Leading-Edge Educational Technology

Thomas B. Scott (Editor)
James I. Livingston (Editor)

Series: Education in a Competitive and Globalizing World

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$225.00

Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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This new book focuses on the that latest research gains in the field of educational technology which is a creative blending of “idea” and “product” technologies with subject-matter content in order to engender and improve teaching and learning processes. Educational technology is often associated with the terms instructional technology or learning technology. “Product” technologies are tangible; for example, computer hardware or software. “Idea” technologies are cognitive frameworks or schemes; for example, the Multiple Intelligence Theory proposed by Howard Gardner. When products are thoughtfully blended with subject matter content (such as mathematics or science concepts) for a specific audience in a specific educational context (such as a school), one is using “educational technology.”

The words educational and technology in the term educational technology have the general meaning. Educational technology is not restricted to the education of children, nor to the use of high technology. The particular case of the meaningful use of high-technology to enhance learning in K-12 classrooms and higher education is known as technology integration. The term is distinct from technology education: educational technology is about using technology to educate, whereas technology education is learning about technology. Several universities have recently opened tracks for graduate programs in the field of Educational Technology.

Preface

Chapter 1 - The Application of Computer-Based Testing to Large-Scale Assessment Programs; pp. 1-47
(Robert G. MacCann, Measurement & Research Services, Board of Studies, NSW)

Chapter 2 - Guiding the Design of E-Learning Programs: Managing Presentation Content to Match the Cognitive Factors of Users;
pp. 49-75
(Sylvia M. Truman, Knowledge Media Institute, The Open Univ., UK)

Chapter 3 - The Diagnostic Pathfinder: Ten Years of Using Technology to Teach Diagnostic Problem Solving; pp. 77-103
(Jared A. Danielson, Iowa State Univ., Dept. of Veterinary Pathology, College of Veterinary Medicine, Iowa State Univ., Eric M. Mills, Ames, Iowa, Pamela J. Vermeer, Minneapolis, Minnesota)

Chapter 4 - Design of Molecular Visualization Educational Software for Chemistry Learning; pp. 105-131
(L.D. Antonoglou, N.D. Charistos, M.P. Sigalas, Dept. of Chemistry, Aristotle Univ. of Thessaloniki, Thessaloniki, Greece)

Chapter 5 - When Collaborative PBL Meets E-learning: How does it Improve the Professional Development of Critical-Thinking Instruction?; pp. 133-158
(Yu-Chu Yeh, Institute of Teacher Education & Center for Creativity Innovation Studies, National Chengchi Univ.)

Chapter 6 - Educational Inclusion and New Technologies; pp. 159-176
(Kieron Sheehy, Rebecca Ferguson, The Open Univ., UK)

Chapter 7 - The Effects of Computer-Aided Learning in Improving Literacy Skills in Low-Progress Readers; pp. 177-194
(Annie Magnan, Jean Ecalle, Caroline Calmus, Laboratoire EMC Etude des Mecanismes Cognitifs, Univ. Lyon)

Chapter 8 - A Review of Changing Attitudes Towards Computers in Educational Settings; pp. 195-209
(Kate Garland, Univ. of Leicester, Jan Noyes, Univ. of Bristol, UK)

Chapter 9 - Measuring the Efficacy of Children's Electronic Storybooks - The Quest for Reliability and Validity; pp. 211-224
(Shirley Grimshaw, Information Services, Univ. of Nottingham, UK, Cliff McKnight, Information Science, Loughborough Univ., UK.)

Index

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