Educational Media and Technology Yearbook: Volume 35, 2010: Educational Media and Technology Yearbook, cartea 35
Editat de Michael Orey, Stephanie A. Jones, Robert Maribe Branchen Limba Engleză Paperback – 3 mai 2012
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Specificații
ISBN-13: 9781461425540
ISBN-10: 1461425549
Pagini: 504
Ilustrații: XVII, 468 p. 50 illus.
Dimensiuni: 155 x 235 x 26 mm
Greutate: 0.7 kg
Ediția:2010
Editura: Springer Us
Colecția Springer
Seria Educational Media and Technology Yearbook
Locul publicării:New York, NY, United States
ISBN-10: 1461425549
Pagini: 504
Ilustrații: XVII, 468 p. 50 illus.
Dimensiuni: 155 x 235 x 26 mm
Greutate: 0.7 kg
Ediția:2010
Editura: Springer Us
Colecția Springer
Seria Educational Media and Technology Yearbook
Locul publicării:New York, NY, United States
Public țintă
ResearchCuprins
Trends and Issues in Learning, Design, and Technology.- Understanding School Leaders’ Role in Teachers’ Adoption of Technology Integration Classroom Practices.- Issues and Trends in Instructional Technology: Growth and Maturation of Web-Based Tools in a Challenging Climate; Social Networks Gain Educators’ Attention.- Rapid Prototyping for Designing and Delivering Technology-Based Lessons.- Theory-Based Evaluation of Instruction: Implications for Improving Student Learning Achievement in Postsecondary Education.- Developing Technology Fluency in Community Practice: Exploration of the “Paintbrush” Metaphor.- The Instructional and Learning Technologies Department (ILT) in the College of Education, Sultan Qaboos University.- Learning with Technology: Learner Voice and Agency.- Trends in Performance Improvement: Expanding the Reach of Instructional Design and Technology.- Trends and Issues in Library and Information Science.- School Library Media Specialists and School Counselors: Collaborative Partners to Expand Distance Education Opportunities for High School Students.- The Role of the School Library Media Center Program in the Education and Prevention of Cyberbullying.- E-Government, Government Documents, and School Libraries.- Leadership Profiles.- Jerrold Kemp: Designing Effective Instruction.- W. Michael Reed: At the Beginnings Using Computers in Education for Higher-Order Learning.- Organizations and Associations.- Worldwide List of Organizations in Learning, Design, Technology, Information, or Libraries.- Graduate Programs.- Worldwide List of Graduate Programs in Learning, Design, Technology, Information, or Libraries.- Mediagraphy: Print and Nonprint Resources.- Mediagraphy.
Textul de pe ultima copertă
The evolution of educational technology has seen a shift from hardware and software to tactics and techniques, as the 2010 edition of the Educational Media and Technology Yearbook makes abundantly clear. As in previous years, it offers the reader a snapshot of the moment and a look ahead to issues most likely to shape the immediate future—an array as varied as the use of social networking sites in learning, new collaborations between media specialists and non-teaching school personnel, and the emerging discipline of Human Performance Technology. Here are ideas that are not only intellectually intriguing but also practical and practice-building, inspiring educators using computer technology to move beyond traditional teaching roles toward learning design.
Included in the 2010 Yearbook:
Included in the 2010 Yearbook:
- Salient issues in learning, design, and technology, such as the critical part school leadership plays in instructors’ acceptance or rejection of technology
- New trends in library and information science, including the role of school library media centers in preventing cyberbullying
- This year’s leadership profiles: Jerrold Kemp, author of Designing Effective Instruction; W. Michael Reed, accomplished, dedicated, and recognized educator in instructional technology
- A worldwide directory of current professional associations and organizations in learning design, technology, information, and library science
- Up-to-date listings of graduate program in these fields, rated using a variety of criteria
- Special mediagraphy section featuring journals, ERIC documents, and media-related publications in specialized areas, including distance education, simulation/virtual reality, artificial intelligence, special education, and professional development
Caracteristici
Only yearbook in the field of instructional technology Established publication with a 34 year history Partnership with the Association for Educational Communications and Technology Identifies leading educational programs using a variety of criteria Includes supplementary material: sn.pub/extras
Notă biografică
Michael Orey received both the M.A.Ed. and an Ed.D. in Curriculum and Instruction from Virginia Polytechnic Institute and State University. Prior to coming to The University of Georgia in 1989, he taught mathematics and computer science in public schools and in a private international school in Venezuela.
He is one of the founders of the LPSL at UGA He has had funded projects related to intelligent tutoring with the U.S. Army Research Institute, project-based learning with at-risk middle school age children, online learning with EpicLearning, and forming partnerships with Universidade Federal do Ceará through a FIPSE-CAPES grant. His current research interests are focused on cognitive applications of technology in the classroom, learning theory, motivation theory, and instructional theory.
Stephanie A. Jones joined the faculty at Georgia Southern University in the fall of 2009 after receiving her Ph.D. in Instructional Technology from the University of Georgia. Her previous work experience included one year as a youth librarian in a public library and 14 years as a school library media specialist and a staff-development instructor. Dr. Jones’ current research interests include the career development, recruitment and retention of school library media specialists, the 21st century school library media profession, and storytelling pedagogy.
Robert Branch is Professor and Head of the Department of Educational Psychology and Instructional Technology at the University of Georgia. He earned an Associate of Science degree from New York City Technical College, a Bachelor of Science degree from Elizabeth City State University, and a Masters degree from Ball State University. Dr. Branch later went on to complete his Doctor of Education from Virginia Polytechnic Institute and State University, specializing in learning, design, and technology. Along with helping to co-write and co-edit various publications, Dr. Branch focuses on student-centeredlearning and consults regularly with governments, businesses, and other educational institutions on strategic planning. Known internationally for his outstanding leadership in instructional design and visual literacy, Dr. Branch is the author, most recently, of Instructional Design: The ADDIE Approach (2009), as well as the upcoming fifth edition of Survey of Instructional Development Models.
He is one of the founders of the LPSL at UGA He has had funded projects related to intelligent tutoring with the U.S. Army Research Institute, project-based learning with at-risk middle school age children, online learning with EpicLearning, and forming partnerships with Universidade Federal do Ceará through a FIPSE-CAPES grant. His current research interests are focused on cognitive applications of technology in the classroom, learning theory, motivation theory, and instructional theory.
Stephanie A. Jones joined the faculty at Georgia Southern University in the fall of 2009 after receiving her Ph.D. in Instructional Technology from the University of Georgia. Her previous work experience included one year as a youth librarian in a public library and 14 years as a school library media specialist and a staff-development instructor. Dr. Jones’ current research interests include the career development, recruitment and retention of school library media specialists, the 21st century school library media profession, and storytelling pedagogy.
Robert Branch is Professor and Head of the Department of Educational Psychology and Instructional Technology at the University of Georgia. He earned an Associate of Science degree from New York City Technical College, a Bachelor of Science degree from Elizabeth City State University, and a Masters degree from Ball State University. Dr. Branch later went on to complete his Doctor of Education from Virginia Polytechnic Institute and State University, specializing in learning, design, and technology. Along with helping to co-write and co-edit various publications, Dr. Branch focuses on student-centeredlearning and consults regularly with governments, businesses, and other educational institutions on strategic planning. Known internationally for his outstanding leadership in instructional design and visual literacy, Dr. Branch is the author, most recently, of Instructional Design: The ADDIE Approach (2009), as well as the upcoming fifth edition of Survey of Instructional Development Models.