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Educational Technology: A Primer for the 21st Century 2019 ed. [Kõva köide]

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  • Formaat: Hardback, 248 pages, kõrgus x laius: 235x155 mm, kaal: 565 g, 33 Illustrations, color; 20 Illustrations, black and white; XIV, 248 p. 53 illus., 33 illus. in color., 1 Hardback
  • Sari: Lecture Notes in Educational Technology
  • Ilmumisaeg: 28-Feb-2019
  • Kirjastus: Springer Verlag, Singapore
  • ISBN-10: 981136642X
  • ISBN-13: 9789811366420
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Educational Technology: A Primer for the 21st Century 2019 ed.Suurem pilt
  • Formaat: Hardback, 248 pages, kõrgus x laius: 235x155 mm, kaal: 565 g, 33 Illustrations, color; 20 Illustrations, black and white; XIV, 248 p. 53 illus., 33 illus. in color., 1 Hardback
  • Sari: Lecture Notes in Educational Technology
  • Ilmumisaeg: 28-Feb-2019
  • Kirjastus: Springer Verlag, Singapore
  • ISBN-10: 981136642X
  • ISBN-13: 9789811366420
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9789811366420.html
The aim of this book is to prepare students with knowledge and skills to understand the organizational needs and requirements of educational technology. Students should be able to use and manage both existing and emerging technologies effectively and be able to apply associated pedagogies to suit the environment, but also evaluate and manage technological advances of future and the requisite pedagogical shifts to achieve efficiency and effectiveness. 

The demand of educational technology has been rising steadily, primarily due to the fact that e-learning is a huge and significantly expanding world-wide industry. Commercial e-learning companies, training departments in large companies and organizations, computer software companies and educational institutions the world over employ large numbers of educational technology specialists. There is a strong demand for technologists who understand educational theories and for instructional designers and teachers who understand technologies. 

This book is targeted towards those who are looking for career in educational technology, instructional design, or media and information systems, or may want to continue their studies in graduate programs in learning and instructional technology, and those who are interested in becoming teacher in K-12 setting but need background in educational technology. This book will also act as a valuable resource in teacher education programs where primary focus on mainstream education and requires an authentic resource in instructional design and educational technology. Keeping in mind the varied needs of the organizations, employees and potential students, this book adopts a competency approach to learning and assessment. The themes and topics take a multi-disciplinary approach, and are aimed at preparing students for competent and innovative educational technology professionals.

Arvustused

This book makes a clear appeal to the role of the educational technologies in learning institutions instead of addressing the ambiguous roles instructional designers often assume. This educational technology book is a strong classroom text and an indispensable reference for the educational technologist. (Jennifer L. Culbertson and Craig D. Howard, TechTrends, Vol. 64, 2020)

Part I Introduction and Overview
1 Introduction to Educational Technology
3(30)
1.1 Introducing Educational Technology
4(10)
1.1.1 Purpose and Scope
4(1)
1.1.2 Initial Motivation
5(1)
1.1.3 Key Concepts
6(1)
1.1.4 Relevant Principles
7(1)
1.1.5 Defining Educational Technology
8(2)
1.1.6 A Brief History of Educational Technology
10(4)
1.2 The Scope of Educational Technology
14(7)
1.2.1 Needs Assessment
16(1)
1.2.2 Requirements and Feasibility Analysis
16(2)
1.2.3 Design/Redesign
18(1)
1.2.4 Development
19(1)
1.2.5 Deployment
20(1)
1.2.6 Management
20(1)
1.2.7 Evaluation
20(1)
1.2.8 Support
21(1)
1.2.9 Training
21(1)
1.3 Dimensions of Educational Technology
21(3)
1.3.1 Communication/Coordination
22(1)
1.3.2 Content/Resources
22(1)
1.3.3 Hardware Devices and Software
23(1)
1.3.4 Implementation
23(1)
1.3.5 Media and Representation Formats
24(1)
1.4 Educational Technology Perspectives
24(1)
1.5 Emerging Technologies and Changing Contexts
25(2)
1.5.1 Emerging Technologies
26(1)
1.5.2 Changing Contexts
26(1)
1.6 Roles of Educational Technologists
27(3)
References
30(3)
2 Learning in the Context of Technologies
33(16)
2.1 Introduction
34(1)
2.2 Learning Theories
34(10)
2.2.1 Behaviorism
35(2)
2.2.2 Cognitivism
37(3)
2.2.3 Constructivism
40(2)
2.2.4 Other Learning Theories
42(2)
2.3 Technology-Enhanced Learning
44(4)
References
48(1)
3 Linking Learning Objectives, Pedagogies, and Technologies
49(16)
3.1 Introduction
50(1)
3.2 Linking Instructional Strategies to Learning Objectives
50(7)
3.2.1 Types of Learning Objectives
50(2)
3.2.2 Instructional Strategies and Types of Learning Objectives
52(5)
3.3 Types of Technology for Educational Uses
57(3)
3.3.1 Technologies for Inquiry
58(1)
3.3.2 Technologies for Communication
59(1)
3.3.3 Technologies for Construction and Problem Solving
59(1)
3.3.4 Technologies for Knowledge Representation
59(1)
3.4 Principles for the Selection of Technology for Educational Uses
60(1)
References
61(4)
Part II Perspectives of Educational Technology
4 Systems Perspective of Educational Technology
65(12)
4.1 Introduction to Systems
66(2)
4.2 Education Systems
68(2)
4.3 Educational Technology from a System's Perspective
70(6)
4.3.1 Five Stages of Educational Technology
70(1)
4.3.2 Typical Educational Technology Systems
70(6)
References
76(1)
5 Users Perspective of Educational Technology
77(14)
5.1 Introduction
78(1)
5.2 User Experience
78(2)
5.3 User-Centered Design
80(3)
5.4 Learner-Centered Design
83(3)
5.5 The ARCS Model of Motivational Design
86(3)
References
89(2)
6 Learner Experiences with Educational Technology
91(16)
6.1 Introduction
92(1)
6.2 Experience and Learner Experience
92(3)
6.3 Elements of Learner Experience with Educational Technology
95(3)
6.3.1 Categories of Educational Technology
95(1)
6.3.2 Principles for Meaningful Learner Experience with Educational Technology
96(2)
6.4 Indicators to Evaluate Learner Experience
98(6)
6.4.1 Value-Do Learners Value the Technology?
99(1)
6.4.2 Usability-Do the Learners Find the Technology Fasy to Use?
100(1)
6.4.3 Desirability-Do Learners Enjoy Engaging with the Technology?
101(1)
6.4.4 Adaptability-Do Learners Find the Technology Personally Adaptive?
102(1)
6.4.5 Comfortability-Do Learners Feel Conformable with Educational Technology?
102(2)
References
104(3)
7 Social Learning Perspective of Educational Technology
107(18)
7.1 Introduction
108(1)
7.2 Social Learning
108(3)
7.2.1 Definition
108(1)
7.2.2 Benefits of Social Learning
109(1)
7.2.3 Features of Technology in Social Learning
110(1)
7.2.4 Social Learning and Computer-Supported Collaborative Learning
111(1)
7.3 Building and Managing Learning Communities and Groups
111(3)
7.3.1 The Five Stages of Group Development
111(1)
7.3.2 Building and Managing Small Groups
112(1)
7.3.3 Building and Managing Communities
113(1)
7.4 Analysis and Measure Social Learning
114(7)
7.4.1 Social Interactions
114(2)
7.4.2 Content Analysis
116(2)
7.4.3 Cognitive Task Analysis
118(1)
7.4.4 Group Performance
118(3)
References
121(4)
Part III Design for Educational Technology
8 Designing Learning Activities and Instructional Systems
125(24)
8.1 Introduction
126(1)
8.2 Learning Activity Design
126(10)
8.2.1 Learning Activity
126(2)
8.2.2 Bloom's Taxonomy
128(3)
8.2.3 Cognitive Load Theory
131(2)
8.2.4 Mayer's Principles of Multimedia Learning
133(3)
8.3 Instructional Systems Design
136(10)
8.3.1 ADDLE Model
137(6)
8.3.2 Extended Reading
143(3)
References
146(3)
9 Learning Space Design
149(16)
9.1 Introduction
150(1)
9.2 Learning Spaces
150(2)
9.2.1 Definition of Learning Space
150(1)
9.2.2 The Pedagogy-Space-Technology (PST) Framework
151(1)
9.3 Principles for Learning Space Design
152(8)
9.3.1 Linking Activities to a Learning Space
152(3)
9.3.2 Principles to Guide Design
155(1)
9.3.3 Examples of Effective Learning Spaces
156(4)
9.4 Smart Learning Environments
160(3)
9.4.1 Definition of Smart Learning Environments
160(1)
9.4.2 Key Features of Smart Learning Environments
160(2)
9.4.3 The Constituent Elements of Smart Learning Environments
162(1)
References
163(2)
10 Educational Project Design and Evaluation
165(14)
10.1 Introduction
166(1)
10.2 Educational Project
166(2)
10.2.1 Definitions
166(1)
10.2.2 Characters of Educational Project
167(1)
10.2.3 Life Cycle of Educational Project
167(1)
10.3 Design of an Educational Project
168(5)
10.3.1 Logic Models
168(1)
10.3.2 Goals
169(1)
10.3.3 Input Factors
170(1)
10.3.4 Outputs
171(1)
10.3.5 Outcomes
171(1)
10.3.6 A Representative Logic Model
172(1)
10.4 Evaluation of Educational Project
173(4)
References
177(2)
11 Design-Based Research
179(10)
11.1 Introduction
180(1)
11.2 The Concept of Design-Based Research
180(1)
11.3 Key Characteristics of DBR
181(1)
11.4 The Process of Design-Based Research
181(4)
11.4.1 Analysis and Exploration
182(1)
11.4.2 Design and Construction
183(1)
11.4.3 Evaluation and Reflection
183(1)
11.4.4 Interaction with Practice: Implementation and Spread
184(1)
11.4.5 Two Main Outputs
185(1)
11.5 DBR and Traditional Empirical Research
185(1)
11.6 Case Study
186(2)
References
188(1)
12 Design Methodology
189(19)
12.1 Introduction
190(1)
12.2 The Framework of Design Methodology
190(2)
12.3 Original Requirements Analysis
192(2)
12.3.1 Introduction to Original Requirements Analysis
192(1)
12.3.2 General Process of Original Requirements Analysis
192(1)
12.3.3 The Websoft Case
193(1)
12.4 Target User Analysis
194(3)
12.4.1 Introduction to Target User Analysis
194(1)
12.4.2 The General Process of Target User Analysis
195(1)
12.4.3 An Example of Target User Analysis
196(1)
12.5 Stakeholder Analysis
197(1)
12.5.1 Introduction of Stakeholder Analysis
197(1)
12.5.2 The General Process of Stakeholder Analysis
197(1)
12.5.3 An Example of Stakeholder Analysis
198(1)
12.6 Competitor Analysis
198(5)
12.6.1 Introduction to Competitor Analysis
198(2)
12.6.2 General Process of Competitor Analysis
200(3)
12.6.3 An Example for Competitive Product Analysis
203(1)
12.7 Scenario Analysis
203(1)
12.7.1 Introduction of Scenario Analysis
203(1)
12.7.2 General Process of Scenario Analysis
203(1)
12.7.3 An Example of Scenario Analysis
204(1)
12.8 Function List
204(2)
12.8.1 Introduction to the Function List
204(1)
12.8.2 The General Process of Function List
205(1)
12.8.3 An Example of Function List
206(1)
12.9 Extended Reading
206(25)
12.9.1 Double Diamond
206(1)
12.9.2 Design Thinking for Educators (IDEO)
206(2)
Appendices
208(20)
References
228(3)
Part IV Emerging Issues of Educational Technology
13 Emerging Issues in Educational Technology
231(12)
13.1 Introduction
232(1)
13.2 Emerging Technologies
232(3)
13.2.1 Learning Analytics
232(1)
13.2.2 Artificial Intelligence
233(1)
13.2.3 Wearable Devices
233(1)
13.2.4 Adaptive Learning
234(1)
13.3 Issues Involving in Emerging Technologies
235(3)
13.3.1 Ethical, Security and Privacy Issues
235(1)
13.3.2 Quality Control, Accreditation and Sustainability Issues
236(1)
13.3.3 Culture and Regional Issues
237(1)
13.4 Challenges for Educational Technology
238(2)
13.4.1 Personalizing Education
238(1)
13.4.2 Assessing Student Learning
239(1)
13.4.3 Supporting Social Learning
239(1)
13.4.4 Diminishing Boundaries
239(1)
13.4.5 Developing Alternative Teaching Strategies
239(1)
13.4.6 Enhancing the Role of Stakeholders
239(1)
13.4.7 Addressing Policy Changes
240(1)
13.4.8 Challenges in Horizon Reports
240(1)
References
240(3)
Appendix: Key Terms in the Book 243
Ronghuai Huang is a Professor in Faculty of Education and Dean of Smart Learning Institute in Beijing Normal University. He received Chang Jiang Scholar award in 2017, which is the highest academic award issued to an individual in higher education by the Ministry of Education in China. He now serves as the Director of the National Engineering Lab for Intelligent Cyber-Learning Technology, and Director of Beijing Key Laboratory for Educational Technology. He is also the president of International Association of Smart Learning Environments, Editor-in-Chief of Springers Smart Learning Environments and Journal of Computers in Education, as well as Editor-in-Chief of Springers series Lecture Notes in Educational Technology and Smart Computing and Intelligence. J. Michael Spector is a Professor and Former Chair of Learning Technologies at the University of North Texas. He earned a Ph.D. in Philosophy from the University of Texas at Austin. His research focuses on intelligent support for instructional design, assessing learning in complex domains, and technology integration in education. He is editor of Educational Technology Research and Development and serves on numerous other editorial boards. He edited the third and fourth editions of Handbook of Research on Educational Communications and Technology, as well as Encyclopedia of Educational Technology, and has more than 150 publications to his credit. Junfeng Yang is a professor and dean of Department of Educational Technology at Hangzhou Normal University. He earned the title of Zhejiang Young Zhijiang social science scholar, Hangzhou new century 131 scholar. He has published more than 30 academic papers, including SSCI journal papers and outstanding Chinese journal papers. He also serves as the associate editor of Springer's Smart Learning Environments.