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Handbook of Research on Educational Communications and Technology.

By: Contributor(s): Material type: TextPublisher: New York, NY : Springer, 2013Copyright date: ©2014Edition: 4th edDescription: 1 online resource (1005 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781461431855
Subject(s): Genre/Form: DDC classification:
  • 378.12
Online resources:
Contents:
Intro -- Copyright -- Dedication -- Foreword -- Information and Communication Technologies in Education -- Educational Communication Technology (ICT for Education) -- Growth of the Discipline -- Global Differences -- Preface -- Acknowledgements -- Contents -- Contributors -- Section I: Foundations -- References -- 1: Bridging Learning Theories and Technology-Enhanced Environments: A Critical Appraisal of Its History -- Introduction -- Observation 1: Evolutions in Society and Education Have In uenced the Selection and Use of Learning Theories and Technologi... -- Summary -- Observation 2: Learning Theories and Technologies Are Situated in a Somewhat Vague Conceptual Field -- Learning Theories -- Technology -- Linking Learning Theories and Technology -- Summary -- Observation 3: Learning Theories and Technologies Are Connected and Intertwined by Information Processing and Knowledge Acq... -- Behaviorist Theory and Subject-Matter Decomposition -- Information Processing Theory and Problem-Solving Tasks -- Cognitive Theory and Knowledge Organization -- Constructivist Theory and Knowledge Construction -- Socio-constructivist Theory and Distributed Knowledge -- Summary -- Observation 4: Educational Technologies Have Shifted Learner Support from Program or Instructor Control Toward More Shared ... -- Intelligent Computer-Assisted Learning and Intelligent Tutoring Systems -- Computer-Enhanced Learning Environments and Learner Support -- Open-Ended Computer Environments: Conditions to Be Met by Learners -- Summary -- Observation 5: Learning Theories and Findings Represent a Fuzzy Mixture of Principles and Applications -- Learning Theories, Findings, and Principles -- Behaviorist Learning Theories, Findings, and Principles -- Cognitivist Learning Theories, Findings, and Principles -- (Socio-) constructivist Learning Theories, Findings, and Principles.
Summary -- Conclusion -- References -- 2: Research Paradigms and Perspectives on Learning -- Introduction -- The Infinite Universe of Instructional Theories -- Paradigms and Perspectives on Learning -- Gestalt Psychology -- Behaviorism and Neo-behaviorism -- Developmental Psychology -- Cultural-Historical Theory -- Information Processing Theories -- Symbolic Cognitive Theories -- Cognitive Resource Theories -- Social Constructivist Theories -- Discussion and Conclusions -- References -- 3: Research-Based Instructional Perspectives -- Introduction -- Validity Issues in Instructional Technology Research -- Stimulus Materials in Studies with High Internal Validity -- Using Artificial Materials in Studies of Media Variables -- Using Artificial Materials to Study Learning -- Stimulus Materials in Studies with High External Validity -- From Basic to Applied Research: Contrasting Internal and External Validity -- Comparing Internal and External Validity in a Single Study -- Using Realistic Learning Material to Increase External Validity -- Realistic Materials and Incentives: Are They Adequate? -- Conclusion -- References -- 4: Cousins but Not Twins: Instructional Design and Human Performance Technology in the Workplace -- Introduction -- Origins of ID and HPT -- Contrasting ID and HPT -- Frameworks -- Research Base -- Systems View -- Methods -- Core Processes -- Performance Analysis -- Cause Analysis -- Intervention Selection -- Measuring Results -- True Confessions: Limitations of the Preceding Comparisons -- The Rise of Design Thinking -- The Savvy Instructional Designer -- Conclusion -- References -- 5: Implications of Neuroimaging for Educational Research -- Introduction -- A Primer on Neurotechnologies -- Functional Magnetic Resonance Imaging -- Functional Near-Infrared Spectroscopy -- Electroencephalography and Event-Related Potentials -- Summary.
Language and the "Reading Brain" -- Numeracy and the "Mathematical Brain" -- Cognitive Load -- Problem Solving -- Emotion and Affect in Learning -- Neuromyths -- Conclusions -- References -- 6: Emotions and Motivation in Learning and Performance -- Introduction -- The Inseparable: Emotions and Motivation -- How Emotions In uence Learning and Performance -- Impact of Emotions on Cognitive Processes and Strategies -- Impact of Emotions on Decision Making -- Impact of Emotions on Motivation -- Reciprocal Effects -- How Emotions Occur -- How Emotional Experience Can Be Optimized -- Models and Approaches for Optimizing Emotional Experience -- A Comprehensive Framework: The Control-Value Theory of Achievement Emotions -- How Emotions Can Be Measured -- Measurement Instruments -- Measurement Technologies -- Problems in Measuring Emotions -- Conclusion -- References -- 7: Instructional Design Models -- Introduction -- Some Assumptions -- The Role of Models in Instructional Design -- Instructional Design Models as Conceptual Tools -- Instructional Design Models as Operational Tools -- The Proper Selection of Instructional Design Models -- Instructional Design Research -- Conclusion -- References -- 8: The Impact of Technology and Theory on Instructional Design Since 2000 -- Introduction -- Age of Instructional Design -- Age of Message Design -- Age of Simulation -- Age of Learning Environments -- Dawn of a New Age: The Age of Conceptual Learning -- Major Development: The Learning Sciences -- Instructional Design from 2000 to 2010 -- Game-Based Learning -- Computer-Assisted Language Learning Environments -- Conclusions -- References -- 9: The Technological Pedagogical Content Knowledge Framework -- Introduction -- Relationship Between TPACK and Similar Constructs -- ICT-Related PCK -- Knowledge of Educational Technology -- Technological Content Knowledge.
Electronic Pedagogical Content Knowledge -- Technological Pedagogical Content Knowledge-Web -- Research on Measuring TPACK -- Self-Report Measures -- Open-Ended Questionnaires -- Performance Assessments -- Interviews -- Observations -- Issues of Reliability and Validity in Measuring TPACK -- Models for Developing TPACK -- From PCK to TPACK -- From TPK to TPACK -- Developing PCK and TPACK Simultaneously -- Developing TPACK in the Content Areas -- Teaching Strategies/Methods -- Knowledge of Learners -- Content Representations -- Conclusions -- References -- 10: Ethics of Educational Technology -- Introduction -- A Brief History of Ethics in Educational Technology -- The Current State of Affairs: Ethics Across the Curriculum and the Literature -- From Current Themes to Promising Frameworks -- Intellectual Property and Open Content -- Accessibility and Universal Design -- Access and the Digital Divide -- Security and Privacy -- Cross-Cultural Competence -- Social Responsibility -- Barbour: Technology as Social Constructions-It Is What We Design It to Be -- Whitbeck: Ethics as Design -- Kaufman and Reeves: Planning, Design, and Conation -- Conclusions -- References -- Section II: Methods -- References -- 11: Educational Design Research -- Introduction -- Educational Design Research Origins -- Clarifying the Nature of Educational Design Research -- What Is Educational Design Research? -- How Does Educational Design Research Compare to Other Approaches? -- Conducting Educational Design Research -- Characteristics -- Process -- Rich Variation -- Scientific Outputs -- Practical Outputs -- Examples -- Addressing Inherent Challenges -- Information Richness and Efficiency: Seeking a Productive Balance -- Optimizing Processes: Stacking Smaller Studies Together -- Measuring Impact: Powerful Examples Needed.
Generalizability: Toward Uptake and Use of New Knowledge -- On the Horizon -- References -- 12: Design and Development Research -- The Empirical Nature of Design and Development -- Design and Development Research: Rationale, Definition, and Scope -- Research on Products and Tools -- Recent Comprehensive Design and Development Research -- Developing a Web 2.0 System for Community and Teacher Use -- A Task-Centered, Peer-Interactive Course Redesign -- Recent ID Phase Research -- Formative Evaluation of a Learning Game -- Recent Tool Development and Use Research -- Development of Performance Support Tool for Teachers -- Design of a Computer Support System for Multimedia Curriculum Development -- Research on Models -- Recent Model Development Research -- A Model for the Design of Visual Information -- Identifying the Components of a Transfer Model -- Recent Model Validation Research -- Updating and Validating Gilbert's Behavioral Engineering Model -- Testing the Impact of the Multiple Intelligence Design Model -- Recent Model Use Research -- The Rapid Implementation of e-Learning -- Teacher Technology Integration -- Summary of Key Characteristics -- Source of Design and Development Problems -- Research Settings and Participants -- Research Methodology -- The Role of Evaluation -- Conclusions -- References -- 13: Practices and Potential of Activity Theory for Educational Technology Research -- Introduction -- Basics of Activity Theory -- Actor Network Theory and Activity Theory -- Practices and Potential of AT in ETR -- As a Tool for an Historical Analysis of an Activity System -- A Course Design Framework for Constructivist Learning Environments -- As a Tool for Characterizing and Designing Contextualized Learning Artifacts and Systems -- As a Tool for Discovering and Describing Reactions to Innovation.
As a Tool for Describing and Prescribing the Improvement Developmental Cycles.
Summary: This fourth edition of the Springer handbook that reviews developments in communications and technology in education is a comprehensive survey of the latest research in the field. Expanded and fully updated, it has more extensive reviews and references too.
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Intro -- Copyright -- Dedication -- Foreword -- Information and Communication Technologies in Education -- Educational Communication Technology (ICT for Education) -- Growth of the Discipline -- Global Differences -- Preface -- Acknowledgements -- Contents -- Contributors -- Section I: Foundations -- References -- 1: Bridging Learning Theories and Technology-Enhanced Environments: A Critical Appraisal of Its History -- Introduction -- Observation 1: Evolutions in Society and Education Have In uenced the Selection and Use of Learning Theories and Technologi... -- Summary -- Observation 2: Learning Theories and Technologies Are Situated in a Somewhat Vague Conceptual Field -- Learning Theories -- Technology -- Linking Learning Theories and Technology -- Summary -- Observation 3: Learning Theories and Technologies Are Connected and Intertwined by Information Processing and Knowledge Acq... -- Behaviorist Theory and Subject-Matter Decomposition -- Information Processing Theory and Problem-Solving Tasks -- Cognitive Theory and Knowledge Organization -- Constructivist Theory and Knowledge Construction -- Socio-constructivist Theory and Distributed Knowledge -- Summary -- Observation 4: Educational Technologies Have Shifted Learner Support from Program or Instructor Control Toward More Shared ... -- Intelligent Computer-Assisted Learning and Intelligent Tutoring Systems -- Computer-Enhanced Learning Environments and Learner Support -- Open-Ended Computer Environments: Conditions to Be Met by Learners -- Summary -- Observation 5: Learning Theories and Findings Represent a Fuzzy Mixture of Principles and Applications -- Learning Theories, Findings, and Principles -- Behaviorist Learning Theories, Findings, and Principles -- Cognitivist Learning Theories, Findings, and Principles -- (Socio-) constructivist Learning Theories, Findings, and Principles.

Summary -- Conclusion -- References -- 2: Research Paradigms and Perspectives on Learning -- Introduction -- The Infinite Universe of Instructional Theories -- Paradigms and Perspectives on Learning -- Gestalt Psychology -- Behaviorism and Neo-behaviorism -- Developmental Psychology -- Cultural-Historical Theory -- Information Processing Theories -- Symbolic Cognitive Theories -- Cognitive Resource Theories -- Social Constructivist Theories -- Discussion and Conclusions -- References -- 3: Research-Based Instructional Perspectives -- Introduction -- Validity Issues in Instructional Technology Research -- Stimulus Materials in Studies with High Internal Validity -- Using Artificial Materials in Studies of Media Variables -- Using Artificial Materials to Study Learning -- Stimulus Materials in Studies with High External Validity -- From Basic to Applied Research: Contrasting Internal and External Validity -- Comparing Internal and External Validity in a Single Study -- Using Realistic Learning Material to Increase External Validity -- Realistic Materials and Incentives: Are They Adequate? -- Conclusion -- References -- 4: Cousins but Not Twins: Instructional Design and Human Performance Technology in the Workplace -- Introduction -- Origins of ID and HPT -- Contrasting ID and HPT -- Frameworks -- Research Base -- Systems View -- Methods -- Core Processes -- Performance Analysis -- Cause Analysis -- Intervention Selection -- Measuring Results -- True Confessions: Limitations of the Preceding Comparisons -- The Rise of Design Thinking -- The Savvy Instructional Designer -- Conclusion -- References -- 5: Implications of Neuroimaging for Educational Research -- Introduction -- A Primer on Neurotechnologies -- Functional Magnetic Resonance Imaging -- Functional Near-Infrared Spectroscopy -- Electroencephalography and Event-Related Potentials -- Summary.

Language and the "Reading Brain" -- Numeracy and the "Mathematical Brain" -- Cognitive Load -- Problem Solving -- Emotion and Affect in Learning -- Neuromyths -- Conclusions -- References -- 6: Emotions and Motivation in Learning and Performance -- Introduction -- The Inseparable: Emotions and Motivation -- How Emotions In uence Learning and Performance -- Impact of Emotions on Cognitive Processes and Strategies -- Impact of Emotions on Decision Making -- Impact of Emotions on Motivation -- Reciprocal Effects -- How Emotions Occur -- How Emotional Experience Can Be Optimized -- Models and Approaches for Optimizing Emotional Experience -- A Comprehensive Framework: The Control-Value Theory of Achievement Emotions -- How Emotions Can Be Measured -- Measurement Instruments -- Measurement Technologies -- Problems in Measuring Emotions -- Conclusion -- References -- 7: Instructional Design Models -- Introduction -- Some Assumptions -- The Role of Models in Instructional Design -- Instructional Design Models as Conceptual Tools -- Instructional Design Models as Operational Tools -- The Proper Selection of Instructional Design Models -- Instructional Design Research -- Conclusion -- References -- 8: The Impact of Technology and Theory on Instructional Design Since 2000 -- Introduction -- Age of Instructional Design -- Age of Message Design -- Age of Simulation -- Age of Learning Environments -- Dawn of a New Age: The Age of Conceptual Learning -- Major Development: The Learning Sciences -- Instructional Design from 2000 to 2010 -- Game-Based Learning -- Computer-Assisted Language Learning Environments -- Conclusions -- References -- 9: The Technological Pedagogical Content Knowledge Framework -- Introduction -- Relationship Between TPACK and Similar Constructs -- ICT-Related PCK -- Knowledge of Educational Technology -- Technological Content Knowledge.

Electronic Pedagogical Content Knowledge -- Technological Pedagogical Content Knowledge-Web -- Research on Measuring TPACK -- Self-Report Measures -- Open-Ended Questionnaires -- Performance Assessments -- Interviews -- Observations -- Issues of Reliability and Validity in Measuring TPACK -- Models for Developing TPACK -- From PCK to TPACK -- From TPK to TPACK -- Developing PCK and TPACK Simultaneously -- Developing TPACK in the Content Areas -- Teaching Strategies/Methods -- Knowledge of Learners -- Content Representations -- Conclusions -- References -- 10: Ethics of Educational Technology -- Introduction -- A Brief History of Ethics in Educational Technology -- The Current State of Affairs: Ethics Across the Curriculum and the Literature -- From Current Themes to Promising Frameworks -- Intellectual Property and Open Content -- Accessibility and Universal Design -- Access and the Digital Divide -- Security and Privacy -- Cross-Cultural Competence -- Social Responsibility -- Barbour: Technology as Social Constructions-It Is What We Design It to Be -- Whitbeck: Ethics as Design -- Kaufman and Reeves: Planning, Design, and Conation -- Conclusions -- References -- Section II: Methods -- References -- 11: Educational Design Research -- Introduction -- Educational Design Research Origins -- Clarifying the Nature of Educational Design Research -- What Is Educational Design Research? -- How Does Educational Design Research Compare to Other Approaches? -- Conducting Educational Design Research -- Characteristics -- Process -- Rich Variation -- Scientific Outputs -- Practical Outputs -- Examples -- Addressing Inherent Challenges -- Information Richness and Efficiency: Seeking a Productive Balance -- Optimizing Processes: Stacking Smaller Studies Together -- Measuring Impact: Powerful Examples Needed.

Generalizability: Toward Uptake and Use of New Knowledge -- On the Horizon -- References -- 12: Design and Development Research -- The Empirical Nature of Design and Development -- Design and Development Research: Rationale, Definition, and Scope -- Research on Products and Tools -- Recent Comprehensive Design and Development Research -- Developing a Web 2.0 System for Community and Teacher Use -- A Task-Centered, Peer-Interactive Course Redesign -- Recent ID Phase Research -- Formative Evaluation of a Learning Game -- Recent Tool Development and Use Research -- Development of Performance Support Tool for Teachers -- Design of a Computer Support System for Multimedia Curriculum Development -- Research on Models -- Recent Model Development Research -- A Model for the Design of Visual Information -- Identifying the Components of a Transfer Model -- Recent Model Validation Research -- Updating and Validating Gilbert's Behavioral Engineering Model -- Testing the Impact of the Multiple Intelligence Design Model -- Recent Model Use Research -- The Rapid Implementation of e-Learning -- Teacher Technology Integration -- Summary of Key Characteristics -- Source of Design and Development Problems -- Research Settings and Participants -- Research Methodology -- The Role of Evaluation -- Conclusions -- References -- 13: Practices and Potential of Activity Theory for Educational Technology Research -- Introduction -- Basics of Activity Theory -- Actor Network Theory and Activity Theory -- Practices and Potential of AT in ETR -- As a Tool for an Historical Analysis of an Activity System -- A Course Design Framework for Constructivist Learning Environments -- As a Tool for Characterizing and Designing Contextualized Learning Artifacts and Systems -- As a Tool for Discovering and Describing Reactions to Innovation.

As a Tool for Describing and Prescribing the Improvement Developmental Cycles.

This fourth edition of the Springer handbook that reviews developments in communications and technology in education is a comprehensive survey of the latest research in the field. Expanded and fully updated, it has more extensive reviews and references too.

Description based on publisher supplied metadata and other sources.

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