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eds in educational technology: Educational Technology Al Januszewski, Michael Molenda, 2013-01-11 Sponsored by the Association for Educational Communications and Technology (AECT), this book presents a definition of the field of study and practice known as educational technology or instructional technology. It reflects the collaborative efforts of all members of the AECT Definition and Terminology Committee. The volume begins with the statement of the definition itself (chapter 1), followed by commentary chapters on each of the key terms and concepts contained in the definition (chapters 2-9). Chapter 10 provides historical context for the current definition by reviewing salient elements of prior AECT definitions. Chapter 11 discusses ethical considerations and chapter 12 concludes by discussing ramifications of the current definition for academic programs in educational technology. This book is appropriate for anyone working in the field of educational technology: students, instructors, researchers and in-service providers. |
eds in educational technology: Educational Technology Ronghuai Huang, J. Michael Spector, Junfeng Yang, 2019-02-27 The aim of this book is to prepare students with knowledge and skills to understand the organizational needs and requirements of educational technology. Students should be able to use and manage both existing and emerging technologies effectively and be able to apply associated pedagogies to suit the environment, but also evaluate and manage technological advances of future and the requisite pedagogical shifts to achieve efficiency and effectiveness. The demand of educational technology has been rising steadily, primarily due to the fact that e-learning is a huge and significantly expanding world-wide industry. Commercial e-learning companies, training departments in large companies and organizations, computer software companies and educational institutions the world over employ large numbers of educational technology specialists. There is a strong demand for technologists who understand educational theories and for instructional designers and teachers who understand technologies. This book is targeted towards those who are looking for career in educational technology, instructional design, or media and information systems, or may want to continue their studies in graduate programs in learning and instructional technology, and those who are interested in becoming teacher in K-12 setting but need background in educational technology. This book will also act as a valuable resource in teacher education programs where primary focus on mainstream education and requires an authentic resource in instructional design and educational technology. Keeping in mind the varied needs of the organizations, employees and potential students, this book adopts a competency approach to learning and assessment. The themes and topics take a multi-disciplinary approach, and are aimed at preparing students for competent and innovative educational technology professionals. |
eds in educational technology: Educational Technology and Resources for Synchronous Learning in Higher Education Yoon, Jiyoon, Semingson, Peggy, 2019-04-19 As more classes move to online instruction, there is a need for research that shows the effectiveness of synchronous learning. Educators must guide students on how to use these new learning tools and become aware of the research trends and opportunities within these developing online and hybrid courses. Educational Technology and Resources for Synchronous Learning in Higher Education provides evidence-based practice on incorporating synchronous teaching tools and practice within online courses to enhance content mastery and community development. Additionally, the book presents a strong theoretical overview of the topic and allows readers to develop a more nuanced understanding of the benefits and constraints of synchronous learning. Covering topics such as game learning, online communication, and professional development, it is designed for online instructors, instructional designers, administrators, students, and researchers and educators in higher education, as well as corporate, military, and government sectors. |
eds in educational technology: Foundations of Learning and Instructional Design Technology Richard E> West, 2018 |
eds in educational technology: End-User Considerations in Educational Technology Design Roscoe, Rod D., Craig, Scotty D., Douglas, Ian, 2017-06-16 Emerging technologies have enhanced the learning capabilities and opportunities in modern school systems. To continue the effective development of such innovations, the intended users must be taken into account. End-User Considerations in Educational Technology Design is a pivotal reference source for the latest scholarly material on usability testing techniques and user-centered design methodologies in the development of technological tools for learning environments. Highlighting a range of pertinent topics such as multimedia learning, human-computer interaction, and online learning, this book is ideally designed for academics, researchers, school administrators, professionals, and practitioners interested in the design of optimized educational technologies. |
eds in educational technology: Contemporary Technologies in Education Olusola O. Adesope, A.G. Rud, 2018-11-08 This edited volume provides a critical discussion of theoretical, methodological, and practical developments of contemporary forms of educational technologies. Specifically, the book discusses the use of contemporary technologies such as the Flipped Classroom (FC), Massive Open Online Course (MOOC), Social Media, Serious Educational Games (SEG), Wikis, innovative learning software tools, and learning analytic approach for making sense of big data. While some of these contemporary educational technologies have been touted as panaceas, researchers and developers have been faced with enormous challenges in enhancing the use of these technologies to arouse student attention and improve persistent motivation, engagement, and learning. Hence, the book examines how contemporary technologies can engender student motivation and result in improved engagement and learning. Each chapter also discusses the road ahead and where appropriate, uses the current trend to predict future affordances of technologies. |
eds in educational technology: New Directions in Educational Technology Eileen Scanlon, Tim O'Shea, 2012-12-06 This book is based on the workshop that kickstarted the NATO Science Committee Special Programme on Advanced Educational Technology. We invited the leaders in the field to attend this inaugural meeting and were delighted by the quality of the attendance, the papers delivered at the workshop and this book. Many of the authors have subsequently run other meetings funded by the Special Programme and have, or are in the process of, editing books which focus on particular topics. This book covers all the major themes in the area ranging from fundamental theoretical work to empirical studies of state of the art technological innovations. Tim O'Shea chaired the NATO Survey Group which planned the Programme and the subsequent Panel which disbursed funds in the first two years of the Programme. He would like to thank the other group and panel members, namely, Professor N Balacheff, Professor D Bjomer, Professor H Bouma, Professor P C Duchastel, Professor A Dias de Figueiredo, Dr D Jonassen and Professor T Liao. He would like to offer his special thanks to Dr L V da Cunha the NATO Programme Director for his unfailing support and patience. Eileen Scanlon was the Director of the Workshop which is the basis of this book. She offers heartfelt thanks to the contributors and to the following who provided practical help with the meeting or the production of this book: Mrs Pauline Adams, Dr Mike Baker, Mrs Kathy Evans, Mrs Patricia Roe, Mr Dave Perry and Ms Fiona Spensley. |
eds in educational technology: National Education Technology Plan Arthur P. Hershaft, 2011 Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity. |
eds in educational technology: Educational Media and Technology Yearbook Robert Maribe Branch, Hyewon Lee, Sheng-Shiang Tseng, 2021-08-24 This book is Volume 43 of the Educational Media and Technology Yearbook. For the past 40 years, our Yearbook has contributed to the field of Educational Technology by presenting contemporary topics, ideas, and developments regarding diverse technology tools for education. The Yearbook has inspired researchers, practitioners, and teachers to consider how to develop technological designs, curricula, and instruction. The audience for the Yearbook typically consists of media and technology professionals in K-12 schools, higher education, and business contexts. The Yearbook editors have dedicated themselves to providing a record of contemporary trends related to educational communications and technology and strive to highlight special movements that have clearly influenced the educational technology field. This volume continues the tradition of offering topics of interest to professionals practicing in other areas of educational media and technology. Includes research on emerging and contemporary topics in the field of educational technology; Provides an ongoing report on the current issues in the field of educational technology; Contains a section presenting organizations dedicated to educational technology; Includes a section presenting graduate programs in the field of educational technology; Includes a section presenting mediagraphy in the field of educational technology. |
eds in educational technology: Technology Applications in Education Harold F. O'Neil, Jr., Ray S. Perez, Harold F. O'Neil, 2003-01-30 This volume identifies promising learning, teaching, and assessment strategies for the use and assessment of technology in educational settings, specifically: *educational context (e.g., organizational and structural factors that contribute to the effective use of technology in school settings); *promising learning and teaching strategies; *promising technology-based assessment procedures and methods; *policy implementation issues; and *a summary of current research on the effective use of technology in education. Chapter authors represent a variety of perspectives and disciplines, from computer science, cognitive and educational psychology, and educational administration. Authors represent government, business, and university communities from within and outside the U.S. These multiple perspectives contribute to the overall understanding of current technology use in education and help in identifying future research needs. Technology Applications in Education: A Learning View explores the state of the art of technology in K-16 education from a learning perspective rather than a hardware/software view. It is designed for professionals and graduate students in the educational technology, training, assessment/evaluation, school administration, military psychology, and educational psychology communities. This book is characterized in the following montage of factors: *the primacy of learning as a focus for technology implementation; *a focus on technology uses in K-16 education; *a focus on the assessment of both individuals and teams; *a broad variety of methodological approaches from qualitative to instructional design to quantitative (e.g., structural equation modeling); *a need to support the development of technology-based curriculum and tools; and *a need for theory-driven and evaluation studies to increase our knowledge. |
eds in educational technology: Distrusting Educational Technology Neil Selwyn, 2013-11-26 Distrusting Educational Technology critically explores the optimistic consensus that has arisen around the use of digital technology in education. Drawing on a variety of theoretical and empirical perspectives, this book shows how apparently neutral forms of educational technology have actually served to align educational provision and practices with neo-liberal values, thereby eroding the nature of education as a public good and moving it instead toward the individualistic tendencies of twenty-first century capitalism. Following a wide-ranging interrogation of the ideological dimensions of educational technology, this book examines in detail specific types of digital technology in use in education today, including virtual education, ‘open’ courses, digital games, and social media. It then concludes with specific recommendations for fairer forms of educational technology. An ideal read for anyone interested in the fast-changing nature of contemporary education, Distrusting Educational Technology comprises an ambitious and much-needed critique. |
eds in educational technology: Educational Technologies Lijia Lin, Robert Kenneth Atkinson, 2016 |
eds in educational technology: Educational Technologies in Medical and Health Sciences Education Susan Bridges, Lap Ki Chan, Cindy E. Hmelo-Silver, 2015-10-20 This evidence-packed guide explores the growing importance of new technologies and situated learning in the vanguard of medical and health sciences education, backed by real-world clinical applications. Its dual emphasis on problem-based learning (PBL) and applied learning is reflected in the range of author perspectives, from understanding how technologies engage learners to implications for program design. Innovations covered range from wider and more targeted use of mobile devices and electronic medical records to video cases and virtual patients, in clinical contexts from family practice to specialized surgery. At the same time, chapters detail both the necessary hardware for putting these systems into place and the software needed to make them accessible to learners. Among the featured topics: Technology and group processes in PBL: An ethnographic study. What is real? Using problem-based learning in virtual worlds. Are Wikipedia articles reliable learning resources in PBL curricula? Utilizing mobile electronic health records in clinical education. Measuring emotions in medicine: methodological and technological advances within authentic medical learning environments. The deteriorating patient smartphone app: towards serious game design. Medical/health sciences educators and researchers in educational technology will look to Educational Technologies in Medical and Health Sciences Education to pinpoint current and future trends in an ever-important field. |
eds in educational technology: Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native Ebner, Martin, Schiefner, Mandy, 2009-12-31 This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning--Provided by publisher. |
eds in educational technology: Educational Technology K L Kumar, 1996 This Textbook Contains 17 Modules In The Area Of Educational Technology. Commencing With The First Module On Elements Of Educational Technology, It Goes Over Different Methods, Media And Their Synthesis And Culminates With A Module On Frontiers In Educational Technology. It Meets The Syllabus At Most Universities And Proposes New Topics And New Methods Of Teaching And Learning The Subject. The Modular Format Enables It To Be, Used In A Self-Learning Mode By Students, Teachers, Professionals And Trainers. Salient Features Of The Textbook Include The Following: * Self-Contained Modules With Objectives, Pre-Module And Post-Module Self-Assessment, Etc. * A Large Number Of Illustrations, Schematics, Tables, Etc., For Visual Appeal. * Adequate Examples Of Scripts, Programmed Learning, Computer-Based Instruction, Etc. * Assignments For Classroom, Library And Home. * Laboratory Assignments And Practical Tasks. * References To Appropriate Video Programmes. * Answers To All Self-Assessment Questions. * Five Descriptive Questions For Each Module. * Recommended Equipment And Audio-Visual Items. * Means And Methods Of Educational Technology Professed In The Text Have Been Employed Consistently In The Presentation Of The Subject Matter. |
eds in educational technology: Checking for Understanding Douglas Fisher, Nancy Frey, 2015-12-18 A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention. |
eds in educational technology: Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities Kats, Yefim, Stasolla, Fabrizio, 2020-11-13 Among the disabilities covered at the state and federal levels, autism and related conditions are a sharply growing diagnostic category among children and young adults. In education, administrators and practitioners working with affected learners are continually faced with confronting difficult problems such as getting adequate personnel training and choosing appropriate tools and techniques that best fit the specific needs of their students while at the same time satisfying their budget, technical resources, curriculum, and profile of the ASD population they serve. The choice of appropriate tools is especially complex due to the intrinsic connection between technical specifications, educational/therapeutic methods, and the wide variety of ASDs and related conditions. In this respect, tools chosen to support children may need to target those diagnosed not only with ASD but also with such co-morbidity conditions as attention deficit disorder. The instructional strategies and use of technology currently have room for improvement for online, hybrid, and face-to-face counseling settings. Also, an effective evaluation of educational technologies and tools would be fundamentally incomplete without a thorough understanding and assessment of the related special education practices as well as psychological and neurological issues specific for ASD and learning disabilities. Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities provides an in-depth analysis on the use of available technology solutions, instructional design methods, and assessment techniques in the context of standards and regulations in classroom or counseling settings. The chapters contain theoretical analyses, vital practical information, and case studies that can function as guidelines for those involved in helping children and young adults with ASD or learning disabilities in online, hybrid, or face-to-face environments. While highlighting topics such as inclusive education, online gaming environments, assistive technologies, and cognitive development, this book is ideally intended for administrators, instructional technology specialists, special education faculty, counselors, instructional designers, course developers, social workers, and psychologists along with practitioners, stakeholders, researchers, and academicians interested in education and technology support for children and young adults with ASD and learning disabilities. |
eds in educational technology: Developing Technology-rich Teacher Education Programs Drew Polly, Clif Mims, Kay A. Persichitte, 2012-01-01 This book offers professional teacher educators a rare opportunity to harvest the thinking of pioneering colleagues spanning dozens of universities, and to benefit from the creativity, scholarship, hard work, and reflection that led them to the models they describe--Provided by publisher. |
eds in educational technology: International Encyclopedia of Educational Technology Tj Plomp, Donald P. Ely, 1996 Educational Technology is seen as a problem-solving process, concerning most aspects of teaching and learning through media and technology, in the context of education and training. This volume presents information on various aspects of educational technology. |
eds in educational technology: Educational visions Rebecca Ferguson, Ann Jones, Eileen Scanlon, 2019-12-18 What have been the biggest successes in educational technology – and why have they succeeded when others have failed? Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level. |
eds in educational technology: Handbook of Research in Educational Communications and Technology M. J. Bishop, Elizabeth Boling, Jan Elen, Vanessa Svihla, 2020-09-21 The 5th edition of the prestigious AECT Handbook continues previous efforts to reach outside the traditional instructional design and technology community to the learning sciences and computer information systems communities toward developing a conceptualization of the field. However, given the pervasive and increasingly complex role technology now plays in education since the 1st edition of the Handbook in 1996, the editors have reorganized the research chapters in this edition to focus on the learning problems we are trying to solve with educational technologies, rather than to focus on the things we are using to solve those problems. Additionally, for the first time this edition of the Handbook reflects our field’s growing understanding of the importance of design scholarship to inform practice by including design case chapters. These changes for this edition of the Handbook are intended to bring educational technology research into the broader framework of educational research by elaborating on the role instructional design and technology plays as a scholarly discipline in addressing education’s increasingly complex issues. Provides comprehensive reviews of new developments in educational technology research and design practice. Includes concrete examples to guide future research and practice in the ways emerging technologies can be used to solve educational problems. Contains extensive references furnished to guide readers to the most recent research and design practice in the field of instructional design and technology. |
eds in educational technology: Handbook of Research on Instructional Systems and Technology Kidd, Terry T., Song, Holim, 2008-10-31 This book provides information on different styles of instructional design methodologies, tips, and strategies on how to use technology to facilitate active learning and techniques to help faculty and researchers develop online instructional and teaching materials. It enables libraries to provide a foundational reference for researchers, educators, administrators, and others in the context of instructional systems and technology--Provided by publisher. |
eds in educational technology: Trends and Issues in Instructional Design and Technology Robert A. Reiser, John V. Dempsey, 2011-11-21 This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Trends and Issues in Instructional Design and Technology, Third Edition, provides readers with a clear picture of the field of instructional design and technology, the trends and issues that have affected it in the past and present, and those trends and issues likely to affect it in the future. The text will prepare its readers to master the skills associated with IDT, clearly describe the nature of the field, familiarize themselves with the field's history and its current status, and describe recent trends and issues impacting on the field. Written by the leading figures in the field with contributions from Elizabeth Boling, Richard Clark, Ruth Clark, Walter Dick, Marcy Driscoll, Michael Hannafin, John Keller, James Klein, David Jonassen, Richard Mayer, David Merrill, Charles Reigeluth, Marc Rosenberg, Allison Rossett, Sharon Smaldino, Harold Stolovitch, Brent Wilson, Robert Reiser, John Dempsey, and many others, this book clearly defines and describes the rapidly converging fields of instructional design, instructional technology, and performance technology. Previous editions of this book have received outstanding book awardsfrom the Association for Educational Communications and Technology (AECT), the AECT Division of Design and Development, and the International Society for Performance Improvement (ISPI). The new edition features a plethora of updates including: eighteen new chapters, each of which focuses on an important recent trend or issue in the instructional design and technology (IDT) field: An updated view of such topics as whole task approaches to instructional design, motivational design, models of evaluation, performance support and informal learning, four new chapters addressing hot issues in IDT including ethics, diversity, accountability, the nature of the design process, and the appropriate amount of learner guidance that should be built into instruction; coverage of What IDT Professionals Do which introduces students to the wide variety of settings in which IDT professionals can practice their craft; a stronger emphasis and new research on how to design, deliver, and evaluate online instruction, with field-tested techniques for instructional design of online learning; and four new and two revised chapters with coverage of technologies that are changing the nature of the IDT field including advances in such areas as e-learning, social networking, game-based learning, and virtual worlds. |
eds in educational technology: Igniting Your Teaching with Educational Technology Matt Rhoads, Bonni Stachowiak, 2017-12-17 The authors of Igniting Your Teaching with Educational Technology are here to reduce the stress of learning how to use technology in the first few years of teaching. As fellow educators, we understand the challenges you may experience and have written this textbook to support you in your learning. Ultimately, we want you to be to navigate the waters of educational technology without it becoming an additional burden on top of everything else on your plate as a preservice or first-year teacher. We have over one-hundred years of combined, total teaching experience, in various capacities, grade levels, and content areas. Igniting Your Teaching with Educational Technology addresses six core themes that are of great significance when using technology in one's teaching. * Chapter 1: Classroom Management explores classroom management tools for classrooms of all ages of students. * Chapter 2: Learning Management Systems discusses learning management systems that are likely to be central in your student teaching experience and as a first-year teacher. * Chapter 3: Assessing Learning addresses measuring student learning using technology, using both formative and summative approaches. * Chapter 4: Collaboration Tools outlines tools you can utilize with your students as well as your colleagues and professors to contribute to the creation of a resource together. * Chapter 5: Selection of Educational Technology describes how preservice teachers can select technological tools and applications for various experiences and situations they may encounter as teachers. * Chapter 6: Professional Development via Social Media provides information regarding how to use social media to network with other teachers as well as to grow professionally as an educator. |
eds in educational technology: Educational Technology Greg Kearsley, 1994 |
eds in educational technology: Instructional Design Competencies Dennis C. Fields, Marguerite Foxon, 2001 In 1986, the International Board of Standards for Training, Performance, and Instruction (IBSTPI) published the first edition of Instructional Design [ID] Competencies: The Standards. It was the culmination of work that began in 1978. In this third edition, IBSTPI presents its latest view of the competencies of instructional designers. It is a greatly expanded view that reflects the complexities of current practice and technology, theoretical advancements, and the social tenor of the times. The level of proficiency described in the 1986 Competencies was taken to represent an instructional designer who would probably have at least three years of experience in the field beyond entry-level training. The current revision takes this notion considerably further in two ways. First, it discriminates between the essential and the advanced levels. Second, it discriminates between competencies which are universally recognized as required of all practitioners and those which have broad but not universal support. The current edition has added a section called Professional Foundations. This section explicitly recognizes the importance of a knowledge base for ID and the professional responsibility practitioners have for career-long learning and update of that knowledge base. This recognition of knowledge as a foundation to practice was left implicit in the first version. The current revision has also found a way to recognize the importance of technological competence for the practitioner while continuing to recognize both the volatility and the context-specificity of expertise with any particular technology. The section now called Implementation and Management represents a considerable strengthening of the intent of the original. This represents both a better awareness of the role these competencies play in ID and also the increasing importance of ID in the success of knowledge-based enterprises, especially in business environments. Chapters are: (1) Instructional Design Competence; (2) The 2000 IBSTPI Instructional Design Competencies; (3) The ID Competencies: Discussion and Analysis; (4) The Role and Use of ID Competencies; (5) The Competencies and ID Specialization; and (6) The Competency Validation Research. Appendices include the 1986 ID Competencies and Performance Statements, a glossary, bibliography, IBSTPI Code of Ethical Standards for Instructional Designers, and list of organizations participating in Competency validation. (Contains 48 references.) (AEF) |
eds in educational technology: Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective Benson, Angela D., 2013-06-30 Whether utilizing electronic tools for K-12 classrooms, learning management systems in higher education institutions, or training and performance improvement for business organizations, technology maintains an important aspect in the delivery of education and training in both school and non-school settings. Cases on Educational Technology Planning, Design, and Implementation: A Project Management Perspective provides strategies for addressing the challenges and pitfalls faced when planning, designing, and implementing learning and educational technology projects. The case studies in this publication aim to provide instructors, practitioners in K-12 and higher education, business managers as well as students interested in implementing education technology projects. |
eds in educational technology: Handbook of Design in Educational Technology Rosemary Luckin, Sadhana Puntambekar, Peter Goodyear, Barbara L Grabowski, Joshua Underwood, Niall Winters, 2013-06-26 The Handbook of Design in Educational Technology provides up-to-date, comprehensive summaries and syntheses of recent research pertinent to the design of information and communication technologies to support learning. Readers can turn to this handbook for expert advice about each stage in the process of designing systems for use in educational settings; from theoretical foundations to the challenges of implementation, the process of evaluating the impact of the design and the manner in which it might be further developed and disseminated. The volume is organized into the following four sections: Theory, Design, Implementation, and Evaluation. The more than forty chapters reflect the international and interdisciplinary nature of the educational technology design research field. |
eds in educational technology: Issues in Technology, Learning, and Instructional Design Alison A. Carr-Chellman, Gordon Rowland, 2016-12-01 In Issues in Technology, Learning, and Instructional Design, some of the best-known scholars in those fields produce powerful, original dialogues that clarify current issues, provide context and theoretical grounding, and illuminate a framework for future thought. Position statements are introduced and then responded to, covering a remarkably broad series of topics across educational technology, learning, and instructional design, from tool use to design education to how people learn. Reminiscent of the well-known Clark/Kozma debates of the 1990s, this book is a must-have for professionals in the field and can also be used as a textbook for graduate or advanced undergraduate courses. |
eds in educational technology: Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation Hartshorne, Richard, 2012-07-31 While online learning has become pervasive in many fields in higher education, it has been adopted somewhat slower in teacher education. In addition, more research is needed to empirically evaluate the effectiveness of online education in teacher preparation. Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation presents information about current online practices and research in teacher education programs, and explores the opportunities, methods, and issues surrounding technologically innovative opportunities in teacher preparation. It presents empirical evidence of teacher candidate learning and assessment in the context of various online aspects of teacher licensure. |
eds in educational technology: Education/Technology/Power Michael W. Apple, Hank Bromley, 1998-07-10 Is the enormous financial investment school districts are making in computing technology a good idea? With a focus on educational computing, Education/Technology/Power examines how technological practices align with or subvert existing forms of dominance. |
eds in educational technology: Innovative Education Technologies for 21st Century Teaching and Learning Muhammad Mujtaba Asad, Fahad Sherwani, Razali Bin Hassan, Prathamesh Churi, 2021-11-05 This book highlights all aspects of innovative 21st-century education technologies and skills which can enhance the teaching and learning process on a broader spectrum, based on best practices around the globe. It offers case studies on real problems involving higher education, it includes policies that need to be adaptable to the new environments such as the role of accreditation, online learning, MOOCs, and mobile-based learning. The book covers all aspects of the digital competencies of teachers to fulfill the required needs of 21st-century classrooms and uses a new pedagogical approach suitable for educational policies. Innovative Education Technologies for 21st Teaching and Learning is the first book that addresses the teaching and learning challenges and how those challenges can be mitigated by technology which educational institutions are facing due to the COVID-19 pandemic. This book is suitable for teachers, students, instructional and course designers, policymakers, and anyone interested in 21st-century education. |
eds in educational technology: Classic Writings on Instructional Technology Donald P. Ely, 1996 Selected for their influence on the field, their continued reference over the years, and the reputations of the authors, 17 seminal works on educational technology have been gathered together to form this valuable collection. These previously published articles have contributed to the conceptual underpinnings of the field and are widely used in educational technology courses. However, they are sometimes difficult to locate. This publication solves the problem, providing a single source for the works. Divided into four sections, Definition and Conceptual Background, Design and Development Functions, Delivery Options, and The Profession, the work also lists classic books in the field with annotations. |
eds in educational technology: 25 Years of Ed Tech Martin Weller, 2020-02-26 In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students. |
eds in educational technology: Engineering Technology Education in the United States National Academy of Engineering, Committee on Engineering Technology Education in the United States, 2017-01-27 The vitality of the innovation economy in the United States depends on the availability of a highly educated technical workforce. A key component of this workforce consists of engineers, engineering technicians, and engineering technologists. However, unlike the much better-known field of engineering, engineering technology (ET) is unfamiliar to most Americans and goes unmentioned in most policy discussions about the US technical workforce. Engineering Technology Education in the United States seeks to shed light on the status, role, and needs of ET education in the United States. |
eds in educational technology: Education in a Digital World Neil Selwyn, 2013 The book takes a comprehensive look at digital technology use in educational settings around the world. Drawing on a wealth of theoretical and empirical work, the book tackles a number of pressing questions-- |
eds in educational technology: Survey of Instructional Development Models Kent L. Gustafson, 1991 |
eds in educational technology: Informed Design of Educational Technologies in Higher Education Anders D. Olofsson, J. Ola Lindberg, 2012 This book presents recent and important theoretical and practical advances in educational technology design in higher education, examining their possibilities for enhancing teaching and learning--Provided by publisher. |
eds in educational technology: Critical Digital Pedagogy Jesse Stommel, Chris Friend, Sean Michael Morris, 2020-07-17 The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy. |
eds in educational technology: Advancing Next-generation Teacher Education Through Digital Tools and Applications Mary Grassetti, Silvy Ann Brookby, 2017 Examines the impact of Common Core State Standards on teaching and learning within elementary classrooms. Focusing on the influence that Common Core has on teacher education programs and how the implementation of educational technologies is continuously changing the field, this book is suited for teacher educators, researchers, administrators, classroom teachers, and policy makers. |
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Jul 15, 2018 · Does anyone know of a good EDS Doctor in Pittsburgh, PA. Hello Marlagrom, There is not one doctor or one type of medical specialty who is able to investigate or treat all the …
Curriculum Vitae - University of Texas at Tyler
In J. Yoon & P. Semingson (Eds.) Educational technology and resources for synchronous learning in higher education. Hershey, PA: IGI Global. Consalvo, A. & Schallert, D. L. (2017). The …
The Technological Pedagogical Content 9 Knowledge …
knowledge of educational technology can be understood as three components: Content Knowledge of Educational Technology, Pedagogical Knowledge of Educational Technology, …
INSTRUCTION, RESEARCH, AND STUDENT AFFAIRS APRIL 22 , …
The EdS in Educational Technology has maintained a steady enrollment; however, it has remained relatively flat at roughly 30 students, and is most likely not on a trajectory to reach …
University of Central Missouri Educator Preparation Program …
EdS Educational Technology BSE – Science (Biology, Chemistry, Physics, Earth Science) EdS LIS MAT BSE – Social Studies BSE – Speech Comm & Theatre MSE – C&I BSE – Special …
Chapter 23 Integrating the Values of Local Wisdom into the
Abstract The role of technology in helping people to learn is a very important activity in the field of Educational Technology. Success or the lack of success in running an educational program …
Educational Foundations, Leadership and Technology — …
2 Educational Foundations, Leadership and Technology — Graduate Certificates, MEd, MS, EdS, PhD, Minor and evaluation; and educational psychology. The graduate certification program in …
Meghan McGlinn Manfra, Ph.D. - College of Education
Manfra - 2 August 2005 – May 2006 Research Assistant, Technology Integration for Social Studies Teaching and Learning, University of North Carolina Chapel Hill August 200 3 – …
Technology Leadership for Schools in the Twenty-First …
educational technologies and manage technology usage in schools (Chang 2012; Sincar 2013; Webster 2017). Research has long verified that technology leadership has a great impact on …
Rakes_Research_Interests
knowledge for educational technology, examining the current landscape of educational technology and teacher knowledge research, considering the role of research in guiding practice, and …
The Technological Pedagogical Content Knowledge …
to teach with technology, and the complex ways in which these bodies of knowledge interact with one another. Teachers must understand how technology, pedagogy, and content interrelate, …
College of Education, Lehigh University Iacocca Hall, Room …
Oct 3, 2018 · Teacher, Department Chair, and Educational Technology Coordinator, American International School of Jeddah, Saudi Arabia (August, 2002-June, 2004). Taught AP …
Feedback Strategies F - ResearchGate
feedback categories); (c) formal and technical aspects related to the presentation of the feedback content (e.g., feedback timing and scheduling; sequencing tac-
Jackie HeeYoung Kim, Ed.D. - Georgia Southern University
The Department of Leadership, Technology and Human Development, Georgia Southern University, Armstrong Campus , 11935 Abercorn Street, Savannah, GA 31419. …
Technology Enhanced Formative Assessment for 21st …
A third issue involves the so-called 21st century skills (P21, n.d.). While st century skills are discussed by many 21 educators in a variety of contexts, the Partnership for 21st century …
Educational Visions – Lessons from 40 years of innovation
What have been the biggest successes in educational technology – and why have they succeeded when others have failed? Educational Visions shows how innovations including …
History of Instructional Technology – Early beliefs and
“Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological ... M. Molenda (Eds.), …
Curriculum Vita - University of Georgia
(Eds.), Educational technology to improve quality and access on a global scale: Papers from the Educational Technology World Conference (ETWC 2016). Springer International Publishing. …
The Design Implementation Framework
Craig, & I. Douglas (Eds). End-user considerations in educational technology design (pp. 76-98). Hershey, PA: IGI Global. Published with acknowledgment of federal support. ... user, including …
CV YiChunHong 030718 public - search.asu.edu
YI#CHUN(HONGCV[1]((EDUCATION* Ph.D.(inLearning,Design,andTechnology,August(2006(–(August(2011( …
COLLEGE OF EDUCATION COURSE SYLLABUS - University of …
the implementation of educational technology in schools. Candidates will gain knowledge and ability to use, evaluate, plan, and implement technologies to effectively enhance the school …
EDUCATION - d101vc9winf8ln.cloudfront.net
Director of Educational Projects, Roy Rosenzweig Center for History and New Media, ... (Eds.) (2008) World history matters: A student guide to history online. New York, NY: Bedford/St. …
903-886-5604 - inside.tamuc.edu
graduate students. In P. Semingson & J. Yoon (Eds.), Educational Technology and Resources for Synchronous Learning in Higher Education (pp. 129-150). Hershey, PA: IGI Global. Yoon, J. & …
From Paper to Pixel: The Promise and Challenges of Digital
The State Educational Technology Director s Association (SETDA) is currently surveying their members in an attempt to form a coalition that will iden- tify and work to overcome policy and …
Robert A. Reiser and John V. Dempsey, trends and issues in
A. J. Trott (Eds.), Aspects of educational technology, Vol. 17: Staff development and career updating (pp. 140-145). Dr. John D. Solis is an assistant professor of Educational Studies: K-12 …
ANALISIS TREN DAN PERKEMBANGAN TESIS BIDANG …
134 DAFTAR PUSTAKA Association for Educational Communications and Technology (2013). Definition. Dalam Januszewski, A., & Molenda, M. (Eds.). Educational technology: A
Qualitative Research in the Classroom: Data Collection and …
In J. Yoon & P. Semingson (Eds.) Educational technology and resources for synchronous learning in higher education (pp. 88-108). IGI Global. This chapter describes a mixed-method, multiple …
REFERENCES - University of South Africa
Januszewski and M. Molenda (Eds.),Educational Technology: A definition with commentary. New York: Lawrence Erlbaum Associates. Atkins, M. J. (1993). Theories of learning and multimedia …
Handbook of Blended Learning: Global Perspectives, Local …
University, Singapore, Dr. Geraldine Lefoe, Lecturer, Educational Development, Center for Educational Development and Interactive Resources, University of Wollongong, Australia 5.6 …
Indonesian Journal of Curriculum and Educational …
Indonesian ournal of urriculum and Educational Technology Studies : -6. 54. facilitating learning and improving performan-ce by creating, using and managing appropriate technological …
Cognitive load theory and educational technology - JSTOR
Cognitive load theory and educational technology 3 1 3 Generic-cognitive and domain-speci c knowledge and skills There is another knowledge classi cation system closely related to the …
References and links for understanding the use of technology …
technology in education, especially in deprived contexts Tim Unwin This list of references and links is derived from more than 400 that were included in a ... F., Mishra, S. and McGreal, R. …
A History of Instructional Design and Technology: Part I: A …
cational Technology Research and Development serve as an update of my description of the his-tory of the field I now refer to as instructional design and technology. Before I begin to discuss …
College of Education, Lehigh University Iacocca Hall, Room …
Aug 24, 2017 · Teacher and Educational Technology Coordinator, Union School of Port-au-Prince, Haiti (August, 2000-June, 2002). Taught Social Studies and Language Arts. Served as …
What Should Be the Content for Student Learning? - Educology
What Should Be the Content for Student Learning? 3 1. Introduction: What is? vs. What Should Be? Instead of conceiving subject matter as acquiring knowledge within extant disciplines, I …
REFERENCES - Brill
Arievitch, I. M. (2007). An activity theory perspective on educational technology and learning. In D. Kritt & L. T. Winegar (Eds.), Educational technology: Critical perspectives and possible futures …
Hidden Curriculum and Subtle Structures Understanding and …
Intersectionality: The idea that one’s perspective and beliefs lie at the intersection of all one’s experiences and identity factors. Positionality:
Completer Satisfaction Survey ‐ 2016
(EdS) – Educational Leadership 0 0.00% Educational Leadership and Instruction (EdS) – Educational Technology 0 0.00% Educational Leadership and Instruction (EdS) – Special …
First Principles of Instruction - WordPress.com
Technology Center, 4-Mat by McCarthy, instructional episodes by Andre, multiple approaches to understanding by Gardner, collaborative problem solving by Nelson, constructivist learning …
North Carolina State University Georgia State University
John K. Lee North Carolina State University Poe Hall, Box 7801 Raleigh, NC 27695 919-513-0126 jklee@ncsu.edu Academic Degrees Ph.D. May, 2000
Academic Leadership Positions
Educational Technology Research and Development, 42(2), 55-62. Branch, R., Goodwin, Y., & Gualtieri, J. (1993). Making classroom instruction culturally pluralistic. ... (Eds.), Educational …
Educational Studies: Mapping Area of Study Guidelines to …
Educational Technology Students with Exceptionalities (EDSP) 1. Professional standards . ECET 1005 Exploring the Professions: Children and Child Care ECET 1010 Introduction to Early …
ED 326 179 IR 014 417 AUTHOR Collins, Allan TITLE Report …
Office of Educational Research and Improvement (ED), Washington, DC. Jan 90 1-135562167-Al. 9p. Viewpoints (120) -- Reports - Descriptive (141) MF01 Plus Postage. PC Not Available from …
VITA - Lehigh University
Niess (Eds.) Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 32-57). Hershey, PA: IGI Global. Bodzin, A. …
Michael Guest Editors Goal Issue
The Mythical Retention Chart and the Corruption of Dale's Cone of Experience Introduction to Special Issue Deepak PremSubramony GrandValleyStateUniversity ...
Defi nition and Terminology Committee of the Association for ...
for Educational Communications and Technology Th e Defi nition C onceptions of educational technology have been evolving as long as the fi eld has, and they continue to evolve. Th …
Randall S. Davies and Richard E. West - Springer
2008 ) . Educational technology includes both instructional technologies, which focus on technologies teachers employ to provide instruction, and learning technologies, which focus on …
An Introduct An Introduction to Educational Design Research
ber 23-26, 2007, by Prof Zhu Zhiting (Department of Educational Technology) of the College of Educational Sciences at the East China Normal University in Shanghai (PR China). The …
Completer Satisfaction Survey ‐ 2016
(EdS) – Educational Leadership 0 0.00% Educational Leadership and Instruction (EdS) – Educational Technology 0 0.00% Educational Leadership and Instruction (EdS) – Special …
COMMENCEMENT - University of Central Missouri
Dr . Jenna Kammer, Associate Professor of Library Science, MLS Master of Library Science, EDS Professional Leadership Librarianship Option, COE Dr . Shantia Kerr Sims, Professor of …
Rita C. Richey and James D. Klein - Springer
Association for Educational Communications & Technology, 2007 ; Reiser, 2012 ; Richey, Klein, & Tracey, 2011 ) . Design and development research covers a wide spectrum of activities and …