Educational Media and Technology Yearbook (eBook)

Preface 5
Contents 10
Contributors 13
Part I Trends and Issues in Learning, Design, and Technology 17
Introduction 18
Issues and Trends in Instructional Technology: Web 2.0, Second Life, and STEM Share the Spotlight 21
Overall Developments 21
Web 2.0 Matures 22
Online Learning Continues to Grow 22
Personal Digital Assistants (PDAs) Give Way to Smartphones 22
Second Life Takes a Spotlight 22
Corporate Training and Development 23
Learning Investments 23
Instructional Content 23
Use of Technology: e-Learning Continues to be Popular and Online Virtual Reality Attracts Interest 24
Use of External Services (Outsourcing) 24
Higher Education 24
Information Technology Planning on Campus 25
Student Computing 25
Campus Technology Support 26
Use of Technology for Instruction 26
Technology Support for Faculty 26
Online Virtual Environments: Second Life Becomes a Hot Topic 27
K-12 Education 27
Funding 28
Using Technology for Student Assessment: Using Data-Management System to Mine Student Data 29
Emerging Digital Tools: The Continued Ubiquity of Networks and Computers along with the Maturation of Web 2.0 Tools 30
Teacher Access to and Use of Technology 31
Teacher Professional Development and Teacher Certification Requirements 32
Delivery of Instruction Online 33
Student Access to and Use of Technology 33
Conclusion 35
References 36
Research and Theory in Instructional Systems Technology at Indiana University 38
Overview 21
Message Design 39
Principles of Instructional Message Design for Digital Media 22
Instructional Illustrations 22
Instructional Design/Development 43
Instructional Design for the Web 2.0: Participatory Learning 43
Instructional Design Theories and Effectiveness 23
Instructional Theory for Instructional Design/Development 23
Alternative Design Traditions 24
Technology Integration 46
Understanding How Teachers Use Technology 46
Preparing Future Teachers to Integrate Technology 25
Systemic Change in Education 47
Systemic Transformation of Public Education 26
Simulating Education Systems 26
Research Methodologies for Systems Issues 26
Change Management and Human Performance Technology (HPT) 50
Change Management 50
Human Performance Technology 28
Conclusion 53
References 36
Linking Theory and Practice Through Design: An Instructional Technology Program 59
Introduction 21
Design as a Unifying Concept 39
Design Embedded in Three Domains of Inquiry 62
Track 1: Instructional Design and Development (IDD) 22
Track 2: Integrating Technology in Schools (ITS) 22
Track 3: Assistive Technology (AT) 43
Conclusion 69
References 36
Model-Based Methods for Assessment, Learning, and Instruction: Innovative Educational Technology at Florida State University 72
Introduction 21
Foundations of Our Model-Based Approach 39
Internal Constructs: Mental Models and Systems Thinking 22
External Entities: Concept Maps, Causal Models, and Belief Networks 22
Tools and Technologies 43
DAT (Discussion Analysis Tool) 43
jMap 23
ACSMM 23
DEEP 24
SMD 24
MITOCAR 46
Conclusions 87
References 36
Beyond the Theory-Practice Split in Instructional Design: The Current Situation and Future Directions 91
Brief Overview of the Theory-Practice Split 21
Current Positions on Overcoming the Theory-Practice Split 39
Implications and Future Directions 62
Conclusion 106
References 36
Effects of a Professional Development on Teacher Integration of Online Resources 111
Introduction 21
Teacher Technology: The Instructional Architect 39
Theoretical Framework 62
PBL-Based Professional Development 22
Design Continuum 22
Purpose of the Study 23
Methods 69
Design 23
Participants 24
Treatment 24
Instrument 46
Data Analysis 25
Quantitative Phase of Study 120
Qualitative Phase of Study 121
Results and Findings 121
Repeated Measures MANCOVA 26
Findings of the Analysis of IA Projects 27
Findings from the Case Study 50
Conclusions and Discussion 126
References 36
How Well Do High-Quality Online Courses Employ Merrill0s First Principles of Instruction? 130
Introduction 21
Course Selection 39
Rubric Selection 62
Phase I: Analysis of Courses Using Multiple Instruments 106
Phase II: Analysis of Courses Using Merrills 5 Star Rubric 43
Interrater Reliability 23
Results 144
Conclusions 69
Appendix: Description of Rating Forms Used in this Study 148
References 36
Supporting Reflection in Online Learning Environments 150
Introduction 21
Journal Writing as a Reflective Activity 39
How Journal Writing Supports Reflection 62
Journal Writing in Online Learning Environments 106
Guidance to Support Reflective Journaling 43
Collaborative Peer Discussions to Support Reflection 23
Peer Discussion to Support Knowledge Construction and Reflection 69
Asynchronous Online Discussion to Support Reflection 148
Format of Discussion 144
Drawbacks of Online Discussion to Foster Reflection 46
Assessing Level of Reflection During Journal Writing and Online Discussion 24
Self-Report Survey 87
Content Analysis of Written Discourse 47
Conclusion 159
References 36
The Interplay of Teaching Conceptions and a Course Management System Among Award-Winning University Professors 164
Literature Review 21
Present Study 39
Method 62
Context and Participants 22
Data Collection and Analysis 22
Results and Discussion 23
What Are Faculty Members' Conceptions of Teaching? 23
How Are Faculty Members' Conceptions of Teaching and/or Practices Influenced by the Integration of Course Management Systems into Their Teaching Practice? 23
How Are Faculty Members' Conceptions of Teaching Supported by the Tools Available in Online Course Management Systems? 24
Implications of the Study 46
Conclusion 24
References 36
Part II Trends and Issues in Library and Information Science 178
Introduction 179
References 183
Wikipedia: Adventures in the New Info-Paradigm 184
Strengths of Wikipedia 185
Ease of Use 185
Accessibility 186
Volume 186
The Power of Collaboration 187
What are the Problems? 187
Educational Use of the Forbidden 189
Motivation 189
Utility 190
Higher-Order Thinking Required 190
Using Wikipedia Constructively 191
References 192
High-Tech Tools for the Library Media Center: The Future from a Low-tech Point of View 195
The Pace of Technological Change 185
The Myth of Digital Natives 198
Embracing Web 2.0 Tools and Catching up to LMC 2.0 199
Merging the Old with the New 200
The Trajectory to LMC 3.0 201
Conclusion 187
References 192
Taking Care of Business: Authentic Use of Web 2.0 in Schools 204
Students and Technology: In and Out of School 205
Web 2.0 in the Workplace 205
Web 2.0 Use in Education 206
Photosharing 207
Social Bookmarks 208
Blogs 209
Wikis 211
Conclusion 212
References 213
Connecting Media Specialists, Students, and StandardsThrough Web 2.0 215
Methodology 205
Results and Discussion 205
Blogs and Information Literacy Standards 206
Podcasting and National Standards 225
Photoblogs, eScapbooking, and Slide Presentation 226
Bookmarking 228
Virtual Worlds 229
Conclusions 212
References 213
The Turnaround School Library Program 234
Students At-Risk for School Failure 235
The School Library Programs Impact on Academic Achievement 236
Effective Practices to Improve Academic Achievement 238
Effective Practices to Strengthen At-Risk Students 240
The Turnaround School Library 243
Creating a Turnaround School Library Program 244
Principles of a Turnaround School Library Program 245
References 247
Girls and Egaming Engagement: Optimizing Gender Equity in School Libraries 250
Current Egaming Practice 251
Gendered Egaming Practices 252
Choice of Egames 253
Benefits of Egaming 254
Games in School and Public Libraries 255
Library as Portal 256
Choosing Games 256
Social Aspects of Gaming in Libraries 258
Egames and Instruction 258
Information Literacy and Gaming 260
Conclusion 261
References 262
The School Library Benefits Everyone: Technology, Approaches, and Resources for Serving Students with Special Needs 265
Impact of Disabilities on Learning and Functioning 266
The Role of Assistive Technology and Strategies for Students with Disabilities 270
Assistive Technology in School Library Programs 273
Cognitive/ Perceptual Disabilities 274
Mobility Impairments 274
Hearing Impairments 275
Visual Impairments 275
Varying Impairments 275
Managing Assistive Technology 275
The Media Specialists Role in Special Education and Supportive Collaborative Partnerships 276
Conclusion 278
Appendix: Resources for Assistive Technology Application in the School Library 278
References 279
Prove It0 Using Data to Advocate for School Library Media Programs 281
Perceptions vs. Reality 282
Unearthing the Evidence 283
Surveys, Focus Groups, and Interviews 284
Tracking Collaboration and Instruction 285
Usage Statistics 285
Collection Mapping and Analysis 286
Deciphering and Disseminating the Data 287
Conclusions 288
References 289
Principal Support of Media Specialist and Teacher Collaboration: A Research Study 293
Introduction and Literature Review 293
Stages/Levels of Collaboration 294
Leadership of the Principal 295
Research on Collaboration and Its Effect on Student Achievement 295
Background and Purpose 296
Exemplary Media Programs in Georgia 296
Methodology 298
Findings 299
Conclusions 304
Further Research 306
References 307
Part III Leadership Profiles 309
Introduction 310
Addie Kinsinger: Leader Among Leaders 312
Part IV Organizations and Associations in North America 316
Introduction 317
Introduction 317
United States and Canada 318
Part V Graduate Programs in North America 405
Introduction 406
Graduate Programs 407
Part VI Mediagraphy: Print and Non-Print Resources 538
Introduction 539
Contents 539
Selection 539
Obtaining Resources 540
Arrangement 541
Mediagraphy 542
Artificial Intelligence, Robotics, and Electronic Performance Support Systems 539
Computer-Assisted Instruction 539
Distance Education 540
Educational Research 541
Educational Technology 548
Information Science and Technology 550
Instructional Design and Development 552
Learning Sciences 554
Libraries and Media Centers 554
Media Technologies 558
Professional Development 560
Simulation, Gaming, and Virtual Reality 560
Special Education and Disabilities 560
Telecommunications and Networking 561
Index 563