Educational Media and Technology Yearbook Volume 36, 2011
As digital devices play a more critical role in daily life than ever, more opportunities arise for innovative learning technologies—a trend on full display in the Educational Media and Technology Yearbook for 2011. This latest edition notes the relationsh
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For further volumes: http://www.springer.com/series/8617
Michael Orey Stephanie A. Jones Robert Maribe Branch ●
Editors
Educational Media and Technology Yearbook Volume 36, 2011
Editors Michael Orey Learning, Design, and Technology Program The University of Georgia Athens, GA, USA [email protected]
Stephanie A. Jones Instructional Technology Georgia Southern University Statesboro, GA, USA [email protected]
Robert Maribe Branch Learning, Design, and Technology Program University of Georgia Athens, GA, USA [email protected]
ISSN 8755-2094 ISBN 978-1-4614-1304-2 e-ISBN 978-1-4614-1305-9 DOI 10.1007/978-1-4614-1305-9 Springer New York Dordrecht Heidelberg London © Springer Science+Business Media, LLC 2012 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
The audience for the Yearbook consists of media and technology professionals in schools, higher education, and business contexts. Topics of interest to professionals practicing in these areas are broad, as the Table of Contents demonstrates. The theme unifying each of the following chapters is the use of technology to enable or enhance education. Forms of technology represented in this volume vary from traditional tools such as the book to the latest advancements in digital technology, while areas of education encompass widely ranging situations involving learning and teaching which are idea technologies. As in prior volumes, the assumptions underlying the chapters presented here are as follows: 1. Technology represents tools that act as extensions of the educator. 2. Media serve as delivery systems for educational communications. 3. Technology is not restricted to machines and hardware, but includes techniques and procedures derived from scientific research about ways to promote change in human performance. 4. The fundamental tenet is that educational media and technology should be used to: (a) (b) (c) (d) (e) (f) (g)
Achieve authentic learning objectives Situate learning tasks Negotiate the complexities of guided learning Facilitate the construction of knowledge Aid in the assessment/documenting of learning Support skill acquisition Manage diversity
The Educational Media and Technology Yearbook (EMTY) has become a standard reference in many libraries and professional collection
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