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.

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.

This is Volume 42 of the Educational Media and Technology Yearbook. For the past 40 years, our Yearbook has contributed to the field of Educational Technology in presenting contemporary topics, ideas, and developments regarding diverse technology tools for educational purposes. Our Yearbook has inspired researchers, practitioners, and teachers to consider how to develop technological designs and develop curricula and instruction integrating technology to enhance student learning, teach diverse populations across levels with effective technology integration, and apply technology in interactive ways to motivate students to engage in course content. In addition, Volume 42 features the Virtual Reality (VR) and Augmented Reality (AR) research and educational use cases, organized and coordinated by Vivienne and David. This section provides evidence that the affordances of AR, VR, and mixed reality, defined as an immersive multi-platform experience reality (XR), have begun to make indelible changes in teaching and learning in the United States. XR's recent developments stimulated the editors to propose a special edition to mark the interoperability of immersive technology to push the boundaries of human curiosity, creativity, and problem solving. After years of incremental development, XR has reached a critical level of investment, infrastructure, and emerging production. The chapters included in this section illustrate how XR can push user inquiry, engagement, learning, and interactivity to new levels within physical and digital contexts.

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. It provides a valuable historical record of current ideas and developments in the field. Part One of this updated volume, "Trends and Issues in Learning, Design, and Technology," presents an array of chapters that develop some of the current themes listed above, in addition to others. In Part Two, "Leadership Profiles," authors provide biographical sketches of the careers of instructional technology leaders. Part Three, "Organizations and Associations in North America," and Part Four, "Graduate Programs," are, respectively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related fields. Finally, Part Five, the "Mediagraphy," presents an annotated listing of selected current publications related to the field.

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. It provides a valuable historical record of current ideas and developments in the field. Part one of this updated volume, "Trends and Issues in Learning, Design and Technology," presents an array of chapters that develop some of the current themes listed above, in addition to others. In Part Two, "Leadership Profiles," authors provide biographical sketches of the careers of instructional technology leaders. Part Three, "Organizations and Associations in North America," and Part Four, "Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries," are, respectively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related fields. Finally, Part Five, the "Mediagraphy," presents an annotated listing of selected current publications related to the field.

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. It provides a valuable historical record of current ideas and developments in the field. Part one of this updated volume, "Trends and Issues in Learning, Design and Technology," presents an array of chapters that develop some of the current themes listed above, in addition to others. In Part Two, "Leadership Profiles," authors provide biographical sketches of the careers of instructional technology leaders. Part Three, "Organizations and Associations in North America," and Part Four, "Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries," are, respectively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related fields. Finally, Part Five, the "Mediagraphy," presents an annotated listing of selected current publications related to the field.

The latest edition of the Educational Media and Technology Yearbook, 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. Pivotal research and discussion surrounding educational trends, leadership, organizations and programs have all been updated from volume 37. Chapters 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. This edition also features new content on mediagraphy.

This book is an annual publication entering its 40th year. The series represents current trend and issues in the field of educational communications and technology, journals and other periodicals associated with the field, and the academic programs that prepare instructional technology professionals. Springer has been the publisher for the series, in cooperation with the Association for Educational Communications and Technology, for the past four years. Volume 39 will feature a section on Information Studies, in addition to updated information about programs and a new ranking of the top academic degree programs in the field of Learning, Design, and Technology.

The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments. Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm. The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.

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 2012. This latest edition, volume 37, 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. Mediagraphy and profiles of leaders in the field are also included.

The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments.

Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm.

The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.

The latest edition of the Educational Media and Technology Yearbook, 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. Pivotal research and discussion surrounding educational trends, leadership, organizations and programs have all been updated from volume 37. Chapters 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. This edition also features new content on mediagraphy.

The "Educational Media and Technology Yearbook" is dedicated to theoretical, empirical and practical approaches to educational media development. All chapters are invited and selected based on a variety of strategies to determine current trends and issues in the field. The 2011 edition will highlight innovative Trends and Issues in Learning Design and Technology, Trends and Issues in Information and Library Science, and features a sections that list and describe Media Related Organizations and Associations in North America, departments in the allied fields, and a listing of journals in the field.

The "Educational Media and Technology Yearbook," a scholarly resource for a highly specialized professional community, is an official publication of the AECT and has been published annually for 35 years.

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 2012. This latest edition, volume 37, 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. Mediagraphy and profiles of leaders in the field are also included.

TheaudiencefortheYearbookconsistsofmediaandtechnologyprofessionalsin schools, highereducation, andbusinesscontexts. Topicsofinteresttoprofessi- alspracticingintheseareasarebroad, astheTableofContentsdemonstrates. The themeunifyingeachofthechaptersinthebookistheuseoftechnologytoenable orenhanceeducation. Formsoftechnologyrepresentedinthisvolumevaryfrom traditionaltoolssuchasthebooktothelatestadvancementsindigitaltechnology, while areas of education encompass widely ranging situations involving learning andteaching, whichareideatechnologies. Asinpriorvolumes, theassumptionsunderlyingthechapterspresentedhereare asfollows: 1. Technologyrepresentstoolsthatactasextensionsoftheeducator. 2. Mediaserveasdeliverysystemsforeducationalcommunications. 3. Technologyisnotrestrictedtomachinesandhardware, butincludestechniques andproceduresderivedfromscienti?cresearchaboutwaystopromotechange inhumanperformance. 4. The fundamental tenet is that educational media and technology should be usedto a. achieveauthenticlearningobjectives, b. situatelearningtasks, c. negotiatethecomplexitiesofguidedlearning, d. facilitatetheconstructionofknowledge, e. aidintheassessment/documentingoflearning, f. supportskillacquisition, and g. managediversity. TheEducationalMediaandTechnologyYearbook has become a standard r- erence in many libraries and professional collections. Examined in relation to its companion volumes of the past, it provides a valuable historical record of c- rent ideas and developments in the ?eld. Part I, "Trends and Issues in Learning, Design, and Technology," presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, "Trends and Issues in v vi Preface Library and Information Science," concentrates on chapters of special relevance to K-12 education, library science education, school learning resources, and v- ious types of library and media centers - school, public, and academic among others. In Part III, "Leadership Pro?les," authors provide biographical sketches of the careers of instructional technology leaders. Part IV, "Organizations and Associations," and Part V, "Graduate Programs," are, respectively, directories of instructional technology-related organizations and institutions of higher learning offeringdegreesinrelated?elds. Finally, PartVI,"Mediagraphy: PrintandNonprint Resources,"presentsanannotatedlistingofselectedcurrentpublicationsrelatedto the?eld. The editors of the Yearbook invite media and technology professionals to submitmanuscriptsforconsiderationforpublication. ContactMichaelOrey(mi- orey@uga. edu)forsubmissionguidelines. Foranumberofyears, wehaveworkedtogetheraseditors, andthisisthes- enth year with Dr. Michael Orey as the senior editor. Within each volume of the EducationalMediaandTechnologyYearbook(EMTY), wetrytolistallthegra- ateprograms, journals, andorganizationsthatarerelatedtobothLearning, Design, andTechnology(LDT)andInformationandLibraryScience(ILS). Wealsoinclude asectionontrendsinLDTandtrendsinILS, andwehaveasectionpro?lingsome oftheleadersinthe?eld.

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its comp- ion volumes of the past, it provides a valuable historical record of current ideas and developments in the ?eld. Part I, "Trends and Issues," presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, "Library and Information Science," concentrates upon chapters of special relevance to K-12 education, library science education, school learning resources, and various types of library and media centers-school, public, and academic among others. In Part III, "Leadership Pro?les," authors provide biographical sketches of the careers of instructional technology leaders. Part IV, "Organizations and Associations in North America," and Part V, "Graduate Programs in North America," are, resp- tively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related ?elds. Finally, Part VI, the "Medi- raphy," presents an annotated listing of selected current publications related to the ?eld. For a number of years we have worked together as editors and the sixth with Dr. Michael Orey as the senior editor. Last year as the senior editor, Orey decided to try and come up with a list of the top programs rather than just the list of all the programs. This has proven to be problematic. First of all, bias exists when we are rating a ?eld in which our program is within those to be rated.

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its comp- ion volumes of the past, it provides a valuable historical record of current ideas and developments in the ?eld. Part I, "Trends and Issues," presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, "Library and Information Science," concentrates upon chapters of special relevance to K-12 education, library science education, school learning resources, and various types of library and media centers-school, public, and academic among others. In Part III, "Leadership Pro?les," authors provide biographical sketches of the careers of instructional technology leaders. Part IV, "Organizations and Associations in North America," and Part V, "Graduate Programs in North America," are, resp- tively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related ?elds. Finally, Part VI, the "Medi- raphy," presents an annotated listing of selected current publications related to the ?eld. For a number of years we have worked together as editors and the sixth with Dr. Michael Orey as the senior editor. Last year as the senior editor, Orey decided to try and come up with a list of the top programs rather than just the list of all the programs. This has proven to be problematic. First of all, bias exists when we are rating a ?eld in which our program is within those to be rated.

In our contemporary learning society, expectations about the contribution of education and training continue to rise. Moreover, the potential of information and communication technology (ICT) creates many challenges. These trends affect not only the aims, content and processes of learning, they also have a strong impact on educational design and development approaches in research and professional practices. Prominent researchers from the Netherlands and the USA present their latest findings on these issues in this volume. The major purpose of this book is to discuss current thinking on promising design approaches and to present innovative (computer-based) tools. The book aims to serve as a resource and reference work that will stimulate advancement in the field of education and training. It is intended to be useful in academic settings as well as for professionals in design and development practices.

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. It provides a valuable historical record of current ideas and developments in the field. Part One of this updated volume, "Trends and Issues in Learning, Design, and Technology," presents an array of chapters that develop some of the current themes listed above, in addition to others. In Part Two, "Leadership Profiles," authors provide biographical sketches of the careers of instructional technology leaders. Part Three, "Organizations and Associations in North America," and Part Four, "Graduate Programs," are, respectively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related fields. Finally, Part Five, the "Mediagraphy," presents an annotated listing of selected current publications related to the field.

In our contemporary learning society, expectations about the contribution of education and training continue to rise. Moreover, the potential of information and communication technology (ICT) creates many challenges. These trends affect not only the aims, content and processes of learning, they also have a strong impact on educational design and development approaches in research and professional practices. Prominent researchers from the Netherlands and the USA present their latest findings on these issues in this volume. The major purpose of this book is to discuss current thinking on promising design approaches and to present innovative (computer-based) tools. The book aims to serve as a resource and reference work that will stimulate advancement in the field of education and training. It is intended to be useful in academic settings as well as for professionals in design and development practices.

TheaudiencefortheYearbookconsistsofmediaandtechnologyprofessionalsin schools, highereducation, andbusinesscontexts. Topicsofinteresttoprofessi- alspracticingintheseareasarebroad, astheTableofContentsdemonstrates. The themeunifyingeachofthechaptersinthebookistheuseoftechnologytoenable orenhanceeducation. Formsoftechnologyrepresentedinthisvolumevaryfrom traditionaltoolssuchasthebooktothelatestadvancementsindigitaltechnology, while areas of education encompass widely ranging situations involving learning andteaching, whichareideatechnologies. Asinpriorvolumes, theassumptionsunderlyingthechapterspresentedhereare asfollows: 1. Technologyrepresentstoolsthatactasextensionsoftheeducator. 2. Mediaserveasdeliverysystemsforeducationalcommunications. 3. Technologyisnotrestrictedtomachinesandhardware, butincludestechniques andproceduresderivedfromscienti?cresearchaboutwaystopromotechange inhumanperformance. 4. The fundamental tenet is that educational media and technology should be usedto a. achieveauthenticlearningobjectives, b. situatelearningtasks, c. negotiatethecomplexitiesofguidedlearning, d. facilitatetheconstructionofknowledge, e. aidintheassessment/documentingoflearning, f. supportskillacquisition, and g. managediversity. TheEducationalMediaandTechnologyYearbook has become a standard r- erence in many libraries and professional collections. Examined in relation to its companion volumes of the past, it provides a valuable historical record of c- rent ideas and developments in the ?eld. Part I, "Trends and Issues in Learning, Design, and Technology," presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, "Trends and Issues in v vi Preface Library and Information Science," concentrates on chapters of special relevance to K-12 education, library science education, school learning resources, and v- ious types of library and media centers - school, public, and academic among others. In Part III, "Leadership Pro?les," authors provide biographical sketches of the careers of instructional technology leaders. Part IV, "Organizations and Associations," and Part V, "Graduate Programs," are, respectively, directories of instructional technology-related organizations and institutions of higher learning offeringdegreesinrelated?elds. Finally, PartVI,"Mediagraphy: PrintandNonprint Resources,"presentsanannotatedlistingofselectedcurrentpublicationsrelatedto the?eld. The editors of the Yearbook invite media and technology professionals to submitmanuscriptsforconsiderationforpublication. ContactMichaelOrey(mi- orey@uga. edu)forsubmissionguidelines. Foranumberofyears, wehaveworkedtogetheraseditors, andthisisthes- enth year with Dr. Michael Orey as the senior editor. Within each volume of the EducationalMediaandTechnologyYearbook(EMTY), wetrytolistallthegra- ateprograms, journals, andorganizationsthatarerelatedtobothLearning, Design, andTechnology(LDT)andInformationandLibraryScience(ILS). Wealsoinclude asectionontrendsinLDTandtrendsinILS, andwehaveasectionpro?lingsome oftheleadersinthe?eld.

This is Volume 42 of the Educational Media and Technology Yearbook. For the past 40 years, our Yearbook has contributed to the field of Educational Technology in presenting contemporary topics, ideas, and developments regarding diverse technology tools for educational purposes. Our Yearbook has inspired researchers, practitioners, and teachers to consider how to develop technological designs and develop curricula and instruction integrating technology to enhance student learning, teach diverse populations across levels with effective technology integration, and apply technology in interactive ways to motivate students to engage in course content. In addition, Volume 42 features the Virtual Reality (VR) and Augmented Reality (AR) research and educational use cases, organized and coordinated by Vivienne and David. This section provides evidence that the affordances of AR, VR, and mixed reality, defined as an immersive multi-platform experience reality (XR), have begun to make indelible changes in teaching and learning in the United States. XR's recent developments stimulated the editors to propose a special edition to mark the interoperability of immersive technology to push the boundaries of human curiosity, creativity, and problem solving. After years of incremental development, XR has reached a critical level of investment, infrastructure, and emerging production. The chapters included in this section illustrate how XR can push user inquiry, engagement, learning, and interactivity to new levels within physical and digital contexts.

The "Educational Media and Technology Yearbook" is dedicated to theoretical, empirical and practical approaches to educational media development. All chapters are invited and selected based on a variety of strategies to determine current trends and issues in the field. The 2011 edition will highlight innovative Trends and Issues in Learning Design and Technology, Trends and Issues in Information and Library Science, and features a sections that list and describe Media Related Organizations and Associations in North America, departments in the allied fields, and a listing of journals in the field.

The "Educational Media and Technology Yearbook," a scholarly resource for a highly specialized professional community, is an official publication of the AECT and has been published annually for 35 years.

The 2007 volume of the 32-year-old Educational Media and Technology Yearbook series continues the legacy of its predecessors. It highlights the major trends of the previous year, which cluster around student-centered pedagogy (fueled by the No Child Left Behind legislation) as well as advances in online learning. It discusses advances in the school and library media worlds, in particular their responses to No Child Left Behind. It profiles an outstanding individual in the field: David R. Krathwohl (Hannah Hammond Professor Emeritus, Syracuse University). It identifies instructional technology-related organizations and graduate programs across North America. And it concludes with a mediagraphy of journals, books, ERIC documents, journal articles, and nonprint resources. As a repository of so much valuable data and information, it is, quite simply, a volume every media and technology professional will be proud to own.

The 2008 volume of the 33-year-old Educational Media and Technology Yearbook series continues the legacy of its predecessors. It highlights the major trends of the previous year, with a focus on instructional technology education. It features the winning paper of AECT's ECT Foundation's Qualitative Inquiry Award. It discusses advances in the school and library media worlds. It profiles an outstanding individual in the field: Barbara Lockee (Professor, Virginia Tech). It identifies instructional technology-related organizations and graduate programs across North America. And it concludes with a mediagraphy of journals, books, ERIC documents, journal articles, and nonprint resources. As a repository of so much valuable data and information, it is, quite simply, a volume every media and technology professional will be proud to own.