Educational equipment and technology, computer-aided learning (CAL) Books

Book SynopsisThe primary purpose of this book is to trace the theoretical methodological foundations of American educational technology. It must be emphasized that this work is essentially as history of the process of educational technology rather than of products in the form of devices or media. Although media have played an important rode in educational technology, the reader should not lose sight of the central process which characterizes and underlies the true historical meaning and function of educational technology. Moreover, the assumption is made that all current theory, methodology, and practice rests upon the heritage of the past. Indeed, a common problem in the field has been the failure, in many instances, to take adequate account of past history in planning for the present or the future. A related purpose of this book is to provide a selective survey of research in educational technology as it relates to the American public schools. Such research reviews are not intended to be comprehensive, but were included because of their historical importance and their relevance in understanding the process of educational technology.Table of ContentsForeword to the First Edition by James D. Finn, Foreword to the Second Edition by Donald P. Ely. Preface by Paul Saettler. Part I: Introduction. The Meaning of Education Technology. Part II: Heritage of Theoretical Thought and Practice 450 B.C. to 1950. Early Forerunners: Before 1900. Beginnings of A Science and Technology of Instruction: 1900-1950. Evolution of the Educational Film: 1900-1950. The Rise and Decline of the Visual Instruction Movement: 1900-1950. A Case Study of Educational Technology During the World War II Years: 1940-1946. Emergence of Educational Radio: 1921-1950. Beginnings of Media Research: 1918-1950. Part III: Growth of Theoretical Thought and Practice From Mid-Century to 1980. Communication and Educational Technology: 1950-1980. Behaviorism and Educational Technology: 1950-1980. Cognitive Science and Educational Technology: 1950-1980. Development of Instructional Design: 1950-1980. Educational Broadcasting and Educational Technology: 1950-1980. Educational Technology and the Emergence of The Information Society: 1950-1980. Educational Technology and Related Research; Bureaucracy and Politics in Educational R&D: 1950-1980. Part IV: Educational Technology in the 1980's, 1990's and Beyond. Educational Technology and New Information Technologies. Educational Technology in the 1980's: New Theoretical and Research Vistas. Professional Organization of Educational Technology: Scholars and Practitioners. Educational Technology in the 1990's and Beyond: State of the Art and Future Prospects. Part V: Appendices. Acronyms. Doctoral Programs in Educational Technology. Index.

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Book SynopsisWe are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. The Handbook of Research on Innovative Digital Practices and Globalization in Higher Education explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

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Book SynopsisHigher education is characterized by ubiquitous digital technologies and e-learning that are inevitably influencing the development of core competencies and professional skills requirements. There is a need to focus on the synergy between responsive curriculum implementation and e-learning delivery in the context of effective pedagogical practices and optimal integration of digital technologies. Similarly, we need to reexamine higher education practices towards innovative pedagogies and effective e-learning design. The Handbook of Research on Competence-Based Curriculum and E-Learning in Higher Education brings together researchers in the field of education and professionals who design and deliver online learning in higher education to share paradigms, perspectives, insights, contextualized experiences, challenges, and best practices. Covering topics such as mobile learning activities, student interaction promotion, and social media technologies, this major reference work is a comprehensive resource for instructional designers, faculty, administrators and educators of higher education, students in teaching programs, IT managers, librarians, researchers, and academicians.

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Book SynopsisAfter two years of forced changes in the educational system and shifting to a new model where online learning became a reality, students and teachers gained a lot of experience and new insights into online learning. Thus, it is relevant for educators, managers of schools, and developers of online applications to understand what was learned during the pandemic in order to adapt to the new situation. Establishing Digital Competencies in the Pursuit of Online Learning considers important lessons learned about online teaching during the pandemic, the experiences of educators, and the perspectives of students and teachers. The book also assists educators in designing their learning process for it to be more student- and teacher-oriented. Covering key topics such as technology, digital skills, and distance learning, this reference work is ideal for industry professionals, administrators, policymakers, principals, researchers, academicians, scholars, instructors, and students.

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Book SynopsisHigher education is characterized by ubiquitous digital technologies and e-learning that are inevitably influencing the development of core competencies and professional skills requirements. There is a need to focus on the synergy between responsive curriculum implementation and e-learning delivery in the context of effective pedagogical practices and optimal integration of digital technologies. Similarly, we need to reexamine higher education practices towards innovative pedagogies and effective e-learning design.Competence-Based Curriculum and E-Learning in Higher Education brings together researchers in the field of education and professionals who design and deliver online learning in higher education to share paradigms, perspectives, insights, contextualized experiences, challenges, and best practices. Covering topics such as mobile learning activities, student interaction promotion, and social media technologies, this major reference work is a comprehensive resource for instructional designers, faculty, administrators and educators of higher education, students in teaching programs, IT managers, librarians, researchers, and academicians.

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Book SynopsisThe field of Digital Humanities is becoming more exciting as the number of low-cost or free mobile and desktop applications flood the market allowing users to accomplish tasks that only a few years ago were either not possible or required complicated coding or high-end computing power. The range of these applications provides access to digital communications, advanced visualization, data storage and retrieval at unprecedented levels. Digital Humanists are incorporating these tools as part of our teaching, research, and creative expression. This research volume approaches the topic from a perspective that will be attractive to those just beginning, through the step by step guides to set up and use of a variety of tools with accompanying objectives, and to those who are more advanced, through more challenging applications and their use for teaching and research. Furthermore this text will be of interest to administrators or those sceptical about the Digital Humanities, as the essays will highlight studies and research by experts in the field while maintaining the particular perspective on literary studies and Digital Africana Studies. This volume includes an introduction to the Digital Humanities and chapters on The Social Web, Communications, Visualization and Collaboration.Table of ContentsIntroduction to digital humanities. The social web. Communicating with the world. Visualizing the world and engaging the field. Archiving and sharing our research. Digital Humanities: Current Perspective, Practices, and Research. Cutting-Edge Technologies in Higher Education. Digital Humanities: Current Perspective, Practices, and Research. Copyright page. Introduction to the Digital Humanities. Conclusion. References. Index. Dedication.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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