【歌唱二小放牛郎:10本美国教育技术学领域的名著

10本美国教育技术学领域的名著：
1.《教育传播与技术研究手册》
2.《教学技术学：过去、现在和未来》
3.《教学技术：定义、术语和范畴》
4.《教学设计原理》
5.《教育媒体与学习技术》
6.《教学设计的理论与模型：教学理论的新范式》
7.《教育技术学名著选读》
8.《教学设计与技术的趋势与问题》
9.《教育技术学基础》
10.《教育媒体与技术年鉴2002》


1. 《教育传播与技术研究手册》 Jonassen, D. H. (Ed.) (1996). （Handbook of research for educational communications and technology）

《教育传播与技术研究手册》是由美国密苏里大学信息科学与学习技术学院终身教授大卫·詹纳森（David Jonassen）博士担纲主编，由来自以美国为主的世界10多个国家的近百位顶尖教育技术学家主笔的大型手册，它于1996年由迈克米兰出版公司（Macmillan Publishers）首次出版。后来，美国教育传播与技术协会（AECT）获得了电子版本的有限传播权，AECT的所有会员都可以在线浏览AECT网站上的电子版。
在与美国同行的交流过程以及网络浏览美国大学教育技术学教学网站中，笔者了解到本书是美国同行的重要参考书，特别是博士研究生和硕士研究生的必读参考书。最近，在与詹纳森的E-mail交流中获悉，本书的修订版本已经完成，新版增加好几章内容，预计在今年秋季，印刷本与CD-ROM将有Lawrence Erlbaum公司出版发行。

第一篇 教育传播与技术研究基础 （10章）
共包括：先驱者的声音：教育技术学的早期讨论；行为主义与教学技术学 ；系统探究及其教育应；学习外传：学习与媒体的传播研究传统；心理学的认知维度；迈向教育技术学的社会学；建构主义：对教学设计与传输的意义；作为鲜活环境的媒体：教育技术学的生态心理学 ；批评理论与教育技术学；后现代与后结构主义理论等；
第二篇 硬技术：媒体相关研究 （5章）
共包括：电视学习研究；关于新兴技术以及借助新兴技术的研究；远程教育；基于媒体的传播；虚拟现实；
第三篇 软技术: 教学与信息设计研究 （10章）
共包括：视觉素养、教育游戏与模拟：探索（研究）范式的技术；教学设计的基于条件模型；智能导师系统：过去、现在与未来；认知教学模型；以用户为中心的教育超文本/超媒体设计；适应性教学系统；主动学习的丰富环境；基于技术的学习：作为认知工具的计算机的应用；图书馆与信息中心信息接入技术；
第四篇 教学信息设计研究 （10章）
共包括：视觉信息设计与学习：静态与动态呈现的作用；文本设计；听觉表示与语言实验室；多通道沟通：多媒体的理论与研究基础；Mathemagenic 活动的控制；产生式学习：过去、现在与未来；反馈研究；学习者控制与教学技术学；教学技术与态度的变化；合作与技术的应用；
第五篇 教学策略研究 （1章）
共包括：工效学与学习环境 ；
第六篇 教育传播与技术中组织及其变化问题 （1章）
共包括：教育技术的创新与推广：研究设计的批评；
第七篇 教育传播与技术研究方法论 （5章）
共包括：哲学、研究与教育；实验研究方法；质的研究问题与方法：为教育技术学家的介绍；描述性研究方法论；发展研究；
基本评价：
《教育传播与技术研究手册》第一版共分7篇、42章、1245页。尽管这本书的目标读者是教育技术学研究人员，特别是教育技术学专业的博士硕士研究生、中青年教师，读者需要一定的专业背景知识才可以很好的阅读。但是，传播学、教育学、心理学和计算机科学专业的本科生、研究生以及教师将会发现，这本书是非常有用的，也是非常有参考价值的。 是教育技术学专业研究生、青年教师、研究人员必读的一部好书。

通观全书，不难从中发现如下一些特色：

极具权威性、系统性。本书作者队伍阵容整齐。全部是世界一流的专家，权威人士独到地见解、宽广的视野、丰富地实践经验使得本书领先的地位得以奠定。美国教育传播与技术协会的钟爱就是明证，世界许多国家已经有了十多种文字的版本，这个对于年轻的教育技术学领域是并不多见的。全书系统性强，基本含盖了教育技术学的最主要的领域，从基本理论，到各个分支，到不同应用领域。
研究手法独到，文笔深入浅出。开卷第一章，你就会被作者关于教育技术学先驱人物和早期历史的分析评论所吸引，从字里行间，你能体会到作者的研究功力，特别是研究手法的独创性。尽管是非常专业的书籍，但是作者并不是一味地追求深奥的学术性，相反也照顾了读者面。
总体评价：美国教育技术学名著排行第一。教育技术学专业博士生、硕士研究生必读书籍之第一本。


2.《教学技术学：过去、现在和未来》 Gary J. Anglin （1995）Instructional Technology:Past, Present and Future

《教学技术学：过去、现在和未来》1996年出版发行，主编安格林教授是美国 Kentucky 大学教育学院的资深教授，1999-2000年担任教学开发系的系主任，曾担任美国教育传播与技术协会研究与理论部的主席。他所主编的本书荣获 James W. Brown 出版奖和 AECT的 DID 杰出著作奖。该是美国大学最经常被采用的教育技术学硕士研究生、博士研究生教材之一。一直是AMAZON网站教育技术学图书销售排行第一。 有52位世界顶级专家执笔撰写。这里介绍的是该书的第二版，主要的目标读者是教育技术学专业的硕士研究生和博士研究生。

全书共分6个部分，38章。

第一部分 领域：历史与回顾 2章

教育技术：意义的探求；教学开发简史

第二部分 主要问题 8章

90年代的教育技术；教育技术学1991年趋势；教学技术的适当研究；教育系统开发及其与ISD的关系；教学技术与不可遇见的价值冲突：一种批评；从理论到实践：我们如何将二者连接起来；6种后现代主义；新兴交互技术问题；

第三部分 教学开发 11章

教学系统设计：对本领域的五种看法；教学规划与情境教学：Suchman教学设计者与教学系统的情景动作理论所面临的挑战；教学设计模型的比较分析；教学设计模型的比较分析（续）；需求评估；任务分析过程的分析；研究应用于计算机辅助教学设计；信息设计：问题与趋势；对外部咨询的“完美无暇”式探究；莫非法则的冲击；教学设计中学校图书馆媒体专家的作用；

第四部分 艺术状态、应用及未来展望 7章

教学技术与美国的公众教育：未来10年；高等教育中的互联网；教育技术应用：国际展望；教育技术的创新推广；未来10年的远程教育；教学电视的艺术状况；教学媒体制作；

第五部分 研究与评价 9章

教学设计与技术研究现状与未来趋势的再思考；教学系统研究范式；定性研究——个案研究的一个个案；教学设计与技术的探求：如何开始；教学媒体研究，1978-1988；教学技术与态度转变；技术问题解决认知策略培训：我们知道些什么；技术问题解决认知策略培训：我们知道些什么（续）；评价概述；

第六部分 认证与专业发展 3章

专业技能与教育技术学领域的认证；教育技术学家的就业档案与收入调查，1983-1986；教学技术及其相关领域的专业刊物和学术机构。

基本评价：

作为美国大学教育技术学专业硕士研究生和博士研究生的教材，本书几乎涉及了领域内的各个分支。

Editorial Reviews

From Book News, Inc.
A general introduction to significant issues in the field of instructional design and technology, for graduate students. Seven new chapters have been added to this edition, addressing current topics that include educational systems development and instructional systems development, postmodernism and instructional technology, interactive technologies, the Internet and higher education, qualitative research, and instructional technology and attitude change. Annotation copyright Book News, Inc. Portland, Or.

Book Description
Presenting a comprehensive view of the field, this award-winning overview of educational technology discusses such topics as instructional design and systems, computer applications in education and training, research and evaluation in instructional technology, future prospects for instructional technology, and professional development.

About the Author
GARY J. ANGLIN is Associate Professor of Instructional Design and Technology, University of Kentucky, Lexington.
Educational Media and Technology Yearbook
2002 Volume 27
Edited by Mary Ann Fitzgerald, Michael Orey, and Robert Maribe Branch

In the year 2001, we noted several trends in the field, some new, and others continuing from recent years. The international surge toward online education or e-learning?continues to gain momentum. Instructional technology projects and initiatives continue to emphasize the themes of collaboration and integration. The interdisciplinary nature of this field seems to be broadening, and the borders between instructional technology, information science, and educational media, and information technology are becoming increasingly blurred. Among K-12 and higher education leaders, tension between the standards reform movement and the constructivist philosophy remains, and the debate over this issue has many implications for our field. In broader contexts, experiential education seems to be gaining importance, and designers are applying emerging technologies to create learning environments that stimulate authentic situations. Finally, over the last few years we have witnessed a changing of the guard as many prominent leaders in the field of instructional technology have retired. These developments and trends are represented in the Yearbook in the form of research studies, descriptive reports, and conceptual pieces.From the Preface

Exploring current issues each year for more than a last quarter of a century, this annual volume helps media and technology professionals keep abreast of a changing and expanding field. With this 27th volume, readers will learn of the latest trends and issues, exciting projects unfolding at several research laboratories, issues of particular relevance to K-12 education, and the careers of some instructional technology leaders. And, as always, this volume provides directories of instructional technology-related organizations and institutes of higher learning offering degrees in related fields as well as an annotated list of selected current publications related to the field.

EDUCATIONAL MEDIA AND TECHNOLOGY YEARBOOK 2002
Volume 27
Edited by Mary Ann Fitzgerald, Michael Orey, and Robert Maribe Branch
CONTENTS

Preface
Contributors


Part One
TRENDS AND ISSUES
Introduction

Michael Orey
Issues and Trends in Instructional Technology: Hitting the Plateau

Michael Molenda and Michael Sullivan
The Foundations of Educational Technology

James D. Klein, Jonathan Brinkerhoff, and Carol Koroghlanian
Developing and Delivering an On-line Master Program in Instructional Technology

D. Michael Moore, Barbara B. Lockee, and John K. Burton
The Impacts of Frequency and Duration of Messaging on Relational Development in Computer-mediated Communication: An Exploratory Study

Y. Liu
Critical Thinking in College Students: Critical Issues in Empirical Research

John D. Emerson, Lisa Boes, and Frederick Mosteller
ERIC Digests

The Field of Educational Technology: Update 2000 A Dozen Frequently Asked Questions

Donald P. Ely
Laptop Computers in the K-12 Classroom

Yvonne Belanger
A Survey of Educational Change Models

James B. Ellsworth
The Roles and Responsibilities of Library and Information Professionals in the 21st Century

Carrie A. Lowe
Teachers and Librarians: Collaborative Relationships

Shayne Russell
Standards

ISTE National Educational Technology Standards (NETS): Educational Technology Expectations for Students and Teachers

Lajeanne Thomas
The IBSTPI Competency Standards: Development, Definition and Use

Rita C. Richey
AECT Accreditation Standards: Guidelines for the Quality Preparation of Education Professionals

Rodney Earle

Part Two
TECHNOLOGY CENTERS AND INSTITUTES FOR LEARNING
The Concord Consortium, Inc.: Implementing the Educational Promise of Technology

Robert Tinker
Relevance and Scale: Challenges to the Institute for Learning Technologies

Robbie McClintock

Part Three
SCHOOL AND LIBRARY MEDIA
The Uniform Computer Information Transaction Act (UCITA): More Critical for Educators than Copyright Law?

Vicki Gregory
Redefining Professional Growth: New Attitudes, New Tools

Kathy Brock and Elizabeth Bennett
Diversity in School Library Media Center Resources

Shu-Hsien Chen
Image-text relationships in Web Pages

Emily Marsh
Aiming for Effective Student Learning in Web-based Courses: Insights from Student Experiences

Joi Moore, Kim Kyung-Sun, Linda Esser

Part Four
LEADERSHIP PROFILES
Robert J. Casey: Professor, Humanitarian, Tinkerer

Ann Kwinn
Tribute to Kent Gustafson: Professor of Instructional Technology, The University of Georgia

Thomas C. Reeves
Tjeerd Plomp: A Citizen of the World

Donald P. Ely
Allow Me to Introduce Walter Dick

James D. Russell

Part Five
ORGANIZATIONS AND ASSOCIATIONS IN NORTH AMERICA
Introduction

Leslie Cole, Section Editor
United States

Classified List
Alphabetical List
Canada/International


Part Six
GRADUATE PROGRAMS IN NORTH AMERICA
Introduction

Leslie Cole, Section Editor
Graduate Programs in Instructional Technology

Classified List
Alphabetical List
International Programs


Part Seven
MEDIAGRAPHY
Print and Non-Print Resources
Introduction

Leslie Cole, Section Editor
Mediagraphy

Artificial Intelligence, Robotics, and Electronic Performance Support
Systems
Computer Assisted Instruction
Distance Education
Educational Research
Educational Technology
Information Science and Technology
Innovation
Instructional Design and Training
Interactive Multimedia
Libraries and Media Centers
Media Technologies
Professional Development
Simulation, Gaming, and Virtual Reality
Special Education and Disabilities
Telecommunications and Networking

Trends in Educational Technology
Fifth Edition
Donald P. Ely

Written by a leading authority in the field, this book provides an overview of current applications of technology in education. While emphasizing distributed learning systems, distance education, and wireless technology, the author also offers the latest information and statistics regarding the explosive growth of computer and Internet access and use at school and at home, increased advocacy for educational technology, new opportunities for professional development for teachers, new uses for television and video, and the role of technology in education reform. Readers will gain a deeper understanding of these forces, which are helping to shape the education of our nation, young and old, from the classroom to the living room.

This new edition of Trends in Educational Technology will be of interest to instructional designers, technology-based support staff, school library media specialists, teachers and teacher educators, as well as administrators in primary, secondary and higher education.

Donald P. Ely is Professor Emeritus, Department of Instructional Design, Development and Evaluation at Syracuse University#146;s School of Education and Founding Director of the ERIC Clearinghouse on Information & Technology at Syracuse University. He is currently Visiting Professor, Instructional Systems Design, at Florida State University. He has written or edited numerous books over the course of his five decades in the field of educational technology, including Educational Media and Technology Yearbook, Classic Writings on Instructional Technology, The International Encyclopedia of Educational Technology, Second Edition, and the first four editions of this volume.

《教学技术学：过去、现在和未来》
Trends in Educational Technology 1995. ERIC Digest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC
A content analysis was performed to determine the trends in the field of educational technology for the period October 1, 1994 through September 30, 1995. Sources for the analysis included five leading professional journals in educational technology; papers given at annual conventions of three professional associations; dissertations from five universities that have a high level of doctoral productivity; and the educational technology documents that have been entered into the ERIC database. The analysis was complemented by the examination of supplementary documents to confirm the trends indicated in the content analysis. This Digest highlights the trends identified in the study. For a full discussion of the study methodology and findings, the reader is referred to the source noted above.

TREND 1: Computers are pervasive in schools and higher education institutions. Virtually every student in a formal education setting has access to a computer.

In 1988-89, the student/computer ratio was 22:1; in 1995, it was 12:1 (Hayes & Bybee, 1995). While numbers alone cannot determine the nature, extent and quality of use, they are indicators of availability. Access is the first step to use. In school districts, personnel most likely to have computers are instructional technology specialists, special education teachers, and curriculum supervisors (QED, 1995a). Primary locations for computer use in K-12 schools are in computer laboratories and library media centers.

TREND 2: Networking is one of the fastest growing applications of technology in education.

The growth of the Internet and the World Wide Web is credited for the stimulus in networked communications in education. Computers with modems provide access to networks. In the 1994-95 school year, modems existed in 29% of elementary schools, 39% of middle/junior high schools, and 51% of senior high schools (QED, 1995b). This is an increase from 1991-92 when 11% of elementary schools, 20% of middle/junior high schools, and 30% of high schools had modems. Seventy-five percent of public schools have access to some kind of computer network, e.g., a local area network (LAN) or a wide area network (WAN), but only 30% of public elementary schools and 49% of secondary schools have Internet access (Heaviside et al., 1995).

TREND 3: Access to television resources in the school is almost universal.

Quality Education Data (1995a) reported that all but two percent of public schools in the United States have videotape recorders. About 75% of schools have cable service and 17% have satellite dishes. The most frequently used in-school television programs were supplied by the Public Broadcasting Service (PBS), the Discovery Channel, and Cable News Network (CNN) (Malarkey-Taylor Associates, 1995).

TREND 4: Advocacy for the use of educational technology has increased among policy groups.

A survey of school priorities conducted by the Northwest Regional Laboratory for Research and Development (Northwest Report, 1995) discovered that educational technology is one of the six top issues in schools today. For the first time in history, there is an Office of Educational Technology in the U.S. Department of Education. This office has prepared a long-range national plan for the use of technology in education (Roberts, 1996). In 1995, the Office of Educational Research and Improvement awarded five grants for Regional Technology Centers which will provide technical assistance to schools. At its 1995 convention, the National Education Association focused five resolutions on educational media and technology and discussed the importance of preparing new teachers to use technology.

TREND 5: Educational technology is increasingly available in homes and community settings.

A study by the Software Publishers Association (Heller Report, 1996 as cited in "CD-ROM software," 1996) reported home sales of education-oriented CD-ROMs increased 136% during the first half of 1995. Another study reported that nearly one half of all American households own a computer, and 17% of those who do not already own one plan to buy a computer in 1996. Public libraries are beginning to offer network access and many provide computers and software for personal use.

TREND 6: New delivery systems for educational technology applications have grown in geometric proportions.

Revolutionary developments in technology have replaced the evolutionary pace of previous years. These developments, referred to as delivery systems, focus on hardware, software, communications media, and strategies for use. The number of public schools using CD-ROM has increased nearly 250% since 1988. Ten percent of elementary schools, 22% of middle/junior high schools and 37% of high schools had satellite dishes in 1994-95. Use of communication networks including the Internet is in a continuous upswing. Distance education is active at all levels and includes the use of computer networks for delivery of instruction.

TREND 7: There is a new insistence that teachers must become technologically literate.

Teacher education in the application of technology in the classroom is still a high priority need. One sign of increasing interest and action in this area is the publication of a new periodical, Journal of Technology and Teacher Education, published by the Association for the Advancement of Computing in Education. The authors are teachers and teacher educators who are actively participating in the movement toward technological "literacy" for themselves and their students. But The National Education Goals (1995) reported that despite the many changes in educational technology and student assessment strategies occurring in 1994, only half of all teachers reported any professional development opportunities in those areas.

TREND 8: Educational technology is perceived as a major vehicle in the movement toward education reform.

The movement for restructuring education in schools across the United States has generated proposals and plans for reform of the entire educational system. Virtually every proposal or plan includes educational technology as one of the major vehicles for implementing change. One of the key documents published by the Office of Educational Research and Improvement is Using Technology to Support Education Reform (Means et al., 1993). This publication spells out the roles and functions of technology in the education reform process. In an overview of educational telecommunications development as of 1994, Hezel (1994) reports that "...school ‘restructuring‘ and educational reform are influencing the adoption and use of telecommunications..."

REFERENCES AND ADDITIONAL READING
"CD-ROM software sales soar." Edupage. Internet WWW page, at URL:<http://www.utopia.com/mailings/edupage/Edupage.4.January.1996.h tml> (1996, January 4).
Hayes, J. & Bybee, D. L. (1995, October). Defining the greatest need for educational technology. Learning and Leading With Technology, 23(2), 48-53.

Heaviside, S., Farris, E., Malitz, G. & Carpenter, J. (1995). Advanced telecommunications in U.S. public schools, K-12 (Report No. NCES95-731). Washington, DC: National Center for Education Statistics. (ED 378 959)

Hezel Associates. (1994). Educational telecommunications: The state-by-state analysis 1994. Syracuse, NY: Author.

Malarkey-Taylor Associates, Inc. (1995). 1995 Education technology survey. Washington, DC: Author.

Means, B. and Others. (1993). Using technology to support educational reform. Washington, DC: U.S. Government Printing Office. (ED 364 220)

The National Education Goals Report. (1995). Washington, DC: U.S. Government Printing Office.

Northwest Regional Educational Laboratory. (1995). Northwest Report, Summer, 1995.

Quality Education Data. (1995a). Technology trends in U.S. public schools. Internet WWW page, at URL: <http://www.edshow.com/QED/> (version current at 5 April 1996).

Quality Education Data. (1995b). Education market guide and mailing list catalog 1995-1996. Denver, CO: Author.

Roberts, L. (1996). A transformation of learning: Use of the national information infrastructure for education and lifelong learning. In Educational Media and Technology Yearbook 1995-96. Englewood, CO: Libraries Unlimited. (ED 391 474)

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This ERIC Digest was prepared by Eric Plotnick, assistant director, ERIC Clearinghouse on Information & Technology, Syracuse University.

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ERIC Digests are in the public domain and may be freely reproduced and disseminated.

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Visit the new ERIC/IT website to see other free and low cost ERIC/IT publications: http://ericir.syr.edu/ithome

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ERIC Clearinghouse on Information & Technology, 4-194 Center for Science and Technology, Syracuse University, Syracuse NY 13244-410; 800-464-9107; (315)443-3640; e-mail: eric@ericir.syr.edu

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This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. RR93002009. The opinions expressed in this report do not necessarily reflect the positions of OERI or ED.


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Title: Trends in Educational Technology 1995. ERIC Digest.
Note: This Digest is based on "Trends in Educational Technology 1995," by Donald P. Ely; see ED 396 717.
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Reports---Research/Technical (143); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Available From: ERIC Clearinghouse on Information and Technology, 4-194 Center for Science and Technology, Syracuse University, Syracuse, NY 13244-4100 (free while supply lasts; please include self-addressed stamped envelope).
Descriptors: Computer Assisted Instruction, Computer Literacy, Computer Networks, Computer Uses in Education, Conference Papers, Content Analysis, Doctoral Dissertations, Educational Research, Educational Technology, Educational Television, Educational Trends, Elementary Secondary Education, Higher Education, Instructional Development, Professional Development, Technological Literacy, Trend Analysis
Identifiers: ERIC, ERIC Digests, Professional Journals