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Educational Media and Technology Yearbook

Volume 34, 2009

  • Book
  • © 2009

Overview

Editors:
  1. Michael Orey

    1. Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, UK

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    You can also search for this editor in PubMed   Google Scholar

  2. V. J. McClendon

    1. Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, UK

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    You can also search for this editor in PubMed   Google Scholar

  3. Robert Maribe Branch

    1. Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, UK

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    You can also search for this editor in PubMed   Google Scholar

  • Only yearbook in the field of Instructional Technology
  • Established publication with a 33 year history
  • Partnership with the Association for Educational Communication and Technology
  • Includes supplementary material: sn.pub/extras

Part of the book series: Educational Media and Technology Yearbook (EMTY, volume 34)

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Table of contents (28 chapters)

  1. Front Matter

    Pages i-xviii
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  2. Trends and Issues in Learning, Design, and Technology

    1. Front Matter

      Pages 1-1
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    2. Introduction

      • Michael Orey
      Pages 3-5

    3. Issues and Trends in Instructional Technology: Web 2.0, Second Life, and STEM Share the Spotlight

      • Abbie Brown, Tim Green
      Pages 7-23

    4. Research and Theory in Instructional Systems Technology at Indiana University

      • Instructional Systems Technology Faculty
      Pages 25-45

    5. Linking Theory and Practice Through Design: An Instructional Technology Program

      • Priscilla Norton, Shahron Williams van Rooij, Marci Kinas Jerome, Kevin Clark, Michael Behrmann, Brenda Bannan-Ritland
      Pages 47-59

    6. Model-Based Methods for Assessment, Learning, and Instruction: Innovative Educational Technology at Florida State University

      • Valerie J. Shute, Allan C. Jeong, J. Michael Spector, Norbert M. Seel, Tristan E. Johnson
      Pages 61-79

    7. Beyond the Theory-Practice Split in Instructional Design: The Current Situation and Future Directions

      • Stephen C. Yanchar, Joseph B. South
      Pages 81-100

    8. Effects of a Professional Development on Teacher Integration of Online Resources

      • Xin Mao, Mimi Recker
      Pages 101-119

    9. How Well Do High-Quality Online Courses Employ Merrill’s First Principles of Instruction?

      • Max H. Cropper, Joanne P.H. Bentley, Kerstin Schroder
      Pages 121-140

    10. Supporting Reflection in Online Learning Environments

      • Ting-ling Lai, Susan M. Land
      Pages 141-154

    11. The Interplay of Teaching Conceptions and a Course Management System Among Award-Winning University Professors

      • Xornam S. Apedoe, Douglas R. Holschuh, Thomas C. Reeves
      Pages 155-168

  3. Trends and Issues in Library and Information Science

    1. Front Matter

      Pages 169-169
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    2. Introduction

      • V. J. McClendon
      Pages 171-175

    3. Wikipedia: Adventures in the New Info-Paradigm

      • Mary Ann Fitzgerald
      Pages 177-187

    4. High-Tech Tools for the Library Media Center: The Future from a Low-tech Point of View

      • Daniel Fuller, Doug Achtermann, Cathy McLeod
      Pages 189-197

    5. Taking Care of Business: Authentic Use of Web 2.0 in Schools

      • Shayne Russell
      Pages 199-209

    6. Connecting Media Specialists, Students, and Standards Through Web 2.0

      • Carol A. Brown, Jackie Hill
      Pages 211-229

    7. The Turnaround School Library Program

      • Jami Biles Jones, Alana M. Zambone
      Pages 231-246

    8. Girls and Egaming Engagement: Optimizing Gender Equity in School Libraries

      • Lesley Farmer, Nora Murphy
      Pages 247-261
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Keywords

About this book

The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its comp- ion volumes of the past, it provides a valuable historical record of current ideas and developments in the ?eld. Part I, “Trends and Issues,” presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, “Library and Information Science,” concentrates upon chapters of special relevance to K-12 education, library science education, school learning resources, and various types of library and media centers—school, public, and academic among others. In Part III, “Leadership Pro?les,” authors provide biographical sketches of the careers of instructional technology leaders. Part IV, “Organizations and Associations in North America,” and Part V, “Graduate Programs in North America,” are, resp- tively, directories of instructional technology-related organizations and institutions ofhigher learning offering degrees in related ?elds. Finally, Part VI, the “Medi- raphy,” presents an annotated listing of selected current publications related to the ?eld. For a number of years we have worked together as editors and the sixth with Dr. Michael Orey as the senior editor. Last year as the senior editor, Orey decided to try and come up with a list of the top programs rather than just the list of all the programs. This has proven to be problematic. First of all, bias exists when we are rating a ?eld in which our program is within those to be rated.

Editors and Affiliations

  • Department of Educational Psychology and Instructional Technology, University of Georgia, Athens, UK

    Michael Orey, V. J. McClendon, Robert Maribe Branch

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