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Sponsored by the Association of Educational Communication and
Technology (AECT), the third edition of this groundbreaking
handbook continues the mission of its predecessors: to provide
up-to-date summaries and syntheses of recent research pertinent to
the educational uses of information and communication
technologies.The new edition is organized into the following six
sections: foundations, strategies, technologies, models, design and
development, and methodological issues. In response to feedback
from users of the second edition, the following changes have been
built into this edition. More Comprehensive - Topical coverage has
been expanded from 41 to 56 chapters and includes many more
chapters on technology than in previous editions. Restructured
Chapters - This edition features shorter chapters with introductory
abstracts, keyword definitions, and extended bibliographies. More
International - More than 20% of the contributing authors and one
of the volume editors are non-American. Theoretical Focus - Part I
provides expanded, cross-disciplinary theoretical coverage.
Methodological Focus - An extended methodological chapter begins
with a comprehensive overview of research methods followed by
lengthy, separately authored sections devoted to specific methods.
Research and Development Focus - Another extended chapter with
lengthy, separately authored sections covers educational technology
research and development in different areas of investigation, e.g.,
experimental methods to determine the effectiveness of
instructional designs, technology-based instructional interventions
in research, research on instructional design models, and
design-based research methods. This handbook isintended for
graduate students and their professors, instructional designers and
researchers in educational communication and technology plus the
libraries that serve them.
Sponsored by the Association of Educational Communication and
Technology (AECT), the third edition of this groundbreaking
Handbook continues the mission of its predecessors: to provide
up-to-date summaries and syntheses of recent research pertinent to
the educational uses of information and communication technologies.
In addition to updating, this new edition has been expanded from
forty-one to fifty-six chapters organized into the following six
sections: foundations, strategies, technologies, models, design and
development, and methodological issues. In response to feedback
from users of the second edition, the following changes have been
built into this edition. More Comprehensive topical coverage has
been expanded from forty-one to fifty-six chapters and includes
many more chapters on technology than in previous editions.
Restructured Chapters this edition features shorter chapters with
introductory abstracts, keyword definitions, and extended
bibliographies. More International more than 20% of the
contributing authors and one of the volume editors are
non-American. Theoretical Focus Part 1. provides expanded,
cross-disciplinary theoretical coverage. Methodological Focus an
extended methodological chapter begins with a comprehensive
overview of research methods followed by lengthy, separately
authored sections devoted to specific methods. Research and
Development Focus another extended chapter with lengthy, separately
authored sections covers educational technology research and
development in different areas of investigation, e.g., experimental
methods to determine the effectiveness of instructional designs,
technology-based instructional interventions in research, research
on instructional design models, and de
Technology has developed at a tremendous rate since the turn of the
century, but educational practice has not kept pace. Traditional
teaching practices still predominate in many educational settings,
and educators are often intimidated by new technology. However, as
tragic as the COVID-19 pandemic has been, it has caused many people
to rethink education and opportunities provided by new technologies
for effective teaching and learning. How can educational
communities of practice be reimagined to support a growth mindset
for learning? This volume explores innovative visions for
21st century learning. The content explores the experiences
of teachers with new technology, presents research studies that
highlight effective strategies and technologies, and shares lessons
learned from a unique researcher-practitioner mentoring model.
Educational approaches that worked well, challenges that were
difficult to overcome, and potential benefits of effective
technology integration will encourage readers to reimagine
education and implement practices that can strengthen the future of
online education.
This edited volume is based on contributions from the TCET-AECT
"Human-Technology Frontier: Understanding the Learning of Now to
Prepare for the Work of the Future Symposium" held in Denton, Texas
on May 16-18, sponsored by AECT. The authors embrace an integrative
approach to designing and implementing advances technologies in
learning and instruction, and focus on the emerging themes of
artificial intelligence, human-computer interactions, and the
resulting instructional design. The volume will be divided into
four parts: (1) Trends and future in learning and learning
technologies expected in the next 10 years; (2) Technologies likely
to have a significant impact on learning in the next 10 years; (3)
Challenges that will need to be addressed and resolved in order to
achieve significant and sustained improvement in learning; and (4)
Reflections and insights from the Symposium that should be pursued
and that can form the basis for productive research collaborations.
The primary audience for this volume is academics and researchers
in disciplines such as artificial intelligence, cognitive science,
computer science, educational psychology, instructional design,
human-computer interactions, information science, library science,
and technology integration.
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