10本美國教育技術學領域的名著

10本美國教育技術學領域的名著： 1.《教育傳播與技術研究手冊》 2.《教學技術學：過去、現在和未來》 3.《教學技術：定義、術語和範疇》 4.《教學設計原理》 5.《教育媒體與學習技術》 6.《教學設計的理論與模型：教學理論的新範式》 7.《教育技術學名著選讀》 8.《教學設計與技術的趨勢與問題》 9.《教育技術學基礎》 10.《教育媒體與技術年鑒2002》 1. 《教育傳播與技術研究手冊》 Jonassen, D. H. (Ed.) (1996). （Handbook of research for educational communications and technology） 《教育傳播與技術研究手冊》是由美國密蘇里大學信息科學與學習技術學院終身教授大衛·詹納森（David Jonassen）博士擔綱主編，由來自以美國為主的世界10多個國家的近百位頂尖教育技術學家主筆的大型手冊，它於1996年由邁克米蘭出版公司（Macmillan Publishers）首次出版。後來，美國教育傳播與技術協會（AECT）獲得了電子版本的有限傳播權，AECT的所有會員都可以在線瀏覽AECT網站上的電子版。 在與美國同行的交流過程以及網路瀏覽美國大學教育技術學教學網站中，筆者了解到本書是美國同行的重要參考書，特別是博士研究生和碩士研究生的必讀參考書。最近，在與詹納森的E-mail交流中獲悉，本書的修訂版本已經完成，新版增加好幾章內容，預計在今年秋季，印刷本與CD-ROM將有Lawrence Erlbaum公司出版發行。 第一篇 教育傳播與技術研究基礎 （10章） 共包括：先驅者的聲音：教育技術學的早期討論；行為主義與教學技術學 ；系統探究及其教育應；學習外傳：學習與媒體的傳播研究傳統；心理學的認知維度；邁向教育技術學的社會學；建構主義：對教學設計與傳輸的意義；作為鮮活環境的媒體：教育技術學的生態心理學 ；批評理論與教育技術學；後現代與後結構主義理論等； 第二篇 硬技術：媒體相關研究 （5章） 共包括：電視學習研究；關於新興技術以及藉助新興技術的研究；遠程教育；基於媒體的傳播；虛擬現實； 第三篇 軟技術: 教學與信息設計研究 （10章） 共包括：視覺素養、教育遊戲與模擬：探索（研究）範式的技術；教學設計的基於條件模型；智能導師系統：過去、現在與未來；認知教學模型；以用戶為中心的教育超文本/超媒體設計；適應性教學系統；主動學習的豐富環境；基於技術的學習：作為認知工具的計算機的應用；圖書館與信息中心信息接入技術； 第四篇 教學信息設計研究 （10章） 共包括：視覺信息設計與學習：靜態與動態呈現的作用；文本設計；聽覺表示與語言實驗室；多通道溝通：多媒體的理論與研究基礎；Mathemagenic 活動的控制；產生式學習：過去、現在與未來；反饋研究；學習者控制與教學技術學；教學技術與態度的變化；合作與技術的應用； 第五篇 教學策略研究 （1章） 共包括：工效學與學習環境 ； 第六篇 教育傳播與技術中組織及其變化問題 （1章） 共包括：教育技術的創新與推廣：研究設計的批評； 第七篇 教育傳播與技術研究方法論 （5章） 共包括：哲學、研究與教育；實驗研究方法；質的研究問題與方法：為教育技術學家的介紹；描述性研究方法論；發展研究； 基本評價： 《教育傳播與技術研究手冊》第一版共分7篇、42章、1245頁。儘管這本書的目標讀者是教育技術學研究人員，特別是教育技術學專業的博士碩士研究生、中青年教師，讀者需要一定的專業背景知識才可以很好的閱讀。但是，傳播學、教育學、心理學和計算機科學專業的本科生、研究生以及教師將會發現，這本書是非常有用的，也是非常有參考價值的。 是教育技術學專業研究生、青年教師、研究人員必讀的一部好書。 通觀全書，不難從中發現如下一些特色： 極具權威性、系統性。本書作者隊伍陣容整齊。全部是世界一流的專家，權威人士獨到地見解、寬廣的視野、豐富地實踐經驗使得本書領先的地位得以奠定。美國教育傳播與技術協會的鐘愛就是明證，世界許多國家已經有了十多種文字的版本，這個對於年輕的教育技術學領域是並不多見的。全書系統性強，基本含蓋了教育技術學的最主要的領域，從基本理論，到各個分支，到不同應用領域。 研究手法獨到，文筆深入淺出。開卷第一章，你就會被作者關於教育技術學先驅人物和早期歷史的分析評論所吸引，從字裡行間，你能體會到作者的研究功力，特別是研究手法的獨創性。儘管是非常專業的書籍，但是作者並不是一味地追求深奧的學術性，相反也照顧了讀者面。 總體評價：美國教育技術學名著排行第一。教育技術學專業博士生、碩士研究生必讀書籍之第一本。 2.《教學技術學：過去、現在和未來》 Gary J. Anglin （1995）Instructional Technology:Past, Present and Future 《教學技術學：過去、現在和未來》1996年出版發行，主編安格林教授是美國 Kentucky 大學教育學院的資深教授，1999-2000年擔任教學開發系的系主任，曾擔任美國教育傳播與技術協會研究與理論部的主席。他所主編的本書榮獲 James W. Brown 出版獎和 AECT的 DID 傑出著作獎。該是美國大學最經常被採用的教育技術學碩士研究生、博士研究生教材之一。一直是AMAZON網站教育技術學圖書銷售排行第一。 有52位世界頂級專家執筆撰寫。這裡介紹的是該書的第二版，主要的目標讀者是教育技術學專業的碩士研究生和博士研究生。 全書共分6個部分，38章。 第一部分 領域：歷史與回顧 2章 教育技術：意義的探求；教學開發簡史 第二部分 主要問題 8章 90年代的教育技術；教育技術學1991年趨勢；教學技術的適當研究；教育系統開發及其與ISD的關係；教學技術與不可遇見的價值衝突：一種批評；從理論到實踐：我們如何將二者連接起來；6種後現代主義；新興交互技術問題； 第三部分 教學開發 11章 教學系統設計：對本領域的五種看法；教學規劃與情境教學：Suchman教學設計者與教學系統的情景動作理論所面臨的挑戰；教學設計模型的比較分析；教學設計模型的比較分析（續）；需求評估；任務分析過程的分析；研究應用於計算機輔助教學設計；信息設計：問題與趨勢；對外部諮詢的「完美無暇」式探究；莫非法則的衝擊；教學設計中學校圖書館媒體專家的作用； 第四部分 藝術狀態、應用及未來展望 7章 教學技術與美國的公眾教育：未來10年；高等教育中的互聯網；教育技術應用：國際展望；教育技術的創新推廣；未來10年的遠程教育；教學電視的藝術狀況；教學媒體製作； 第五部分 研究與評價 9章 教學設計與技術研究現狀與未來趨勢的再思考；教學系統研究範式；定性研究——個案研究的一個個案；教學設計與技術的探求：如何開始；教學媒體研究，1978-1988；教學技術與態度轉變；技術問題解決認知策略培訓：我們知道些什麼；技術問題解決認知策略培訓：我們知道些什麼（續）；評價概述； 第六部分 認證與專業發展 3章 專業技能與教育技術學領域的認證；教育技術學家的就業檔案與收入調查，1983-1986；教學技術及其相關領域的專業刊物和學術機構。 基本評價： 作為美國大學教育技術學專業碩士研究生和博士研究生的教材，本書幾乎涉及了領域內的各個分支。 Editorial Reviews From Book News, Inc. A general introduction to significant issues in the field of instructional design and technology, for graduate students. Seven new chapters have been added to this edition, addressing current topics that include educational systems development and instructional systems development, postmodernism and instructional technology, interactive technologies, the Internet and higher education, qualitative research, and instructional technology and attitude change. Annotation copyright Book News, Inc. Portland, Or. Book Description Presenting a comprehensive view of the field, this award-winning overview of educational technology discusses such topics as instructional design and systems, computer applications in education and training, research and evaluation in instructional technology, future prospects for instructional technology, and professional development. About the Author GARY J. ANGLIN is Associate Professor of Instructional Design and Technology, University of Kentucky, Lexington. Educational Media and Technology Yearbook 2002 Volume 27 Edited by Mary Ann Fitzgerald, Michael Orey, and Robert Maribe Branch In the year 2001, we noted several trends in the field, some new, and others continuing from recent years. The international surge toward online education or e-learning?continues to gain momentum. Instructional technology projects and initiatives continue to emphasize the themes of collaboration and integration. The interdisciplinary nature of this field seems to be broadening, and the borders between instructional technology, information science, and educational media, and information technology are becoming increasingly blurred. Among K-12 and higher education leaders, tension between the standards reform movement and the constructivist philosophy remains, and the debate over this issue has many implications for our field. In broader contexts, experiential education seems to be gaining importance, and designers are applying emerging technologies to create learning environments that stimulate authentic situations. Finally, over the last few years we have witnessed a changing of the guard as many prominent leaders in the field of instructional technology have retired. These developments and trends are represented in the Yearbook in the form of research studies, descriptive reports, and conceptual pieces.From the Preface Exploring current issues each year for more than a last quarter of a century, this annual volume helps media and technology professionals keep abreast of a changing and expanding field. With this 27th volume, readers will learn of the latest trends and issues, exciting projects unfolding at several research laboratories, issues of particular relevance to K-12 education, and the careers of some instructional technology leaders. And, as always, this volume provides directories of instructional technology-related organizations and institutes of higher learning offering degrees in related fields as well as an annotated list of selected current publications related to the field. EDUCATIONAL MEDIA AND TECHNOLOGY YEARBOOK 2002 Volume 27 Edited by Mary Ann Fitzgerald, Michael Orey, and Robert Maribe Branch CONTENTS Preface Contributors Part One TRENDS AND ISSUES Introduction Michael Orey Issues and Trends in Instructional Technology: Hitting the Plateau Michael Molenda and Michael Sullivan The Foundations of Educational Technology James D. Klein, Jonathan Brinkerhoff, and Carol Koroghlanian Developing and Delivering an On-line Master Program in Instructional Technology D. Michael Moore, Barbara B. Lockee, and John K. Burton The Impacts of Frequency and Duration of Messaging on Relational Development in Computer-mediated Communication: An Exploratory Study Y. Liu Critical Thinking in College Students: Critical Issues in Empirical Research John D. Emerson, Lisa Boes, and Frederick Mosteller ERIC Digests The Field of Educational Technology: Update 2000 A Dozen Frequently Asked Questions Donald P. Ely Laptop Computers in the K-12 Classroom Yvonne Belanger A Survey of Educational Change Models James B. Ellsworth The Roles and Responsibilities of Library and Information Professionals in the 21st Century Carrie A. Lowe Teachers and Librarians: Collaborative Relationships Shayne Russell Standards ISTE National Educational Technology Standards (NETS): Educational Technology Expectations for Students and Teachers Lajeanne Thomas The IBSTPI Competency Standards: Development, Definition and Use Rita C. Richey AECT Accreditation Standards: Guidelines for the Quality Preparation of Education Professionals Rodney Earle Part Two TECHNOLOGY CENTERS AND INSTITUTES FOR LEARNING The Concord Consortium, Inc.: Implementing the Educational Promise of Technology Robert Tinker Relevance and Scale: Challenges to the Institute for Learning Technologies Robbie McClintock Part Three SCHOOL AND LIBRARY MEDIA The Uniform Computer Information Transaction Act (UCITA): More Critical for Educators than Copyright Law? Vicki Gregory Redefining Professional Growth: New Attitudes, New Tools Kathy Brock and Elizabeth Bennett Diversity in School Library Media Center Resources Shu-Hsien Chen Image-text relationships in Web Pages Emily Marsh Aiming for Effective Student Learning in Web-based Courses: Insights from Student Experiences Joi Moore, Kim Kyung-Sun, Linda Esser Part Four LEADERSHIP PROFILES Robert J. Casey: Professor, Humanitarian, Tinkerer Ann Kwinn Tribute to Kent Gustafson: Professor of Instructional Technology, The University of Georgia Thomas C. Reeves Tjeerd Plomp: A Citizen of the World Donald P. Ely Allow Me to Introduce Walter Dick James D. Russell Part Five ORGANIZATIONS AND ASSOCIATIONS IN NORTH AMERICA Introduction Leslie Cole, Section Editor United States Classified List Alphabetical List Canada/International Part Six GRADUATE PROGRAMS IN NORTH AMERICA Introduction Leslie Cole, Section Editor Graduate Programs in Instructional Technology Classified List Alphabetical List International Programs Part Seven MEDIAGRAPHY Print and Non-Print Resources Introduction Leslie Cole, Section Editor Mediagraphy Artificial 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

Trends in Educational TechnologyFifth Edition Donald P. Ely Written by a leading authority in the field, this book provides an overview of current applications of technology in education. While emphasizing distributed learning systems, distance education, and wireless technology, the author also offers the latest information and statistics regarding the explosive growth of computer and Internet access and use at school and at home, increased advocacy for educational technology, new opportunities for professional development for teachers, new uses for television and video, and the role of technology in education reform. Readers will gain a deeper understanding of these forces, which are helping to shape the education of our nation, young and old, from the classroom to the living room. This new edition of Trends in Educational Technology will be of interest to instructional designers, technology-based support staff, school library media specialists, teachers and teacher educators, as well as administrators in primary, secondary and higher education. Donald P. Ely is Professor Emeritus, Department of Instructional Design, Development and Evaluation at Syracuse University#146;s School of Education and Founding Director of the ERIC Clearinghouse on Information & Technology at Syracuse University. He is currently Visiting Professor, Instructional Systems Design, at Florida State University. He has written or edited numerous books over the course of his five decades in the field of educational technology, including Educational Media and Technology Yearbook, Classic Writings on Instructional Technology, The International Encyclopedia of Educational Technology, Second Edition, and the first four editions of this volume. 《教學技術學：過去、現在和未來》Trends in Educational Technology 1995. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC A content analysis was performed to determine the trends in the field of educational technology for the period October 1, 1994 through September 30, 1995. Sources for the analysis included five leading professional journals in educational technology; papers given at annual conventions of three professional associations; dissertations from five universities that have a high level of doctoral productivity; and the educational technology documents that have been entered into the ERIC database. The analysis was complemented by the examination of supplementary documents to confirm the trends indicated in the content analysis. This Digest highlights the trends identified in the study. For a full discussion of the study methodology and findings, the reader is referred to the source noted above. TREND 1: Computers are pervasive in schools and higher education institutions. Virtually every student in a formal education setting has access to a computer. In 1988-89, the student/computer ratio was 22:1; in 1995, it was 12:1 (Hayes & Bybee, 1995). While numbers alone cannot determine the nature, extent and quality of use, they are indicators of availability. Access is the first step to use. In school districts, personnel most likely to have computers are instructional technology specialists, special education teachers, and curriculum supervisors (QED, 1995a). Primary locations for computer use in K-12 schools are in computer laboratories and library media centers. TREND 2: Networking is one of the fastest growing applications of technology in education. The growth of the Internet and the World Wide Web is credited for the stimulus in networked communications in education. Computers with modems provide access to networks. In the 1994-95 school year, modems existed in 29% of elementary schools, 39% of middle/junior high schools, and 51% of senior high schools (QED, 1995b). This is an increase from 1991-92 when 11% of elementary schools, 20% of middle/junior high schools, and 30% of high schools had modems. Seventy-five percent of public schools have access to some kind of computer network, e.g., a local area network (LAN) or a wide area network (WAN), but only 30% of public elementary schools and 49% of secondary schools have Internet access (Heaviside et al., 1995). TREND 3: Access to television resources in the school is almost universal. Quality Education Data (1995a) reported that all but two percent of public schools in the United States have videotape recorders. About 75% of schools have cable service and 17% have satellite dishes. The most frequently used in-school television programs were supplied by the Public Broadcasting Service (PBS), the Discovery Channel, and Cable News Network (CNN) (Malarkey-Taylor Associates, 1995). TREND 4: Advocacy for the use of educational technology has increased among policy groups. A survey of school priorities conducted by the Northwest Regional Laboratory for Research and Development (Northwest Report, 1995) discovered that educational technology is one of the six top issues in schools today. For the first time in history, there is an Office of Educational Technology in the U.S. Department of Education. This office has prepared a long-range national plan for the use of technology in education (Roberts, 1996). In 1995, the Office of Educational Research and Improvement awarded five grants for Regional Technology Centers which will provide technical assistance to schools. At its 1995 convention, the National Education Association focused five resolutions on educational media and technology and discussed the importance of preparing new teachers to use technology. TREND 5: Educational technology is increasingly available in homes and community settings. A study by the Software Publishers Association (Heller Report, 1996 as cited in "CD-ROM software," 1996) reported home sales of education-oriented CD-ROMs increased 136% during the first half of 1995. Another study reported that nearly one half of all American households own a computer, and 17% of those who do not already own one plan to buy a computer in 1996. Public libraries are beginning to offer network access and many provide computers and software for personal use. TREND 6: New delivery systems for educational technology applications have grown in geometric proportions. Revolutionary developments in technology have replaced the evolutionary pace of previous years. These developments, referred to as delivery systems, focus on hardware, software, communications media, and strategies for use. The number of public schools using CD-ROM has increased nearly 250% since 1988. Ten percent of elementary schools, 22% of middle/junior high schools and 37% of high schools had satellite dishes in 1994-95. Use of communication networks including the Internet is in a continuous upswing. Distance education is active at all levels and includes the use of computer networks for delivery of instruction. TREND 7: There is a new insistence that teachers must become technologically literate. Teacher education in the application of technology in the classroom is still a high priority need. One sign of increasing interest and action in this area is the publication of a new periodical, Journal of Technology and Teacher Education, published by the Association for the Advancement of Computing in Education. The authors are teachers and teacher educators who are actively participating in the movement toward technological "literacy" for themselves and their students. But The National Education Goals (1995) reported that despite the many changes in educational technology and student assessment strategies occurring in 1994, only half of all teachers reported any professional development opportunities in those areas. TREND 8: Educational technology is perceived as a major vehicle in the movement toward education reform. The movement for restructuring education in schools across the United States has generated proposals and plans for reform of the entire educational system. Virtually every proposal or plan includes educational technology as one of the major vehicles for implementing change. One of the key documents published by the Office of Educational Research and Improvement is Using Technology to Support Education Reform (Means et al., 1993). This publication spells out the roles and functions of technology in the education reform process. In an overview of educational telecommunications development as of 1994, Hezel (1994) reports that "...school 『restructuring『 and educational reform are influencing the adoption and use of telecommunications..." REFERENCES AND ADDITIONAL READING"CD-ROM software sales soar." Edupage. Internet WWW page, at URL:<http://www.utopia.com/mailings/edupage/Edupage.4.January.1996.h tml> (1996, January 4). Hayes, J. & Bybee, D. L. (1995, October). Defining the greatest need for educational technology. Learning and Leading With Technology, 23(2), 48-53. Heaviside, S., Farris, E., Malitz, G. & Carpenter, J. (1995). Advanced telecommunications in U.S. public schools, K-12 (Report No. NCES95-731). Washington, DC: National Center for Education Statistics. (ED 378 959) Hezel Associates. (1994). Educational telecommunications: The state-by-state analysis 1994. Syracuse, NY: Author. Malarkey-Taylor Associates, Inc. (1995). 1995 Education technology survey. Washington, DC: Author. Means, B. and Others. (1993). Using technology to support educational reform. Washington, DC: U.S. Government Printing Office. (ED 364 220) The National Education Goals Report. (1995). Washington, DC: U.S. Government Printing Office. Northwest Regional Educational Laboratory. (1995). Northwest Report, Summer, 1995. Quality Education Data. (1995a). Technology trends in U.S. public schools. Internet WWW page, at URL: <http://www.edshow.com/QED/> (version current at 5 April 1996). Quality Education Data. (1995b). Education market guide and mailing list catalog 1995-1996. Denver, CO: Author. Roberts, L. (1996). A transformation of learning: Use of the national information infrastructure for education and lifelong learning. In Educational Media and Technology Yearbook 1995-96. Englewood, CO: Libraries Unlimited. (ED 391 474) ----- This ERIC Digest was prepared by Eric Plotnick, assistant director, ERIC Clearinghouse on Information & Technology, Syracuse University. ----- ERIC Digests are in the public domain and may be freely reproduced and disseminated. ----- Visit the new ERIC/IT website to see other free and low cost ERIC/IT publications: http://ericir.syr.edu/ithome ----- ERIC Clearinghouse on Information & Technology, 4-194 Center for Science and Technology, Syracuse University, Syracuse NY 13244-410; 800-464-9107; (315)443-3640; e-mail: eric@ericir.syr.edu ----- This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. RR93002009. The opinions expressed in this report do not necessarily reflect the positions of OERI or ED. --------------------------------------------------------------------------------Title: Trends in Educational Technology 1995. ERIC Digest. Note: This Digest is based on "Trends in Educational Technology 1995," by Donald P. Ely; see ED 396 717. Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Reports---Research/Technical (143); Information Analyses---ERIC Digests (Selected) in Full Text (073); Available From: ERIC Clearinghouse on Information and Technology, 4-194 Center for Science and Technology, Syracuse University, Syracuse, NY 13244-4100 (free while supply lasts; please include self-addressed stamped envelope). Descriptors: Computer Assisted Instruction, Computer Literacy, Computer Networks, Computer Uses in Education, Conference Papers, Content Analysis, Doctoral Dissertations, Educational Research, Educational Technology, Educational Television, Educational Trends, Elementary Secondary Education, Higher Education, Instructional Development, Professional Development, Technological Literacy, Trend Analysis Identifiers: ERIC, ERIC Digests, Professional Journals