Educational Media and Technology Yearbook: Volume 39 (Educational Media and Technology Yearbook (39))

"This book is an annual publication entering its 40th year. The series represents current trend and issues in the field of educational communications and technology, journals and other periodicals associated with the field, and the academic programs that prepare instructional technology professionals. Springer has been the publisher for the series, in cooperation with the Association for Educational Communications and Technology, for the past four years. Volume 39 will feature a section on Information Studies, in addition to updated information about programs and a new ranking of the top academic degree programs in the field of Learning, Design, and Technology."--Publisher's description Preface 6 Contents 16 Contributors 18 Part I: Trends and Issues in Learning, Design, and Technology 20 Chapter 1: EMTY Introduction 21 Issues and Trends in the Field 22 Game-Enhanced Learning Environments 23 Current Researches on Teaching and Learning with Technologies 24 Pedagogical Approaches in Technology-Enhanced Educational Environments 25 Implication of These Studies to the Field 27 References 27 Chapter 2: Issues and Trends in Instructional Technology: Leveraging Budgets to Provide Increased Access to Digital Content and Learning Opportunities 28 Overall Developments 28 Corporate Training and Development 29 Learning Expenditures 29 Instructional Content 30 Methods of Instructional Delivery 30 Higher Education 30 Campus Technology Support and Use of Technology for Instruction 31 Faculty Use of Technology for Instruction 32 Student Use of Technology for Learning 32 K–12 Education 33 Funding Technology 33 Mobility of Learning 34 Social Media and Digital Tools 35 Online Learning in K–12 Settings 36 Conclusion 37 References 37 Chapter 3: Situated Gaming: Beyond Games as Instructional Technology 39 Introduction 39 Gaming the System 41 Motives and Activity 42 Object or a Boundary Object? 44 Epistemic Cognition and Epistemic Aims 46 Meaningful Science Through Play 48 Conclusion 51 References 52 Chapter 4: Definitions, Motivations, and Learning Practices in Games and Virtual Worlds for Children 56 Introduction 56 Understanding Games and Virtual Worlds 57 Games in Education 59 Motivation and Learning in Games 60 Social Interaction 60 Fantasy 61 Challenge and Curiosity 61 Learning with Virtual Worlds 63 Whyville 63 Club PenguinTM 64 Conclusions and Implications 66 References 66 Chapter 5: Sizzling Innovation in Online Teaching and Design 70 Introduction 70 Design of Innovative Tools and Interactions 72 Examining Workflow Performance 72 Project-Based Activities 73 Human–Computer Interaction 73 Online Teaching 74 Course Organization 74 Discussion Forum Interactions 75 Student Perceptions of Learning in Online Courses 76 Funded Projects That Support Access for Learning and Performance 77 Information Experience Laboratory (IE Lab) 78 KidTools, KidSkills, and StrategyTools 78 iSocial 79 Assessing Women and Men in Engineering 79 Inspired Electronic Health Records 79 Conclusion 80 References 80 Chapter 6: ICT Research Into K-16 Teaching and Learning Practices 83 Joan E. Hughes’ Research 83 Min Liu’s Research 87 Designing Immersive, New Media Environments to Support Learning 87 Examining the Affordances and Constraints of Using Mobile Technologies 89 Paul Resta’s Research 90 References 94 Chapter 7: Understanding the Opportunities and Challenges of Introducing Computational Crafts to Alternative High School Students 97 Introduction 97 Theoretical and Methodological Overview 98 Jamal 101 Tegan 105 Carlos 107 Narratives as Insight 109 Sharing Is Contingent 110 Hybrid Media Can Be Compartmentalized 111 Conclusion 111 References 112 Chapter 8: Design of Mobile Learning for Outdoor Environments 114 Design of Mobile Learning for Outdoor Environments 114 The Tree Investigators Informal Mobile Learning Environment 115 Informal Mobile Learning Environment Design Guidelines 116 Design a Learning Environment, Not a Stand-Alone Technology 117 Use Mobile Computer Content and Prompts from the Naturalist to Amplify Observations to See the Disciplinary Aspects of an Informal Setting 117 Use Mobile Computer Content and Prompts from the Naturalist to Scaffold Connections Between On-Site Observations and Scientific Concepts That Explain and Represent Them 121 Use Digital Photography Attributes of the Mobile Computer to Allow Learners to Articulate and Reflect on Their Observations and Disciplinary Concepts 122 Support All Family Members, Not Just Parents, to Engage as Epistemic Agents 122 Conclusion 123 References 124 Chapter 9: Which Comes First, the Chicken or the Egg: Rebalancing the Focus of Design and Technology in Senior Secondary Schools in Botswana 127 Introduction 127 Background and Context to the Design and Technology Education in Botswana 128 The Structure and Content of the BGCSE D&T Curriculum 128 Design Knowledge in Technology Education 129 Analysis of the Design Content of the BGCSE D&T Syllabus 130 Discussion 131 Recommendations and Conclusions 132 References 133 Chapter 10: Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning 135 Background: A Study About Teacher Roles 135 Contextualizing the Study 137 Early Literacy Development of Young Children 137 Technology Integration 138 PictoPal 139 Theoretical Framework 140 Teacher Involvement in Curriculum Design 140 Teacher Perceptions Influence Implementation 141 Implementation and Pupil Learning Outcomes 142 Teacher Roles in Curriculum Design and Implementation 143 The Research Approach 144 Teacher Roles and Learning Outcomes: Operational Definition 144 Research Questions 144 Research Methodology 145 Findings 146 Sub-study 1: Teacher Role Executor-Only 146 Sub-study 2: Teacher Role Re-designer 146 Sub-study 3: Teacher Role Co-designer 147 Sub-study 4: Cross-Case Study 148 Conclusion 149 Reflections on the Research Methodology 150 General Approach 150 The Researcher’s Role 151 Reflections on Research Outcomes 151 Teacher Involvement in Curriculum Design 152 Teacher Perceptions Influence Curriculum Implementation 152 Implementation and Pupil Outcomes 153 Recommendations 154 References 155 Chapter 11: Innovating How We Teach Collaborative Design Through Studio-Based Pedagogy 158 Studio-Based Pedagogy in Instructional Design 159 A Tale of Two Studios 162 IP&T Studio 162 Creativity, Innovation, and Design Interdisciplinary Studio 164 Early Successes and Continuing Challenges 165 Collaboration 165 Authenticity 167 Mentoring 168 Conclusion 170 Moving Forward 171 References 172 Part II: Leadership Profiles 175 Chapter 12: Introduction 176 Chapter 13: Remembering Jackie Hill 178 A Life of Service and Leadership 179 References 180 Part III: Organizations and Associations in North America 181 Chapter 14: Introduction 182 Chapter 15: Worldwide List of Organizations in Learning, Design, Technology, Information, or Libraries 183 Part IV: Graduate Programs 219 Chapter 16: Introduction 220 Chapter 17: Worldwide List of Graduate Programs in Learning, Design, Technology, Information, or Libraries 221 Part V: Mediagraphy Print and Non-Print Resources 318 Chapter 18: Introduction 319 Contents 319 Selection 319 Obtaining Resources 320 Arrangement 321 Chapter 19: Mediagraphy 322 Artificial Intelligence, Robotics, and Electronic Performance Support Systems 322 Computer-Assisted Instruction 323 Distance Education 327 Educational Research 327 Educational Technology 329 Information Science and Technology 331 Instructional Design and Development 333 Learning Sciences 334 Libraries and Media Centers 335 Media Technologies 338 Professional Development 340 Simulation, Gaming, and Virtual Reality 340 Special Education and Disabilities 341 Telecommunications and Networking 341 Index 343 Front Matter....Pages i-xviii Front Matter....Pages 1-1 EMTY Introduction....Pages 3-9 Issues and Trends in Instructional Technology: Leveraging Budgets to Provide Increased Access to Digital Content and Learning Opportunities....Pages 11-21 Situated Gaming: Beyond Games as Instructional Technology....Pages 23-39 Definitions, Motivations, and Learning Practices in Games and Virtual Worlds for Children....Pages 41-54 Sizzling Innovation in Online Teaching and Design....Pages 55-67 ICT Research Into K-16 Teaching and Learning Practices....Pages 69-82 Understanding the Opportunities and Challenges of Introducing Computational Crafts to Alternative High School Students....Pages 83-99 Design of Mobile Learning for Outdoor Environments....Pages 101-113 Which Comes First, the Chicken or the Egg: Rebalancing the Focus of Design and Technology in Senior Secondary Schools in Botswana....Pages 115-122 Exploring Teacher Roles and Pupil Outcomes in Technology-Rich Early Literacy Learning....Pages 123-145 Innovating How We Teach Collaborative Design Through Studio-Based Pedagogy....Pages 147-163 Front Matter....Pages 165-165 Introduction....Pages 167-168 Remembering Jackie Hill....Pages 169-171 Front Matter....Pages 173-173 Introduction....Pages 175-175 Worldwide List of Organizations in Learning, Design, Technology, Information, or Libraries....Pages 177-212 Front Matter....Pages 213-213 Introduction....Pages 215-215 Worldwide List of Graduate Programs in Learning, Design, Technology, Information, or Libraries....Pages 217-313 Front Matter....Pages 315-315 Introduction....Pages 317-319 Mediagraphy....Pages 321-341 Back Matter....Pages 343-355 This book is an annual publication entering its 41st year. The series represents current trends and issues in the field of educational communications and technology, journals, and other periodicals associated with the field, and the academic programs that prepare instructional technology professionals. Springer has been the publisher for the series, in cooperation with the Association for Educational Communications and Technology, for the past five years. Volume 40 will feature a section on Learning, Design, and Technology Trends, in addition to updated information about programs, associations, journals, and a new ranking of the top academic degree programs in the field of Learning, Design, and Technology. This book is an annual publication entering its 40th year. The series represents current trend and issues in the field of educational communications and technology, journals and other periodicals associated with the field, and the academic programs that prepare instructional technology professionals. Springer has been the publisher for the series, in cooperation with the Association for Educational Communications and Technology, for the past four years. Volume 39 will feature a section on Learning, Design, and Technology Trends, in addition to updated information about programs, associations, journals, and a new ranking of the top academic degree programs in the field of Learning, Design, and Technology