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.

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.

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.

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