Answer to Question 1
Guideline 1: Help students handle information
Students are often attending to information constantly coming in from multiple sources when they are using computers, cell phones, and other technologies in class. Teachers must be aware of continuous partial attention (Roush, 2005 ) that results from the overwhelming amount of information. Teachers need to continue to help students sort out what is important in the information stream and how to organize and use it. Some students will feel at home with the flow of data, and others might get lost. For students who are comfortable with it, continuous connectivity allows students and others to tap into what is called the back channel, gathering information to support the task or event they are working on. Others may need more structured, selective use of technology as outlined in other parts of this text. Information floods can support learning for those who can multitask, but it can also create barriers to true, face-to-face social interaction that too much attention to technology can cause. Teachers must work toward an appropriate balance of technology use and social interaction for each student.
Guideline 2: Keep an eye on trends
Knowing where education and educational technology are going (and should go) means being aware. Teachers can enlist students in finding and presenting information about trends, documenting where the trends seem to be going, and mapping the trend as it progresses. Teachers can also consult useful resources such as ISTE's Leading and Learning with Technology magazine, news media Web sites such as CNN and MSNBC, and electronic discussion lists and blogs that directly address the future of technology.
Answer to Question 2
D. Poster
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Describe the Conceptual Forecasting Framework in your own words.