Educational Media and Technology Yearbook (eBook)

Preface 5
Contents 15
Contributors 17
Part I Trends and Issues in Learning, Design, and Technology 19
Introduction 20
Understanding School Leaders' Role in Teachers' Adoptionof Technology Integration Classroom Practices 24
Introduction 24
Research Questions 25
Review of Literature 26
Theoretical Perspective 28
Methodology 29
Pre-survey 29
Principal Interviews 30
Focus Group Interviews 31
Documentation Review 31
Case Studies 31
Washington Middle School 31
Jefferson Middle School 34
Adams Middle School 36
Madison Middle School 37
Overall Analysis 40
Strategy 1: Vision 40
Strategy 2: Modeling 41
Strategy 3: Expectations 41
Strategy 4: Resources 42
Strategy 5: Encouragement 42
Strategy 6: Human Capital 42
Strategy 7: Professional Learning 43
Strategy 8: Building Capacity 43
Conclusion 44
References 44
Issues and Trends in Instructional Technology: Growthand Maturation of Web-Based Tools in a Challenging Climate Social Networks Gain Educators' Attention
Overall Developments 46
Web 2.0 Continues to Mature: Social Networks Achieve Greater Popularity 47
Online Learning Continues Its Growth 47
Corporate Training and Development 47
Learning Expenditure and Employee Use 48
Instructional Content 48
Use of Technology: E-learning Is Still on the Rise 48
Higher Education 49
Information Technology Planning and Budgeting on Campus 49
Campus Technology Support and Use of Technology for Instruction 49
Technology Support for Faculty 50
Student Computing 50
K-12 Education 51
The Overall State of K-12 Technology 51
Funding 52
Teacher Technology Training, Certification, and Professional Development 52
Student and Teacher Access to Technology 54
Student Use of Technology 55
Innovative and Emerging Technologies Used in K-12 56
Conclusion 58
References 59
Rapid Prototyping for Designing and DeliveringTechnology-Based Lessons 61
Introduction 61
Rapid Prototyping Model 62
Theoretical Framework 63
Background of the Project 63
Aims of the Project 64
Needs Analysis 64
Constructing a Prototype 65
Utilizing the Prototype 65
Installing the Final System 65
Results 66
Limitations with the Project 67
Discussion 67
Conclusion 70
References 70
Theory-Based Evaluation of Instruction: Implicationsfor Improving Student Learning Achievement in Postsecondary Education 72
Problem 73
Recent Reports on College Student Achievement -- or Lack Thereof 74
Research Questions 75
Method 77
Results 77
Nature of Courses and Respondents 77
Relationships Among Variables 79
Scale Reliabilities 80
Correlational Analyses 82
Pattern Analysis (APT) 84
Discussion 87
Conclusion 89
References 90
Developing Technology Fluency in Community Practice: Exploration of the Paintbrush Metaphor 93
Context: The Girls Only Technology Program at the Computer Clubhouse 94
Conceptual Framework 95
Literature Review 97
Methods 99
Setting 99
Participants 100
Researcher Role 100
Data Sources 101
Approach to Data Analysis 101
The Limits of the Technology as Paintbrush Metaphor in the Girls Only Program 102
Messages About How to Use Technology: The Physical Environment 102
Messages About How to Use Technology from the Curriculum 104
Messages About How to Use Technology from Social Interaction 106
Technology as Paintbrush: Its Impact on Technological Identities 107
What Happens When We Lower the Floor? 108
Appendix: Survey Items Related to the Technology as Paintbrush Ideational Artifact 111
References 112
The Instructional and Learning Technologies Department (ILT) in the College of Education, Sultan Qaboos University 114
The Department 114
Vision and Objectives 115
Organization 115
Resources 115
Human Resources 115
Facilities and Technical Resources 116
Financial Resources 117
Teaching Activities 117
Research Activities 117
Community Service 118
The Programme 118
Programme Objectives 119
Programme Data 119
Student Admissions 120
Programme Structure 120
Provision 120
Courses 121
Curriculum 122
Language of Teaching 122
Intended Learning Outcomes 123
Learning Issues 123
Learning Resources 123
Processes 123
Independent Learning 124
Student Workloads 124
Student Progression 124
Assessment 125
Quality and Enhancement 126
Student Feedback 126
Programme Reviews 126
Challenges and Suggested Improvements 126
References 129
Learning with Technology: Learner Voice and Agency 130
Introduction 130
Learning with Technology 131
Development in Technologies 132
Social Constructivist View of Learning 133
Learner Voice and Agency 134
Vignette 1: Students Agency for Knowledge Creation 136
Case Example 1 137
Case Example 2 138
Vignette 2: Design of Technologies and Learner Voice 140
Workshop I: Learner Conceptions 141
Workshop II: Stories of Earth and Dinosaurs 141
Workshop III: Dinosaur Game Play and Ideas 143
Workshop IV and Beyond: Experiencing the Story and the Concept of the Game 144
Conclusion 145
References 145
Trends in Performance Improvement: Expanding the Reachof Instructional Design and Technology 147
What Is Human Performance Technology? 147
HPT and IDT 148
What Should IDT Students Learn About HPT? 148
Trends in Performance Improvement 150
Performance Improvement Project 151
Phase 1: Problem Identification and Project Plan 151
Phase 2: Performance and Cause Analyses 152
Phase 3: Report to Client 152
Implications for Teaching and Learning HPT 153
References 156
Part II Trends and Issues in Library and Information Science 158
Introduction 159
References 160
School Library Media Specialists and School Counselors: Collaborative Partners to Expand Distance Education Opportunities for High School Students 161
Introduction 161
Positioned to Address the Concern 162
Case Example 164
Key Elements to Implement Collaborative Distance Education Offerings 166
Collaboration 166
Course/Instructional Design 166
Planning to Overcome Potential Challenges 168
Conclusion: Revisiting Roles with Plans for Success 169
References 170
The Role of the School Library Media Center Programin the Education and Prevention of Cyberbullying 172
The Context of Cyberbullying 172
Growing Numbers: Technology and Cyberbullying 173
Why Do Youth Cyberbully? 174
What Techniques Do Cyberbullies Use? 176
How Are Victims Affected? 177
How Should Cyberbullying Be Addressed? 178
Student Involvement in Addressing Cyberbullying 180
Conclusions 182
Appendix 1 182
Appendix 2: Cyberbullying Focus Group Final Exercise 183
Objectives 183
Protocol questions 183
Process 184
References 184
E-Government, Government Documents, and School Libraries 186
Introduction 186
Literature Review 187
Accessibility of Government Documents 188
Creating an Informed Citizen 190
E-Government and Public Libraries 191
K-12 Education, E-Government, and Government Documents 192
Web Sites for Librarians and Educators 193
Conclusion 194
Appendix 1: Teachers Government Web Sites 195
Appendix 2: Kids Sites 196
References 198
Part III Leadership Profiles 200
Introduction 201
Jerrold Kemp: Designing Effective Instruction 203
Professional Activities and Service 203
Research 203
Kemps Model 204
W. Michael Reed: At the Beginnings Using Computersin Education for Higher-Order Learning 205
Reflective Addendum: Mikes Life 207
Curtis Book 207
References 208
Part IV Organizations and Associations 210
Introduction 211
Worldwide List of Organizations in Learning, Design, Technology, Information, or Libraries 212
Part V Graduate Programs 295
Introduction 296
Worldwide List of Graduate Programs in Learning, Design, Technology, Information, or Libraries 297
Part VI Mediagraphy: Print and Nonprint Resources 445
Introduction 446
Contents 446
Selection 446
Obtaining Resources 447
Media-Related Periodicals 447
ERIC Documents 447
Arrangement 448
Mediagraphy 449
Artificial Intelligence, Robotics, and Electronic Performance Support Systems 449
Computer-Assisted Instruction 450
Distance Education 454
Educational Research 455
Educational Technology 456
Information Science and Technology 458
Instructional Design and Development 461
Learning Sciences 462
Libraries and Media Centers 463
Media Technologies 466
Professional Development 469
Simulation, Gaming, and Virtual Reality 469
Special Education and Disabilities 469
Telecommunications and Networking 469
Index 471