Preface Michael Orey, Stephanie A. Jones, Robert Maribe Branch, Editors Part One: Trends and Issues in Learning, Design, and Technology 1. Introduction Liz May, Michael Orey 2. Understanding School Leaders Role in Teachers Adoption of Technology Integration Classroom PracticesGary Shattuck 3. Issues and Trends in Instructional Technology: Growth and Maturation of Web-Based Tools in a Challenging Climate; Social Networks Gain Educators Attention Abbie Brown, Tim Green 4. Rapid Prototyping for Designing and Delivering Technology-based LessonsTshepo Batane 5. Theory-Based Evaluation of Instruction: Implications for Improving Student Learning Achievement in Postsecondary EducationTheodore Frick, Rajat Chadha, Carol Watson, Ying Wang 6. Developing technology fluency in community practice: Exploration of the 'Paintbrush' metaphorSarah Hug, Susan Jurow 7. The Instructional and Learning Technologies Department (ILT) in the College of Education, Sultan Qaboos UniversityAli S. Al Musawi 8. Learning with Technology: Learner Voice and AgencySeng Chee Tan, Beaumie Kim, Jennifer Yeo 9. Trends in Performance Improvement: Expanding the Reach of Instructional Design and TechnologyJames D. Klein Part II: Trends and Issues in Library and Information Science 10. IntroductionStephanie A. Jones 11. School Library Media Specialists & School Counselors: Collaborative Partners to Expand Distance Education Opportunities for High School StudentsKaye B. Dotson, Kylie P. Dotson-Blake 12. The Role of the School Library Media Center Program in the Education and Prevention ofCyberbullyingSeanean Shanahan, Lesley S. J. Farmer 13. E-Government, Government Documents, and School LibrariesDiane L. Velasquez Part III: Leadership Profiles 14. Introduction Robert Maribe Branch 15. Jerrold Kemp: Designing Effective InstructionDiane Igoche Part IV: Organizations and Associations in North America 16. Introduction Michael Orey 17. Worldwide List of Organizations in Learning, Design, Technology, Information or Libraries Part V: Graduate Programs 18. Introduction Michael Orey and Pamela Fortner 19. Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries Part VI: MediagraphyPrint and Non-Print Resources 20. Introduction Jinn-Wei Tsao 21. MediagraphyArtificial Intelligence, Robotics, and Electronic Performance Support Systems Computer Assisted Instruction Distance Education Educational Research Educational Technology Information Science and Technology Innovation Instructional Design and Training Interactive Multimedia Libraries and Media Centers Media Technologies Professional Development Simulation, Gaming, and Virtual Reality Special Education and Disabilities Telecommunications and Networking Index
Kurztext / Annotation
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.
TheaudiencefortheYearbookconsistsofmediaandtechnologyprofessionalsin schools,highereducation,andbusinesscontexts. Topicsofinteresttoprofessi- alspracticingintheseareasarebroad,astheTableofContentsdemonstrates. The themeunifyingeachofthechaptersinthebookistheuseoftechnologytoenable orenhanceeducation. Formsoftechnologyrepresentedinthisvolumevaryfrom traditionaltoolssuchasthebooktothelatestadvancementsindigitaltechnology, while areas of education encompass widely ranging situations involving learning andteaching,whichareideatechnologies. Asinpriorvolumes,theassumptionsunderlyingthechapterspresentedhereare asfollows: 1. Technologyrepresentstoolsthatactasextensionsoftheeducator. 2. Mediaserveasdeliverysystemsforeducationalcommunications. 3. Technologyisnotrestrictedtomachinesandhardware,butincludestechniques andproceduresderivedfromscienti?cresearchaboutwaystopromotechange inhumanperformance. 4. The fundamental tenet is that educational media and technology should be usedto a. achieveauthenticlearningobjectives, b. situatelearningtasks, c. negotiatethecomplexitiesofguidedlearning, d. facilitatetheconstructionofknowledge, e. aidintheassessment/documentingoflearning, f. supportskillacquisition,and g. managediversity. TheEducationalMediaandTechnologyYearbook has become a standard r- erence in many libraries and professional collections. Examined in relation to its companion volumes of the past, it provides a valuable historical record of c- rent ideas and developments in the ?eld. Part I, Trends and Issues in Learning, Design, and Technology, presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, Trends and Issues in v vi Preface Library and Information Science, concentrates on chapters of special relevance to K-12 education, library science education, school learning resources, and v- ious 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, and Part V, Graduate Programs, are, respectively, directories of instructional technology-related organizations and institutions of higher learning offeringdegreesinrelated?elds. Finally,PartVI, Mediagraphy:PrintandNonprint Resources, presentsanannotatedlistingofselectedcurrentpublicationsrelatedto the?eld. The editors of the Yearbook invite media and technology professionals to submitmanuscriptsforconsiderationforpublication. ContactMichaelOrey(mi- orey@uga. edu)forsubmissionguidelines. Foranumberofyears,wehaveworkedtogetheraseditors,andthisisthes- enth year with Dr. Michael Orey as the senior editor. Within each volume of the EducationalMediaandTechnologyYearbook(EMTY),wetrytolistallthegra- ateprograms,journals,andorganizationsthatarerelatedtobothLearning,Design, andTechnology(LDT)andInformationandLibraryScience(ILS). Wealsoinclude asectionontrendsinLDTandtrendsinILS,andwehaveasectionpro?lingsome oftheleadersinthe?eld.