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摘要
摘要
Sponsored by the Association of Educational Communication and Technology (AECT), the second edition of this handbook updates and expands its review of the research, theory, issues, and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field: theoretical foundations, hard technologies, soft technologies, instructional design, instructional strategies, instructional message design, and research methodologies. on programmed instruction, everyday cognition and situated learning, ecological psychology, internet-based learning, library media centres, foreign language labs, microworlds, automated instructional design, cognitive apprenticeship, case-based learning aids, and conversational analysis. All articles are organized around a numerical cross-referencing system that permits the construction of front-end databases, hypertexts, and summaries. The handbook is intended for graduate students, professors, instructional designers and researchers in educational communication and technology.
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The increasing popularity of online degree programs and the infusion of technology in classrooms, elementary school through higher education, make this book a valuable resource for students and practitioners. Jonassen (Univ. of Missouri) and over 70 contributors, all respected educators, have put together more than just a handbook. The second edition, at over 1,000 pages, provides a sound framework to explain the history, theory, and important research studies in educational communications and technology. The book's 41 chapters, organized in seven sections, cover theoretical foundations, hard technologies, soft technologies, instructional design approaches, instructional strategies, instructional message design, and research methodologies. The chapters treat such diverse topics as the psychological aspects of instructional technology and practical information about distance education programs. Each chapter supplies a comprehensive bibliography. Because the field is so dynamic, some research is too recent to be included. The price may seem high for libraries, but the information provided is unparalleled. ^BSumming Up: Highly recommended. Academic libraries supporting programs in education, library and information science, and multimedia design. J. A. Hardenbrook Sam Houston State University
目录
Preface | p. ix |
About the Editor | p. xi |
List of Contributors | p. xiii |
Part I Theoretical Foundations for Educational Communications and Technology | p. 1 |
1 Behaviorism and Instructional Technology | p. 3 |
2 Systems Inquiry and Its Application in Education | p. 37 |
3 Communication Effects of Noninteractive Media: Learning in Out-of-School Contexts | p. 59 |
4 Cognitive Perspectives in Psychology | p. 79 |
5 Toward a Sociology of Educational Technology | p. 113 |
6 Everyday Cognition and Situated Learning | p. 143 |
7 An Ecological Psychology of Instructional Design: Learning and Thinking by Perceiving-Acting Systems | p. 169 |
8 Conversation Theory | p. 179 |
9 Activity Theory As a Lens for Characterizing the Participatory Unit | p. 199 |
10 Media as Lived Environments: The Ecological Psychology of Educational Technology | p. 215 |
11 Postmodernism In Educational Technology: update: 1996-2002 | p. 243 |
Part II Hard Technologies | p. 247 |
12 Research on Learning from Television | p. 249 |
13 Disciplined Inquiry and the Study of Emerging Technology | p. 335 |
14 Distance Education | p. 355 |
15 Computer-mediated Communication | p. 397 |
16 Exploring Research on Internet-based Learning: From Infrastructure to Interactions | p. 433 |
17 Virtual Realities | p. 461 |
18 The Library Media Center: Touchstone for Instructional Design and Technology In the Schools | p. 499 |
19 Technology in the Service of Foreign Language Learning: The Case of the Language Laboratory | p. 523 |
Part III Soft Technologies | p. 543 |
20 Foundations of Programmed Instruction | p. 545 |
21 Games and Simulations and Their Relationships to Learning | p. 571 |
22 Microworlds | p. 583 |
23 Learning from Hypertext: Research Issues and Findings | p. 605 |
Part IV Instructional Design Approaches | p. 621 |
24 Conditions Theory and Models for Designing Instruction | p. 623 |
25 Adaptive Instructional Systems | p. 651 |
26 Automating Instructional Design: Approaches and Limitations | p. 685 |
27 User-Design Research | p. 701 |
Part V Instructional Strategies | p. 717 |
28 Generative Learning Contributions to the Design of Instruction and Learning | p. 719 |
29 Feedback Research Revisited | p. 745 |
30 Cooperation and the Use of Technology | p. 785 |
31 Cognitive Apprenticeship in Educational Practice: Research on Scaffolding, Modeling, Mentoring, and Coaching as Instructional Strategies | p. 813 |
32 Case-Based Learning Aids | p. 829 |
Part VI Instructional Message Design | p. 863 |
33 Visual Representations and Learning: The Role of Static and Animated Graphics | p. 865 |
34 Designing Instructional and Informational Text | p. 917 |
35 Auditory Instruction | p. 949 |
36 Multiple-Channel Communication: The Theoretical and Research Foundations of Multimedia | p. 981 |
Part VII Research Methodologies | p. 1007 |
37 Philosophy, Research, and Education | p. 1009 |
38 Experimental Research Methods | p. 1021 |
39 Qualitative Research Issues and Methods: an Introduction for Educational Technologists | p. 1045 |
40 Conversation Analysis for Educational Technologists: Theoretical and Methodological Issues for Researching the Structures, Processes, and Meaning of On-Line Talk | p. 1073 |
41 Developmental Research: Studies of Instructional Design and Development | p. 1099 |
Author Index | p. 1131 |
Subject Index | p. 1175 |