Educational Media and Technology Yearbook

1. Front Matter

   Pages i-xi

   PDF

2. Trends and Issues in Learning, Design, and Technology

   1. Front Matter

      Pages 1-1

      PDF

   2. Issues and Trends in Instructional Technology: Increased Engagement with Distance Learning Informs Live Instruction and Classroom Design

      • Abbie Brown, Tim Green

      Pages 3-12

   3. Synchronous Distance Education and Being Live Online

      • Brad Hokanson, Senenge T. Andzenge

      Pages 13-16

   4. The Preparation of Instructional Designers: An Exploration of Design Pedagogy and Praxis

      • Jill Stefaniak, Xigui Yang, Philena DeVaughn

      Pages 17-31

   5. Robotics Education as an Integrator Tool

      • John Mativo

      Pages 33-42

   6. The 2020 Scholarship Rankings

      • Richard E. West, Isaac Pfleger

      Pages 43-56

3. Leadership Profiles

   1. Front Matter

      Pages 57-57

      PDF

   2. Introduction

      • Robert G. Doyle

      Pages 59-61

   3. Phil Harris

      • Robert G. Doyle

      Pages 63-66

   4. Barbara Lockee

      • Robert G. Doyle

      Pages 67-71

4. Organizations and Associations in North America

   1. Front Matter

      Pages 73-73

      PDF

   2. Introduction

      • Robert Maribe Branch

      Pages 75-75

   3. Organizations and Associations in the USA and Canada

      • Robert Maribe Branch

      Pages 77-148

5. Graduate Programs

   1. Front Matter

      Pages 149-149

      PDF

   2. Introduction

      • Kuo Hsiao Chien, Hyewon Lee, Sheng-Shiang Tseng

      Pages 151-151

   3. Graduate Programs in Learning, Design, Technology, Information, or Libraries

      • Kuo Hsiao Chien, Hyewon Lee, Sheng-Shiang Tseng

      Pages 153-277

6. Mediagraphy

   1. Front Matter

      Pages 279-279

      PDF

   2. Introduction

      • Sheng-Shiang Tseng

      Pages 281-283

   3. Mediagraphy

      • Sheng-Shiang Tseng

      Pages 285-304

This book is Volume 43 of the Educational Media and Technology Yearbook. For the past 40 years, our Yearbook has contributed to the field of Educational Technology by presenting contemporary topics, ideas, and developments regarding diverse technology tools for education. The Yearbook has inspired researchers, practitioners, and teachers to consider how to develop technological designs, curricula, and instruction.

The audience for the Yearbook typically consists of media and technology professionals in K-12 schools, higher education, and business contexts. The Yearbook editors have dedicated themselves to providing a record of contemporary trends related to educational communications and technology and strive to highlight special movements that have clearly influenced the educational technology field. This volume continues the tradition of offering topics of interest to professionals practicing in other areas of educational media and technology.

• Includes research on emerging and contemporary topics in the field of educational technology;
• Provides an ongoing report on the current issues in the field of educational technology;
• Contains a section presenting organizations dedicated to educational technology;
• Includes a section presenting graduate programs in the field of educational technology;
• Includes a section presenting mediagraphy in the field of educational technology.

• Instructional technology
• Instructional design
• Issues and trends in instructional technology
• Synchronous distance education
• Mobile-assisted language learning
• Robotics education
• Mediagraphy

• Learning, Design, and Technology, University of Georgia, Athens, USA

  Robert Maribe Branch, Hyewon Lee

• Graduate Institute of Curriculum and Instruction, Tamkang University, New Taipei City, Taiwan

  Sheng-Shiang Tseng

Robert Maribe Branch is a Professor of Learning, Design, and Technology in the University of Georgia’s College of Education. Dr. Branch is an editor of the Educational Media and Technology Yearbook and author of the Survey of Instructional Development Models and Instructional Design: The ADDIE Approach. Dr. Branch’s research focuses on investigating complexities of intentional learning spaces and diagramming complex conceptual relationships and other complicated flow processes. His areas of expertise are Instructional Design, Visual Literacy, Project Management, and Strategic Planning.

Hyewon Lee is an Instructional Designer for the University of Georgia and a Doctoral Candidate in their Learning, Design, and Technology Program. As an instructional designer, instructor, and content developer in K-12 and higher education settings, Lee’s contributions to the field primarily encompass knowledge and skills in creating and developing courses and course materials, integrating diverse packages, apps, and services into course content for student engagement, and interacting with diverse groups of people for formative feedback and evaluation. Lee’s research has focused on individual factors influencing learning, learner perceptions of formative feedback and its relation to learning, and measures of learner engagement in technology-enhanced courses.



Sheng-Shiang Tseng is an Assistant Professor in the Curriculum and Instruction Graduate Program at Tamkang University. His research focuses on computer-assisted language learning, online learning, and teacher professional development. He has published more than 10 SSCI journal papers on these topics.

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