Orey Educational Media and Technology Yearbook

Volume 34, 2009
1. Auflage 2009
ISBN: 978-0-387-09675-9
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 572 Seiten

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 ofhigher 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.

Autoren/Hrsg.

Orey, Michael

Inhaltsverzeichnis

1;Preface;5
2;Contents;10
3;Contributors;13
4;Part I Trends and Issues in Learning, Design, and Technology;17
4.1;Introduction;18
4.2;Issues and Trends in Instructional Technology: Web 2.0, Second Life, and STEM Share the Spotlight;21
4.2.1; Overall Developments;21
4.2.1.1; Web 2.0 Matures;22
4.2.1.2; Online Learning Continues to Grow;22
4.2.1.3; Personal Digital Assistants (PDAs) Give Way to Smartphones;22
4.2.1.4; Second Life Takes a Spotlight;22
4.2.2; Corporate Training and Development;23
4.2.2.1; Learning Investments;23
4.2.2.2; Instructional Content;23
4.2.2.3; Use of Technology: e-Learning Continues to be Popular and Online Virtual Reality Attracts Interest;24
4.2.2.4; Use of External Services (Outsourcing);24
4.2.3; Higher Education;24
4.2.3.1; Information Technology Planning on Campus;25
4.2.3.2; Student Computing;25
4.2.3.3; Campus Technology Support;26
4.2.3.4; Use of Technology for Instruction;26
4.2.3.5; Technology Support for Faculty;26
4.2.3.6; Online Virtual Environments: Second Life Becomes a Hot Topic;27
4.2.4; K-12 Education;27
4.2.4.1; Funding;28
4.2.4.2; Using Technology for Student Assessment: Using Data-Management System to Mine Student Data;29
4.2.4.3; Emerging Digital Tools: The Continued Ubiquity of Networks and Computers along with the Maturation of Web 2.0 Tools;30
4.2.4.4; Teacher Access to and Use of Technology;31
4.2.4.5; Teacher Professional Development and Teacher Certification Requirements;32
4.2.4.6; Delivery of Instruction Online;33
4.2.4.7; Student Access to and Use of Technology;33
4.2.5; Conclusion;35
4.2.6;References;36
4.3;Research and Theory in Instructional Systems Technology at Indiana University;38
4.3.1; Overview;21
4.3.2; Message Design;39
4.3.2.1; Principles of Instructional Message Design for Digital Media;22
4.3.2.2; Instructional Illustrations;22
4.3.3; Instructional Design/Development;43
4.3.3.1; Instructional Design for the Web 2.0: Participatory Learning;43
4.3.3.2; Instructional Design Theories and Effectiveness;23
4.3.3.3; Instructional Theory for Instructional Design/Development;23
4.3.3.4; Alternative Design Traditions;24
4.3.4; Technology Integration;46
4.3.4.1; Understanding How Teachers Use Technology;46
4.3.4.2; Preparing Future Teachers to Integrate Technology;25
4.3.5; Systemic Change in Education;47
4.3.5.1; Systemic Transformation of Public Education;26
4.3.5.2; Simulating Education Systems;26
4.3.5.3; Research Methodologies for Systems Issues;26
4.3.6; Change Management and Human Performance Technology (HPT);50
4.3.6.1; Change Management;50
4.3.6.2; Human Performance Technology;28
4.3.7; Conclusion;53
4.3.8;References;36
4.4;Linking Theory and Practice Through Design: An Instructional Technology Program;59
4.4.1; Introduction;21
4.4.2; Design as a Unifying Concept;39
4.4.3; Design Embedded in Three Domains of Inquiry;62
4.4.3.1; Track 1: Instructional Design and Development (IDD);22
4.4.3.2; Track 2: Integrating Technology in Schools (ITS);22
4.4.3.3; Track 3: Assistive Technology (AT);43
4.4.4; Conclusion;69
4.4.5;References;36
4.5;Model-Based Methods for Assessment, Learning, and Instruction: Innovative Educational Technology at Florida State University;72
4.5.1; Introduction;21
4.5.2; Foundations of Our Model-Based Approach;39
4.5.2.1; Internal Constructs: Mental Models and Systems Thinking;22
4.5.2.2; External Entities: Concept Maps, Causal Models, and Belief Networks;22
4.5.3; Tools and Technologies;43
4.5.3.1; DAT (Discussion Analysis Tool);43
4.5.3.2; jMap;23
4.5.3.3; ACSMM;23
4.5.3.4; DEEP;24
4.5.3.5; SMD;24
4.5.3.6; MITOCAR;46
4.5.4; Conclusions;87
4.5.5;References;36
4.6;Beyond the Theory-Practice Split in Instructional Design: The Current Situation and Future Directions;91
4.6.1; Brief Overview of the Theory-Practice Split;21
4.6.2; Current Positions on Overcoming the Theory-Practice Split;39
4.6.3; Implications and Future Directions;62
4.6.4; Conclusion;106
4.6.5;References;36
4.7;Effects of a Professional Development on Teacher Integration of Online Resources;111
4.7.1; Introduction;21
4.7.2; Teacher Technology: The Instructional Architect;39
4.7.3; Theoretical Framework;62
4.7.3.1; PBL-Based Professional Development;22
4.7.3.2; Design Continuum;22
4.7.4; Purpose of the Study;23
4.7.5; Methods;69
4.7.5.1; Design;23
4.7.5.2; Participants;24
4.7.5.3; Treatment;24
4.7.5.4; Instrument;46
4.7.5.5; Data Analysis;25
4.7.5.5.1; Quantitative Phase of Study;120
4.7.5.5.2; Qualitative Phase of Study;121
4.7.6; Results and Findings;121
4.7.6.1; Repeated Measures MANCOVA ;26
4.7.6.2; Findings of the Analysis of IA Projects;27
4.7.6.3; Findings from the Case Study;50
4.7.7; Conclusions and Discussion;126
4.7.8;References;36
4.8;How Well Do High-Quality Online Courses Employ Merrill0s First Principles of Instruction?;130
4.8.1; Introduction;21
4.8.2; Course Selection;39
4.8.3; Rubric Selection;62
4.8.4; Phase I: Analysis of Courses Using Multiple Instruments;106
4.8.5; Phase II: Analysis of Courses Using Merrills 5 Star Rubric;43
4.8.6; Interrater Reliability;23
4.8.7; Results;144
4.8.8; Conclusions;69
4.8.9; Appendix: Description of Rating Forms Used in this Study;148
4.8.10;References;36
4.9;Supporting Reflection in Online Learning Environments;150
4.9.1; Introduction;21
4.9.2; Journal Writing as a Reflective Activity;39
4.9.3; How Journal Writing Supports Reflection;62
4.9.4; Journal Writing in Online Learning Environments;106
4.9.5; Guidance to Support Reflective Journaling;43
4.9.6; Collaborative Peer Discussions to Support Reflection;23
4.9.7; Peer Discussion to Support Knowledge Construction and Reflection;69
4.9.8; Asynchronous Online Discussion to Support Reflection;148
4.9.9; Format of Discussion;144
4.9.10; Drawbacks of Online Discussion to Foster Reflection;46
4.9.11; Assessing Level of Reflection During Journal Writing and Online Discussion;24
4.9.12; Self-Report Survey;87
4.9.13; Content Analysis of Written Discourse;47
4.9.14; Conclusion;159
4.9.15;References;36
4.10;The Interplay of Teaching Conceptions and a Course Management System Among Award-Winning University Professors;164
4.10.1; Literature Review;21
4.10.2; Present Study;39
4.10.3; Method;62
4.10.3.1; Context and Participants;22
4.10.3.2; Data Collection and Analysis;22
4.10.4; Results and Discussion;23
4.10.4.1; What Are Faculty Members' Conceptions of Teaching?;23
4.10.4.2; How Are Faculty Members' Conceptions of Teaching and/or Practices Influenced by the Integration of Course Management Systems into Their Teaching Practice?;23
4.10.4.3; How Are Faculty Members' Conceptions of Teaching Supported by the Tools Available in Online Course Management Systems?;24
4.10.5; Implications of the Study;46
4.10.6; Conclusion;24
4.10.7;References;36
5;Part II Trends and Issues in Library and Information Science;178
5.1;Introduction;179
5.1.1;References;183
5.2;Wikipedia: Adventures in the New Info-Paradigm;184
5.2.1; Strengths of Wikipedia;185
5.2.1.1; Ease of Use;185
5.2.1.2; Accessibility;186
5.2.1.3; Volume;186
5.2.1.4; The Power of Collaboration;187
5.2.2; What are the Problems?;187
5.2.3; Educational Use of the Forbidden;189
5.2.3.1; Motivation;189
5.2.3.2; Utility;190
5.2.3.3; Higher-Order Thinking Required;190
5.2.4; Using Wikipedia Constructively;191
5.2.5;References;192
5.3;High-Tech Tools for the Library Media Center: The Future from a Low-tech Point of View;195
5.3.1; The Pace of Technological Change;185
5.3.2; The Myth of Digital Natives;198
5.3.3; Embracing Web 2.0 Tools and Catching up to LMC 2.0;199
5.3.4; Merging the Old with the New;200
5.3.5; The Trajectory to LMC 3.0;201
5.3.6; Conclusion;187
5.3.7;References;192
5.4;Taking Care of Business: Authentic Use of Web 2.0 in Schools;204
5.4.1; Students and Technology: In and Out of School;205
5.4.2; Web 2.0 in the Workplace;205
5.4.3; Web 2.0 Use in Education;206
5.4.3.1; Photosharing;207
5.4.3.2; Social Bookmarks;208
5.4.3.3; Blogs;209
5.4.3.4; Wikis;211
5.4.4; Conclusion;212
5.4.5;References;213
5.5;Connecting Media Specialists, Students, and StandardsThrough Web 2.0;215
5.5.1; Methodology;205
5.5.2; Results and Discussion;205
5.5.3; Blogs and Information Literacy Standards;206
5.5.4; Podcasting and National Standards;225
5.5.5; Photoblogs, eScapbooking, and Slide Presentation;226
5.5.6; Bookmarking;228
5.5.7; Virtual Worlds;229
5.5.8; Conclusions;212
5.5.9;References;213
5.6;The Turnaround School Library Program;234
5.6.1; Students At-Risk for School Failure;235
5.6.2; The School Library Programs Impact on Academic Achievement;236
5.6.3; Effective Practices to Improve Academic Achievement;238
5.6.4; Effective Practices to Strengthen At-Risk Students;240
5.6.5; The Turnaround School Library;243
5.6.6; Creating a Turnaround School Library Program;244
5.6.7; Principles of a Turnaround School Library Program;245
5.6.8;References;247
5.7;Girls and Egaming Engagement: Optimizing Gender Equity in School Libraries;250
5.7.1; Current Egaming Practice;251
5.7.2; Gendered Egaming Practices;252
5.7.3; Choice of Egames;253
5.7.4; Benefits of Egaming;254
5.7.5; Games in School and Public Libraries;255
5.7.6; Library as Portal;256
5.7.7; Choosing Games;256
5.7.8; Social Aspects of Gaming in Libraries;258
5.7.9; Egames and Instruction;258
5.7.10; Information Literacy and Gaming;260
5.7.11; Conclusion;261
5.7.12;References;262
5.8;The School Library Benefits Everyone: Technology, Approaches, and Resources for Serving Students with Special Needs;265
5.8.1; Impact of Disabilities on Learning and Functioning;266
5.8.2; The Role of Assistive Technology and Strategies for Students with Disabilities;270
5.8.3; Assistive Technology in School Library Programs;273
5.8.3.1; Cognitive/ Perceptual Disabilities;274
5.8.3.2; Mobility Impairments;274
5.8.3.3; Hearing Impairments;275
5.8.3.4; Visual Impairments;275
5.8.3.5; Varying Impairments;275
5.8.4; Managing Assistive Technology;275
5.8.5; The Media Specialists Role in Special Education and Supportive Collaborative Partnerships;276
5.8.6; Conclusion;278
5.8.7; Appendix: Resources for Assistive Technology Application in the School Library;278
5.8.8;References;279
5.9;Prove It0 Using Data to Advocate for School Library Media Programs;281
5.9.1; Perceptions vs. Reality;282
5.9.2; Unearthing the Evidence;283
5.9.2.1; Surveys, Focus Groups, and Interviews;284
5.9.2.2; Tracking Collaboration and Instruction;285
5.9.2.3; Usage Statistics;285
5.9.2.4; Collection Mapping and Analysis;286
5.9.3; Deciphering and Disseminating the Data;287
5.9.4; Conclusions;288
5.9.5;References;289
5.10;Principal Support of Media Specialist and Teacher Collaboration: A Research Study;293
5.10.1; Introduction and Literature Review;293
5.10.2; Stages/Levels of Collaboration;294
5.10.3; Leadership of the Principal;295
5.10.4; Research on Collaboration and Its Effect on Student Achievement;295
5.10.5; Background and Purpose;296
5.10.6; Exemplary Media Programs in Georgia;296
5.10.7; Methodology;298
5.10.8; Findings;299
5.10.9; Conclusions;304
5.10.10; Further Research;306
5.10.11;References;307
6;Part III Leadership Profiles;309
6.1;Introduction;310
6.2;Addie Kinsinger: Leader Among Leaders;312
7;Part IV Organizations and Associations in North America;316
7.1;Introduction;317
7.1.1; Introduction;317
7.2;United States and Canada;318
8;Part V Graduate Programs in North America;405
8.1;Introduction;406
8.2;Graduate Programs;407
9;Part VI Mediagraphy: Print and Non-Print Resources;538
9.1;Introduction;539
9.1.1; Contents;539
9.1.2; Selection;539
9.1.3; Obtaining Resources;540
9.1.4; Arrangement;541
9.2;Mediagraphy;542
9.2.1; Artificial Intelligence, Robotics, and Electronic Performance Support Systems;539
9.2.2; Computer-Assisted Instruction;539
9.2.3; Distance Education;540
9.2.4; Educational Research;541
9.2.5; Educational Technology;548
9.2.6; Information Science and Technology;550
9.2.7; Instructional Design and Development;552
9.2.8; Learning Sciences;554
9.2.9; Libraries and Media Centers;554
9.2.10; Media Technologies;558
9.2.11; Professional Development;560
9.2.12; Simulation, Gaming, and Virtual Reality;560
9.2.13; Special Education and Disabilities;560
9.2.14; Telecommunications and Networking;561
9.2.15;Index;563