Burton / Chadha / Orey Educational Media and Technology Yearbook

Volume 35, 2010
1. Auflage 2010
ISBN: 978-1-4419-1516-0
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 468 Seiten

This book highlights the latest in educational technology. Here are ideas that are not only intellectually intriguing but also practical and practice-building, inspiring educators to move beyond traditional teaching roles toward learning design.

Autoren/Hrsg.

Burton, John

Chadha, Rajat

Orey, Michael

Inhaltsverzeichnis

1;Preface;5
2;Contents;15
3;Contributors;17
4;Part I Trends and Issues in Learning, Design, and Technology;19
4.1;Introduction;20
4.2;Understanding School Leaders' Role in Teachers' Adoptionof Technology Integration Classroom Practices;24
4.2.1; Introduction;24
4.2.2; Research Questions;25
4.2.3; Review of Literature;26
4.2.4; Theoretical Perspective;28
4.2.5; Methodology;29
4.2.6; Pre-survey;29
4.2.7; Principal Interviews;30
4.2.8; Focus Group Interviews;31
4.2.9; Documentation Review;31
4.2.10; Case Studies;31
4.2.10.1; Washington Middle School;31
4.2.10.2; Jefferson Middle School;34
4.2.10.3; Adams Middle School;36
4.2.10.4; Madison Middle School;37
4.2.11; Overall Analysis;40
4.2.11.1; Strategy 1: Vision;40
4.2.11.2; Strategy 2: Modeling;41
4.2.11.3; Strategy 3: Expectations;41
4.2.11.4; Strategy 4: Resources;42
4.2.11.5; Strategy 5: Encouragement;42
4.2.11.6; Strategy 6: Human Capital;42
4.2.11.7; Strategy 7: Professional Learning;43
4.2.11.8; Strategy 8: Building Capacity;43
4.2.12; Conclusion;44
4.2.13;References;44
4.3;Issues and Trends in Instructional Technology: Growthand Maturation of Web-Based Tools in a Challenging Climate; Social Networks Gain Educators' Attention;46
4.3.1; Overall Developments;46
4.3.1.1; Web 2.0 Continues to Mature: Social Networks Achieve Greater Popularity;47
4.3.1.2; Online Learning Continues Its Growth;47
4.3.2; Corporate Training and Development;47
4.3.2.1; Learning Expenditure and Employee Use;48
4.3.2.2; Instructional Content;48
4.3.2.3; Use of Technology: E-learning Is Still on the Rise;48
4.3.3; Higher Education;49
4.3.3.1; Information Technology Planning and Budgeting on Campus;49
4.3.3.2; Campus Technology Support and Use of Technology for Instruction;49
4.3.3.3; Technology Support for Faculty;50
4.3.3.4; Student Computing;50
4.3.4; K-12 Education;51
4.3.4.1; The Overall State of K-12 Technology;51
4.3.4.2; Funding;52
4.3.4.3; Teacher Technology Training, Certification, and Professional Development;52
4.3.4.4; Student and Teacher Access to Technology;54
4.3.4.5; Student Use of Technology;55
4.3.4.6; Innovative and Emerging Technologies Used in K-12;56
4.3.5; Conclusion;58
4.3.6;References;59
4.4;Rapid Prototyping for Designing and DeliveringTechnology-Based Lessons;61
4.4.1; Introduction;61
4.4.2; Rapid Prototyping Model;62
4.4.3; Theoretical Framework;63
4.4.4; Background of the Project;63
4.4.5; Aims of the Project;64
4.4.5.1; Needs Analysis;64
4.4.5.2; Constructing a Prototype;65
4.4.5.3; Utilizing the Prototype;65
4.4.5.4; Installing the Final System;65
4.4.6; Results;66
4.4.7; Limitations with the Project;67
4.4.8; Discussion;67
4.4.9; Conclusion;70
4.4.10;References;70
4.5;Theory-Based Evaluation of Instruction: Implicationsfor Improving Student Learning Achievement in Postsecondary Education;72
4.5.1; Problem;73
4.5.1.1; Recent Reports on College Student Achievement -- or Lack Thereof;74
4.5.1.2; Research Questions;75
4.5.2; Method;77
4.5.3; Results;77
4.5.3.1; Nature of Courses and Respondents;77
4.5.4; Relationships Among Variables;79
4.5.5; Scale Reliabilities;80
4.5.6; Correlational Analyses;82
4.5.7; Pattern Analysis (APT);84
4.5.8; Discussion;87
4.5.9; Conclusion;89
4.5.10;References;90
4.6;Developing Technology Fluency in Community Practice: Exploration of the Paintbrush Metaphor;93
4.6.1; Context: The Girls Only Technology Program at the Computer Clubhouse;94
4.6.2; Conceptual Framework;95
4.6.3; Literature Review;97
4.6.4; Methods;99
4.6.4.1; Setting;99
4.6.4.2; Participants;100
4.6.4.3; Researcher Role;100
4.6.4.4; Data Sources;101
4.6.5; Approach to Data Analysis;101
4.6.6; The Limits of the Technology as Paintbrush Metaphor in the Girls Only Program;102
4.6.6.1; Messages About How to Use Technology: The Physical Environment;102
4.6.6.2; Messages About How to Use Technology from the Curriculum;104
4.6.6.3; Messages About How to Use Technology from Social Interaction;106
4.6.6.4; Technology as Paintbrush: Its Impact on Technological Identities;107
4.6.7; What Happens When We Lower the Floor?;108
4.6.8; Appendix: Survey Items Related to the Technology as Paintbrush Ideational Artifact ;111
4.6.9;References;112
4.7;The Instructional and Learning Technologies Department (ILT) in the College of Education, Sultan Qaboos University;114
4.7.1; The Department;114
4.7.1.1; Vision and Objectives;115
4.7.1.2; Organization;115
4.7.1.3; Resources;115
4.7.1.3.1; Human Resources;115
4.7.1.3.2; Facilities and Technical Resources;116
4.7.1.3.3; Financial Resources;117
4.7.1.4; Teaching Activities;117
4.7.1.5; Research Activities;117
4.7.1.6; Community Service;118
4.7.2; The Programme;118
4.7.2.1; Programme Objectives;119
4.7.2.2; Programme Data;119
4.7.2.3; Student Admissions;120
4.7.2.4; Programme Structure;120
4.7.2.4.1; Provision;120
4.7.2.4.2; Courses;121
4.7.2.4.3; Curriculum;122
4.7.2.5; Language of Teaching;122
4.7.2.6; Intended Learning Outcomes;123
4.7.2.7; Learning Issues;123
4.7.2.7.1; Learning Resources;123
4.7.2.7.2; Processes;123
4.7.2.7.3; Independent Learning;124
4.7.2.7.4; Student Workloads;124
4.7.2.7.5; Student Progression;124
4.7.2.7.6; Assessment;125
4.7.3; Quality and Enhancement;126
4.7.3.1; Student Feedback;126
4.7.3.2; Programme Reviews;126
4.7.4; Challenges and Suggested Improvements;126
4.7.5;References;129
4.8;Learning with Technology: Learner Voice and Agency;130
4.8.1; Introduction;130
4.8.2; Learning with Technology;131
4.8.2.1; Development in Technologies;132
4.8.2.2; Social Constructivist View of Learning;133
4.8.2.3; Learner Voice and Agency;134
4.8.3; Vignette 1: Students Agency for Knowledge Creation;136
4.8.3.1; Case Example 1;137
4.8.3.2; Case Example 2;138
4.8.4; Vignette 2: Design of Technologies and Learner Voice;140
4.8.4.1; Workshop I: Learner Conceptions;141
4.8.4.2; Workshop II: Stories of Earth and Dinosaurs;141
4.8.4.3; Workshop III: Dinosaur Game Play and Ideas;143
4.8.4.4; Workshop IV and Beyond: Experiencing the Story and the Concept of the Game;144
4.8.5; Conclusion;145
4.8.6;References;145
4.9;Trends in Performance Improvement: Expanding the Reachof Instructional Design and Technology;147
4.9.1; What Is Human Performance Technology?;147
4.9.2; HPT and IDT;148
4.9.3; What Should IDT Students Learn About HPT?;148
4.9.4; Trends in Performance Improvement;150
4.9.5; Performance Improvement Project;151
4.9.5.1; Phase 1: Problem Identification and Project Plan;151
4.9.5.2; Phase 2: Performance and Cause Analyses;152
4.9.5.3; Phase 3: Report to Client;152
4.9.6; Implications for Teaching and Learning HPT;153
4.9.7;References;156
5;Part II Trends and Issues in Library and Information Science;158
5.1;Introduction;159
5.1.1;References;160
5.2;School Library Media Specialists and School Counselors: Collaborative Partners to Expand Distance Education Opportunities for High School Students;161
5.2.1; Introduction;161
5.2.2; Positioned to Address the Concern;162
5.2.3; Case Example;164
5.2.4; Key Elements to Implement Collaborative Distance Education Offerings;166
5.2.4.1; Collaboration;166
5.2.4.2; Course/Instructional Design;166
5.2.4.3; Planning to Overcome Potential Challenges;168
5.2.5; Conclusion: Revisiting Roles with Plans for Success;169
5.2.6;References;170
5.3;The Role of the School Library Media Center Programin the Education and Prevention of Cyberbullying;172
5.3.1; The Context of Cyberbullying;172
5.3.2; Growing Numbers: Technology and Cyberbullying;173
5.3.3; Why Do Youth Cyberbully?;174
5.3.4; What Techniques Do Cyberbullies Use?;176
5.3.5; How Are Victims Affected?;177
5.3.6; How Should Cyberbullying Be Addressed?;178
5.3.6.1; Student Involvement in Addressing Cyberbullying;180
5.3.7; Conclusions;182
5.3.8; Appendix 1;182
5.3.9;Appendix 2: Cyberbullying Focus Group Final Exercise;183
5.3.9.1; Objectives;183
5.3.9.2; Protocol questions;183
5.3.9.3; Process;184
5.3.10;References;184
5.4;E-Government, Government Documents, and School Libraries;186
5.4.1; Introduction;186
5.4.2; Literature Review;187
5.4.3; Accessibility of Government Documents;188
5.4.4; Creating an Informed Citizen;190
5.4.5; E-Government and Public Libraries;191
5.4.6; K-12 Education, E-Government, and Government Documents;192
5.4.7; Web Sites for Librarians and Educators;193
5.4.8; Conclusion;194
5.4.9; Appendix 1: Teachers Government Web Sites;195
5.4.10; Appendix 2: Kids Sites;196
5.4.11;References;198
6;Part III Leadership Profiles;200
6.1;Introduction;201
6.2;Jerrold Kemp: Designing Effective Instruction;203
6.2.1; Professional Activities and Service;203
6.2.2; Research;203
6.2.3; Kemps Model;204
6.3;W. Michael Reed: At the Beginnings Using Computersin Education for Higher-Order Learning;205
6.3.1; Reflective Addendum: Mikes Life;207
6.3.1.1; Curtis Book;207
6.4;References;208
7;Part IV Organizations and Associations;210
7.1;Introduction;211
7.2;Worldwide List of Organizations in Learning, Design, Technology, Information, or Libraries;212
8;Part V Graduate Programs;295
8.1;Introduction;296
8.2;Worldwide List of Graduate Programs in Learning, Design, Technology, Information, or Libraries;297
9;Part VI Mediagraphy: Print and Nonprint Resources;445
9.1;Introduction;446
9.1.1; Contents;446
9.1.2; Selection;446
9.1.3; Obtaining Resources;447
9.1.3.1; Media-Related Periodicals;447
9.1.3.2; ERIC Documents;447
9.1.4; Arrangement ;448
9.2;Mediagraphy;449
9.2.1; Artificial Intelligence, Robotics, and Electronic Performance Support Systems;449
9.2.2; Computer-Assisted Instruction;450
9.2.3; Distance Education;454
9.2.4; Educational Research;455
9.2.5; Educational Technology;456
9.2.6; Information Science and Technology;458
9.2.7; Instructional Design and Development;461
9.2.8; Learning Sciences;462
9.2.9; Libraries and Media Centers;463
9.2.10; Media Technologies;466
9.2.11; Professional Development;469
9.2.12; Simulation, Gaming, and Virtual Reality;469
9.2.13; Special Education and Disabilities;469
9.2.14; Telecommunications and Networking;469
10;Index;471