Handbook of Research on Educational Communications and Technology

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  • Edition: 3rd
  • Format: Paperback
  • Copyright: 2007-12-22
  • Publisher: Routledge

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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 PartI 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 is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them.

Table of Contents

Table of contents
Forewordp. vii
Prefacep. xvi
Acknowledgementsp. xxiii
Contributorsp. xxiv
Foundationsp. 1
Historical Foundationsp. 3
Theoretical Foundationsp. 61
Complexity Theoryp. 89
Experiential Perspectivesp. 101
Empirical Perspectives on Memory and Motivationp. 117
Contextualistic Perspectivesp. 171
Philosophical Perspectivesp. 213
Strategiesp. 265
Representation Strategiesp. 267
Strategies for Designing Embodied Curriculump. 301
Generative Learning: Principles and Implications for Making Meaningp. 349
Feedback Strategies for Interactive Learning Tasksp. 383
Technology-Enhanced Support, Strategies for Inquiry Learningp. 445
A Distributive Perspective for Collaborative Activityp. 491
Prescriptive Principles for Instructional Designp. 523
Technologiesp. 557
Programmed Technologiesp. 559
Educational Hypertextp. 589
Computer-Mediated Technologiesp. 629
Computer-Mediated Communications Technologiesp. 679
K-12 Library Media Centersp. 703
Technology-Based Knowledge Systemsp. 729
Flexible Learning and Learning Placesp. 759
Enabling Time and Place Independencep. 781
Blended Learning Environmentsp. 815
Adaptive Technologiesp. 841
Generational Differencesp. 897
Technologies Linking Learning, Cognition and Instructionp. 925
Synthetic Learning Environmentsp. 957
Modeling Technologiesp. 997
The Learning Objects Literaturep. 1047
Open Source and Open Standardsp. 1079
Modelsp. 1115
Human Cognitive Architecturep. 1117
Outcome-Referenced, Conditions-Based Theories and Modelsp. 1161
Cooperation and the Use of Technologyp. 1221
The Cognitive Apprenticeship Model in Educational Practicep. 1303
Whole-Task Models in Educationp. 1355
Model Facilitated Learningp. 1409
Adaptive Instructional Systemsp. 1447
Problem-Based Learningp. 1503
Behavioral, Cognitive and Technological Approaches to Performance Improvementp. 1581
Resource-Based Learningp. 1633
Instructional Models in Domains and Professionsp. 1673
Design and Developmentp. 1775
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