support teachers in planning, delivering, and evaluating learning experiences
for students

Part Two: Engaging Learners with Digital Tools

5 Teaching Information Literacy and Digital Citizenship 102

Learning Goal: Using the Internet to teach students how to research information and to become responsible digital
citizens

6 Fostering Online Learning with Educational Websites and Apps 130

Learning Goal: Using web-based information management tools, educational websites, digital content, and online
learning as teachers

7 Exploring Problem Solving with Software, Apps, and Games 157

Learning Goal: Using educational software, educational apps, web-based tools, and learning games to promote
problem solving and inquiry learning

8 Communicating and Collaborating with Social Media 184

Learning Goal: Using blogs, wikis, and other communication technologies to enhance learning through online
interaction and collaboration

9 Expressing Creativity with Multimedia Technologies 212

Learning Goal: Using presentation tools, digital video resources, and multimedia technologies to teach creativity to
students

10 Promoting Success for All Students through Technology 240

Learning Goal: Using assistive and digital technologies to differentiate instruction for all students, including culturally
and linguistically diverse learners, students with special educational needs, and young writers of all ages

11 Engaging Students in Performance Assessment and Reflective Learning 268

Learning Goal: Using digital portfolios, student participation systems, and other assessment technologies to involve
teachers and students in self-evaluation of their own learning

12 Integrating Technology and Creating Change as Teacher Leaders 294

Learning Goal: Developing effective strategies for successfully integrating technology and creating change
in schools

viii

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 Contents
Preface xv

Part One: Inspiring Student Learning with Technology

1 Becoming a 21st Century Teacher 1

Two New Teachers and Their Technologies 2 IN PRACTICE: 21st Century Literacies 16
A Career That Matters 3 Content, Technology, and Teaching 16
Teaching in a Digital Age 4 Your Must-Have Technologies for Teaching 17
TECH TOOL 1.1: Tablets, Smartphones, and Laptops 7 Building Your Professional Learning Network 19
Technology and the Work of a Teacher 8 Components of a Professional Learning Network 20
An iGeneration of Technology Users 11 Highly Interactive, Inquiry-Based Learning 21
Social Media, Mobile Phones, and Social Chapter Summary 22
Networking 11
Key Terms 23
TECH TOOL 1.2: Apps For Tablets and Phones 13
Building Your Professional Learning Network 23
Students, Families, and Technology 14
For Reflection and Discussion 24
Teaching 21st Century Learners Using 21st Century
Technologies 15

2 UIssues
nderstanding Educational Technology
and Trends 25
Three Future Teachers Discuss Technology 26 Methods for Teaching with Technology 39
Teachers and Technology 27 Your Teaching Philosophy 39
Responding to Innovation and Change 27 IN PRACTICE: Online Problem Solving 41
TECH TOOL 2.1: One-to-One and BYOD/T Initiatives 28 Flipped Classrooms 42
Groups of Technology Users 29 Mapping Instruction to the Common Core and
Technology Choices and Student Engagement 29 National Educational Technology Standards 43
Developing Lessons and Engaging Students 30 Students and Their Technologies 45
Using Technology to Enhance Teaching 31 Digital Natives and Digital Immigrants 45
Reading with E-books and E-readers 32 Learning with Technology 47
Barriers to Technology Use 34 TECH TOOL 2.2: Apps as Student Learning
Technologies 48
Lack of Access 34
Chapter Summary 49
Schedules, Skills, Support, and Other Obstacles 35
Digital Divides and Participation Gaps 35 Key Terms 50

Roles for Technology in Teaching 36 Building Your Professional Learning Network 51

Changing Teacher Attitudes toward Technology 36 For Reflection and Discussion 51

Critics of Technology in Schools 38

 ix

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 3 TPowerful
ransforming Learning with Unique,
Technology 52
A Parent–Teacher Conference 53 Seymour Papert’s Vision of Technology Learning
Thinking Critically and Solving Problems 54 Environments 66
Online Problem-Solving Environments 55 Redefining Creativity Using Digital Tools 67
The Role of Feedback 56 TECH TOOL 3.4: Web Resources and Apps for
Creativity 68
TECH TOOL 3.1: Web Resources and Apps for Critical
Thinking and Problem Solving 57 Becoming Digital Citizens 68
Developing New Literacies 58 Elements of Digital Citizenship 69
Information and Internet Literacy 58 Empowering Students to Use Technology Wisely 70
Media Literacy and Visual Learning 59 IN PRACTICE: Making Rules for Using Technology 71
TECH TOOL 3.2: Web Resources and Apps for Civic Engagement and Service Learning with
Developing Digital Literacies 61 Technology 72
Communicating and Collaborating 62 TECH TOOL 3.5: Web Resources and Apps for Digital
Citizenship 73
Active Learning 63
Chapter Summary 74
Groupwork and Cooperative Learning 63
Expressing Creativity 64 Key Terms 75

TECH TOOL 3.3: Web Resources and Apps for Building Your Professional Learning Network 75
Communication and Collaboration 65 For Reflection and Discussion 75

4 DCurriculum
esigning Lessons and Developing
with Technology 77
One New Teacher Plans Her Lessons 78 TECH TOOL 4.1: Web Resources and Apps for Lesson
Research on the Science of Learning 79 Planning 89
Constructivist Approaches to Learning 79 Understanding by Design 90

IN PRACTICE: Constructivist Teaching and Addressing Curriculum Frameworks and Common

Learning 80 Core Standards 91

Teacher-Centered and Student-Centered Assessing and Evaluating Student Learning 93

Approaches 82 Test Assessments 94
Instruction and Technology to Engage Students 83 Standards-Based Assessments 95
Lesson Development with Technology 85 Performance Assessments 95
Academic Content (What to Teach) 86 TECH TOOL 4.2: Web Resources and Apps for Student
Teaching Goals, Methods, and Procedures (How to Assessment 96
Teach) 87 Chapter Summary 99
Learning Assessments (Knowing What Students Have Key Terms 100
Learned) 87
Building Your Professional Learning Network 100
Lesson Development in Action: Two Science Lessons 88
For Reflection and Discussion 101
Approaches to Lesson Planning 88
Student Learning Objectives 88

x Contents

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 Part Two: Engaging Learners with Digital Tools

5 Tand
eaching Information Literacy
Digital Citizenship 102
A Library of Unimaginable Size 103 Criteria for Evaluating Web Resources 116
Learning about Literacy in a Digital Age 104 Using Technology as Digital Citizens 118
Becoming Digitally Literate 104 Copyright and Fair Use 118
Gaining Fluency with Technology 105 TECH TOOL 5.2: Public Domain Materials 120
Teaching Students about Searching the Web 106 Plagiarism and Cheating 121
Conducting Online Information Searches 107 Standing Up against Bullying and Cyberbullying 122
TECH TOOL 5.1: Note-Taking Tools and Apps 108 TECHNOLOGY TRANSFORMATION LESSON PLAN
Google Tools for Teachers and Students 109 From Text Sets to Media Sets: Researching Historical
Strategies for Conducting Effective Searches with Biographies Online 124
Students 110 Chapter Summary 127
Evaluating Online Information 112 Key Terms 128
Internet Information Challenges and Responses 112 Building Your Professional Learning Network 128
IN PRACTICE: Internet Research 113 For Reflection and Discussion 129
Wikipedia: An Online Encyclopedia 115

6 FWebsites
ostering Online Learning with Educational
and Apps 130
What a Student Teacher Discovers about the Online Learning and Virtual Schools 142
Internet 131 Debates over Virtual Schools 143
Managing Information with Technology 132 Massive Open Online Courses (MOOCs) 145
Bookmarking and Cloud Computing 133 Websites and Apps as Teaching Resources 145
TECH TOOL 6.1: Open Educational Resources 134 Types of Educational Websites 146
Social Bookmarking 135 Using Educational Websites and Apps
Information Alerts, E-newsletters, and RSS Feeds 135 Interactively 149
IN PRACTICE: Online Research and Social TECH TOOL 6.3: Exploratory Learning with Websites
Bookmarking 136 and Apps 150
TECH TOOL 6.2: Social Bookmarking Resources and TECHNOLOGY TRANSFORMATION LESSON PLAN
Apps 137 Weather Station WebQuest: Investigating Science
Organizing Web Resources to Meet Standards 138 Using Interactive Web Resources 152
Building a Standards Connector 138 Chapter Summary 155
Designing Successful WebQuests 139 Key Terms 155
Virtual Field Trips and Apps 140 Building Your Professional Learning Network 156
Video Calling and Interactive For Reflection and Discussion 156
Videoconferencing 141

xi
Contents  

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 7 Eand
xploring Problem Solving with Software, Apps,
Games 157
Rosie Rediscovers Math 158 Visual-Thinking and Concept-Mapping Resources 169
Problem Solving with Technology 159 Adapative and Intelligent Tutoring Systems 170
Teaching Problem Solving 159 Using Digital Games and Game-Based Learning 171
Computational Thinking and Coding for Students 160 Games in Schools 172
TECH TOOL 7.1: Programming Languages and Apps Serious Games, Simulations, and Virtual Reality/
for Learning to Code 162 Virtual Worlds 173
Choosing Software and Apps 163 IN PRACTICE: Games for Learning 174
Criteria for Selection and Evaluation 163 Evaluating Games for Learning 177
Software Selection Resources for Teachers 164 TECHNOLOGY TRANSFORMATION LESSON PLAN
TECH TOOL 7.2: Math Learning Games and Apps 165 Making and Reading Graphs: Exploring Math Using
Active Learning with Inquiry-Based Tools 166 Software and Apps 178
Composing and Calculating Software and Apps 167 Chapter Summary 181
Building, Inventing, and Exploring Software Key Terms 182
and Apps 167 Building Your Professional Learning Network 182
The Maker Movement and 3D Printing 169 For Reflection and Discussion 183

8 Cwith
ommunicating and Collaborating
Social Media 184
Microblogging Backchannels 185 Creating Your Own Teacher Blog 196
Digital Communications between Teachers and Design Decisions for Teacher Blogging 198
Students 186 Strategies for Moderating Online Discussions 199
Synchronous and Asynchronous Wikis for Collaborative Team-Based Learning 201
Communications 187
Building a Standards Wiki 203
Social Networking for Educators 187
Creating Wikitexts and WikiQuests 204
IN PRACTICE: Writing and Communicating with Social
Strategies for Using Wikis with Students 205
Media Technologies 188
TECHNOLOGY TRANSFORMATION LESSON PLAN
TECH TOOL 8.1: Twitter for Teachers 189
Blogging the News from Room 145: Reading and
Integrating Digital Communications into
Writing Using Web Communication Tools 207
Teaching 190
Chapter Summary 209
Using Email and Messaging as a Teacher 193
Understanding Textspeak and Textisms 194 Key Terms 210

Strategies for Using Email and Texting 194 Building Your Professional Learning Network 211

Blogs for Teachers and Students 195 For Reflection and Discussion 211

xii Contents

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 9 ETechnologies
xpressing Creativity with Multimedia
212
Lights, Camera, History 213 Strategies for Using Videos with Students 228
Multimedia Technologies in Schools Today 214 Photo Taking and Movie Making with Students 229
Multimodal Learning for Students 214 Photo Sharing with Students and Families 229
TECH TOOL 9.1: Digital Projectors, Document Literacy Learning with Photos and Digital
Cameras, and Projection Apps 215 Cameras 230
Minimal and Multimedia Classroom Technologies 216 Digital Video, Digital Storytelling, and Digital
PowerPoint and Next-Generation Presentation Tools 218 Art 231
Tufte’s Critique of PowerPoint 218 Strategies for Using Cameras and Filming
Videos 233
Next-Generation Tools 220
TECHNOLOGY TRANSFORMATION LESSON PLAN
Strategies for Designing Memorable Presentations 220
The Shortest Motion Picture You Can Make in Words:
Podcasts and Vodcasts as Tools for Teaching 222
Writing Poetry with Cameras, Smartphones, or
TECH TOOL 9.2: Podcasting for Educators 223 Tablets 235
Video in the Classroom 224 Chapter Summary 237
IN PRACTICE: Viewing Video Interactively 225
Key Terms 238
YouTube, Common Craft, and Streaming Video 226
Building Your Professional Learning Network 238
TECH TOOL 9.3: Streaming Video Resources for
For Reflection and Discussion 239
Teachers 227

10 Pthrough
romoting Success for All Students
Technology 240
A Teaching Dilemma 241 TECH TOOL 10.2: Assistive Technology Resources for
Technology for Teaching Diverse Students 242 Teachers 255
Multicultural Education in 21st Century Schools 242 Text-to-Speech Software and Apps 256
Using Technology with Linguistically Diverse Writing with Technology 257
Learners 244 Process Approaches to Writing 258
Language Learning with Spellers, Dictionaries, and Technology throughout the Writing Process 259
Word Clouds 246 IN PRACTICE: Apps for Writing 260
Differentiated Instruction and Universal Design TECHNOLOGY TRANSFORMATION LESSON PLAN
for Learning 248
Measuring Shadows: Differentiating Science Learning
Differentiated Instruction 249 Using Technology 262
TECH TOOL 10.1: Interactive Whiteboards 250 Chapter Summary 265
Universal Design for Learning 251
Key Terms 266
Types of Accommodations and Adaptations 251
Building Your Professional Learning Network 266
Uses of Assistive Technologies 254
For Reflection and Discussion 267
Speech-to-Text Software and Apps 254

Contents   xiii

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 11 EAssessment
ngaging Students in Performance
and Reflective Learning 268
A New Teacher Uses Digital Portfolios 269 Student Performance Rubrics 282
Assessment in Teaching and Learning 270 Student Participation Systems 284
Dimensions of Assessment 270 Changing the Classroom Experience 285
Test Assessments and Performance Evaluations 272 IN PRACTICE: Smartphones and Tablets for
Digital Teaching Portfolios 273 Assessment 286
Elements of Teacher Portfolios 273 Preparing for High-Stakes Tests 287
TECH TOOL 11.1: Digital Portfolio–Building Revealing Misconceptions 288
Resources 274 TECHNOLOGY TRANSFORMATION LESSON PLAN
Portfolios and Reflection 276 Encyclo-ME-dia: Documenting Student Learning
Involving Students in Learning and Assessment 276 Using Digital Portfolios 289
Democratic Schools and Self-Organized Learning Chapter Summary 291
Environments 277 Key Terms 292
Digital Portfolios for Students 279 Building Your Professional Learning Network 292
Online Surveys for Preassessment 280 For Reflection and Discussion 293
TECH TOOL 11.2: Survey and Poll Resources and
Apps 281

12 IChange
ntegrating Technology and Creating
as Teacher Leaders 294
New Teachers Use Technology 295 Mindtools and Learning with Technology 306
Technology Integration Stages and Issues 296 Flipped Learning in Student-Centered Classrooms 308
Inclusion and Infusion of Technology 296 IN PRACTICE: Tablet Integration 309
TECH TOOL 12.1: Tracking Technology Trends Online 297 Strategies for Integrating Technology for Change 310
Stages of Technology Integration 298 Becoming a Technology-Leading Teacher 312
Technology Integration Challenges 299 Writing Grants 312
Addressing Digital Inequalities and the Participation Working with Technology-Using Colleagues and
Gap 300 Organizations 313
A Digital Inequality Perspective 301 Earning Digital Badges 314
One-to-One Computing and Bring Your Own Device/ Celebrating Digital Learning Day 314
Technology Programs 302 Involving Students in Technology and Change 315
One/Two/Three Time 304 Developing a Technology-Leading Mind-set 315
Cooperative Learning and Groupwork 304 Chapter Summary 316
Interactive Digital Textbooks 305
Key Terms 317
Technology and Educational Change 305
Building Your Professional Learning Network 317
Technology and the Culture of Schools 306
For Reflection and Discussion 317

Glossary 319
References 326
Index 336

xiv Contents

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 Preface
Welcome to the third edition of Transforming Learning with New Technologies. We
have written this book to demonstrate the limitless ways teachers and students can use
desktops, laptops, smartphones, tablets, apps, interactive websites, learning games, ass-
sitive technologies, digital portfolios, and many more new and emerging technologies
to create highly interactive, inquiry-based teaching and learning experiences in K–12
schools.
Our goal is to help you transform classrooms into technology-infused places of learn-
ing where teachers and students are active educational partners, working together to use
and understand technology. Focusing on day-to-day realities of elementary and second-
ary schools, each chapter addresses the needs of future educators. We provide thought-
ful perspectives, instructional examples, descriptions of technology tools and apps, and
technology-integrated lesson plans from across the curriculum and for all grade levels
as starting points for new teachers to use in developing technology-based learning for
students.
As technology transforms every aspect of our lives and our society—from science,
medicine, and business to family, entertainment, and education—this third edition seeks
to support future teachers as they reenvision the roles of technology in schools. Our highly
technological, knowledge-based society demands that teachers and students possess new
knowledge and expanded talents to be successful in careers and life—what the Partnership
for 21st Century Skills calls the “3Rs and the 4Cs.” The 3Rs refer to academic curriculum
content, moving from the time-honored skills of reading, writing, and number operations
to include problem solving and inquiry learning in reading/language arts, mathematics, the
sciences, world languages, the arts, economics, geography, history, and government/civics.
The 4Cs are the talents of critical thinking, communication, collaboration, and creativity that
every teacher and student must have to understand and succeed in the world of today and
tomorrow.
Teaching and learning with the 3Rs and the 4Cs mean teachers prepare, deliver, and as-
sess lessons differently while students participate by thinking critically and creatively about
all learning they do and what technologies they use, transforming themselves from passive
consumers of information to active creators of knowledge and understanding.
Each of us—young and old, novice or experienced with technology—is living through
social, economic, and technological revolutions that are remaking every aspect of our lives,
including education. Learning about educational technology is the essential first step in
using it successfully both as a teacher and as a learner. Digital technologies affected and
directed by the creative ideas that you bring to the art and craft of teaching will continue
changing K–12 schools throughout your career. In that spirit, we invite you to join us in
exploring how new technologies create new opportunities to transform teaching and learn-
ing in schools.

New to This Edition

• The latest educational technology developments including 21st century learn-
ing, tablets and apps, flipped classrooms, computational thinking, learning to code, 3D
printing, microblogging, online learning, virtual schools, digital citizenship, and using
technology with culturally and linguistically diverse learners are featured throughout

 xv

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 and connected to each chapter’s learning goal and learning outcomes. The inclusion of
highly interactive tools and smartphone/tablet apps reflects the changing nature of tech-
nology from singular devices used by individuals to collaborative tools used by groups
and communities. All are presented in terms of their direct application to the work of
teachers and the learning of students.
• Chapter learning outcomes have been consolidated to reflect the evolving empha-
sis on social media, apps, online digital content, and new interactive tools for teach-
ing and learning. Each learning outcome corresponds to a section within the chapter,
arranged from the conceptual to the practical so readers receive an introduction to
concepts and learning goals and are then shown ways to implement them in school
classrooms.
• Overview charts highlight apps, tools, concepts and resources that ­appear in each
chapter.
• Updated explorations describe educational websites and software, learning
games, digital video, assistive technologies, student participation systems, technol-
ogy-based lesson design and assessment, and digital learning portfolios for teachers
and students.
• Digital Citizenship is updated in Chapters 3 and 5 with new material on Internet re-
search, web evaluation skills, digital ethics, plagiarism, cyberbullying, and civic engage-
ment by students.
• Educational change in schools is explored in Chapter 12 with strategies for inte-
grating technology in classrooms, addressing digital inequalities, and developing lead-
ership skills as technology-using educators.
• In Practice offers classroom-based examples of teachers and students using new tech-
nologies for classroom learning. Every In Practice showcases one of the key ideas or
technologies being discussed in the chapter by focusing on its practical applications in
K–12 schools.
• Building Your Professional Learning Network (PLN), a new end-of-chapter fea-
ture, provides readers with technology-learning activities to complete as they read
the book. These hands-on activities are designed to help readers develop a portfolio
of knowledge and skills to use when entering the teaching job market and throughout
their career. PLNs are an emerging concept in the field, for as technology educa-
tor Torrey Trust (2012, p. 133) noted: “PLNs connect teachers to other individuals
worldwide who can offer support, advice, feedback, and collaboration ­opportunities.
PLNs also allow teachers to collect information from various Websites and access
it in one organized area so they can efficiently stay up to date on the latest teaching
techniques, pedagogies, and changes in the field of education.” PLNs are introduced
in Chapter 1 and developed through activities at the end of each chapter throughout
the book.

e-Text Enhancements
This book is available as an enhanced* Pearson eText with the following features:
• Check Your Understanding Quizzes follow every major section and tie back to
a learning outcome in the e-text edition so readers can self-assess and improve their
understanding of the material in each section. Using a combination of multiple-choice

*These features are only available in the Pearson eText, available exclusively from www.pearsonhighered.com
/etextbooks or buy ordering the Pearson eText plus Loose-Leaf Version (isbn 0134020634) or the Pearson eText
Access Code Card (isbn 0134054946).

xvi Preface

A01_MALO0631_03_SE_FM_pi-xxii.indd 16 16/10/15 8:08 PM

 and short-answer/open-response questions, these quizzes enable readers to review and
clarify key ideas and information.
• Video Links, three to four per chapter, are included throughout the third edition show-
ing students, teachers, administrators and parents using new technologies in classrooms
and other educational settings. Each video has a guiding question that focuses or expands
chapter concepts to further enhance the e-book’s interactive learning experience. Look for
the play button in the margins to see where video is available in the Pearson eText.
• Growing and Leading with Technology Scenarios appear at the end of each
chapter in the Pearson e-text. Readers apply the ideas and technologies discussed in the
chapter to actual school-based learning challenges. After completing responses, readers
see authors’ feedback.

How This Book Is Organized

Each chapter is organized around specific learning goals designed to provide teachers and
students with information to create successful, technology-infused learning environments in
K–12 schools and classrooms.
• Chapter 1 introduces what it means to be a 21st century teacher who uses technology for
teaching and learning.
• Chapter 2 identifies issues, developments, and trends in the field of educational
technology.
• Chapter 3 discusses how technology can transform education by incorporating the ISTE
Learning Standards for Students and 21st Century Student Outcomes.
• Chapter 4 reviews learning theories and how teachers can incorporate technology into
lesson planning, classroom teaching, and student assessment.
• Chapter 5 examines information literacy and digital citizenship.
• Chapter 6 focuses on using educational websites, apps, and other online sources of digital
content in teaching and the growth and development of blended learning and virtual schools.
• Chapter 7 shows how teachers can develop students’ inquiry-learning and problem-solving
skills through using educational software, apps, and learning games.
• Chapter 8 explains how teachers and students can use communication technologies to
enhance collaboration, information sharing, and new learning.
• Chapter 9 explores multimedia technologies and their roles in promoting creativity
among students.
• Chapter 10 emphasizes the multiple ways that technology supports learning success for
all students, including culturally and linguistically diverse learners, through differenti-
ated instruction and universal design for learning.
• Chapter 11 demonstrates how teachers and students can be active participants in evalu-
ating and assessing their own growth as learners using technology.
• Chapter 12 discusses the issues and dynamics of integrating technology into teaching
while creating educational change in schools.

Preface   xvii

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 Additional Features
Chapter - Opening Pedagogy Each chapter begins with learning outcomes
connected to each major heading in the chapter. This establishes the framework
for what students should know and be able to do when they complete the chapter.
Following the learning outcomes is a graphic organizer outlining the chapter’s learning
goals; ISTE standards connections; and apps, tools, and resources. Learning goals offer
a guide for students’ reading and brief vignettes of real-life situations in schools that
introduce the chapter’s main theme.

End-of-Chapter Activities The following materials provide a thorough review of the

chapter and extend student thinking beyond the chapter focus:
• Chapter Summaries of the major ideas correspond to the learning outcomes found at
the beginning of the chapter.
• Key Terms list the important terminology found in the chapter. Terms are found in bold
within the chapter text and are defined in the glossary at the end of the book.
• For Reflection and Discussion offers end-of-the-chapter questions and exercises the
purpose of individual reflection, group dialogue, and personal writing to reinforce chapter
content and its learning goals.

ISTE Standards for Teachers and Students Issued by the International Society for
Technology in Education, the ISTE Standards for Teachers and Students (formerly called
NETS for Teachers and NETS for Students) describe and illustrate ways for teachers and
students to use technology to achieve learning goals and outcomes. Aligned closely with
the standards, the book supports ISTE’s broad vision of what can be done educationally and
instructionally with technology in school classrooms. Each chapter provides ways to use
interactive technologies to create new patterns of teaching and learning at every grade level.

T e ch To o ls Tech Tools Found in each chapter, these features profile

high-quality, easy-to-use, and easy-to-obtain digital tools,
1.1 Tablets, Smartphones, and Laptops 6.1 Open Educational Resources
1.2 Apps for Tablets and Phones 6.2 Social Bookmarking Resources and Apps tablet and phone apps, and web-based resources that will
2.1 One-to-One and BYOD/T Initiatives 6.3 Exploratory Learning with Websites and Apps
2.2 Apps as Student Learning Technologies 7.1 Programming Languages and Apps for Learning enhance your work as a teacher, both instructionally and
3.1 Web Resources and Apps for Critical Thinking to Code
and Problem Solving 7.2 Math Learning Games and Apps professionally. We describe each tool, how it can be used
3.2 Web Resources and Apps for Developing Digital 8.1 Twitter for Teachers
Literacies
3.3 Web Resources and Apps for Communication
9.1 Digital Projectors, Document Cameras, and
Projection Apps
educationally, and why it is important for learning. All of the
and Collaboration
3.4 Web Resources and Apps for Creativity
9.2 Podcasting for Educators
9.3 Streaming Video Resources for Teachers
Tech Tool resources have been class-tested by the authors and
3.5 Web Resources and Apps for Digital Citizenship
4.1 Web Resources and Apps for Lesson Planning
10.1 Interactive Whiteboards
10.2 Assistive Technology Resources for Teachers
students.
4.2 Web Resources and Apps for Student 11.1 Digital Portfolio–Building Resources
Assessment
11.2 Survey and Poll Resources and Apps
5.1 Note-Taking Tools and Apps
12.1 Tracking Technology Trends Online
5.2 Public Domain Materials

Digital Dialogs A boxed feature in each chapter

invites readers to use social media and in-class
conversations to explore issues raised throughout the
book. Brief questions focus attention on current thinking
and future plans. From their and other students’ written
reflections, readers learn ways to use new technologies
for teaching and learning.
Preface xvii

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xviii Preface

A01_MALO0631_03_SE_FM_pi-xxii.indd 18 16/10/15 8:08 PM

 • Meaningful, age-appropriate characters who become learning companions for game
players
• Real-world settings that include complex puzzles to be solved during game play
• Opportunities for game players to interact with virtual characters as they play the
game
• Opportunities for replaying the game with different possible outcomes
• Interesting and engaging graphics and the capacity for game players to zoom in and out
of different game spaces
In short, students using digital games for learning have a dynamic experience where they
think creatively and critically while finding new and challenging experiences each time they
play the game.

to review what you have read in this section, click on Check your understanding 7.4.

Technology Transformation Lesson Plans Found at the

teChnOLOgy transfOrmatiOn LessOn pLan
end of Chapters 5–11, this feature shows teachers how to infuse
Making and Reading Graphs
Exploring Math Using Software and Apps technology in a substantive and meaningful way using a standard
Grade(s)

Subject(s)
Elementary and middle school

Mathematics
lesson plan template with objectives, methods, assessment
Key Goal/Enduring
Understanding
Students will understand how important information can be communicated to readers using the
visual properties of different types of graphs. strategies, national subject area curriculum standards, and the
Essential Question

Learning Standards
How are graphs used to best communicate particular types of information?

National Council of Teachers of Mathematics (NCTM): Principles and Standards for School
Mathematics
ISTE Standards for Students. Relating directly to the learning
Data Analysis and Probability
International Society for Technology in Education: ISTE Standards for Students
Standard 2: Communication and Collaboration
goals and new technologies featured in the chapter, each lesson
Standard 4: Critical Thinking, Problem Solving, and Decision Making
Standard 6: Technology Operations and Concepts plan offers “before-and-after” insights via a table that includes
178 PART 2 Engaging Learners with Digital Tools one column, “Minimal Technology” (the “before” mode),
describing how teachers might conduct a lesson without a
M07_MALO0631_03_SE_C07.indd 178 08/10/15 3:22 PM

significant role for technology and a second column, “Infusion

of Technology” (“after” mode), illustrating how technologies
can fundamentally enhance and transform learning for students
and teachers. The Technology Transformation Lesson Plans are
correlated to the ISTE Standards for Students.

Support Materials for Instructors

The following resources are available for instructors to download on www.pearsonhighered.
com/educators. Instructors enter the author or title of this book, select this particular edition of
the book, and then click on the “Resources” tab to log in and download textbook supplements.

Instructor’s Resource Manual and Test Bank (ISBN 0134044037)

The Instructor’s Resource Manual and Test Bank includes suggestions for learning activities,
additional Experiencing Firsthand exercises, supplementary lectures, case study analyses, dis-
cussion topics, group activities, and a robust collection of test items. Some items (lower-level
questions) simply ask students to identify or explain concepts and principles they have learned.
But many others (higher-level questions) ask students to apply those same concepts and princi-
ples to specific classroom situations—that is, to actual student behaviors and teaching strategies.

PowerPoint Slides (ISBN 0134044134)

The PowerPoint slides include key concept summarizations, diagrams, and other graphic
aids to enhance learning. They are designed to help students understand, organize, and re-
member core concepts and theories.

TestGen (ISBN 0134044118)

TestGen is a powerful test generator that instructors install on a computer and use in con-
junction with the TestGen testbank file for the text. You install TestGen on your personal
computer (Windows or Macintosh) and create your own tests for classroom testing and for
other specialized delivery options, such as over a local area network or on the web. A test
bank, which is also called a Test Item File (TIF), typically contains a large set of test items,
organized by chapter and ready for use in creating a test based on the associated textbook
material. Assessments may be created for both print and online testing.
The tests can be downloaded in the following formats:
TestGen Testbank file: PC
TestGen Testbank file: MAC
TestGen Testbank: Blackboard 9 TIF
TestGen Testbank: Blackboard CE/Vista (WebCT) TIF
Angel Test Bank (zip)
D2L Test Bank (zip)
Moodle Test Bank
Sakai Test Bank (zip)

Preface   xix

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 Acknowledgments
We were inspired to write Transforming Learning with New Technologies by collaborating
and learning with hundreds of teachers and students during the past 30 years of teaching at
the University of Massachusetts Amherst. Their drive to inspire, support, and engage stu-
dents motivates us to envision technology-infused schools where every learner can realize
her or his fullest potential.
We would like to thank specifically the following individuals whose ideas and insights con-
tributed to the three editions of this book: Lauren Morton, Irene LaRoche, Helen van Riel,
Jessica Charnley, Samantha Whitman, Joe Emery, Nikki Pullen, Sinead Meaney, Autumn
Higgins McGuffey, Katie Sassorossi, Allison Evans, Kerri-Lee Walker, Maris Joniec, Christina
Roy, Eric Ziemba, Joe Emery, Jennie Cullinane, Megan Strathern, David Marshall, Rebecca
Newman, Jay DeFuria, Sharon Horenstein, Samantha Semlitz, Elizabeth Rockett, Heather
Batchelor, Adam Waters, Kelley Brown, Lawrence O’Brien, Leah Mermelstein, Lois Cohen,
Sue Hunt Apteker, Matt Ganas, Dinah Mack, Val Babson, Erica Winter, Treacy Henry, Lily
Richards, Michelle Poirier, Therese Roberts, Hilary K, Smith, Tracy Creek, Ashley Fitzroy,
Randy Phillis, and Shawn Sheehan, Dorothy Myers, Roberta Casella, Diane Coburn and Betty
Tolppa. Thanks also to Stephen Cebik who wrote the PowerPoint supplements.
We want to express our gratitude to friends and colleagues for their support: Torrey
Trust, David Hart, Irving Seidman, Richard J. Clark, Tony Sindelar, Fred Zinn, Kate Strub-
Richards, Kathleen Gagne, Martha Ryan, Amy Ryan, Richard Rogers, Tim Sheehan, Julianne
Eagan, Andy Hamilton, Huihong Bao, Mei-Yau Shih, Dwight Allen, John Fischetti, Byrd L.
Jones, and Harvey J. Scribner.
As in any project, realizing this point would not have been possible without the assistance
of numerous individuals who helped sharpen the focus and improve the content of this edition.
We would like to thank the reviewers of previous editions: Agnes Helen Bellel, Alabama State
University; David Bullock, Portland State University; Craig Cunningham, National-Louis
University; Carrie Dale, Eastern Illinois University; Jane Eberle, Emporia State University;
Loretta Enlow, Indiana Wesleyan University; Sonja Heeter, Clarion University of Pennsylvania;
Barbara Jones, Golden West College; Bernadette Kelley, Florida A&M University; Valerie
Larsen, University of Virginia; Ashley Navarro, Seminole Community College; Robert Perkins,
College of Charleston; Andrew B. Polly, University of North Carolina-Charlotte; Ken Rushlow,
Middle Tennessee State University; Diana Santiago, Central New Mexico Community College;
Shannon Scanlon, Henry Ford Community College; Patricia Weaver, Fayetteville Technical
Community College; Pavlo D. Antonenko, Oklahoma State University; Tracey L. Sheetz Bartos,
Seton Hill University; Richard L. Holden, Mississippi University for Women; Carol L. Martin,
Harrisburg Area Community College; Inge Schmidt, Ursuline College; Rebecca Fredrickson,
Texas Woman’s University; Dr. Elisa Beth McNeill, Texas A & M University; Steven Smith,
Ed.D., Clayton State University; and Jeffrey S. Trotter, Anderson University.
A book project requires great patience and support from family members. We especially
want to thank Robert and Ruth O’Loughlin, Roy and Flora Edwards, Peg Maloy, Michael
and Mary Verock, Emily Verock, Zoe Lehtomaki, Joey Lehtomaki, Brian Edwards, Sam
Edwards, Christina Giliberti, Emily Cutting, Kyle Cutting, Ryan Cutting, Alexander Trostle,
and Sarah Trostle.
Finally, we thank our editors: Executive Editor, Meredith Fossel; Senior Develop-
ment Editor, Max Effenson Chuck; Project Manager, Karen Mason; Digital Studios Project
­Manager, Allison Longley; and Executive Marketing Managers, Krista Clark and Christo-
pher Barry. Their guidance and suggestions have crafted this edition into a form that conveys
our vision.

xx Preface

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 Transforming Learning
with New Technologies

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 1 Becoming a 21st
Century Teacher

Chapter Overview
Chapter 1 introduces readers to skills, talents, and
technologies that 21st century teachers will need
to create interactive and engaging learning
experiences for students. The chapter opens
with an overview of technology’s role in the
work of teachers as well as its place in the
lives of today’s iGeneration of students and
their families. Technological Pedagogical
Content Knowledge (TPACK) is explained
as a frame for how new teachers can
go about integrating technology into
teaching and learning. The final section
of the chapter introduces the concept of
a professional learning network (PLN) as a
framework for new teachers to continually
extend and document what they know
and are able to do as technology-using
educators.
Using technology to transform learning for
students is one of the expectations for teachers
found in the ISTE Standard for Teachers 5 as well
as the Partnership for 21st Century Skills. The ISTE
Standards and 21st Century Skills also state that every
teacher needs to be involved in continual professional
development and growth.
Robotics ChinaFotoPress/Newscom
© Newscom

Learning Outcomes
After reading this chapter, you will be able to:

1 Discuss ways teachers use technology in their work as educators.

2 Describe how computers, the Internet, social media, and other new technologies are
affecting students and families.
3 Explain how new teachers and students can use 21st century technologies to learn
21st century skills.
4 Organize a professional learning network (PLN) as a technology-using educator.

M01_MALO0631_03_SE_C01.indd 1 08/10/15 3:23 PM

 Chapter Learning Goal Connecting to the ISTE Standards Apps, Tools, and Resources
Identifying strategies for becoming ISTE Standards for Teachers • Laptops
a 21st century technology-using 5 Engage in Professional Growth and • Tablets
teacher Leadership • Smartphones
• Apps
ISTE Standards for Students • Social media
6 Technology Operations and Concepts • Professional learning network
(PLN)
• Highly interactive, inquiry-based
learning

Two New Teachers and Their Technologies

Hilary always wanted to be a teacher. From grade school on, historical museums and organizations. Anthony’s homework
she imagined herself teaching when she grew up. She came for introductory chemistry and biology courses was online,
from a family of teachers; her father taught and coached at including weekly learning modules and quizzes. All parts of
a local high school, and her older sister was a speech ther- their college education were digital—registering for classes,
apist in a nearby elementary school district. Hilary enjoyed accessing assignments, submitting course papers, and
school immensely, easily mastering the skills of reading, writ- receiving grades online.
ing, achieving high grades, and playing sports. Going to col- Technology entered their professional learning when
lege was always in her plans, and when she arrived at her they began taking teacher education classes. Hilary cre-
four-year school, she majored in history and education. ated a social bookmarking account to collect and use web
Anthony never thought he would become a teacher. As resources relating to different periods of history. Anthony,
a young student, he did not enjoy school. Reading, writing, having decided to become an elementary school science
and math did not come easily to him. He excelled in sports teacher, began cataloging online simulations and games
more than academics, but the necessity of earning money for students to use with inquiry-based lessons. In an educa-
working part-time jobs left no time for him to pursue his desire tion class, Hilary collaborated on the development of a wiki
to be a college football player. Becoming a teacher was the that connected teaching resources to the state’s history cur-
furthest thing from Anthony’s mind when he graduated from riculum framework. For an assignment, Anthony created his
high school and enrolled in a local community college as a own website to showcase his educational accomplishments:
part-time student. Gradually earning the credits he needed his philosophy of teaching, personal research about green
to transfer to a four-year school, he decided to major in sci- energy resources and urban gardens, and his lesson plans
ence, his area of academic interest. for different grade levels. Hilary used student participation
Like many of their peers, Hilary and Anthony were eager systems with handheld clickers to promote student engage-
technology users. Neither went anywhere without their smart- ment with learning. Anthony filmed videos of science in the
phones. Both enjoyed watching YouTube videos and down- real world on his smartphone and edited them to become
loading music on their handheld devices. While each had part of classroom presentations.
email accounts, texting was their preferred mode of com- By the time Hilary and Anthony entered student teach-
munication with friends. Watching television, playing video ing, they were both regularly integrating technology into
games, utilizing the web for shopping, banking online, and all aspects of their professional work. Seeing the effects of
viewing movies were also important parts of their media lives. technology on their own learning, they wanted to use these
In college, they found new technologies were important tools to provide students with similar experiences. They were
features of their academic classes, much more integrated continually curious about technology, interested in what new
than the PowerPoint presentations and videos utilized in their developments might affect teaching and learning in schools,
public school classes. As a history major, Hilary accessed and aware that digital tools had become a permanent fea-
online primary sources, digital maps, and websites from ture of their work as teachers.

2 PART 1 Inspiring Student Learning with Technology

M01_MALO0631_03_SE_C01.indd 2 08/10/15 3:23 PM

Random documents with unrelated
content Scribd suggests to you:
 The hard spines supporting the fins are called the fin rays. The fin
on the dorsal line of the fish is called the dorsal fin. Are its rays
larger or smaller than the rays of the other fins? The perch is
sometimes said to have two dorsal fins, since it is divided into two
parts. The fin forming the tail is called the tail fin, or caudal fin. Are
its upper and its lower corners alike in all fishes? (Fig. 228.) On the
ventral side, just behind the vent, is the ventral fin, also called the
anal fin. The three fins mentioned are unpaired fins. Of the four-
paired fins, the pair higher on the sides (and usually nearer the front)
are the pectoral fins. The pair nearer the ventral line are the pelvic
fins. They are close together, and in many fish are joined across the
ventral line. The ventral fins are compared to the legs, and the
pectoral fins to the arms, of higher vertebrates. (Fig. 244.) Compare
fins of fish, pages 123, 124.
Make a drawing of the fish seen from the side, omitting the scales
unless your drawing is very large.
Are the eyes on the top or on the sides of the head, or on both?
Can a fish shut its eyes? Why, or why not? Is the eyeball bare, or
covered by a membrane? Is the covering of the eyeball continuous
with the skin of the head? Is there a fold or wrinkle in this membrane
or the surrounding skin? Has the eye a pupil? An iris? Is the eye of
the fish immovable, slightly movable, or freely movable? Can it look
with both eyes at the same object? Is the range of vision more
upward or downward? To the front or the side? In what direction is
vision impossible? Can a fish close its eyes in sleep? Does the eyeball
appear spherical or flattened in front? The ball is really spherical, the
lens is very convex, and fish are nearsighted. Far sight would be
useless in a dense medium like water. In what direction from the
eyes are the nostrils (Fig. 211.) There are two pair of nostrils, but
there is only one pair of nasal cavities, with two nostrils opening into
each. There are no nasal passages to the mouth, as the test with a
probe shows that the cavities do not open into the mouth. What two
functions has the nose in man? What function has it in the fish?
There are no external ears. The ear sacs are embedded in the
bones of the skull. Is hearing acute or dull? When you are fishing, is
it more necessary not to talk or to step lightly, so as not to jar the
boat or bank?
 Fig. 211.—Head of Carp.
Fig. 210.—Blackboard Outline of Fish.
What is the use of the
large openings found at
the back of the head on each side? (Fig. 211.) Under the skin at the
sides of the head are thin membrane bones formed from the skin;
they aid the skin in protection. Just under these membrane bones
are the gill covers, of true bone. Which consists of more parts, the
membranous layer, or the true bony layer in the gill cover? (Figs. 211
and 212.)
Is the mouth large or small? Are the teeth blunt or pointed? Near
the outer edge, or far in the mouth? (Fig. 212.) Does the fish have
lips? Are the teeth in one continuous row in either jaw? In the upper
jaw there are also teeth on the premaxillary bones. These bones are
in front of the maxillary bones, which are without teeth. Teeth are
also found in the roof of the mouth, and the tongue bears horny
appendages similar to teeth. Are the teeth of the fish better suited for
chewing or for grasping? Why are teeth on the tongue useful? Watch
a fish eating: does it chew its food? Can a fish taste? Test by placing
bits of brown paper and food in a vessel or jar containing a live fish.
Is the throat, or gullet, of the fish large or small?
 Fig. 212.—Skeleton of Perch.

The skeleton of a fish is simpler than the skeleton of other

backboned animals. Study Fig. 212 or a prepared skeleton. At first
glance, the skeleton appears to have two vertebral columns. Why?
What bones does the fish have that correspond to bones in the
human skeleton? Are the projections (processes) from the vertebræ
long or short? The ribs are attached to the vertebræ of the trunk, the
last rib being above the vent. The tail begins at the vent. Are there
more tail vertebræ or trunk vertebræ? Are there any neck (cervical)
vertebræ (i.e. in front of those that bear ribs)? The first few ribs (how
many?) are attached to the central body of the vertebræ. The
remaining ribs are loosely attached to processes on the vertebræ. The
ribs of bony fishes are not homologous with the ribs of the higher
vertebrates. In most fishes there are bones called intermuscular
bones attached to the first ribs (how many in the perch?) which are
possibly homologous to true ribs; that is, true ribs in the higher
vertebrates may have been developed from such beginnings.
 Fig. 213.

Which, if any, of the

fin skeletons (Fig. 214)
are not attached to the
general skeleton?
Which fin is composed
chiefly of tapering,
Fig. 214.—Soft-rayed and Spiny-rayed Fins. pointed rays? Which
fins consist of rays
which subdivide and widen toward the end? Which kind are stiff, and
which are flexible? Which of the fin rays are segmented, or in two
portions? The outer segment is called the radial, the inner the basal
segment. Which segments are longer? There is one basal segment
that lacks a radial segment. Find it (Fig. 212).
What is the advantage of the backbone plan
of structure over the armour-plate plan? You
have seen the spool-like body of the vertebra
in canned salmon. Is it concave, flat, or convex
at the ends?
The gills are at the sides of the head (Fig.
215) under the opercula, or gill covers. What is
the colour of the gills? Do the blood vessels Fig. 215.—Carp, with
appear to be very near the surface of the gills, right gill cover removed
or away from the surface? What advantage in to show gills.
this? Are the gills smooth or wrinkled? (Fig.
215.) What advantage? The bony supports of
the gills, called the gill arches, are shown in Fig. 216 (k1 to k4). How
many arches on each side? The gill arches have projections on their
 front sides, called gill rakers,
to prevent food from being
washed through the clefts
between the arches. The
fringes on the rear of the gill
arches are called the gill
filaments (a, Fig. 216). These
filaments support the thin
and much-wrinkled borders
of the gills, for the gills are
constructed on the plan of
exposing the greatest
Fig. 216.—Skeleton around Throat of possible surface to the water.
Fish. Compare the plan of the gills
and that of the human lungs.
The gill opening on each side
is guarded by seven rays (kh, Fig. 216) along the hinder border of the
gill cover. These rays grow from the tongue bone. (Zu, Fig. 216. This
is a rear view.)
Watch a live
fish and
determine
how the water
is forced
between the
gills. Is the
mouth opened
and closed in
the act of Fig. 218.—Nostrils, Mouth, and Gill
breathing? Are Openings of Sting-ray.
the openings
behind the gill
covers opened and closed? How many times per
minute does fresh water reach the gills? Do the mouth
and the gill covers open at the same time? Why must
Fig. 217.— the water in contact with the gills be changed
Circulation
in Gills.
constantly? Why does a fish usually rest with its head
up stream? How may a fish be kept alive for a time
after it is removed from the water? Why does drying of
the gills prevent breathing? If the mouth of a fish were propped
open, and the fish returned to the water, would it suffocate? Why, or
why not?
Food Tube.—The gullet is short and wide.
The stomach is elongated (Fig. 220). There is a
slight constriction, or narrowing, where it joins
the intestine. Is the intestine straight, or does it
lie in few or in many loops? (Fig. 220.) The liver
Fig. 219.—Gill Openings of has a gall bladder and empties into the intestine
Eel. through a bile duct. Is the liver large or small?
Simple or lobed? The spleen (mi, Fig. 220) lies in
a loop of the intestine. The last part of the
intestine is straight and is called the rectum. Is it of the same size as the other
portions of the intestine? The fish does not possess a pancreas, the most important
digestive gland of higher vertebrates.

Fig. 220.—Anatomy of Carp. (See also coloured figure 4.)

bf, barbels on head (for feeling); h, ventricle of heart; as, aortic

bulb for regulating flow to gills; vk, venous sinus; ao, dorsal
aorta; ma, stomach; l, liver; gb, gall cyst; mi, spleen; d, small
intestine; md, large intestine; a, vent; s, s, swim bladder; ni, ni,
kidney; hl, ureter; hb, bladder; ro, eggs (roe); mhe, opening of
ducts from kidney and ovary.

Questions: Are the kidneys dorsal or ventral? The swim

bladder? Why? Why is the swim bladder double? Does blood
enter gills above or below?
 The ovary lies between the intestine and the air bladder. In Fig. 220 it is shown
enlarged and filled with egg masses called roe. It opens by a pore behind the vent.
The silver lining of the body cavity is called the peritoneum.
Is the air bladder in the perch simple or partly divided? In the carp? (Fig. 220.)
Is it above or below the centre of the body? Why? The air bladder makes the body
of the fish about as light as water that it may rise and sink with little effort. When a
fish dies, the gases of decomposition distend the bladder and the abdomen, and the
fish turns over. Why?
Where are the kidneys? (Fig. 220.) Their ends unite close under the spinal
column. The ureters, or tubes, leading from them, unite, and after passing a small
urinary bladder, lead to a tiny urinary pore just behind the opening from the ovary.
(Coloured figure 4.)
The Circulation.—The fish, unlike other vertebrates, has its breathing organs
and its heart in its head. The gills have already been described. The heart of an air-
breathing vertebrate is near its lungs. Why? The heart of a fish is near its gills for
the same reason. The heart has one auricle and one ventricle. (Coloured figure 1.)

Fig. 221.—Plan of Circulation.

Ab, arteries to gills; Ba, aortic bulb; V, ventricle.

Blood returning to the heart comes through several veins into a sinus, or
antechamber, whence it passes down through a valve into the auricle; from the
auricle it goes forward into the ventricle. The ventricle sends it into an artery, not
directly, but through a bulb (as, Fig. 220), which serves to maintain a steady flow,
without pulse beats, into the large artery (aorta) leading to the gills. The arteries
leading from the gills join to form a dorsal aorta (Ao, Fig. 221), which passes
backward, inclosed by the lower processes of the spinal column. After going
through the capillaries of the various organs, the blood returns to the heart
through veins.
The colour of the blood is given by red corpuscles. These are nucleated, oval, and
larger than the blood corpuscles of other vertebrates. The blood of the fish is
slightly above the temperature of the water it inhabits.
 Notice the general shape of the brain (Fig. 222). Are its
subdivisions distinct or indistinct? Are the lobes in pairs?
The middle portion of the brain is the widest, and consists
of the two optic lobes. From these lobes the optic nerves
pass beneath the brain to the eyes (Sn, Fig. 223). In front of
the optic lobes lie the two cerebral lobes, or the cerebrum.
The small olfactory lobes are seen (Fig. 224) in front of the
cerebrum. The olfactory nerves may be traced to the
nostrils. Behind the optic lobes (mid brain) is the
cerebellum (hind brain) and behind it is the medulla
oblongata or beginning of the spinal cord.
If you take the eyeball for comparison, is the whole brain
as large as one eyeball? (Fig. 222.) If you judge from the size
of the parts of the brain, which is more important with the
fish, thinking or perception? Which is the most important
sense?
The scales along a certain line on each side of the fish,
Fig. 222.—Brain of called the lateral line, are perforated over a series of lateral
Perch, from above. line sense organs, supposed to be the chief organs of touch
(see Fig. 209).
n, end of nerve of
smell; au, eye; v, z,
m, fore, mid, and
hind brain; h, spinal
bulb; r, spinal cord.

Fig. 224.—Brain of Perch, from

above.

Fig. 223.—Brain of Perch, side

view.
 Fig. 225.—The Stickleback. Instead of depositing the eggs on
the bottom, it makes a nest of water plants—the only fish that
does so—and bravely defends it.

Questions.—Which of the fins of the fish have a use which

corresponds to the keel of a boat? The rudder? A paddle for sculling?
An oar? State several reasons why the head of the fish must be very
large, although the brain is very small. Does all the blood go to the
gills just after leaving the heart?
Make a list of the different species of fish found in the waters of
your neighbourhood; in the markets of your town.
Reproduction.—The female fish deposits the unfertilized eggs,
or ova, in a secluded spot on the bottom. Afterward the male fish
deposits the sperms in the same place (see Fig. 225). The eggs, thus
unprotected, and newly hatched fish as well, are used for food by fish
of the same and other species. To compensate for this great
destruction, most fish lay (spawn) many thousands of eggs, very few
of which reach maturity. Higher vertebrates (e.g. birds) have, by
their superior intelligence, risen above this wasteful method of
reproduction. Some kinds of marine fish, notably cod, herring, and
salmon, go many miles up fresh rivers to spawn. It is possible that
this is because they were originally fresh-water species; yet they die if
placed in fresh water except during the spawning season. They go
 because of instinct, which is
simply an inherited habit.
Rivers may be safer than the
ocean for their young. They
are worn and exhausted by
the journey, and never
survive to lay eggs the
second time.

Fig. 226.—Artificial Fecundation. The egg

cells and sperm-cells are pressed out into a
pan of water.

Fig. 227.—Newly Hatched Trout, with

yolk-sac adhering, eyes large, and fins
mere folds of the skin. (Enlarged.)

Fig. 228.—A Shark (Acanthias vulgaris).

 The air bladder is developed from the food tube in the embryo
fish, and is homologous with lungs in the higher vertebrates. Are
their functions the same?
Fish that feed on flesh have a short intestine. Those that eat plants
have a long intestine. Which kind of food is more quickly digested?
There are mucous glands in the skin of a fish which supply a
secretion to facilitate movement through the water; hence a freshly
caught fish, before the secretion has dried, feels very slippery.
The air bladder, although homologous to lungs, is not a breathing
organ in common fishes. It is filled by the formation of gases from
the blood, and can be made smaller by the contraction of muscles
along the sides of the body; this causes the fish to sink. In the gar and
other ganoids, the air bladder contains blood vessels, is connected
with the gullet, and is used in breathing. Organs serving the same
purpose in different animals are said to be analogous. To what in
man are the gills of the fish analogous? Organs having a like position
and origin are said to be homologous. The air bladders of a fish are
homologous with the lungs of man; but since they have not the same
use they are not analogous.
How does the tail of a shark or a gar differ from the tail of common
fishes? (Fig. 228.) Do you know of fish destitute of scales? Do you
know of fish with whiplike feelers on the head? (Figs.) Why are most
fishes white on the under side?
Comparative Review.—(Copy table on one page or two facing pages of
notebook.)

Is there a Method Digestive Reproduction Senses

Head? A of Organs
Neck? Feeding and
Digestion
Amœba
Sponge
Hydra
Starfish
Earthworm
Wasp
Mussel
Fish
 Fig. 229.—Drawing the Seine.

Seven Food
Fish. Three
Curious Fish.

Special Reports.
(Encyclopedia, Fig. 231.—Tunny.
Fig. 230.—Sunfish.
texts, dictionary.)
Remarkable Fish. Special Reports.
(Encyclopedia,
texts,
dictionary.)

Fig. 232.—Swordfish.

Fig. 233.—Swellfish.
 Fig. 235.—Carp.

Fig. 234.—Turbot.

Fig. 236.—Herring.

Fig. 237.—Speckled Trout.

 Fig. 238.—Perch.

Fig. 239.—Salmon.

Fig. 240.—Sea
Horse
(Hippocampus),
with incubating Fig. 241.—Band Fish.
pouch, Brt.
 Fig. 242.—Torpedo.
Electrical organs at right
and left of brain.

Fig. 243.—Lantern Fish (Linophryne lucifer). (After

Collett.)

Fig. 244.—Lung Fish of Australia (Ceratodus miolepis).

 Fig. 245.—Trunk Fish.

Fig. 246.—Seaweed Fish. × ⅕

(Phyllopteryx eques).
 RECOGNITION GROUP CHARACTERS
The commoner members of the several branches may be
recognized by the following characters:—
1. The Protozoans are the only one-celled animals.
2. The Sponges are the only animals having pores all over the
body for the inflow of water.
3. The Polyps are the only many-celled animals having a single
opening into the body, serving for both mouth and vent. They are
radiate in structure, and usually possess tentacles.
4. The Echinoderms are marine animals of more or less radiate
appearance, having a food tube in the body separate from the body
wall.
The following groups are plainly bilateral: that is, dorsal and
ventral surfaces, front and hind ends are different.
5. The Vermes have usually a segmented body but lack jointed
legs.
6. The Arthropods[3] have an external skeleton and jointed legs.
3. Insects and crustaceans.
7. The Molluscs have soft bodies, no legs, no skeleton, but usually
a limy shell.
8. The Vertebrates have an internal skeleton of bones, and
usually two pairs of legs.

Fig. 247.—A Snail. (Which

branch? Why?)
 CHAPTER XI
BATRACHIA

The theory of evolution teaches that animal life began in a very

simple form in the sea, and that afterward the higher sea animals lost
their gills and developed lungs and legs and came out to live upon
the land; truly a marvellous procedure, and incredible to many,
although the process is repeated every spring in countless instances
in pond and brook.
In popular language, every cold-blooded vertebrate breathing with
lungs is called a reptile. The name reptile is properly applied only to
lizards, snakes, turtles, and alligators. The common mistake of
speaking of frogs and salamanders as reptiles arises from
considering them only in their adult condition. Reptiles hatch from
the egg as tiny reptiles resembling the adult forms; frogs and
salamanders, as every one knows, leave the egg in the form of
tadpoles (Fig. 248). The fact that frogs and salamanders begin active
life as fishes, breathing by gills, serves to distinguish them from
other cold-blooded animals, and causes naturalists to place them in a
separate class, called batrachia (twice breather) or amphibia (double
life).
 Tadpoles
Suggestions.—Tadpoles may be studied by placing a number of frog’s eggs in a
jar of water, care being taken not to place a large number of eggs in a small amount
of water. When they hatch, water plants (e.g. green algæ) should be added for food.
The behaviour of frogs may be best studied in a tub of water. A toad in captivity
should be given a cool, moist place, and fed well. A piece of meat placed near a toad
may attract flies, and the toad may be observed while catching them, but the
motion is so swift as to be almost imperceptible. Live flies may be put into a glass
jar with a toad. Toads do not move about until twilight, except in cloudy, wet
weather. They return to ponds and brooks in spring at the time for laying eggs.
This time for both frogs and toads is shown by trilling. All frogs, except tree frogs,
remain in or near the water all the year.

Fig. 248.—Metamorphoses of the Frog, numbered in order.

Do eggs hatch and tadpoles grow more rapidly in a jar of water

kept in a warm place or in a cold place? In pond water or in drinking
water? Can the tadpoles be seen to move in the eggs before hatching?
When do the external gills show? (Fig. 248.)
 What parts may be
described in a tadpole?
What is the shape of the
tail? Compare the
tadpole with the fish as
Fig. 249.—Tadpole, from below, showing intestine
to (1) general shape, (2) and internal gills. (Enlarged.)
covering, (3) fins, (4)
tail, (5) gills.
Do the external gills disappear before or after any rudiments of
limbs appear? (6, 7, Fig. 248.) Can you locate the gills after they
become internal? (Fig. 249.)
In what state of growth are the legs when the tadpole first goes to
the surface to breathe? Which legs appear first? Of what advantage is
this? What becomes of the tail? Is the tail entirely gone before the
frog first leaves the water? Are tadpoles habitually in motion or at
rest?
Is the intestine visible through the skin? (Fig. 249.) Is it straight
or coiled? Remembering why some fish have larger intestines than
others, and that a cow has a long intestine and a cat a short one, state
why a tadpole has a relatively longer intestine than a frog.
Compare the mouth, jaws, eyes, skin, body, and habits of tadpole
and frog.
 Frogs
Prove that frogs and toads are beneficial to man. Did you ever
know of a frog or a toad destroying anything useful, or harming any
one, or causing warts? How many pupils in class ever had warts?
Had they handled frogs before the warts came? Frogs are interesting,
gentle, timid animals. Why are they repulsive to some people?
Environment.—Where are frogs found in greatest numbers?
What occurs when danger threatens them? What enemies do they
have? What colour, or tint, is most prominent on a frog? Does the
colour “mimic” or imitate its surroundings? What is the colour of the
under side of the body? (Fig. 250.) Why is there greater safety in that
colour? What enemies would see water frogs from below? Do tree
frogs mimic the bark? The leaves?
Can a frog stay under water for an indefinite time? Why, or why
not? What part of a frog is above the surface when it floats or swims
in a tub of water? Why? Do frogs croak in the water or on the bank?
Why do they croak after a rain? Do toads croak?
Are the eggs laid in still or in flowing water? In a clear place or
among sticks and stems? Singly, or in strings or in masses? (Fig.
248.) Describe an egg. Why do frogs dig into the mud in autumn in
cold climates? Why do they not dig in mud at the bottom of a pond?
 Fig. 250.—Painted Frog (Chorophilus ornatus), of Mexico.

Describe the position of the frog when still (Fig. 250). Of what
advantage in this position? Does the frog use its fore legs in
swimming or jumping? Its hind legs? How is the frog fitted for
jumping? Compare it in this respect with a jumping insect; a jumping
mammal. How is it fitted for swimming? Is the general build of its
body better fitted for swimming or for jumping? How far can a frog
jump?
External Features.—The frog may be said to have two regions
in its body, the head and the trunk. A neck hardly exists, as there is
only one vertebra in front of the shoulders (Fig. 252), while
mammals have seven neck (cervical) vertebræ. There are no tail
(caudal) vertebræ, even in the tadpole state of frogs and toads.
The head appears triangular in shape when viewed from what
direction? The head of a frog is more pointed than the head of a toad.
Is the skull a closed case of broad bones or an open structure of
narrow bones? (Fig. 252.)
Describe the mouth. Observe the extent of the mouth opening (Fig.
251). Are teeth present in the upper jaw? The lower jaw? Are the
teeth sharp or dull? Does the frog chew its food? Is the tongue
 slender or thick? (Fig. 251.) Is it attached to
the front or the back of the mouth? In what
direction does the free end extend when the
tongue lies flat? Is the end pointed or lobed?
How far out will the tongue stretch? For
what is it used? Why is it better for the teeth
to be in the upper jaw rather than in the
lower jaw? That the teeth are of little service
Fig. 251.—Head of Frog. is shown by the fact that the toad with
similar habits of eating has no teeth. Will a
toad catch and swallow a bullet or a pebble
rolled before it? The toad is accustomed to living food, hence it
prefers a moving insect to a still one.
The Senses.—Compare the eyes with the eyes of a fish in respect
to position and parts. Are the eyes protruding or deep-set? Touch the
eye of a live frog. Can it be retracted? What is the shape of the pupil?
The colour of the iris? Is the eye bright or dull? What probably gave
rise to the superstition that a toad had a jewel in its head? Is there a
third eyelid? Are the upper and lower eyelids of the same thickness?
With which lid does it wink? Close its eye?
Observe the large oval ear drum or tympanum. What is its
direction from the eye? (Fig. 251.) The mouth? Is there a projecting
ear? Does the frog hear well? What reason for your answer? As in the
human ear, a tube (the Eustachian tube) leads from the mouth to the
inner side of the tympanum.
How many nostrils? (Fig. 251.) Are they near together or
separated? Large or small? A bristle passed into the nostril comes
into the mouth not far back in the roof. Why must it differ from a fish
in this?
How do the fore and hind legs differ? How many toes on the fore
foot or hand? On the hind foot? On which foot is one of the toes
rudimentary? Why is the fore limb of no assistance in propelling the
body in jumping? Do the toes turn in or out? (Fig. 250.) How does
the frog give direction to the jump? What would be the disadvantage
of always jumping straight forward when fleeing? Which legs are
more useful in alighting?
Divisions of the Limbs.—Distinguish the upper arm, forearm,
and hand in the fore limb (Figs. 252 and 253). Compare with
skeleton of man (Fig. 399).
Do the arms of a man and a
frog both have one bone in
the upper arm and two in
the forearm? Both have
several closely joined bones
in the wrist and five separate
bones in the palm. Do any of
the frog’s fingers have three
joints? Compare also the leg
of man and the hind leg of
the frog (Figs. 253 and 399).
Does the thigh have one
bone in each? The shank of Fig. 252.—Skeleton of Frog.
man has two bones, shin and
splint bone. Do you see a
groove near the end in the shank bone of a frog (Fig. 252), indicating
that it was formed by the union of a shin and a splint bone? The first
two of the five bones of the ankle are elongated, giving the hind leg
the appearance of having an extra joint (Fig. 253). The foot consists
of six digits, one of which, like the thumb on the fore limb, is
rudimentary. The five developed toes give the five digits of the typical
vertebrate foot. Besides the five bones corresponding to the instep,
the toes have two, three, or four bones each. How is the hind foot
specialized for swimming? Which joint of the leg contains most
muscle? (Fig. 254.) Find other bones of the frog analogous in
position and similar in form to bones in the human skeleton.
Is the skin of a frog tight or loose? Does it have any appendages
corresponding to scales, feathers, or hair of other vertebrates? Is the
skin rough or smooth? The toad is furnished with glands in the skin
which are sometimes swollen; they form a bitter secretion, and may
be, to some extent, a protection. Yet birds and snakes do not hesitate
to swallow toads whole. Show how both upper and under surfaces of
frog illustrate protective colouration.
All batrachians have large and numerous blood vessels in the skin
by which gases are exchanged with the air, the skin being almost
equal to a third lung. That the skin may function in this way, it must
 not
beco
me
dry.
Using
this
fact,
accou
nt for
certai
n
habit
s of Fig. 254.—Leg
toads Muscles of Frog.
as
well as frogs.
If a frog is kept in the
dark or on a dark surface,
its skin will become
Fig. 253.—Skeleton of Frog. darker than if kept in the
light or on a white dish.
Try this experiment,
comparing two frogs. This power of changing colour is believed to be
due to the diminution in size of certain pigment cells by contraction,
and enlargement from relaxation. This power is possessed to a
certain degree not only by batrachians but also by many fishes and
reptiles. The chameleon, or green lizard, surpasses all other animals
in this respect (Fig. 280). What advantage from this power?
Digestive System.—The large mouth cavity is connected by a
short throat with the gullet, or œsophagus (Fig. 255). A slit called the
glottis opens from the throat into the lungs (Fig. 255). Is the gullet
long or short? Broad or narrow? Is the stomach short or elongated?
Is the division distinct between stomach and gullet, and stomach and
intestine? Is the liver large or small? Is it simple or lobed? The
pancreas lies between the stomach and the first bend of the
intestines (Fig. 255). What is its shape? A bile duct connects the liver
with the small intestine (Dc, Fig. 255). It passes through the
pancreas, from which it receives several pancreatic ducts. After many
 turns, the small intestine joins the large
intestine. The last part of the large intestine is
called the rectum (Latin, straight). The last
part of the rectum is called the cloaca (Latin,
a drain), and into it the ducts from the
kidneys and the reproductive glands also
open. The kidneys are large, elongated, and
flat. They lie under the dorsal wall. The
urinary bladder is also large. Does the
salamander have a similar digestive system?
(Fig. 256) Why are the liver and the lungs
(Fig. 256) longer in a salamander than in a
frog?
Respirati
on.—How
many lungs?
Fig. 255.—Digestive Are they
Canal of Frog. simple or
lobed? (Fig.
Mh, mouth; Z, tongue 256.) A lung
pulled outward; S, cut open is
opening to larynx; Oe,
gullet; M, stomach; D, seen to be
intestine; P, pancreas; L, baglike, with
liver; G, gall bladder; R, numerous
rectum; Hb, bladder; Cl, ridges on its
cloaca; A, vent. inner surface.
This increases
the surface with which the air may
come in contact. In the walls of the
lungs are numerous capillaries. Does Fig. 256.—Anatomy of
the frog breathe with mouth open or Salamander.
closed? Does the frog have any ribs
for expanding the chest? What part 1a, heart; 2, lungs; 3a, stomach; 3b,
intestine; 3c, large intestine; 4,
of the head expands and contracts? Is liver; 8, egg masses; 10, bladder; 11,
this motion repeated at a slow or a vent.
rapid rate? Regularly or irregularly?
There are valves in the nostrils for
opening and closing them. Is there any indication of opening and
closing as the throat expands and contracts? The mouth and throat
(pharynx) are filled with air each time the throat swells, and the
exchange of gases (which gases?) takes place continually through
their walls and the walls of the lungs. At intervals the air is forced
through the glottis into the lungs. After a short time it is expelled
from the lungs by the muscular abdominal walls, which press upon
the abdominal organs, and so upon the lungs. Immediately the air is
forced back into the lungs, so that they are kept filled. In some
species the lungs regularly expand at every second contraction of the
throat. This is shown by a slight outward motion at the sides. Does
the motion of the throat cease when the frog is under water? Why
would the frog be unable to breathe (except through the skin) if its
mouth were propped open? Why does the fact that the breathing is
so slow as almost to cease during hibernation, aid the frog in going
through the winter without starving? (Chap. I.) Why must frogs and
toads keep their skins moist? Which looks more like a clod? Why?
The Heart and Circulation.—What is the shape of the heart? (Fig. 257.)
Observe the two auricles in front and the conical ventricle behind them. The great
arterial trunk from the ventricle passes forward beyond the auricles; it divides into
two branches which turn to the right and the left (Fig. 257). Each branch
immediately subdivides into three arteries (Fig. 257), one going to the head, one to
the lungs and skin, and a third, the largest, passes backward in the trunk, where it
is united again to its fellow.
Both the pulmonary veins, returning to the heart with pure blood from the lungs,
empty into the left auricle. Veins with the impure blood from the body empty into
the right auricle. Both the auricles empty into the ventricles, but the pure and the
impure blood are prevented from thoroughly mixing by ridges on the inside of the
ventricle. Only in an animal with a four-chambered heart does pure blood from the
lungs pass unmixed and pure to all parts of the body, and only such animals are
warm-blooded. The purer (i.e. the more oxygenated) the blood, the greater the
oxidation and warmth.
The red corpuscles in a frog’s blood are oval and larger than those of man. Are all
of them nucleated? (Fig. 258.) The flow of blood in the web of a frog’s foot is a
striking and interesting sight. It may be easily shown by wrapping a small frog in a
wet cloth and laying it with one foot extended upon a glass slip on the stage of a
microscope.
The brain of the frog (Fig. 259) is much like that of a fish (Fig.
224). The olfactory, cerebral, and optic lobes, cerebellum and
medulla are in the same relative position, although their relative
sizes are not the same. Compared with the other parts, are the
olfactory lobes more or less developed than in a fish? The cerebral
hemispheres? The optic lobes? The cerebellum? There is a cavity in
 th
e
br
ain
. It
is
re
adi
ly
ex
po
se
d
on
th
e Fig. 258.—Frog’s Blood (magnified 2500
un areas). Red cells oval, nucleated, and
larger than human blood cells. Nuclei of
de two white cells visible near centre.
r (Peabody.)
su
rfa
Fig. 257.—Plan of Frog’s ce of the medulla by cutting the
Circulation.
membrane, which is there its only
Venous system is black; the covering (Fig. 259).
arterial, white. AU, auricles; V, Frogs and toads are beneficial
ventricle; L, lung; LIV, liver. (why?) and do not the slightest injury to
Aorta has one branch to right,
another to left, which reunite
any interest of man. If toads are
below. Right branch only encouraged to take up their abode in a
persists in birds, left branch in garden, they will aid in ridding it of
beasts and man. insects. A house may be made in a
shady corner with four bricks, or better
still, a hole a foot deep may be dug to
furnish them protection from the heat of the day. A toad’s muzzle is
not so tapering as a frog’s (why?), its feet are not so fully webbed
(why?), and its skin is not so smooth (why?). In case of doubt, open
the mouth and rub the finger along the upper jaw; a frog has sharp
teeth, a toad none at all. The tadpoles of frogs, toads, and
salamanders are much alike. In toad’s spawn the eggs lie in strings
inclosed in jelly; frogs spawn is in masses (Fig. 248).
 Any batrachian may easily be
passed around the class after
placing it in a tumbler with gauze
or net tied over top. It should be
kept in a box with two inches of
moist earth on the bottom. If no
live insects are obtainable for
feeding a toad, bits of moist meat
may be dangled from the end of a
string. If tadpoles are placed in a
pool or a tub in a garden, the
toads hatched will soon make
destructive garden insects become
a rarity.
Does a frog or a
salamander have the more Fig. 260.—Nervous
System of Frog.
primitive form of body?
Fig. 259.— Why do you think so?
Brain of Frog.
Salamanders are sometimes called mud puppies. The
absurd belief that salamanders are
poisonous is to be classed with the
belief that toads cause warts. The belief
among the ancients that salamanders
ate fire arose perhaps from seeing them
coming away from fires that had been
built over their holes on river banks by
travellers. Their moist skin protected
them until the fire became very hot.
Fig. 261.—Position of legs in Describe the “mud puppy” shown in
tailless (A) and tailed (B)
amphibian. Fig. 262. The pouched gopher, or rat
(Fig. 371), is sometimes absurdly called
a salamander.
 Fig. 262.—Blind Salamander (Proteus anguinus). × ½. Found in
caves and underground streams in Balkans. Gills external, tail finlike,
legs small.
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