As the debate continues on the importance, need and role of technology in today's classroom it has become clear that the focus still needs to remain on learning. In Teaching with Technology, the authors Kathleen Norton and Carolyn Wilburg, say that "technology is a means to an end; it is human activity....Making wise choices about the use of technology then depends on recognizing the ways in which it facilitates what humans can do."(2) This brief statement, emphasized in the first chapter of the book, ends up being the common thread in which the meat of the text is woven around. The authors take the reader on a journey of explaining how the intentional planning of the learning environment can serve as a teaching tool, when thought is given to how the students will interact with digital information resources and other classmates. Through the authors' exploration of several process models that help the student to explore electronic resources, evaluate content and synthesize meaning, the learning environment unfolds to expose a mix of meaningful, enjoyable learning experiences for both student and teacher. A natural way for this to happen is to design learning environments within the context of a problem. This process is thoroughly explained and supported through the several classroom examples in which students engage in problem solving to arrive at the key content concepts. Through this process the teacher takes on the role of facilitator and the student is then put in charge of developing and constructing the learning that is required to solve the problem. As a result the students are put into an active mode of seeking tools to aid in a learning process that more closely resembles the level at which they will function when collaborating in the world's workforce.

Aside from addressing the concerns of the learning environment and problem solving, this book also explores designs for literacy, knowledge structure and process, and communities of learning. All of these issues make up a support system in which the technology-enriched environment is delicately balanced. The tool of technology is what helps to orchestrate the learning within the context of these concepts. Particularly, when a community of learners is established within the classroom climate students function at a level of respect and responsiveness to content that is beyond what is typically present in a traditional classroom. It is the sense of community that fosters a sense of belonging and contribution to the learning process that results in higher retention and participation levels previously unseen.

I chose to read this text for a graduate class assignment but then also gave a copy to a teacher that I am mentoring. She and I are working together to design a learning opportunity for her students that would involve the use of four new computers. She was feeling uncreative and frustrated about using them meaningfully and so we decided to begin reading the text together. We took turns picking chapters to focus on. We found that this text was extremely helpful in guiding our thinking to incorporate all the important aspects of technology use in the classroom. It provided new ways in which to think about collaborative group work, assessment strategies and the importance of evaluating learning as a process not just a product.

I also found the Suggested Activities and Reflection included in the appendix of the book to be a unique addition to an already easy to read and follow text. In that section the authors provide approximately 8-12 questions that guide reflection and discussion. The reflection questions help the reader to contemplate their own practices or stimulate thinking in order to seal a main idea for the reader. In addition, each chapter of the book is summarized into bullet points of main ideas for a quick reminder or review. I will use this book again next year for several other interactions with teachers who are ready to tackle the integration of technology into their classroom for the sake of increased student learning. In my opinion this book is right on and has a wealth of useful information for a teacher of any level.

Despite the title, this book focuses on designing curriculum using technology, and provides and excellent breakdown of the different ways of doing this. Easy to read and understand, it progresses logically from more traditional instructional methods to more innovative, and also has a chapter that discusses designing learning environments. Excellent resource for anyone interested in integrating technology into their classroom or those teaching the subject.

This book is well organized and not difficult to digest. As a computer sort-of-beginner, I was happy to read examples of how other teachers have brought new life to old tired lessons by using electronic technology. Very inspiring; it should be required reading for administrators and school board members everywhere!

I thought this book sounded interesting. Unfortunately, Ms. Baer took a good idea and ruined it. The charactors were not believable, the main charactor was a self obsessed bore. The plot was ridiculous, no people are motivated to further their carrers simply by online sex. I kept reading in hopes that it would get better or become more interesting, only to be dissapointed.

Bottom line: As Francesca is imposible to relate to and a complete waste of time and money.

I didn't like the characters in this book -- I found them shallow and self-absorbed and, by extension, boring. Actually, it read more like a long, heavily-researched magazine article. I wasn't surprised to learn that the author used to write for Wired Magazine, a (very good) publication that caters to geeks. Nuff said.

This book was a gift. Thank God, I didn't spend money on it. It's was awful. I don't see the point. Still, to this day I wonder, WHY?

Don't waste your time or money. NOT WORTH IT!