Educational Media and Technology Yearbook: Volume 38: Educational Media and Technology Yearbook, cartea 38
Editat de Michael Orey, Stephanie A. Jones, Robert Maribe Branchen Limba Engleză Paperback – 17 sep 2016
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Specificații
ISBN-13: 9783319383392
ISBN-10: 3319383396
Pagini: 377
Ilustrații: XVI, 361 p. 17 illus., 11 illus. in color.
Dimensiuni: 155 x 235 x 20 mm
Greutate: 0.53 kg
Ediția:Softcover reprint of the original 1st ed. 2014
Editura: Springer International Publishing
Colecția Springer
Seria Educational Media and Technology Yearbook
Locul publicării:Cham, Switzerland
ISBN-10: 3319383396
Pagini: 377
Ilustrații: XVI, 361 p. 17 illus., 11 illus. in color.
Dimensiuni: 155 x 235 x 20 mm
Greutate: 0.53 kg
Ediția:Softcover reprint of the original 1st ed. 2014
Editura: Springer International Publishing
Colecția Springer
Seria Educational Media and Technology Yearbook
Locul publicării:Cham, Switzerland
Cuprins
I. Trends and Issues in Learning, Design, and Technology.- Introduction.- Issues and Trends in Instructional Technology: Maximizing Budgets and Minimizing Costs in Order to Provide Personalized Learning.- Expanding Repertoire of Teaching and Learning Practices in the Digital Culture.- Implementing Problem-Oriented Pedagogies In Engineering Education: Examination Of Tensions And Drivers.- Multimedia design and situational interest: A look at juxtaposition and measurement.- The Effects of Visual and Textual Annotations on Spanish Listening Comprehension, Incidental Vocabulary Acquisition and Cognitive Load.- II. Trends and Issues in Library and Information Science.- Introduction.- From Theory To Practice: An Examination of How School Librarians Implement Technology in Schools.- The Cultural Commons of Teen Literacy.- A Collaborative Approach To Digital Storytelling Projects.- III. Leadership Profiles.- Introduction.- Dr. Philip L. Doughty.- Tribute to David Jonassen, Curators’ Distinguished Professor of Education, University of Missouri.- IV. Organizations and Associations in North America.- Introduction.- Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries.- V. Graduate Programs.- Introduction.- Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries.- VI. Mediagraphy.- Introduction.- Mediagraphy.- Index.
Textul de pe ultima copertă
As digital devices play a more critical role in daily life than ever, more opportunities arise for innovative learning technologies—a trend on full display in the Educational Media and Technology Yearbook for 2013. This latest edition, volume 38, from the Association for Education, Communication, and Technology (AECT) notes the most current trends in the field of learning design and technology, taking into account the implications for both formal and informal learning. The majority of articles train their focus on graduate and professional goals, including an analysis of doctoral programs in educational technology and new collaborative learning platforms. Library science is a featured component of this analysis and Library Science programs are featured prominently in this analysis. Meadiagraphy and profiles of leaders in the field are also included.
Caracteristici
Provides continually updated information on media and technology education programs Published in partnership with the AECT for the past 36 years Identifies leading educational technology programs and scholars in the field
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.