The Educational Media and Technology Yearbook is dedicated to theoretical, empirical and practical approaches to educational media development. All chapters are invited and selected based on a variety of strategies to determine current trends and issues in the field. The 2011 edition will highlight innovative Trends and Issues in Learning Design and Technology, Trends and Issues in Information and Library Science, and features a sections that list and describe Media Related Organizations and Associations in North America, departments in the allied fields, and a listing of journals in the field.
The Educational Media and Technology Yearbook, a scholarly resource for a highly specialized professional community, is an official publication of the AECT and has been published annually for 35 years.
Mục lục
Preface.- Contributors.- Part One: Trends and Issues in Learning, Design, and Technology.- Introduction.- 5-10 Chapters from leading programs in LDT.- Part Two: Trends and Issues in Library and Information Science.- Introduction.- 3-6 Chapters from Leading Library and Information Science institutions.- Part Three: Leadership Profiles.- Introduction.- 1-3 Chapters about leaders in the field.- Part Four: Organizations and Associations.- Introduction.- Worldwide List of Organizations in Learning, Design, Technology, Information or Libraries.- Part Five: Graduate Programs in ILS or LDT.- Introduction.- Worldwide List of Graduate Programs in Learning, Design, Technology, Information or Libraries.- Part Six: Mediagraphy.- Print and Non-Print Resources.- Introduction.- Mediagraphy.- Index.
Giới thiệu về tác giả
Michael Orey received both the M.A.Ed. and an Ed.D. in Curriculum and Instruction from Virginia Polytechnic Institute and State University. Prior to coming to The University of Georgia in 1989, he taught mathematics and computer science in public schools and in a private international school in Venezuela.He is one of the founders of the LPSL at UGA He has had funded projects related to intelligent tutoring with the U.S. Army Research Institute, project-based learning with at-risk middle school age children, online learning with Epic Learning, and forming partnerships with Universidade Federal do Ceará through a FIPSE-CAPES grant. His current research interests are focused on cognitive applications of technology in the classroom, learning theory, motivation theory, and instructional theory.
Stephanie A. Jones joined the faculty at Georgia Southern University in the fall of 2009 after receiving her Ph.D. in Instructional Technology from the University of Georgia. Her previous work experience included one year as a youth librarian in a public library and 14 years as a school library media specialist and a staff-development instructor. Dr. Jones’ current research interests include the career development, recruitment and retention of school library media specialists, the 21st century school library media profession, and storytelling pedagogy.
Robert Branch is Professor and Head of the Department of Educational Psychology and Instructional Technology at the University of Georgia. He earned an Associate of Science degree from New York City Technical College, a Bachelor of Science degree from Elizabeth City State University, and a Masters degree from Ball State University. Dr. Branch later went on to complete his Doctor of Education from Virginia Polytechnic Institute and State University, specializing in learning, design, and technology. Along with helping to co-write and co-edit various publications, Dr. Branch focuses on student-centeredlearning and consults regularly with governments, businesses, and other educational institutions on strategic planning. Known internationally for his outstanding leadership in instructional design and visual literacy, Dr. Branch is the author, most recently, of Instructional Design: The ADDIE Approach (2009), as well as the upcoming fifth edition of Survey of Instructional Development Models.
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