Handbook of Research on Educational Communications and Technology

ISBN-10: 0415963389
ISBN-13: 9780415963381
Edition: 3rd 2008 (Revised)
Description: Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent  More...
List price: $136.95
Buy it from: $41.84
This item qualifies for FREE SHIPPING
30 day, 100% Satisfaction Guarantee

Used Starting from: $48.06

New Starting from: $154.30

eBooks Starting from: $54.78

what's this?
Rush Rewards U
Members Receive:
You have reached 400 XP and carrot coins. That is the daily max!
Study Briefs®
The first one is FREE! All the information you need in one place—a subject summary in digital form. For a limited time, add a Study Brief to your cart with a book purchase or rental and the discount will be applied at checkout.
Study Briefs
Digital only List price: $4.95
Sale price: $1.99
Study Briefs
MS Excel® 2010
Digital only List price: $4.95
Sale price: $1.99
Study Briefs
MS Word® 2010
Digital only List price: $4.95
Sale price: $1.99
Study Briefs
MS PowerPoint® 2010
Digital only List price: $4.95
Sale price: $1.99
Study Briefs
Business Ethics
Digital only List price: $4.95
Sale price: $1.99
Customers Also Bought

List Price: $136.95
Edition: 3rd
Copyright Year: 2008
Publisher: Routledge
Publication Date: 12/22/2007
Binding: Paperback
Pages: 928
Size: 8.50" wide x 11.25" long x 2.00" tall
Weight: 5.500

Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies.The new edition is organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition. More Comprehensive Topical coverage has been expanded from 41 to 56 chapters and includes many more chapters on technology than in previous editions. Restructured Chapters This edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies. More International More than 20% of the contributing authors and one of the volume editors are non-American. Theoretical Focus PartI provides expanded, cross-disciplinary theoretical coverage. Methodological Focus An extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods. Research and Development Focus Another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models, and design-based research methods. This handbook is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them.

J. Michael Spector is Professor and Chair of Learning Technologies in the College of Information at the University of North Texas. He was previously Professor of Educational Psychology and Instructional Technology, Doctoral Program Coordinator for the Learning, Design, and Technology Program, and a Research Scientist at the Learning and Performance Support Laboratory at the University of Georgia (2009-2011). Previously, he was Associate Director of the Learning Systems Institute, Professor of Instructional Systems, and Principal Investigator for the International Center for Learning, Education and Performance Systems at Florida State University (2004-2008). He served as Chair of Instructional Design, Development and Evaluation at Syracuse University (2000-2004) and Director of the Educational Information Science and Technology Research Program at the University of Bergen (1996-1999). He is a distinguished graduate of the United States Air Force Academy and earned a Ph.D. in Philosophy from The University of Texas at Austin (1978). His recent research is in the areas of intelligent support for instructional design, system dynamics based learning environments, assessing learning in complex domains, distance learning, and technology integration in education. Dr. Spector served on the International Board of Standards for Training, Performance and Instruction (ibstpi) as Executive Vice President; he is on the Executive Committee of the IEEE Learning Technology Technical Committee, is a Past President of the Association for Educational and Communications Technology (AECT) as well as a Past Chair of the Technology, Instruction, Cognition and Learning Special Interest Group of the American Educational Research Association. He is the editor (10 th year as editor) of the Development Section of Educational Technology Research & Development, and he serves on numerous other editorial boards. He co-edited the third edition of the Handbook of Research on Educational Communications and Technology, is again lead editor on the fourth edition, and has more than 100 journal articles, book chapters and books to his credit. Dr. Spector is active in international educational technology developments and was the Conference Co-Chair and Local Organizer for the 2011 IEEE International Conference on Advanced Learning Technologies held at UGA 6-8 July.

Table of contents
Historical Foundations
Theoretical Foundations
Complexity Theory
Experiential Perspectives
Empirical Perspectives on Memory and Motivation
Contextualistic Perspectives
Philosophical Perspectives
Representation Strategies
Strategies for Designing Embodied Curriculum
Generative Learning: Principles and Implications for Making Meaning
Feedback Strategies for Interactive Learning Tasks
Technology-Enhanced Support, Strategies for Inquiry Learning
A Distributive Perspective for Collaborative Activity
Prescriptive Principles for Instructional Design
Programmed Technologies
Educational Hypertext
Computer-Mediated Technologies
Computer-Mediated Communications Technologies
K-12 Library Media Centers
Technology-Based Knowledge Systems
Flexible Learning and Learning Places
Enabling Time and Place Independence
Blended Learning Environments
Adaptive Technologies
Generational Differences
Technologies Linking Learning, Cognition and Instruction
Synthetic Learning Environments
Modeling Technologies
The Learning Objects Literature
Open Source and Open Standards
Human Cognitive Architecture
Outcome-Referenced, Conditions-Based Theories and Models
Cooperation and the Use of Technology
The Cognitive Apprenticeship Model in Educational Practice
Whole-Task Models in Education
Model Facilitated Learning
Adaptive Instructional Systems
Problem-Based Learning
Behavioral, Cognitive and Technological Approaches to Performance Improvement
Resource-Based Learning
Instructional Models in Domains and Professions
Design and Development

Free shipping on orders over $35*

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

Learn more about the TextbookRush Marketplace.