Description
First Published in 2008. 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.
Table of Contents
Contents: Preface. Part I: J.C. Belland, Foundations for Research in Educational Communications and Technology. A. De Vaney, R.P. Butler, Voices of the Founders: Early Discourses in Educational Technology. J.K. Burton, D.M. Moore, S.G. Magliaro, Behaviorism and Instructional Technology. B.H. Banathy, Systems Inquiry and Its Application in Education. K.A. Krendl, W.H. Ware, K.A. Reid, R. Warren, Learning by Any Other Name: Communication Research Traditions in Learning and Media. W. Winn, D. Snyder, Cognitive Perspectives in Psychology. S.T. Kerr, Toward a Sociology of Educational Technology. T.M. Duffy, D.J. Cunningham, Constructivism: Implications for the Design and Delivery of Instruction. B.S. Allen, R.G. Otto, Media as Lived Environments: The Ecological Psychology of Educational Technology. R.G. Nichols, V. Allen-Brown, Critical Theory and Educational Technology. A.R.J. Yeaman, D. Hlynka, J.H. Anderson, S.K. Damarin, R. Muffoletto, Postmodern and Poststructuralist Theory. Part II: R.B. Kozma, Hard Technologies: Media-Related Research. B. Seels, L.H. Berry, K. Fullerton, L.J. Horn, Research on Learning From Television. M.J. Hannafin, K.M. Hannafin, S.R. Hooper, L.P. Rieber, A.S. Kini, Research on and Research With Emerging Technologies. M.S. McIsaac, C.N. Gunawardena, Distance Education. A.J. Romiszowski, R. Mason, Computer-Mediated Communication. H. McLellan, Virtual Realities. Part III: R.D. Tennyson, Soft Technologies: Instructional and Informational Design Research. R.A. Braden, Visual Literacy. M.E. Gredler, Educational Games and Simulations: A Technology in Search of a (Research) Paradigm. T.J. Ragan, P.L. Smith, Conditions-Based Models for Designing Instruction. V.J. Shute, J. Psotka, Intelligent Tutoring Systems: Past, Present, and Future. B.G. Wilson, P. Cole, Cognitive Teaching Models. C. McKnight. A. Dillon, J. Richardson, User-Centered Design of Hypertext/Hypermedia for Education. O-C. Park, Adaptive Instructional Systems. R.S. Grabinger, Rich Environments for Active Learning. D.H. Jonassen, T.C. Reeves, Learning With Technology: Using Computers as Cognitive Tools. D. Walster, Technologies for Information Access in Library and Information Centers. Part IV: F.M. Dwyer, Instructional Message Design Research. G.J. Anglin, R.L. Towers, W.H. Levie, Visual Message Design and Learning: The Role of Static and Dynamic Illustrations. J. Hartley, Text Design. S.D. Tripp, W.B. Roby, Auditory Presentations and Language Laboratories. D.M. Moore, J.K. Burton, R.J. Myers, Multiple-Channel Communication: The Theoretical and Research Foundations of Multimedia. Part V: M.P. Driscoll, Instructional Strategies Research. E.Z. Rothkopf, Control of Mathemagenic Activities. B.L. Grabowski, Generative Learning: Past, Present, and Future. E.H. Mory, Feedback Research. M.D. Williams, Learner-Control and Instructional Technologies. M. Simonson, N. Maushak, Instructional Technology and Attitude Change. D.W. Johnson, R.T. Johnson, Cooperation and the Use of Technology. G.F. McVey, Ergonomics and the Learning Environment. Part VI: D.P. Ely, Issues of Organization and Change in Educational Communications and Technology. R.E. Holloway, Diffusion and Adoption of Educational Technology: A Critique of Research Design. Part VII: R. Robinson, Research Methodologies in Educational Communications and Technology. J.R. Koetting, Philosophy, Research, and Education. S.M. Ross, G.R. Morrison, Experimental Research Methods. W.C. Savenye, R.S. Robinson, Qualitative Research Issues and Methods: An Introduction for Educational Technologists. N.N. Knupfer, H. McLellan, Descriptive Research Methodologies. R.C. Richey, W.A. Nelson, Developmental Research.
