Educational Media and Technology Yearbook: Volume 42 [1st ed. 2019] 978-3-030-27985-1, 978-3-030-27986-8

Table of contents :
Front Matter ....Pages i-xiv
Front Matter ....Pages 1-1
Issues and Trends in Instructional Technology: Access to Mobile Technologies, Digital Content, and Online Learning Opportunities Continues as Spending on IT Remains Steady (Abbie Brown, Tim Green)....Pages 3-12
Second Thoughts: Understanding the Impact and Appropriate Use and Non-use of Technologies (Brad Hokanson, Amie Norden)....Pages 13-18
Enhancing Student Critical Literacy Through Social Annotations (Yu-Tien Huang, Shu-Min Shih, Sheng Shiang Tseng)....Pages 19-27
2019 Scholarship Rankings (Rick West, Robert Bodily)....Pages 29-42
Front Matter ....Pages 43-43
Introduction (V. J. McClendon, David R. Squires)....Pages 45-55
The Immersive Experience: How Virtual Reality Can Support Student Learning (Colin P. Saunders, Jennifer A. Bennett)....Pages 57-66
The Effects of a VR Intervention on Career Interest, Empathy, Communication Skills, and Learning with Second-Year Medical Students (Erin Washington, Carrie Shaw)....Pages 67-80
Sensory Worlds: Emotional Geography and Human-Centered Design in 360° VR Ethnographic Videos (R. Scott Wilson)....Pages 81-86
Accessing the Pokélayer: Augmented Reality and Fantastical Play in Pokémon Go (Lucas J. Jensen, Keri D. Valentine, Joshua P. Case)....Pages 87-103
Visualization of Molecular Structures Using Augmented Reality (Domhnall OShaughnessy)....Pages 105-120
Instructional Designs and Educational Technologies Within Augmented Reality Transmedia Storytelling: IDET ARTS (David R. Squires)....Pages 121-128
VR as Library Technology: Early Faculty and Student Feedback on Educational Use of Immersive Technology (V. J. McClendon, James Riggall)....Pages 129-142
Immersive Media and Their Future (Regina Kaplan-Rakowski, Kay Meseberg)....Pages 143-153
Front Matter ....Pages 155-155
Leadership Profiles (Robert G. Doyle)....Pages 157-159
Prof. Ana Donaldson (Robert G. Doyle)....Pages 161-165
Prof. Richard Cornell (Robert G. Doyle)....Pages 167-172
Front Matter ....Pages 173-173
Introduction (Robert Maribe Branch)....Pages 175-175
Organizations and Associations in the United States and Canada (Robert Maribe Branch)....Pages 177-259
Front Matter ....Pages 261-261
Introduction (Robert Maribe Branch)....Pages 263-263
Graduate Programs in Learning, Design, Technology, Information, or Libraries (Robert Maribe Branch)....Pages 265-419
Front Matter ....Pages 421-421
Introduction (Sheng Shiang Tseng)....Pages 423-425
Mediagraphy (Sheng Shiang Tseng)....Pages 427-446
Back Matter ....Pages 447-456

Citation preview

Educational Media and Technology Yearbook 42

Robert Maribe Branch Hyewon Lee Sheng Shiang Tseng Editors

Educational Media and Technology Yearbook Volume 42 (2019) Special Section Guest Editors V. J. McClendon David R. Squires

Educational Media and Technology Yearbook

More information about this series at http://www.springer.com/series/8617

Robert Maribe Branch  •  Hyewon Lee Sheng Shiang Tseng Editors

Educational Media and Technology Yearbook Volume 42 Special Section Guest Editors:  V. J. McClendon and David R. Squires

Editors Robert Maribe Branch Learning, Design, and Technology University of Georgia Athens, GA, USA

Hyewon Lee Learning, Design, and Technology University of Georgia Athens, GA, USA

Sheng Shiang Tseng Graduate Institute of Curriculum and Instruction Tamkang University New Taipei City, Taiwan

ISSN 8755-2094 Educational Media and Technology Yearbook ISBN 978-3-030-27985-1    ISBN 978-3-030-27986-8 (eBook) https://doi.org/10.1007/978-3-030-27986-8 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

Preface

Welcome to Volume 42 of the Educational Media and Technology Yearbook. The audience for the yearbook typically consists of media and technology professionals in K–12 schools, higher education, and business contexts. We, the editors, have dedicated ourselves to providing a record of contemporary trends related to educational communications and technology. We also strive to highlight special movements that have clearly influenced the educational technology field. Thus, this edition contains a special section. Volume 42 is the first volume of the yearbook in its 43-year history that includes a special section. This special section focuses on virtual reality (VR) and augmented reality (AR) research and was proposed and coordinated by the special section editors: V. J. McClendon and David R. Squires. The content focuses on AR, VR, and mixed reality, defined as an immersive multi-platform experience reality (XR). McClendon and Squires have arranged chapters that represent a sample of the broad applicability of new XR technologies for educational uses. This volume also continues the tradition of offering topics of interest to professionals practicing in other areas of educational media and technology, as the Table of Contents demonstrates. All papers submitted to the yearbook are subject to rigorous editorial review, and each set of authors is provided with multiple rounds of feedback on the quality of their work and manuscripts. As in prior volumes, the assumptions underlying the chapters are: 1 . Technology represents tools that act as extensions of the educator. 2. Media serve as delivery systems for educational communications. 3. Technology can be interpreted as machines and hardware, but technology also includes techniques and procedures derived from scientific research into ways to promote change in human performance. 4. Educational media and technology should be used to: (a) Achieve authentic learning outcomes (b) Situate learning tasks (c) Negotiate the complexities of guided learning (d) Facilitate the construction of knowledge v

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(e) Aid in the assessment of learning (f) Support skill acquisition (g) Facilitate diversity The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its companion volumes of the past, it provides a valuable historical record of current ideas and developments in the field of information and communication technology. Feel free to share your perspectives about Educational Media and Technology Yearbook at [email protected]. Athens, GA, USA  Robert Maribe Branch

Acknowledgments

This book presents trends and issues in instructional technology and has been supported and encouraged in different ways by many to whom we owe a debt of gratitude. We would like to acknowledge their support and contributions to this book. First, we are grateful to the special section editors, V.  J. McClendon and David R.  Squires, for immersive multi-platform experience reality (XR) special issues. They conducted rigorous reviews of each manuscript and provided each set of authors with multiple rounds of feedback on the quality of their work and manuscripts. We greatly appreciate the work of the book editors for their outstanding contributions. We are also thankful for the authors who submitted their manuscripts to Educational Media and Technology Yearbook (Vol. 42): Jennifer A.  Bennett, Robert Bodily, Abbie Brown, Joshua P.  Case, Robert G.  Doyle, Timothy Green, Brad Hokanson, Yu-Tien Huang, Lucas J. Jensen, Hyewon Lee, V. J. McClendon, Kay Meseberg, Amie Norden, Domhnall OShaughnessy, Regina Kaplan-Rakowski, James Riggall, Colin P. Saunders, Carrie Shaw, Shu-Min Shih, David R. Squires, Sheng Shiang Tseng, Keri D.  Valentine, Erin Washington, Rick West, and Scott Wilson. This book would not have been possible without their generosity in sharing their research.

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Contents

Part I Trends and Issues in Learning, Design, and Technology 1 Issues and Trends in Instructional Technology: Access to Mobile Technologies, Digital Content, and Online Learning Opportunities Continues as Spending on IT Remains Steady��������������������������������������    3 Abbie Brown and Tim Green 2 Second Thoughts: Understanding the Impact and Appropriate Use and Non-­use of Technologies������������������������������������������������������������   13 Brad Hokanson and Amie Norden 3 Enhancing Student Critical Literacy Through Social Annotations������������������������������������������������������������������������������������   19 Yu-Tien Huang, Shu-Min Shih, and Sheng Shiang Tseng 4 2019 Scholarship Rankings ��������������������������������������������������������������������   29 Rick West and Robert Bodily Part II Virtual Reality (VR) and Augmented Reality (AR) 5 Introduction����������������������������������������������������������������������������������������������   45 V. J. McClendon and David R. Squires 6 The Immersive Experience: How Virtual Reality Can Support Student Learning����������������������������������������������������������������������   57 Colin P. Saunders and Jennifer A. Bennett 7 The Effects of a VR Intervention on Career Interest, Empathy, Communication Skills, and Learning with Second-Year Medical Students������������������������������������������������������   67 Erin Washington and Carrie Shaw

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8 Sensory Worlds: Emotional Geography and Human-Centered Design in 360° VR Ethnographic Videos������������������������������������������������   81 R. Scott Wilson 9 Accessing the Pokélayer: Augmented Reality and Fantastical Play in Pokémon Go����������������������������������������������������������������������������������   87 Lucas J. Jensen, Keri D. Valentine, and Joshua P. Case 10 Visualization of Molecular Structures Using Augmented Reality����������������������������������������������������������������������������������  105 Domhnall OShaughnessy 11 Instructional Designs and Educational Technologies Within Augmented Reality Transmedia Storytelling: IDET ARTS ����������������  121 David R. Squires 12 VR as Library Technology: Early Faculty and Student Feedback on Educational Use of Immersive Technology ��������������������  129 V. J. McClendon and James Riggall 13 Immersive Media and Their Future������������������������������������������������������  143 Regina Kaplan-Rakowski and Kay Meseberg Part III Leadership Profiles 14 Leadership Profiles����������������������������������������������������������������������������������  157 Robert G. Doyle 15 Prof. Ana Donaldson��������������������������������������������������������������������������������  161 Robert G. Doyle 16 Prof. Richard Cornell������������������������������������������������������������������������������  167 Robert G. Doyle Part IV Organizations and Associations in North America 17 Introduction����������������������������������������������������������������������������������������������  175 Robert Maribe Branch 18 Organizations and Associations in the United States and Canada����������������������������������������������������������������������������������������������  177 Robert Maribe Branch Part V Graduate Programs 19 Introduction����������������������������������������������������������������������������������������������  263 Robert Maribe Branch 20 Graduate Programs in Learning, Design, Technology, Information, or Libraries������������������������������������������������������������������������  265 Robert Maribe Branch

Contents

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Part VI Mediagraphy 21 Introduction����������������������������������������������������������������������������������������������  423 Sheng Shiang Tseng 22 Mediagraphy��������������������������������������������������������������������������������������������  427 Sheng Shiang Tseng Index������������������������������������������������������������������������������������������������������������������  447

Contributors

Jennifer A. Bennett  Department of Biology and Earth Science, Biochemistry and Molecular Biology Program, Otterbein University, Westerville, OH, USA Robert Bodily  Lumen Learning, Portland, OR, USA Robert Maribe Branch  Learning, Design, and Technology, University of Georgia, Athens, GA, USA Abbie Brown  Department of Mathematics, Science, and Instructional Technology Education, East Carolina University, Greenville, NC, USA Joshua P. Case  West Virginia University, Morgantown, WV, USA Robert G. Doyle  Faculty of Arts and Sciences, Harvard University, Cambridge, MA, USA Tim Green  Department of Elementary and Bilingual Education, California State University, Fullerton, CA, USA Brad Hokanson  College of Design, The University of Minnesota, St. Paul, MN, USA Yu-Tien  Huang  Graduate Institute of Curriculum and Instruction, Tamkang University, New Taipei City, Taiwan Lucas  J.  Jensen  Leadership, Technology, and Human Development, Georgia Southern University, Statesboro, GA, USA Regina Kaplan-Rakowski  Valdosta State University, Valdosta, GA, USA Hyewon  Lee  Learning, Design, and Technology, University of Georgia, Athens, GA, USA V. J. McClendon  Library and eLearning, Bellevue College, Bellevue, WA, USA Kay  Meseberg  Center for Collaborative Arts and Media, Yale University, New Haven, CT, USA xiii

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Contributors

Amie Norden  University of Minnesota, Minneapolis, MN, USA Domhnall  OShaughnessy  Department of Chemistry, Shenandoah University, Winchester, VA, USA James Riggall  BitLink, Launceston, TAS, Australia Colin  P.  Saunders  Center for Teaching and Learning, Otterbein University, Westerville, OH, USA Carrie  Shaw  Department of Biomedical Visualization, University of Illinois at Chicago, Chicago, IL, USA Shu-Min  Shih  Graduate Institute of Curriculum and Instruction, Tamkang University, New Taipei City, Taiwan David  R.  Squires  Instructional Design and Educational Technology Program, Texas A&M University-Corpus Christi, Corpu Christi, TX, USA Sheng Shiang Tseng  Graduate Institute of Curriculum and Instruction, Tamkang University, New Taipei City, Taiwan Keri D. Valentine  Department of Curriculum & Instruction/Literacy Studies, West Virginia University, Morgantown, WV, USA Erin Washington  Spartanburg Methodist College, Greer, SC, USA Rick West  IPT Department, Brigham Young University, Provo, UT, USA R.  Scott  Wilson  Anthropology Department, California State University, Long Beach, CA, USA

Part I

Trends and Issues in Learning, Design, and Technology

Chapter 1

Issues and Trends in Instructional Technology: Access to Mobile Technologies, Digital Content, and Online Learning Opportunities Continues as Spending on IT Remains Steady Abbie Brown and Tim Green

We continue the tradition of reporting the past year’s issues and trends that shape attitudes and approaches to instructional technology. This chapter is comprises of four sections: Overall Developments, Corporate Training and Development, Higher Education, and K-12 Settings. The trends and issues described are based on major annual reports sponsored and/or conducted by organizations including the Association for Talent Development (ATD), EDUCAUSE, Gartner Incorporated, The New Media Consortium, The Online Learning Consortium (formerly the Sloan Consortium), and Project Tomorrow. These reports require time in terms of data collection, interpretation, and publication, the shortest of which take a year to complete, and therefore reflect the issues and trends of large groups over long periods of time. For a more immediate review of trending topics in instructional technology, please refer to the authors’ biweekly podcast, Trends & Issues in Instructional Design, Educational Technology, & Learning Sciences (Brown & Green, 2017).

Overall Developments The reports reviewed indicate that the integration of instructional technology remains a priority in all three sectors. This is a similar theme of the past two reviews (Brown & Green, 2015, 2016). The spending on instructional technology in the A. Brown (*) Department of Mathematics, Science, & Instructional Technology Education, East Carolina University, Greenville, NC, USA e-mail: [email protected] T. Green Department of Elementary and Bilingual Education, California State University, Fullerton, CA, USA © Springer Nature Switzerland AG 2019 R. M. Branch et al. (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 42, https://doi.org/10.1007/978-3-030-27986-8_1

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three sectors had a slight increase over the previous year’s level despite continued uncertainty of available funding in some sectors for technology purchases and training. The estimated spending for the year was $12 billion in K-12 and $11 billion in higher education (Edtech Navigator, 2017). Over the year under review, the use of instructional technology continued to provide opportunities for innovative instructional approaches to teaching and learning through the increased access to mobile devices, digital content, and unique online educational settings.

Corporate Training and Development As with previous issues and trends chapters of this yearbook (e.g., Brown & Green, 2015; Brown & Green, 2016), we continue to track corporate application of instructional technologies primarily by referring to the State of the Industry (Ho, 2016) report published by the Association for Talent Development (ATD). The report is based on data collected from organizations regularly submitting annual data, BEST award winners (organizations recognized by ATD for their exceptional efforts in support of learning within the enterprise) and a consolidated group of organizations that submitted their data via an online survey. This represents data collected in 2015 from 310 business organizations; the average number of employees is 15,946 with an average payroll of $1,273,000,000 (Ho, 2016). Additional sources used in this section are the eLearning Guild’s report, 2017 eLearning Salary & Compensation Report (Vipond & Smolen, 2017), and Gartner Incorporated’s annual predictions for information technology organizations and users (Panetta, 2017).

Learning Expenditures Among businesses responding to ATD’s State of the Industry Report survey, the average learning expenditure per employee in 2015 was $1252 (Ho, 2016). This represents a 1.9 percent increase over the previous year and continues the upward trend from the previous year’s 1.7 percent increase. Organizations with less than 500 workers spent on average over $2000 per employee; those with between 500 and 9999 workers spent approximately $800; and organizations with at least 10,000 workers spent an average of $700. Overall, approximately 60 percent of direct learning expenditures went to in-house development, delivery, and administration, while 28 percent went to outsourced or external activities, with 11 percent spent on tuition reimbursement (Ho, 2016).

Instructional Content As with the previous year, approximately one-third of corporate instructional content focuses on management and supervision, mandatory and compliance training, and professional or industry-specific training (Ho, 2016). Regulated industries

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(e.g., manufacturing) provide more mandatory and compliance content, while management consulting firms and software publishers provided a greater amount of sales content (Ho, 2016; Brown & Green, 2016). The top emerging technology trends reported by Gartner (Panetta, 2017) are artificial intelligence (AI), also referred to as machine learning; “transparently immersive experiences” that include virtual and augmented reality; and “digital platforms” that include blockchain and internet of things (IoT) networking. Each of these represents a significant shift in workforce knowledge and behavior. The authors suspect at least some portion of instruction will be devoted to each of these areas to prepare organizations and their constituents for their integration into general business practice.

Methods of Instructional Delivery Although instructor-led, face-to-face classroom instruction continues once again to be the delivery method for 51 percent of the instruction documented in ATD’s State of the Industry report, 41 percent of learning hours were delivered using distance and/or asynchronous technologies, a significant increase in recent years (Ho, 2016). These technologies include mobile devices, live remote classrooms, and computer-­ based instruction.

Instructional Designers’ Professional Prospects The 2017 edition of CNN’s Best Jobs in America (CNN Money, 2017) has at least four instructional design-related jobs in its top 100 list: E-Learning Specialist ranks 29th; IT Training Specialist ranks 35th; Education Program Manager ranks 68th; and Training & Development Specialist ranks 71st. The 2017 US eLearning Salary & Compensation Report (Vipond & Smolen, 2017) notes the average US-based salary for eLearning practitioners is $83,139, up 3.46 percent from the previous year. Salaries for eLearning professionals are highest in the US West Coast metropolitan areas, and in general, people with advanced degrees earn a significantly higher average salary than those with only bachelors or associate degrees (Vipond & Smolen, 2017). Following the trend of recent years, instructional design/technology positions continue to be an attractive and lucrative career choice.

Higher Education We review higher education’s instructional technology application by referring primarily to the NMC Horizon Report: 2017 Higher Education Edition (Adams Becker, Cummins, Davis, Freeman, Hall Geisinger, & Ananthanarayanan, 2017);

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The EDUCAUSE Almanac for Faculty and Technology Survey, 2017 (EDUCAUSE, 2017a); The EDUCAUSE Almanac for Undergraduate Student and Technology Survey, 2017 (EDUCAUSE, 2017b); Digital Learning Compass: Distance Education Enrollment Report 2017 (Allen & Seaman, 2017a); and Opening the Textbook: Educational Resources in U.S.  Higher Education, 2015–16 (Allen & Seaman, 2017b). The EDUCAUSE data and reports presented by Allen and Seaman are based on large-scale surveys and data sets. The Horizon Report, sponsored by the New Media Consortium, is a synthesis of responses from an international panel of experts.

 ampus Technology Support and Use of Technology C for Instruction Large-scale survey results (EDUCAUSE, 2017a) indicate the majority of faculty rate their campus’s technology resources for working and learning as good or excellent (EDUCUASE). Faculty generally express confidence in their institution’s ability to safeguard student information and research data, and over 75 percent of faculty make use of a learning management system (LMS) to post their course syllabi, provide content information (e.g., handouts), and administer grades (EDUCAUSE). Faculty report owning smartphones (97%), laptops (69%), tablets (65%), and desktop (48%) computing devices (EDUCAUSE). Roughly half of faculty respondents feel they receive adequate information technology (IT) support for research and scholarship. Students continue to bring more Internet-capable device with them to campus; 98 percent of undergraduate survey respondents reported owning at least two or three Internet-capable devices (EDUCAUSE, 2017b). Ninety-five percent of students surveyed own a laptop, and 97 percent own a smartphone (EDUCAUSE). About half of the students surveyed rate their school’s network performance as good or excellent, giving mixed reviews for reliability of access to Wi-Fi in instructional spaces, student housing, and outdoor spaces. Learning Online  Allen and Seaman (2017) report continued growth in online learning. The growth rate in 2015 was 3.9 percent, higher than reported the previous two years; over six million students took at least one distance course. Almost 30 percent of all students in higher education take at least one distance course; the vast majority of these are undergraduates (Allen & Seaman). Public colleges and universities continue to provide the greatest amount of distance education. Private ­non-­profit institutions are providing an increased amount, while private for-profit institutions are seeing declines in enrollment (Allen & Seaman, 2017). While a significant majority of faculty feel online learning will make higher education available to a larger population, roughly half do not support online degree programs, and only 22% felt it helped students learn more effectively (EDUCAUSE, 2017a). The Horizon Report posits online, mobile, and blended learning as “foregone

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conclusions” for which institutions will need integration strategies (Adams Becker et al., 2017) to survive. Blended Learning  The combination of face-to-face instruction with online learning continues to increase in popularity. Seventy-one percent of faculty surveyed prefer to teach using a blended learning approach (EDUCAUSE, 2017a), and 79 percent of undergraduate students surveyed prefer this approach (EDUCAUSE, 2017b).

Faculty Use of Technology for Instruction Faculty continue to embrace digital technologies and modern classroom tools such as LMSs and look for ways to teach using technology innovative and creative ways (EDUCAUSE, 2017a). Most faculty respondents indicate they encourage the use of tablets and laptops in the classroom, though it must be noted that 52 percent of the respondents report they ban or discourage student use of smartphones in their classrooms (EDUCAUSE, 2017a). Faculty are beginning to look more closely at open educational resources (OERs), the vast majority of which are available through computer networks. Allen and Seaman (2016) report that OER interest has increased but that it still remains low; only around a quarter of faculty respondents indicated awareness of OERs. Barriers to use of OERs are for the most part a lack of resources in the subject area and the lack of a comprehensive list of possible resources (Allen & Seaman, 2016). EDUCAUSE (2017a), however, reports that 64 percent of faculty respondents support OERs as an instructional approach. Open educational resources have been in the news over the past year (Brown & Green, 2017) with the US Department of Education advocating greater OER use through its #GoOpen campaign (Office of Educational Technology, ND), which addresses K-12 schools but has implications for all levels of public education. In the US, OERs have  become particularly interesting to faculty as they grapple with assigning expensive, traditional textbooks. Faculty report dissatisfaction with the high cost of textbooks, yet they are the most commonly used course resources (Allen & Seaman, 2016). The authors continue to view OERs as promising instructional resources developed by both faculty and instructional design/technology support staff.

Student Use of Technology for Learning As noted earlier in this section, students are bringing to campus a variety of networked computing devices such as laptops and smartphones, and to a lesser extent tablets (EDUCAUSE, 2017b). Seventy-eight percent of students surveyed are

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connecting two or three devices to the campus network simultaneously (EDUCAUSE). Forty-one percent of undergraduate survey respondents report using a smartphone in most or all of their courses, and 47 percent of those students view smartphones as important to academic success (EDUCAUSE, 2017b). The most common course-related uses for smartphones include communicating with other students, communicating with instructors, taking photos of class activities and resources, and checking grades (EDUCUASE). Sixty-eight percent of students surveyed think their instructors use technology adequately for course instruction. Students report that 35% of their instructors encourage the use of student devices during class for learning purposes, and 62% would like instructors to provide free, web-based course materials (EDUCAUSE, 2017b). Seventy-nine percent of students responding prefer blended learning environments (EDUCAUSE). Compared to previous years (e.g., Brown & Green, 2016), students are bringing even more computing tools with them to campus and hoping for their greater use for instruction. Undergraduate students, in particular, would like to see more use of web-based resources and blended learning environments.

K-12 Education We have primarily consulted the annual reports of Education Week, the New Media Consortium, and Project Tomorrow as we did with previous issues and trends chapters (e.g., Brown & Green, 2016; Brown & Green, 2015). The major reports we accessed were Technology Counts 2017: Classroom Technology: Where Schools Stand (Education Week, 2017a), The NMC/CoSN Horizon Report: 2017  K-12 Edition (Freeman, Adams Becker, Cummins, Davis, & Hall Giesinger, 2017), and Trends in Digital Learning 2017 (Project Tomorrow & Blackboard, 2017). Technology Counts 2017 is the 18th edition of the report published by Education Week. The annual report focuses the use of educational technology in K-12 schools. Although the report has shifted away from providing an overall state of educational technology and funding of educational technology state-by-state, this year’s report did report on the general state of classroom technology. The New Media Consortium and the Consortium for School Networking’s (CoSN) Horizon Report examines emerging technologies and practices in K-12 that are likely to gain use traction over the next year to five years. The Project Tomorrow and Blackboard report is the most recent published from the annual survey research conducted by Project Tomorrow that focuses on students, parents, teachers, and administrator perceptions about and use of educational technology. The 2017 Project Tomorrow and Blackboard (2017) digital learning trends report was an analysis of data collected from 514,000 educators, students, parents, and community members in the United States. The report focused on “the readiness of teachers to use digital tools to transform teaching and learning” (p. 1). We outline the major findings from this report later in this section.

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Funding for Technology Determining specific levels of funding in K-12 is historically problematic because of various reporting procedures of States and Federal agencies. It was estimated that approximately $12 billion was spent on IT (specifically hardware, software, and support) in K-12 during 2017 (Edtech Navigator, 2017). As of the writing of this review, the proposed Federal budget (US Department of Education, 2017) included requests for funding for twenty-first-century community learning centers ($1 billion continued funding; although speculation is that this will be eliminated in 2018), Computer Science for All ($200 million new funding), and Computer Science for All Development Grants ($100 million new funding). These Federal programs were in addition to the monies spent on instructional technology by the States.

Technology Availability and Use in Classrooms Instructional technology continues to make its way into classrooms. As we reported in last year’s review (Brown & Green, 2016), 44% of districts expected budget increases for spending on hardware and 32% expected increases in software purchases (EdNet Insights, 2016). According to EdNet Insight, the top-cited technology initiative was wireless networks (71% of districts surveyed) followed by student data security and privacy (65%), online assessment readiness (63%), data-driven decision making (58%), Chromebooks (55%), and one-to-one computing (53%). Mobile device purchase plans by grade level were laptops and Chromebooks (50% districts surveyed) in grades 9–12, Chromebooks in grades 6–8 (56%), Chromebooks in 3–5 (46%), and tablets in K-2 (54%). These data are corroborated by Education Week (2017b) who reported that, “The number of laptops, tablets, netbooks, and Chromebooks shipped annually to US K-12 schools grew by 363 percent over the past seven years, from just over 3 million devices in 2010 to almost 14 million this year” (para. 8). This growth is predicted to continue. With increased access to classroom technology there has also been an increase in use of this technology in classrooms. Education Week (2017a) cited a National Assessment of Educational Progress Report that indicated an increase in the percentage of fourth and eighth grade students who indicated using a computer during math class at least one time every few weeks. The increase was 19% for fourth grade students and 26% for eighth grade students over the past decade. The same report indicated that over this same decade, the use of computers in math by fourth graders for critical thinking activities has decreased, while the use for drill and practice has increased. This use is similar in other content areas. In addition to increased access to hardware and software, more schools have access to high-speed Internet connections. According to Education Superhighway (2017), 88% of school districts have Internet connectivity of 100kps per student. This is up from 30% of school districts in 2013. The report predicts that by 2020, 100% of districts will have 100kps per student access.

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Teacher Use of Technology Data from the Trends in Digital Learning (Project Tomorrow & Blackboard, 2017) indicate that teachers’ use of digital content is on the rise. The report states that over the past three years, the use of online videos for instruction has increased by 39% (p. 4). There was a 14% increase in the use of online curriculum (p. 4). Over the past three years, “teachers have embraced classroom cloud based tools such as G Suite for Education and Office 365” (p. 4). In addition to using instructional technology with students, teachers reported using technology for professional activities such as using digital tools to create student investigations (30%), create videos or labs for their students (18%), maintain a class blog or discussion board for their students to share ideas (14%), and use Twitter as a professional learning tool (13%). Despite increased access of instructional technology in classrooms, this has not necessarily resulted in been better use (Education Week, 2017c). Education Week reported data from the National Assessment of Educational Progress that indicated that eighth grade math students “more commonly used classroom computers for ‘passive’ activities such as practice or review, than for ‘active’ purposes, such as researching a math topic” (Education Week, 2017c, para. 1). According to data from Technology Counts 2017 (Education Week, 2017b) and results from Trends in Digital Learning (Project Tomorrow & Blackboard, 2017), the percentage of teachers who indicate receiving formal training on effective use of the technology has remained level over the past year. Increased numbers of teachers reported engaging in their own professional development—especially through online opportunities such as engaging in social media, participating in a MOOC, watching online videos (e.g., TEDTalk), and taken an online/virtual course (Project Tomorrow & Blackboard, 2017).

Emerging Trends to Watch in K-12 In last year’s review (Brown & Green, 2016), data from the reports we reviewed highlighted two significant trends—online learning and personalized learning. We reported that over 462,000 students engaged in semester-long courses during the 2014–2015 school year (Gemin, Pape, Vashaw, & Watson, 2015). We also reported that, “Two-thirds of school principals who have implemented blended learning models at their school say the learning process for each student is more personalized because of that implementation” (Project Tomorrow & Blackboard, 2016, p.  3). Reports we examined for this current review indicate that these two trends are likely to continue. In addition to these trends, data from the reports we reviewed point to emerging trends that are having an impact or should have an impact on K-12 teaching and learning in the next five years. The trends to watch are makerspaces, computer science (e.g., programming and coding), robotics, augmented reality, virtual reality, artificial intelligence and deep learning, and the Internet of Things.

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Conclusion Over the review period, there was continued, ubiquitous use of instructional technology in corporate training, higher education, and K-12 settings. Digital content (commercially created or instructor/teacher created) being used across all three settings remained a trend as did the increased use of mobile devices. Online learning opportunity during this review period was evident among corporate training, higher education, and K-12. Spending on instructional technology in all three sectors remained relatively steady despite historical uncertainties brought on by state and federal budgets. Access to instructional technology remained high in all three sectors. Online learning opportunities continued to trend in higher education and in K-12. All sectors examined, namely, corporate, higher education, and K-12 continue to devote significant resources to instructional technology, and job prospects for instructional designers, training and development specialists, and eLearning practitioners remain positive.

References Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition. Austin, TX: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf. Allen, I.  E., & Seaman, J.  (2016). Opening the textbook: Educational resources in U.S. higher education, 2015–16. Babson Park, MA: Babson Survey Research Group. Allen, I.  E., & Seaman, J.  (2017a). Digital learning compass: Distance education enrollment report 2017. Babson Park, MA: Babson Survey Research Group. Allen, I.  E., & Seaman, J.  (2017b). What we teach: K-12 school district curriculum adoption process. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC.  Retrieve from https://www.onlinelearningsurvey.com/reports/k12oer2017/whatweteach_2017.pdf Brown, A., & Green, T. (2015). Issues and trends in instructional technology: Leveraging budgets to provide increased access to digital content and learning opportunities. In M.  Orey, S. A. Jones & R. M. Branch (Eds.), Educational media and technology yearbook (Vol. 39). New York, NY: Springer. Brown, A., & Green, T. (2016). Issues and trends in instructional technology: Increased use of mobile technologies and digital content to provide un-tethered access to training and learning opportunities. In M. Orey, S. A. Jones, & R. M. Branch (Eds.), Educational media and technology yearbook, 40. New York, NY: Springer. Brown, A., & Green, T. (Producers). (2017). Trends and issues in instructional design, educational technology, and learning sciences [Audio Podcast Series]. Retrieved from http://trendsandissues.com/ CNN Money. (2017). Best jobs in America: CNNMoney/PayScale.com's top 100 careers with big growth, great pay and satisfying work. Retrieved from http://money.cnn.com/pf/best-jobs/2017/ list/ Dahlstrom, E., Brooks, D. C., Grajek, S., & Reeves, J. (2015). ECAR study of students and information technology, 2015. Louisville, CO: ECAR.  Retrieved from http://net.educause.edu/ir/ library/pdf/ss15/ers1510ss.pdf

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EdNet Insights. (2016). Technology landscape: Budgets, purchasing, and classroom technology. Retrieved from http://schooldata.com/ednet-insight/educational-technology-trends-findings/ EdTech Navigator. (2017). 2017 education IT spend: K-12 vs. Higher ed. Retrieved from http:// www.centerdigitaled.com/navigator/numbers/2017-education-it-spend-k-12-vs-higher-ed_70. html Education Superhighway. (2017). Digital inequality is educational inequality.  Retrieved from https://stateofthestates.educationsuperhighway.org/2017/ Education Week. (2017a). Technology counts 2017 – Classroom technology: Where schools stand. Retrieved from http://www.edweek.org/ew/toc/2017/06/14/index.html Education Week. (2017b). Data dive: Devices and software flooding into classrooms. Retrieved from http://www.edweek.org/ew/tc/2017/data-dive-devices-and-software-flooding-intoschools.html Education Week. (2017c). State data: How do students actually use classroom computers? Retrieved from http://www.edweek.org/ew/tc/2017/state-data-how-do-students-actually-usecomputers.html EDUCAUSE. (2017a). The EDUCAUSE almanac for faculty and technology survey, 2017. Retrieved from https://library.educause.edu/~/media/files/library/2017/8/facultyalmanac17. pdf EDUCAUSE. (2017b). The EDUCAUSE almanac for undergraduate student and technology survey, 2017. Retrieved from https://library.educause.edu/~/media/files/library/2017/8/studentalmanac17.pdf Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). NMC/ CoSN horizon report: 2017 K–12 edition. Austin, TX: The New Media Consortium. Gemin, B., Pape, L., Vashaw, L., & Watson, J.  (2015). Keeping pace with K-12 digital learning: An annual review of policy and practice, twelfth edition. Durango, CO: Evergreen Education Group. Retrieved from http://www.kpk12.com/wp-content/uploads/Evergreen_ KeepingPace_2015.pdf. Ho, M., (with Jones, M., Julien, T., & Brody, J.) (2016). 2016: State of the industry. Alexandria, VA: Association for Talent Development (ATD). Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 Higher education edition. Austin, TX: The New Media Consortium. Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2016). NMC horizon report: 2016 K-12 edition. Austin, TX: The New Media Consortium. Office of Educational Technology. (ND). Open education. Retrieved from https://tech.ed.gov/ open/ Panetta, K. (2017). Top trends in the Gartner hype cycle for emerging technologies, 2017. Gartner. Retrieved from http://www.gartner.com/smarterwithgartner/ top-trends-in-the-gartner-hype-cycle-for-emerging-technologies-2017/ Project Tomorrow & Blackboard. (2016). Trends in digital learning: How k-12 leaders are empowering personalized learning in America’s schools. Speak Up 2015 Survey. Retrieved from http://bbbb.blackboard.com/2016digitaltrendsreport Project Tomorrow & Blackboard. (2017). Trends in digital learning: Building teachers’ capacity and competency to create new learning experiences for students. Retrieved from http://www. tomorrow.org/speakup/speak-up-2016-trends-digital-learning-june-2017.html US Department of Education. (2017). Fiscal year 2017 budget summary and background information. Retrieved from https://www2.ed.gov/about/overview/budget/budget17/ summary/17summary.pdf Vipond, S., & Smolen, T. (2017). 2017 eLearning salary & compensation report. Santa Rosa, CA: The eLearning Guild.

Chapter 2

Second Thoughts: Understanding the Impact and Appropriate Use and Non-­use of Technologies Brad Hokanson and Amie Norden

Introduction Trends are often narrowly described in educational technology as those that directly affect our domain, such as the use of hardware or software advances or the shift to mobile computing. In a larger sense, trends also describe changes in how we live, how society changes, and the resulting tides of human life. Trends are inclinations or drifts in a particular direction, the winds of change in society. These large, subtle trends are often illustrated or caused by our relationship with technology on a personal or societal level. They can and will have an impact on education, on educational technology, and on media use, and they must be addressed in our educational efforts. Now the question becomes, what are you turning off? What is the value of consciously “unplugging” from technologies? How is learning different away from digital technology?

The Challenge Over the last 10 years, technologies have transformed the learning landscape at a pace and scale that make it nearly impossible to remember what learning was like “before the Internet.” As Neil Postman wrote, “… new technologies change what we mean by knowing and truth; they alter those deeply embedded habits of thought B. Hokanson (*) College of Design, University of Minnesota, St. Paul, MN, USA e-mail: [email protected] A. Norden University of Minnesota, Minneapolis, MN, USA e-mail: [email protected] © Springer Nature Switzerland AG 2019 R. M. Branch et al. (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 42, https://doi.org/10.1007/978-3-030-27986-8_2

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which give to a culture its sense of what the world is like a sense of what is the natural order of things, of what is reasonable, and of what is necessary, of what is inevitable, of what is real” (1992). During the last decade, online learning has experienced consistent and increasing growth. The latest Babson survey reports that over 30 percent of higher education students are taking at least one distance education course (2017). Online learning and distance education are no longer curiosities but are firmly entrenched with their technological “feet” firmly planted on the inner courtyard of higher education institutions. Presently, we have built and enthusiastically embraced a range of technologies that shape our work, our communication, and our thinking. They are not merely conveyors of information but change our thinking and habits. The predictions of McLuhan regarding earlier technologies are still applicable and perhaps even more evident: “The medium is the message because it is the medium that shapes and controls the scale and form of human association and action” (McLuhan, 1964, p. 9). We find ourselves grappling with the unintended consequences of the creations of Facebook, artificial intelligence, human genetic engineering, and the predominance of technology in education. The unforeseen impacts of mobile computing and Internet access are being widely recognized. Technology has even been described, in some instances, as an addiction: a monster of our own making. “The question is: Will we sail through safely or will we, like Victor Frankenstein, witness ‘destruction and infallible misery’?” (Biggle, 2017). Questions and doubts about the assumed value of technology are like a rising tide. For example, the shift to online shopping is being blamed for the decline of brick-and-mortar stores and shopping malls. Is the same type of phenomenon occurring in the case of universities? Clayton Christensen and Eyring (2011) of Harvard’s Business School described how universities can reduce their infrastructure burden through online learning, which is less dependent on brick-and-mortar buildings. Very recently, the University of Maine announced plans to demolish some buildings and reduce its brick-and-mortar footprint due to increased online courses. Per Postman (1992): “New technologies compete with old ones--for time, for attention, for money, for prestige, but mostly for dominance of their world view” (p. 16). The newest trend in educational technology is not seen in the media coverage of the newest and latest gadget or app, nor is it heavily marketed software or hardware. Paradoxically enough, it may or may not have been observed at the most recent Consumer Electronics Show, but it could have been present. It is not augmented reality, big data, mobile learning, gamification, or personalized instruction. In fact, it is not online at all: it is “non-line.” It is not the newest turn on, but rather the act of turning off. Individuals are reacting to the overabundance of technology in their lives by turning things off, killing their social media accounts, or seeking live music. This could be described as a generalized reaction to the over use of technology in our lives. A recognition of this is evident in our own personal experiences: the proof is in our actions.

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We all may have second thoughts about digital technologies in our own lives, looking for more in-person conversations, for quiet time to read on airplane flights, and going so far as installing software to block habitual use of browsers, email, and social media. This trend may be a reaction to the over-selling of social media and Internet technology. Social media growth has hesitated, privacy concerns, with people leaving social media, and hacking/manipulation by digital agents in every corner of the globe. Mobile phones have had a most significant effect. The ubiquity of mobile technology is being recognized as detrimental, bringing new rules, social norms, and interpersonal connections. Phone-free family dinners are highlighted in television ads, and movie theatres make announcements about silencing phones. Even undergraduates have observed the social awkwardness of everyone in a small group pulling out their phones when the conversation lags, a situation known as “phubbing” or the act of snubbing someone in favor of your phone. This is a trend we see and live. The art of conversation has suffered; as in-person has languished, verbally chatting via mobile phone has flourished. Carrying on a conversation in person is an unusual skill these days. This illustrates the de-skilling that has occurred in ourselves and our students. In-person experiences are less real and more mediated. They are not “real” unless posted on Instagram or Facebook. People are actively making choices and limiting their interaction with media, limiting use and activity. This will also affect the effectiveness of digital technology in higher education. It can also be seen in the choices faculty and students make with regard to learning. Recent NMC Horizon Reports on technological trends are generally accurate, but they deal mostly with hardware and not with some of the social issues of the field. McLuhan’s contention was that new technologies themselves are not the most important aspect of their adoption; the most important is the change in how we act and think. They change what is possible and how it is done.

Education Organizations, faculty, and students all weigh educational access choices in different ways. Universities and colleges often make pragmatic choices regarding online education with a focus on geographical access, facility limits, and tuition revenue. For example, the University of Central Florida has cited online courses as a way to alleviate campus parking problems (Zaragoza, 2010). Choices for online education are often made on the basis of cost, convenience, scale, and repeatability, but not on the basis of quality or engagement. The choices organizations make to operate and in the choices of individuals are administrative guiding the future use of digital technology. On the other hand, ensuring the qualitative aspects of student learning is often vested with the faculty or instructional designers. The premise is that online or hybrid courses should be comparable to in-person sessions.

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In 1999, Ertmer published an examination of how educational technology had been adopted and used in education. They characterized two forms of impediments to educational technology, termed first- and second-order obstacles. First-order obstacles were objective: costs, hardware limitations, and the like. Second-order obstacles were more subjective; many faculty chose not to teach online or to integrate technology in their courses. An assumption was that as the faculty evolved, there would be greater use of technology in teaching. It continues to be the human choices that most strongly influence the use of educational technology, and not the specific technologies. The expression of agency continues to be evident in education in how faculty chose to use, promote, and explore educational technology. Notably, in a recent study by EDUCAUSE Center for Analysis and Research (Pomerantz & Brooks, 2017), even skilled and experienced faculty were choosing not to fully base their teaching in the online world. They are preferring a balance between the classroom and the virtual space, even while the use of online education continues to grow. They are beginning to be mindful of the use of technology in teaching. Most current faculty have the capability for online teaching, and many are choosing to not teach online, but are selecting technology that is appropriate. There remains a desire for in-person communication and engagement, a sentiment often shared by our students. There remains a question among faculty: Would you hire a candidate for a faculty position who has earned an online degree? Is that a consistent choice even with equivalent qualifications? If online communication is so effective, why is it that everyone still conducts face-to-face interviews? Learning, of course, is more than the distribution and retention of information. The learning process involves all sorts of affective components, not the least of which is the social interactions that occur in-person and on campus. The social contract of the classroom is known to be an effective incentive to improving learning.

Effectiveness Unfortunately, in many cases, students take online classes for less than positive reasons. They are making choices influenced by convenience, in not having to travel to class and in having a more flexible schedule. They may also be selecting online courses to avoid the structure and interaction of an in-person class, or they may choose an online course because it seems an easier and less effortful option. By this choice, certain affordances of face-to-face courses are lost: the engagement and social contract of attending a class with others, the commitment to a given regimen, and the richer information of a personal experience. While many residential colleges tout the value of an on-campus and in-person education, there are changes in the online world that illustrate some of the same values. Other educational institutions are making the choice to not accept the axiom “learning at any time, any place” by convening online classes at a specific time.

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Philosophically, this could mean a recognition of the value of a group engagement at a common time, the useful pull of a social contract, and the immediate and rich nature of the full class that is not met (literally or figuratively) through a chat room. Colleges are placing more emphasis on the full college experience and on campus life. They argue for face-to-face classes as having more presence. There is recognition of the value of real experiences in making, travel, and faculty-student interaction. In perhaps the most telling example, the Harvard Business School has begun to hold its online courses in a synchronous manner. They have recognized the value of holding class and discussion at a particular time, and the translation of their well-­ known Socratic process necessitates a live performance. It is “learning at any time, any place” but a more controlled and structured event called HBSX (Harvard Business School, 2018). Instructional faculty do recognize that online classes may not be as effective at motivating and keeping students connected and engaged. There is a lack of connectedness with solely online offerings. Teaching online, faculty do not engage with students as much; it is still a skill that needs developing in many instructors. Assignments must be built to connect with them as a person and between learners, and these assignments need to take advantage of the richness of physical interaction. In the online class, it is just the learner and the screen, but it can be so much more.

Directions What lessons can we learn from the new reticence toward online tools and ubiquitous computing? There are efforts that those involved in educational technology can make given the recognition that technology use is being challenged and restrained. First, instructional design must be more mindful in the selection of technology in education, as opposed to the “more is better” approach. The inherent affordances, good and bad, between online, hybrid, and non-line must be recognized. Instructional design must also avoid the tendency to use single media for learning and accept a broader definition of “hybrid.” Second, the value of synchronous education needs to be recognized, whether as a broadcast model or for live, interactive learning. Newer technologies have the capability to engage learners in both a synchronous and an asynchronous manner. Finally, more focus must be on active, grounded and embodied education with learners experiencing, engaging, and interacting in-person, with results uploaded through technology. Digital images and videos can capture complex performances and can present, for example, mold growth in remote student biology experiments. Music or dance lessons can be synchronous around the world as they are business meetings. And the exploration of the Arctic or the Amazon can be connected with students elsewhere, or the students can do the traveling independently and report their activities online as well.

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How we choose to use and to not use the technologies at hand can create a richer online educational experience, as well as a broad range of possible learning experiences for our students.

References Biggle, A. (2017). What can be done about our modern day Frankensteins? Retrieved January 3, 2018 from https://theconversation.com/ Christensen, C.  M., & Eyring, H.  J. (2011). The Innovative University: Changing the DNA of higher education from the inside out. San Francisco, CA: Wiley. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. Harvard Business School. (2018). Engage with global business leaders—In real time. Retrieved from https://hbx.hbs.edu/learning-platforms/hbx-live McLuhan, M. (1964). Understanding media, the extensions of man. Cambridge, MA: MIT Press. Pomerantz, J., & Brooks, D. C. (2017). ECAR study of faculty and information technology, 2017. Research report. Louisville, CO: Educause Center for Analysis and Research. Postman, N. R. (1992). Technopoly: The surrender of culture to technology. New York: Vintage/ Random House. Zaragoza, L. (2010, August 26). UCF online classes: Many students hardly need to set foot on campus. Retrieved January 22, 2018 from https://today.ucf.edu/ucf-onlineclasses-many-students-hardly-need-to-set-foot-on-campus/

Chapter 3

Enhancing Student Critical Literacy Through Social Annotations Yu-Tien Huang, Shu-Min Shih, and Sheng Shiang Tseng

Introduction The rapid growth of the internet and other Information and Communication Technologies (ICTs), such as blogs, wikis, search engines, and social media, has changed the meaning and nature of literacy. One of the new literacy skills that students have to develop is critical literacy (Abdel Halim, 2011; Britt & Gabrys, 2001; Leu et al., 2011; Yang, Gamble, Hung, & Lin, 2013). Critical literacy refers to the skills to (a) locate the most useful information needed to understand text (Leu et al., 2011), (b) critically evaluate the accuracy, reliability, and bias of text information (Sanchez, Wiley, & Goldman, 2006), and (c) synthesize text information (Jenkins, 2006). Students equipped with critical literacy are active readers who can analyze a text, recognize controversial ideas, offer critiques and arguments, and judge and confirm that what they read is accurate, significant, and reliable (Jaffar, 2004; Medina & Pilonieta, 2006; Mayfield, 1997; Shihab, 2011). However, English as a Foreign Language (EFL) students in Asian countries such as China, Taiwan, and Korea were reported to lack critical literacy skill (Huang, 2013; Liu, 2006; Lo, Yeh, & Sung, 2013). These EFL students are typically passive readers and tend to comprehend passages in English texts by using memorization. Owing to their low critical literacy, EFL students may encounter difficulties in locating essential information, synthesizing information, and critically evaluating the information in foreign language reading (Huang, 2013; Lo et al., 2013). Developing students’ critical literacy skill has become one of the essential foci in reading instruction in recent years.

Y.-T. Huang · S.-M. Shih · S. S. Tseng (*) Graduate Institute of Curriculum and Instruction, Tamkang University, New Taipei City, Taiwan © Springer Nature Switzerland AG 2019 R. M. Branch et al. (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 42, https://doi.org/10.1007/978-3-030-27986-8_3

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Applications of Social Annotation to Enhance Critical Literacy Many researchers have explored how to foster students’ critical literacy skill. Social annotation is one of the instructional approaches widely used to improve students’ critical literacy skill through tools such as Annotea, CoNote, EDUCOSM, and PAMS. Social annotation means that students (a) read and annotate the same reading together by marking keywords, underlining sentences, and adding additional comments, (b) share annotations with each other, and (c) comment on the annotations of previous readers (Cadiz, Gupta, & Grudin, 2000; Xianmin, Shengquan, & Zhong, 2013; Wolfe, 2002). Sharing annotations and commenting on peers’ annotations often encourage collaborative discussions and reflections on reading sources, which empower students to improve critical literacy skill, recall reading sources, and deepen reading comprehension (Cabanac, Chevalier, Chrisment & Julien, 2007; Cadiz, Gupta, & Grudin, 2000; Hicks, 2003; Hsiao & Brusilovsky, 2011; Lehtinen, 2003; Wei & Chen, 2006; Wolfe, 2002). Liu (2006), for example, investigated whether annotations can assist students in developing critical literacy with regard to the reading materials. She found that students with higher frequencies of marking annotations on texts demonstrated higher critical literacy skill. Thus, students are encouraged to perform social annotations by annotating the same reading together, sharing annotations with each other, and commenting on annotation of previous readers.

 roblems of the Previous Studies Using Social Annotation P to Enhance Critical Literacy Some problems were identified from the studies using social annotation to enhance critical literacy skill. First, the effectiveness of social annotation on the development of critical literacy skill remains unclear and controversial (Johnson, Archibald & Tenenbaum, 2010; Nunes, Kawase, Dietze, Campos & Nejdl, 2012). Mendenhall and Johnson (2010) used a self-contrived annotation system, SAM-LS, to support students in using social annotation to improve critical literacy skills. The findings indicated that critical literacy skill among students who socially annotated texts was higher than those who did not annotate texts. Conversely, Johnson et  al. (2010) reported the findings that students who use social annotation did not make any progress in critical literacy skill but improve in reading comprehension and metacognitive skills. The two studies confirmed that further empirical research should be conducted to verify the influence of using social annotations on critical literacy. Another constraint is that few studies have explained what some students can benefit from social annotation in critical literacy skill, and some cannot. To understand why students can or cannot improve their critical literacy through social annotation, it is necessary to examine the way in which students interact with each other in social annotation (Hwang, Wang, & Sharples, 2007). Novak, Razzouk, and Johnson (2012) also indicated that few studies have examined the use of social

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annotation in educational settings (Novak et  al., 2012). More empirical studies should be conducted to understand the effects of social annotation in practice. To fill the voids in the existing literature, this study intends to investigate the effects of social annotation on critical literacy skill and the way in which students interact with each other in social annotation. The following research questions guided this research: 1 . What is the effect of social annotations on critical literacy skill? 2. How do students interact with each other in social annotation?

Method Participants Participants in this study were forty-five students in Taiwan. Before the class began, students took the reading section of an online simulated Test of English for International Communication (TOEIC) to identify their reading proficiency. The mean score for the reading section among the 45 students was 257 out of 450, which indicated that these students were identified at low-intermediate reading proficiency level.

Reading Instruction Program The reading instruction program lasted for 18 weeks to improve student critical literacy through social annotation. A.nnotate was used in this study to allow students to mark and share annotations on documents, images, and webpages without any installation of software or plug-ins. A.nnotate contains the following functionalities: (a) collaboratively adding and annotating documents, (b) sharing annotated documents, and (c) organizing annotated documents. In the reading instruction program, the students were required to read two texts assigned by instructors. As individual students read Text 1, the students read the texts individually without making annotations on texts. When students started reading the Text 2, they were required to collaboratively annotate the texts and provide feedback on their peers’ annotations through A.nnotate.

Data Collection Procedure The students’ critical literacy was evaluated through a critical literacy test composed of 30 multiple-choice questions, where each question was comprised of four choices and was weighted with 2 points. Students took the critical literacy test after

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reading Text 1 and Text 2 in order to measure their critical literacy. The critical literacy test involved three types of questions: main idea questions, factual information questions, and synthesizing questions. The main idea questions contained 10 questions requiring students to identify main ideas of the text. An example of the question is “what was the purpose of reading this passage?” The factual information questions included 10 questions asking students to recognize the causality of each piece of reading information and integrate the text information in a logical order. An example of the question is “what was the relationship between the robot and the birds?” The synthesizing information questions consisted of 10 questions in which the students selected sentences for a brief summary of the reading text. Two experts with specialties in reading assessment were invited to assess the critical literacy test for all the question items based on Cronbach’s alpha reliability.

Data Analysis The collected data included (a) the critical literacy tests for Text 1 and Text 2 and (b) the students’ social annotations on the reading texts. The critical literacy tests were analyzed through Analysis of Variance (ANOVA) to examine the effects of the social annotations on critical literacy (Research Question 1). The students’ social annotations on the reading texts were analyzed to investigate the way which students interacted with each other in social annotations (Research Question 2) through content analysis of the coding, categorization, description, and interpretation phases (Patton, 2002). The researchers first read through students’ annotations and assigned the annotations to categories (coding). Next, the researchers integrated similar categories by comparing and contrasting the properties of each category by constantly refining and consolidating the categories as stronger themes emerged (categorization). The categories were described by presenting and summarizing the main ideas (description). Finally, the main ideas of the categories were interpreted by offering explanations, drawing conclusions, and making inferences (interpretation). To confirm the external validity of the data, the researchers checked the interpretation of the data with the coinvestigator. If there was a discrepancy between the researchers, the respective data were reviewed to reach a consensus agreement.

Results  esearch Question 1: What Is the Effect of Social Annotations R on Critical Literacy? A one-way ANOVA test was conducted to determine whether there were differences in the critical literacy skills between the students who read Text 1 without social annotation and Text 2 with social annotation. The results showed that a significant

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3  Enhancing Student Critical Literacy Through Social Annotations Table 3.1  The development of students’ critical literacy skills through social annotations Reading comprehension test Texts: Main ideas  1. Text 1 without social annotation Factual information  2. Text 2 with social annotations Summary

F 17.30∗∗ 22.57∗∗∗ 9.68

Mean scores Text 1  500; W > 3.5) Ph.D.: 3.5 graduate GPA, GRE (V > 500; A > 500; W > 3.5) See website for details Degree Requirements:  Master’s and EdS: Minimum of 30 graduate credit hours required for the degree; 15  hours of upper division coursework. Maximum of 6 hours of transfer credit. PhD. See website for details Number of Full Time Faculty:  10; Number of Other Faculty: 8 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 59; PhD  – 10; Other – 18 Grant Monies Awarded in 2010–11 Academic Year:  1585885 Name of Institution:  The University of Southern Mississippi Name of Department or Program:  Instructional Technology and Design Address: 118 College Drive #5036 Hattiesburg, MS 39406-0001 USA Phone Number:  601-266-4446 Fax Number: 601-266-5957 Email Contact:  [email protected] URL: http://dragon.ep.usm.edu/~it Contact Person:  Dr. Taralynn Hartsell Specializations:  The Department of Technology Education at the University of Southern Mississippi has two graduate programs relating to Instructional Technology and Design. The Master’s of Science in Instructional Technology is a 33–36 hour program, and the Ph.D. of Instructional Technology and Design is a 60–75  hour program. Features:  The Master’s of Science concentrates more on the technology application and integration aspect that helps students learn both hands-on application of technology, as well as theoretical and historical aspects related to the field of study. A majority of the coursework in the program can be completed online (about 70%), and the remaining coursework are hybrid or blended in nature (about 60% online and 40% traditional). The Ph.D. program is a new advanced study program for those

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wishing to pursue their education in the application of technology and design, research, and leadership (begins in Fall 2009). The Ph.D. program also has two emphasis areas that meets students’ needs: instructional technology or instructional design. A majority of the coursework in the program can be completed online (between 60% and 80% depending upon emphasis area selected), and the remaining coursework are hybrid or blended in form (about 60% online and 40% traditional). Admission Requirements:  Please review the IT Web site for more information on the application procedures for each program: http://dragon.ep.usm.edu/~it. The GRE is mandatory for graduate programs. Degree Requirements:  Please review the IT Web site for more information on degree requirements for each program: http://dragon.ep.usm.edu/~it Number of Full Time Faculty:  4; Number of Other Faculty: 2 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 7; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  University of Montana Name of Department or Program:  School of Education Address: 32 Campus Drive Missoula, MT 59812 USA Phone Number:  (406)243-2563 Fax Number: (406)243-4908 Email Contact:  [email protected] URL: http://www.umt.edu Contact Person:  Dr. Sally Brewer, Associate Professor of Library/Media Specializations:  M.Ed. and Specialist degrees; K–12 School Library Media specialization with Library Media endorsement Not represented in the rest of this is that we also have a Master’s in Curricular Studies with an option in Instructional Design for Technology. Dr. Martin Horejsi is the coordinator of this program. His phone is 406.243.5785. His email is [email protected]. This program is 37 credits and can be taken totally online. There are 3 full time faculty members in this program. Features:  Combined online program with University of Montana-Western in Dillon, MT. 25 credits. Admission Requirements:  (both degrees): GRE, letters of recommendation, 2.75 GPA

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Degree Requirements:  M.Ed.: 37 semester credit hours (18 overlap with library media endorsement). Specialist: 28 semester hours (18 overlap). Number of Full Time Faculty:  3; Number of Other Faculty: 1 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 2; PhD  – 0; Other – 19 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  East Carolina University Name of Department or Program:  Department of Mathematics, Science, and Instructional Technology Education Address: MSITE Department, Mail Stop 566 East Carolina University Greenville, NC 27858-4353 USA Phone Number:  (252)328-9353 Fax Number: (252)328-4368 Email Contact:  [email protected] URL: http://www.ecu.edu/educ/msite/ it/maed/index.cfm Contact Person:  Dr. Carol Brown, MAEd Program Coordinator Specializations:  Master’s of Arts in Education (North Carolina Instructional Technology Specialist licensure); Master’s of Science in Instructional Technology; Certificate in Distance Education; Certificate in Virtual Reality in Education and Training; Certificate in Performance Improvement; Certificate for Special Endorsement in Computer Education. Features:  M.A.Ed. graduates are eligible for North Carolina Instructional Technology certification; Cert. for Special Endorsement in Computer Education for North Carolina Licensure as Technology Facilitator. ALL programs available 100% online. The program is housed in the Department of Mathematics, Science, and Instructional Technology Education. An important mission for this program is the emphasis on STEM in K–12 schools including support of math and science teachers who are teacher leaders in their school systems. Admission Requirements:  Bachelor’s degree; Admission to East Carolina University Graduate School. GRE [or Millers Analogy Test], references, and writing sample. Degree Requirements:  M.A.Ed.: 39 semester hours; Number of Full Time Faculty:  7; Number of Other Faculty: 2

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Degrees Awarded in 2010–2011 Academic Year:  Masters  – 48; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  North Carolina State University Name of Department or Program:  Department of Curriculum and Instruction, Instructional Technology Program Address: 602 Poe Hall, Campus Box 7801 Raleigh, NC 27695-7801 USA Phone Number:  (919) 515-6229 Fax Number: (919) 515-6978 Email Contact:  [email protected] URL: http://ced.ncsu.edu/cice/it/index. php Contact Person:  Dr. Kevin Oliver, Associate Professor Specializations:  Certificate in E-Learning. M.Ed. and M.S. in Instructional Technology. Ph.D. in Curriculum and Instruction with a concentration in Instructional Technology. Features:  Fully online E-Learning Certificate and Master’s programs with flexibility for residents near the Raleigh-Durham area to take some on-campus courses if they wish. Doctoral program is not online. A limited number of assistantships are available for students who live near Raleigh, go to school full time (9 hours/semester), and can work on campus 20 hours per week. Pays $15–20k per semester with health benefits and tuition remission. Admission Requirements:  Master’s: undergraduate degree from an accredited institution, 3.0 GPA in major or in latest graduate degree program; transcripts; GRE or MAT scores; 3 references; goal statement. Ph.D.: undergraduate degree from accredited institution, 3.0 GPA in major or latest graduate program; transcripts; recent GRE scores, writing sample, three references, vita, research and professional goals statement (see http://ced.ncsu.edu/cice/admissions.php). Degree Requirements:  Master’s: 30 semester hours (M.Ed.), 36 semester hours (M.S.), thesis required for M.S. program. Ph.D.: 60 hours. Up to 12 hours of graduatelevel transfer credits may be applied to any Master’s program if the transfer credits are from Instructional Technology courses similar to those in the program. Transfer credits not accepted for doctoral program – 60 new hours required at NC State. Number of Full Time Faculty:  3; Number of Other Faculty: 3

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Degrees Awarded in 2010–2011 Academic Year:  Masters  – 10; PhD  – 1; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  University of North Carolina Name of Department or Program:  School of Information and Library Science Address: 100 Manning Hall, CB#3360 Chapel Hill, NC 27599-3360 USA Phone Number:  (919)843-5276 Fax Number: (919)962-8071 Email Contact:  [email protected] URL: http://www.ils.unc.edu/ Contact Person:  Sandra Hughes-Hassell, Associate Professor, Coord., School Media Program Specializations:  Master of Science Degree in Library Science (M.S.L.S.) with specialization in school library media. Post-Master’s certification program Features:  Rigorous academic program plus field experience requirement; excellent placement record. Admission Requirements:  Competitive admission based on all three GRE components (quantitative, qualitative, analytical), undergraduate GPA (plus graduate work if any), letters of recommendation, and student statement of career interest and school choice. Degree Requirements:  48 semester hours, field experience, comprehensive exam, Master’s paper Number of Full Time Faculty:  31; Number of Other Faculty: 1 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 111; PhD  – 3; Other – 22 Grant Monies Awarded in 2010–11 Academic Year:  6843136 Name of Institution:  University of Nebraska at Kearney Name of Department or Program:  Teacher Education Address: 905 West 25th Street Kearney, NE 68849-5540 USA

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Phone Number:  (308)865-8833 Fax Number: (308)865-8097 Email Contact:  [email protected] URL: http://www.unk.edu/academics/ ecampus.aspx?id=6217 Contact Person:  Dr. Scott Fredrickson, Professor and Chair of the Instructional Technology Graduate Program Specializations:  M.S.ED in Instructional Technology, M.S.ED in Library Media. Features:  Two main emphasis areas  – Instructional Technology and School Library Media; The Instructional Technology track has an Information Technology endorsement module, and the School Library track has a module to obtain a School Library endorsement. To obtain either endorsement requires a current teaching certificate, however the degree itself does not. Admission Requirements:  Graduate Record Examination or completion of an electronic portfolio meeting department requirements, acceptance into graduate school, and approval of Instructional Technology Committee Degree Requirements:  36 credit hours – 18 of which are required and 18 are elective; 30 hours are required for either endorsement with six hours of electives; and a capstone Instructional Technology project. Number of Full Time Faculty:  5; Number of Other Faculty: 24 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 44; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  University of Nebraska-Omaha Name of Department or Program:  College of Education Department of Teacher Education Address: Roskens Hall 308 Omaha, NE 68182 USA Phone Number:  (402)554-2119 Fax Number: (402)554-2125 Email Contact:  [email protected] URL: http://www.unomaha.edu/libraryed/ Contact Person:  Dr. Rebecca J. Pasco Specializations:  Undergraduate Library Science Program (public, academic and special libraries) School Library Endorsement (Undergraduate and Graduate) M.S. in Secondary Education with School Library concentration M.S. in Elementary Education with School Library concentration M.S. in Reading with School Library

342

R. M. Branch

concentration Master’s in Library Science Program (Cooperative program with University of Missouri) Features:  Web-assisted format (combination of online and on-campus) for both undergraduate and graduate programs. School Library programs nationally recognized by American Association of School Librarians (AASL) Public, Academic and Special Libraries programs Cooperative UNO/University of Missouri MLS program is ALA accredited Admission Requirements:  As per University of Nebraska at Omaha undergraduate and graduate admissions requirements Degree Requirements:  School Library Endorsement (Undergraduate and Graduate) – 30 hours M.S. in Secondary and Elementary Education with School Library endorsement  – 36  hours M.S. in Reading with School Library endorsement – 36 hours Master’s in Library Science Program (Cooperative program with University of Missouri at Columbia) – 42 hours Number of Full Time Faculty:  2; Number of Other Faculty: 10 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 34; PhD  – 0; Other – 9 Grant Monies Awarded in 2010–11 Academic Year:  2500 Name of Institution:  Rutgers-The State University of New Jersey Name of Department or Program:  School of Communication and Information Address: 4 Huntington Street New Brunswick NJ USA New Brunswick, NJ 08901-1071 USA Phone Number:  (732)932-7500 Ext 8264 Fax Number: (732)932-2644 Email Contact:  [email protected] URL: http://www.comminfo.rutgers.edu/ Contact Person:  Dr. Kay Cassell, Director, Master of Library and Information Science, Dept. of Library and Information Studies, School of Communication, Information and Library Studies. (732)932-7500 Ext 8955. Fax (732)932-2644. Dr. Michael Lesk, Chair. Specializations:  The Master of Library and Information Science (M.L.I.S.) program provides professional education for a wide variety of service and management careers in libraries, information agencies, the information industry, and in business, industry, government, research, and similar environments where information is a vital resource. Specializations include school library media; services for children and youth; digital libraries; information retrieval / information systems; knowledge

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management (http://comminfo.rutgers.edu/master-of-library-and-information-science/curriculum-overview.html) Features:  The M.L.I.S. program, available both on campus and online, is organized around six themes in the field of library and information science: humaninformation interaction; information access; information and society; information systems; management; and organization of information. Six lead courses, one in each area, form the foundation of the curriculum and offer general knowledge of the major principles and issues of the field. Two or more central courses in each theme offer basic understanding and competencies in important components of the field. Specialization courses in each theme allow students to develop expertise in preparation for specific career objectives. The specialization in School Librarianship is certified with the NJ Department of Education. All students in the New Brunswick M.L.I.S. program work with an advisor to plan a course of study appropriate for their interests and career objectives. Admission Requirements:  A Bachelor’s degree or its equivalent from a recognized institution of higher education with a B average or better; GRE scores; personal statement which presents a view of the library and information science profession and applicants aspirations and goals in the library and information science professions; 3 letters of recommendation which focus on the applicants academic capacity to undertake a rigorous program of graduate study. Degree Requirements:  A minimum of thirty-six credits, or twelve courses, is required to earn the M.L.I.S. degree. All students are required to enroll in two noncredit classes, 501–Introduction to Library and Information Professions in their first semester, and 502–Colloquium in a later semester. There are no language requirements for the M.L.I.S. degree, and there is no thesis or comprehensive examination. Number of Full Time Faculty:  22; Number of Other Faculty: 15 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 161; PhD  – 10; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  500000 Name of Institution:  Appalachian State University Name of Department or Program:  Department of Curriculum and Instruction Address: College of Education Boone, North Carolina 28608 USA Phone Number:  828-262-2277 Fax Number: 828-262-2686

344

R. M. Branch

Email Contact:  [email protected];[email protected] URL: http:// edtech.ced.appstate.edu Contact Person:  Robert Muffoletto Specializations:  M.A. in Educational Media and Technology with three areas of concentration: Computers, Media Literacy, and Media Production. A plan of study in Internet distance teaching is offered online. Two certificate programs: (1) Distance Learning – Internet delivered; (2) Media Literacy Features:  Business, university, community college, and public school partnership offers unusual opportunities for learning. The programs are focused on developing learning environments over instructional environments. Admission Requirements:  Undergraduate degree Degree Requirements:  36 graduate semester hours. We also have certificates in (1) Distance Learning and (2) Media Literacy. Number of Full Time Faculty:  0; Number of Other Faculty: 0 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 5; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Buffalo State College Name of Department or Program:  Computer Information Systems Department Address: 1300 Elmwood Avenue, Chase Hall 201 Buffalo, NY 14222-1095 USA Phone Number:  (716) 878-5528 Fax Number: (716) 878-6677 Email Contact:  [email protected] URL: http://www.buffalostate.edu/ cis/x471.xml Contact Person:  Dr. Stephen E. Gareau, Program Coordinator Specializations:  M.S. in Education in Educational Technology Features:  This program is designed for K–12 and higher education educators, as well as trainers from business and industry, who wish to develop and expand their knowledge and skills in the development and application of various educational technologies. A wide range of media and tools are covered in the program, including text, graphics, audio, video, animation, models, simulations, games, and Web tools.

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Admission Requirements:  Bachelor’s degree from accredited institution, undergraduate 3.0 GPA, 3 letters of recommendation, one letter from applicant. Degree Requirements:  36 semester hours. See http://www.buffalostate.edu/cis/ x471.xml for full details. Number of Full Time Faculty:  3; Number of Other Faculty: 2 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 50; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  25000 Name of Institution:  Fordham University Name of Department or Program:  MA Program in Public Communications in the Department of Communication and Media Studies Address: Rose Hill Campus, 441 E. Fordham Rd. Bronx, NY 10458 USA Phone Number:  (718)817-4860 Fax Number: (718)817-4868 Email Contact:  [email protected] URL: http://www.fordham.edu Contact Person:  Fred Wertz, Department Chair, Tom McCourt, Director of Graduate Studies Specializations:  The MA in Public Communications has three concentrations, (1) Media Analysis and Criticism; (2) Industries, Publics and Policy; and (3) Screen Arts and Culture. Features:  Extensive Internship program: Full-time students can complete program in twelve months, but many students take eighteen months to complete the program. Admission Requirements:  3.0 undergraduate GPA. Fellowship Applicants must take the GREs. Degree Requirements:  10 courses (30) credits and either a media project, a research paper, or an MA thesis to complete the degree. Number of Full Time Faculty:  12; Number of Other Faculty: 4 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 20; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  150000

346

R. M. Branch

Name of Institution:  Ithaca College Name of Department or Program:  School of Communications Address: Park Hall Ithaca, NY 14850 USA Phone Number:  (607)274-1025 Fax Number: (607)274-7076 Email Contact:  [email protected] URL: http://www.ithaca.edu/gps/gradprograms/comm/ Contact Person:  Howard K.  Kalman, Associate Professor, Chair, Graduate Program in Communications; Roy H. Park, School of Communications. Specializations:  M.S. in Communications. Students in this program find employment in such areas as instructional design/training, web development, corporate/ community/public relations and marketing, and employee communication. The program can be tailored to individual career goals. Features:  Program is interdisciplinary, incorporating organizational communication, instructional design, management, and technology. Admission Requirements:  3.0 GPA, recommendations, statement of purpose, resume, application forms and transcripts, TOEFL 550 (or 213 computer-scored; 80 on the iBT version) where applicable. Degree Requirements:  36 semester hours including capstone seminar. Number of Full Time Faculty:  6; Number of Other Faculty: 0 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 15; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  State University College of Arts and Science at Potsdam. Name of Department or Program:  Organizational Leadership and Technology Address: 392 Dunn Hall Potsdam, NY 13676 USA Phone Number:  (315)267-2670 Fax Number: (315)267-3189 Email Contact:  [email protected] URL: http://www.potsdam.edu/olt

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347

Contact Person:  Dr. Anthony Betrus, Program Coordinator Specializations:  M.S. in Education in Instructional Technology with concentrations in Educational Technology Specialist, K–12 Track Educational Technology Specialist, Non-K–12 Track Organizational Performance, Leadership, and Technology. Features:  Live instruction Evening courses 12-week courses Group Work Internships Admission Requirements:  (1) Submission of an official transcript of an earned baccalaureate degree from an accredited institution. (2) A minimum GPA of 2.75 (4.0 scale) in the most recent 60 credit hours of coursework. (3) Submission of the Application for Graduate Study (w/$50 non-refundable fee). (4) For students ­seeking the Educational Technology Specialist Certification, a valid NYS Teaching Certificate is required. Degree Requirements:  36 semester hours, including internship or practicum; culminating project required Number of Full Time Faculty:  3; Number of Other Faculty: 3 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 32; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Wright State University Name of Department or Program:  College of Education and Human Services, Dept. of Educational Leadership Address: 421 Allyn Hall, 3640 Colonel Glenn Highway Dayton, OH 45435 USA Phone Number:  (937)775-2509 or (937)775-4148 Fax Number: (937)775-2405 Email Contact:  [email protected] URL: http://www.cehs.wright.edu/academic/educational_leadership/lib-media/index.php Contact Person:  Dr. Susan Berg, Library Media Program Advisor Specializations:  M.Ed. or M.A. in Computer/Technology or Library Media Features:  Ohio licensure available in multi-age library media (ages 3–21). Computer/technology endorsement above licensure only available on a graduate basis. Multi-age library media licensure available in two tracks: initial (no previous teaching license) and advanced (with current teaching license in another field). The computer/technology endorsement must be added to a current teaching license.

348

R. M. Branch

Admission Requirements:  Completed application with nonrefundable application fee, Bachelor’s degree from accredited institution, official transcripts, 2.7 overall GPA for regular status (conditional acceptance possible), statement of purpose, satisfactory scores on MAT or GRE. Degree Requirements:  M.Ed. requires a comprehensive portfolio; M.A. requires a 6-hour thesis Number of Full Time Faculty:  3; Number of Other Faculty: 5 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 10; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Kent State University Name of Department or Program:  Instructional Technology Address: 405 White Hall Kent, Ohio 44242 USA Phone Number:  (330) 672-0607 Fax Number: (330) 672-2512 Email Contact:  [email protected] URL: http://www.kent.edu/ehhs/itec/index.cfm Contact Person:  Dr. Drew Tiene, Coordinator: Instructional Technology Program Specializations:  M.Ed. in Instructional Technology, and licensure programs in Computing/Technology and Library/Media; Ph.D. in Educational Psychology with concentration in Instructional Technology. Features:  Programs are planned with advisors to prepare students for careers in elementary, secondary, or higher education, business, industry, government agencies, or health facilities. Students may take advantage of independent research, individual study, and internships. Most courses and programs can be taken online. Admission Requirements:  Master’s: Bachelor’s degree with 3.00 undergraduate GPA Degree Requirements:  Master’s: 34–39 semester hours, portfolio, and practicum for licensure. Doctoral: minimum of 45 post-Master’s semester hours, comprehensive exam, and dissertation. Number of Full Time Faculty:  5; Number of Other Faculty: 5 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 30; PhD  – 5; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0

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Name of Institution:  Ohio University Name of Department or Program:  Instructional Technology Address: McCracken Hall Athens, Ohio 45701-2979 USA Phone Number:  (740)597-1322 Fax Number: (740)593-0477 Email Contact:  [email protected] URL: http://www.cehs.ohio.edu/academics/ es/it/index.htm Contact Person:  David Richard Moore, Instructional Technology Program Coordinator Specializations:  M.Ed. in Computer Education and Technology. Ph.D. in Curriculum and Instruction with a specialization in Instructional Technology also available; call for details (740-593-4561) or visit the website: http://www.ohio.edu/ education/dept/es/it/index.cfm Features:  Master’s program is a blended online delivery. Admission Requirements:  Bachelor’s degree, 3.0 undergraduate GPA, 35 MAT, 500 GRE (verbal), 500 GRE (quantitative), 550 TOEFL, three letters of recommendation, paper describing future goals and career expectations from completing a degree program. Degree Requirements:  Master’s  – 36 semester credits, electronic portfolio or optional thesis worth 2–10 credits or alternative seminar research paper. Students may earn two graduate degrees simultaneously in education and in any other field. PhD – 66 hours with 15 hours being dissertation work Number of Full Time Faculty:  4; Number of Other Faculty: 0 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 18; PhD  – 10; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  500000 Name of Institution:  University of Cincinnati Name of Department or Program:  College of Education Address: 401 Teachers College, ML002 Cincinnati, Ohio 45221-0002 USA

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R. M. Branch

Phone Number:  (513)556-3579 Fax Number: (513)556-1001 Email Contact:  [email protected] URL: http://www.uc.edu/ Contact Person:  Richard Kretschmer Specializations:  M.Ed. or Ed.D. in Curriculum and Instruction with an emphasis on Instructional Design and Technology; Educational Technology degree programs for current professional, technical, critical, and personal knowledge. Features:  Contact division for features Admission Requirements:  Bachelor’s degree from accredited institution, 2.8 undergraduate GPA; GRE 1500 or better Degree Requirements:  54 qtr. hours, written exam, thesis or research project. (12–15 credit hours college core; 12–15 C&I; 18–27 credit hours specialization; 3–6 credit hours thesis or project). Number of Full Time Faculty:  ; Number of Other Faculty – Degrees Awarded in 2010–2011 Academic Year:  Masters – ; PhD – ; Other – Grant Monies Awarded in 2010–11 Academic Year: Name of Institution:  University of Toledo Name of Department or Program:  Curriculum & Instruction Address: 2801 W. Bancroft Street, Mail Stop 924 Toledo, Ohio 43606 USA Phone Number:  (419)530-7979 Fax Number: (419)530-2466 Email Contact:  [email protected] URL: http://tipt3.utoledo. edu Contact Person:  Berhane Teclehaimanot, Ph.D. Specializations:  Technology Using Educator/Technology Coordinator and Instructional Designer. Features:  Graduate students may concentrate in one of the two primary “roles,” or may choose a blended program of study. Program was completely redesigned in 2004. Admission Requirements:  Master’s: 3.0 undergrad. GPA, GRE (if undergrad. GPA  500; A > 500; W > 3.5) TOEFL of 540 (207 computerbased test) (if native language is not English) Letters of reference Degree Requirements:  Master’s: 30–34 credit hours; 15  hours at 400 level. Specific course requirements vary by focus area. Number of Full Time Faculty:  0; Number of Other Faculty: 0 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 72; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  University of Missouri-Kansas City Name of Department or Program:  Curriculum and Instructional Leadership Address: 4100 Oak Street Kansas City, MO 64101 USA Phone Number:  314.210.6996 Fax Number: 816.235.5270 Email Contact:  [email protected] URL: http://r.web.umkc.edu/russelldl/ Contact Person:  Donna Russell Specializations:  3D Virtual Learning Environments Features:  x Admission Requirements:  x Degree Requirements:  x Number of Full Time Faculty:  30; Number of Other Faculty: 15

400

R. M. Branch

Degrees Awarded in 2010–2011 Academic Year:  Masters  – 60; PhD  – 3; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  700000 Name of Institution:  East Carolina University Name of Department or Program:  Mathematics, Science, and Instructional Technology Education Address: 342 Flanagan Greenville, NC 27858 USA Phone Number:  252-328-9353 Fax Number: 252-328-9371 Email Contact:  [email protected] URL: http://www.ecu.edu/educ/msite/it/ Contact Person:  William Sugar Specializations:  MS in Instructional Technology, MAEd in Instructional Technology (see corresponding Educational Media & Technology Yearbook entry), Certificates in Computer-based Instruction, Distance Learning and Administration; Performance Improvement and Virtual Reality Features:  All required and elective courses are offered online. Courses include innovative approaches to online instruction. Admission Requirements:  MAT or GRE exam score Degree Requirements:  Bachelor’s degree Number of Full Time Faculty:  7; Number of Other Faculty: 3 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 20; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  University of North Carolina, Wilmington Name of Department or Program:  Master of Science in Instructional Technology  – Dept. of Instructional Technology, Foundations & Secondary Education Address: 601 South College Rd. Wilmington, NC 28403 USA

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Phone Number:  910-962-4183 Fax Number: 910-962-3609 Email Contact:  [email protected] URL: http://www.uncw.edu/ed/mit Contact Person:  Mahnaz Moallem Specializations:  The Master of Science degree in Instructional Technology (MIT) program provides advanced professional training for teachers and school technology coordinators; business and industry personnel such as executives, trainers, and human resource development employees; persons in the health care field; and community college instructors. The program focuses on the theory and practice of design and development, utilization, management, and evaluation of processes and resources for learning. It emphasizes product development and utilization of advanced technology and provides applied training in the total design, development, implementation, and evaluation of educational and training programs. Features:  As an exciting and innovative program, MIT provides students the opportunity to gain skills and knowledge from educational and applied psychology, instructional systems design, computer science, systems theory, and communication theory, allowing for considerable flexibility to tailor individual needs across other academic disciplines. Students from diverse fields can plan programs which are consistent with their long-range academic and professional goals. MIT courses are offered both on campus and online, allowing professionals to earn their degrees and/or certificates by taking MIT on-campus courses, or MIT online courses, or a combination of both types. In addition, the MIT program is directed toward preparing students to function in a variety of roles to be performed in a broad range of settings, including business and industry, human services, health institutions, higher education, government, military, and public and private K–12 education. Admission Requirements:  Students desiring admission into the graduate program in instructional technology must present the following: A Bachelor’s degree from an accredited college or university or its equivalent from a foreign institution of higher education based on a four-year program. A strong academic record (an average GPA of 3.0 or better is expected) in the basic courses required in the area of the proposed graduate study. Academic potential as indicated by satisfactory performance on standardized test scores (e.g., Miller Analogy Test or Graduate Record Examination). The MAT or GRE must have been taken within the last 5 years. Three recommendations from individuals who are in a position to evaluate the student’s professional competence, as well as potential for graduate study. A statement of career goals and degree objectives. A letter describing educational and professional experiences, their reasons for pursuing graduate study, and the contributions that the student hopes to make after completing the degree. North Carolina essential and advanced technology competencies. Individuals who fall below a specified criterion may be admitted if other factors indicate potential for success. Individuals with identified deficiencies may be accepted provisionally with specified plans and goals for the remediation of those deficiencies. Such remediation may include a requirement of additional hours beyond those normally required for the degree.

402

R. M. Branch

Degree Requirements:  Applicants should submit the following to the UNCW Graduate School: –Official graduate application (Use the following link https://app. applyyourself.com/?id=uncw-grad to apply electronically.) –Official transcripts of all college work (undergraduate and graduate). The transcripts should be mailed directly to UNCW Graduate School. –Official scores on the Miller Analogy Test (MAT) or Graduate Record Examination (GRE). Scores more than 5 years old will not be accepted. The UNCW institution code for the MAT and GRE is 5907. –Three recommendations from individuals in professionally relevant fields, addressing the applicants demonstrated academic skills and/or potential for successful graduate study. –Evidence of a bachelor’s degree at the time of entrance. –International students: TOEFL score of 550 or higher or IELTS (International English Language Testing System) score of 217 or better (computerized test), 550 or better (paper test), or a minimum score of 79 on the Internet-­based test (TOEFL iBT) or IELTS minimum score of 6.5 or 7.0 to be eligible for a teaching assistantship. –Letter of application and a statement of professional goals describing applicant’s educational & professional experiences, reasons for pursuing a master’s degree in instructional technology, & contributions that applicant hopes to make after degree completion. Number of Full Time Faculty:  5; Number of Other Faculty: 6 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 10; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  1199546 Name of Institution:  University of North Dakota Name of Department or Program:  Instructional Design & Technology Address: 231 Centennial Drive, Stop 7189 Grand Forks, ND 58202 USA Phone Number:  701-777-3574 Fax Number: 701-777-3246 Email Contact:  [email protected] URL: idt.und.edu Contact Person:  Richard Van Eck Specializations:  Serious Games, Game-Based Learning K–12 Technology Integration Human Performance Technology eLearning Problem-Based Learning Features:  Online Hybrid with synchronous and asynchronous learning Master’s and Certificates fully available at a distance Three graduate certificates (K–12 Technology Integration; Corporate Training & Performance; eLearning) M.S. and M.Ed. Ph.D.  Interdisciplinary studies Research Opportunities: Northern Plains Center for Behavioral Research Odegard School of Aerospace Sciences (Aviation & Radar simulators; Unmanned Aerial Systems Training)

20  Graduate Programs in Learning, Design, Technology, Information, or Libraries

403

Admission Requirements:  See idt.und.edu Degree Requirements:  See idt.und.edu Number of Full Time Faculty:  3; Number of Other Faculty: 1 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 5; PhD  – 0; Other – 2 Grant Monies Awarded in 2010–11 Academic Year:  50000 Name of Institution:  Valley City State University Name of Department or Program:  School of Education and Graduate Studies Address: 101 College St Valley City, ND 58072 USA Phone Number:  701-845-7303 Fax Number: 701-845-7305 Email Contact:  [email protected] URL: www.vcsu.edu/graduate Contact Person:  Terry Corwin Specializations:  The Master of Education program has four concentrations that focus on technology and the learner Teaching and Technology concentration Technology Education concentration Library and Information Technologies concentration Teaching English Language Learners concentration Features:  This is a completely online program which focuses on how technology can be used in a school setting to enhance student learning. Admission Requirements:  (1) Baccalaureate degree with a 3.0 undergraduate GPA or a test is required. (2) Three letters of recommendation (3) Written goals statement (4) Resume (5) $35 fee for application Degree Requirements:  Completion of 32–37 credits depending on concentration. Action Research report. Final portfolio demonstrating program core values. Number of Full Time Faculty:  12; Number of Other Faculty: 5 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 37; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  19950 Name of Institution:  New York Institute of Technology Name of Department or Program:  Dept. of Instructional Technology and Educational Leadership

404

R. M. Branch

Address: Northern Blvd/ 16 61st Street Old Westbury/New York City, New York 11568/10023 USA Phone Number:  (516)686-7777/ (212)261-1529 Fax Number: (516)686-7655 Email Contact:  [email protected] URL: http://www.nyit.edu/education Contact Person:  Sarah McPherson, Chair, Dept. of Instructional Technology and Educational Leadership Specializations:  M.S. in Instructional Technology for Educators for Educational Technology Specialist Certification, and for Professional Trainers; Certificates in Computers in Education, Teaching 21st Century Skills, Science Technology Engineering Mathematics (STEM); Advanced Certificate: Virtual Education; Advanced Diploma Educational Leadership and Technology for School Building and Advanced Certificate for District Leader; M.S. in Childhood Education. Features:  Courses offered in Long Island, New York City and upstate New York in partnership with NYS Teacher Centers, School Districts and related to special grant funding graduate courses. Program is offered 100% online statewide, national and internationally. Technology integration in content areas for K–12 teachers; Leadership and Technology for school building and district administrators; Professional Trainer for corporate training, government and non-profit agencies. All courses are hand-on instruction in technology labs; online courses; hybrid courses; evening, weekend, and summer courses. Admission Requirements:  Bachelor’s degree from accredited college with 3.0 cumulative average; Advanced Diploma and Advanced Certificate require Master’s for admission. Degree Requirements:  36 credits with 3.0 GPA for Master of Science, 18 credits with 3.0 GPA for Certificates; Advanced Diploma 33 credits and Advanced Certificate, 15 credits. Number of Full Time Faculty:  6; Number of Other Faculty: 50 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 130; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Richard Stockton College of New Jersey Name of Department or Program:  Master of Arts in Instructional Technology (MAIT)

20  Graduate Programs in Learning, Design, Technology, Information, or Libraries

405

Address: Jimmie Leeds Pomona, NJ 08240 USA Phone Number:  609-652-4688 Fax Number: 609-626-5528 Email Contact:  [email protected] URL: http://intraweb.stockton.edu/eyos/page. cfm?siteID=73&pageID=47 Contact Person:  Jung Lee Specializations:  The Master of Arts in Instructional Technology offered by the Richard Stockton College of New Jersey is designed to bring the best instructional technologies into both public and corporate curricula. With a strong theoretical foundation, the degree enables graduates to use technology as a tool to enhance learning and training. Features:  The program serves (1) students who seek or will continue employment in the P–12 schools; (2) students who wish to pursue coordinator or supervisor positions in P–12 schools and districts; and (3) students seeking or holding careers in business, industry, or non-profit organizations. Admission Requirements:  Minimum 3.0 GPA, relevant experience, reference letters and GRE General Exam scores or MAT (Miller Analogies Test scores). Degree Requirements:  11 graduate courses (33 credits) including capstone project course Number of Full Time Faculty:  3; Number of Other Faculty: 5 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 22; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Seton Hall University Name of Department or Program:  College of Education and Human Services Address: 400 South Orange Avenue South Orange, NJ 07079 USA Phone Number:  973-761-9393 Fax Number: 973-313-6036 Email Contact:  [email protected] URL: http://www.shu.edu/academics/education/ma-instructional-design/index.cfm

406

R. M. Branch

Contact Person:  Rosemary W. Skeele Specializations:  The Instructional Design program assists teachers to improve their professional performance as educators, instructional and curriculum designers, and to assume instructional leadership roles in their place of employment. Students are accepted from many instructional environments, including K–12, college and adult education. The program emphasizes a theoretical base for instructional design and exposure to a broad array of the most current instructional methods, strategies, technologies and materials. Seton Hall University is a recognized leader in the use of a variety of modern techniques and computer-based technologies for teaching and learning. Features:  The Instructional Design Program is nationally recognized by the Association for Educational Communications and Technology. The program is structured to meet the specific goals of each student and provide them with an opportunity to acquire content knowledge and skills that are state of the art, enabling them to expand their personal competence and to achieve higher levels of professional excellence. The program is unique in that it allows students, under the guidance of faculty mentors, to design a Master’s program that satisfies their interests and career objectives. Admission Requirements:  Official undergraduate and graduate transcripts from each accredited college or university attended; two letters of reference from professional and/or academic contacts attesting to student’s academic abilities and personal qualifications; a two-page, double-spaced, typed statement of goals; current professional vitae/ resume; Miller Analogies Test (MAT) or Graduate Record Examination (GRE) scores, within the past 5 years (note: Candidates who already possess an advanced degree do not need to submit entrance exam scores); a $50 non-refundable fee Degree Requirements:  The Instructional Design Program is a 36-credit program that yields a Master of Arts degree. Students are engaged in concentration courses, electives, as well as a capstone course that must be taken during their final semester. Throughout the program, students gain knowledge and experiences in the foundations of education, professional education and technology studies, which enhance the professional preparation of teachers and trainers. Number of Full Time Faculty:  0; Number of Other Faculty: 0 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 0; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Montclair State University Name of Department or Program:  Department of Curriculum & Teaching

20  Graduate Programs in Learning, Design, Technology, Information, or Libraries

407

Address: 1 College Avenue Montclair, NJ 07043 USA Phone Number:  (973)655-5187 Fax Number: (973)655-7084 Email Contact:  [email protected] URL: http://cehs.montclair.edu Contact Person:  Dr. Vanessa Domine, Professor of Educational Technology Specializations:  MSU offers (1) an M.Ed. degree program in Educational Technology (EDTC); (2) a post-bac certification program for Associate School Library Media Specialists (ALMS); and (3) an advanced certification program for School Library Media Specialists (SLMS). Features:  All three programs draw from the same pool of educational technology courses and can be completed together in a carefully assembled program of approximately 46 graduate credits. Three areas comprise coursework: Philosophical foundations, Pedagogical design and integration, and Practical design and application. In the M.Ed. program, students can choose to emphasize in one of three areas: (A) Administration, Policy and Leadership; (B) Organizational Planning and Development; and (C) Curriculum and Technology Integration. Admission Requirements:  Students can apply in person or online to the Graduate School (http://www.montclair.edu/graduate). The M.Ed. program requires submission of GRE scores, letters of recommendation, and a project sample. The ALMS program requires a Bachelor’s degree and standard NJ teaching license. The SLMS program requires a Master’s degree, a standard NJ teaching license, and at least one year of successful teaching as an associate school library media specialist. Degree Requirements:  The M.Ed. program requires 33 credits of coursework and field experience. The ALMS program requires 18–21 credits of coursework and field experience. The SLMS program requires 36 credits of coursework and field experience. Number of Full Time Faculty:  0; Number of Other Faculty: 0 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 0; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  New York University Name of Department or Program:  Educational Communication and Technology Program (PhD) and Digital Media Design for Learning Program (MA, Adv. Cert.), Steinhardt School of Culture, Education, and Human Development

408

R. M. Branch

Address: 239 Greene St., Suite 300 New York, NY 10003 USA Phone Number:  (212)998-5520 Fax Number: (212)995-4041 Email Contact:  [email protected] URL: http://steinhardt.nyu.edu/alt/ect Contact Person:  Christopher Hoadley (Program Director); Jan Plass (Doctoral Program Coordinator) Specializations:  M.A., Advanced Certificate, in Digital Media Design for Learning, and Ph.D. in Educational Communication and Technology: For the preparation of individuals as educational media designers, developers, media producers, and/or researchers in education, business and industry, health and medicine, community services, government, museums and other cultural institutions; and to teach or become involved in administration in educational communications and educational technology or learning sciences programs in higher education, including instructional television, multimedia, Web 2.0, serious games, and simulations. The program also offers a post-M.A. 30-point Certificate of Advanced Study in Education. Features:  Emphasizes theoretical foundations, especially a cognitive science and learning sciences perspective of learning and instruction, and their implications for designing media-based learning environments and materials. All efforts focus on video, multimedia, instructional television, web-based technology and simulations and games; participation in special research and production projects and field internships. Uses an apprenticeship model to provide doctoral students and advanced MA students with research opportunities in collaboration with faculty. Admission Requirements:  M.A.: Bachelor’s degree or international equivalent required. Typically 3.0 undergraduate GPA, statement of purpose (no GRE required). Ph.D.: Master’s degree or international equivalent required. 3.0 GPA, 1100 GRE, responses to essay questions, interview related to academic or professional preparation and career goals. (TOEFL required for international students.) Degree Requirements:  M.A.: 36 semester credit hours including specialization, elective courses, thesis, English Essay Examination. Ph.D.: 57 semester credit hours beyond MA, including specialization, foundations, research, content seminar, and elective course work; candidacy papers; dissertation; English Essay Examination. Full-time or part-­time study available; no online option available. Number of Full Time Faculty:  4; Number of Other Faculty: 4 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 14; PhD  – 2; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  1500000

20  Graduate Programs in Learning, Design, Technology, Information, or Libraries

409

Name of Institution:  Syracuse University Name of Department or Program:  Instructional Design, Development, and Evaluation Program, School of Education Address: 330 Huntington Hall Syracuse, NY 13244-2340 USA Phone Number:  (315)443-3703 Fax Number: (315)443-1218 Email Contact:  [email protected] URL: http://idde.syr.edu Contact Person:  Nick Smith, Professor and Department Chair Specializations:  Certificates in Educational Technology and Adult Lifelong Learning, M.S., M.S. in Instructional Technology, C.A.S., and Ph.D. degree programs in Instructional Design, Educational Evaluation, Human Issues in Instructional Development, Technology Integration, and Educational Research and Theory (learning theory, application of theory, and educational media research). Graduates are prepared to serve as curriculum developers, instructional designers, program and project evaluators, researchers, resource center administrators, technology coordinators, educational technology specialist, distance learning design and delivery specialists, trainers and training managers, and higher education faculty. Features:  The courses and programs are typically project-centered. Collaborative project experience, field work, and internships are emphasized throughout. There are special issue seminars, as well as student- and faculty-initiated mini-courses, seminars and guest lecturers, faculty-student formulation of department policies, and multiple international perspectives. International collaborations are an ongoing feature of the program. The graduate student population is highly diverse. Admission Requirements:  Certificates and M.S.: Undergraduate transcripts, recommendations, personal statement, interview recommended; TOEFL for international applicants; GRE recommended. Certificate of Advanced Study: Relevant Master’s degree from accredited institution or equivalent, GRE scores, recommendations, personal statement, TOEFL for international applicants; interview recommended. Doctoral: Relevant Master’s degree from accredited institution or equivalent, GRE scores, recommendations, personal statement, TOEFL for international applicants; interview strongly encouraged. Degree Requirements:  Certificates: 15 and 24 semester hours. M.S.: 36 semester hours, portfolio required. M.S. in Instructional Technology: 37 semester hours, practicum and portfolio required. C.A.S.: 60 semester hours, exam and project required. Ph.D.: 90 semester hours, research apprenticeship, portfolio, qualifying exams and dissertation required. Number of Full Time Faculty:  4; Number of Other Faculty: 6

410

R. M. Branch

Degrees Awarded in 2010–2011 Academic Year:  Masters  – 13; PhD  – 1; Other – 16 Grant Monies Awarded in 2010–11 Academic Year:  489134 Name of Institution:  East Stroudsburg University Name of Department or Program:  Instructional Communication and Technology Department

Technology,

Media

Address: 200 Prospect Street East Stroudsburg, PA 18301 USA Phone Number:  470 422 3621 Fax Number: (570) 422-3876 Email Contact:  [email protected] URL: www.esu.edu/gradmcom Contact Person:  Beth Rajan Sockman Specializations:  The graduate programs are designed to develop the technology literacy of educators, prepare specialists to work in K–12 schools, school districts, or instructional technology personnel in education, business, or industry. Students can obtain a Master’s of Education degree in Instructional Technology and/or a Pennsylvania Instructional Technologist Specialist Certificate. Students interested in PK–12 education may choose to concentrate in Technology Integration. Features:  The program provides students with an opportunity to take courses from ESU University. Students who successfully complete the program become proficient in using technology in teaching. Students can choose courses that explore that following areas: ∗ Desktop publishing ∗ Interactive web design (Including Web 2.0 applications) ∗ Graphics ∗ Video ∗ New and emerging technologies ∗ Instructional design ∗ Learning theories ∗ Research in Instructional Technology Admission Requirements:  For M.Ed. degree: ∗ Two letters of recommendation ∗ Portfolio or interview (Interview is granted after the application is received) ∗ For full admission a minimum overall undergraduate 2.5 QPA ∗ Rolling deadline for certification: ∗ Contact the graduate coordinator for additional admission information to comply with Pennsylvania Department of Education requirements. ∗ Minimum overall undergraduate QPA 3.0 (Pennsylvania Act 354) ∗ If not 3.0 QPA, then completion of nine credits of Media Communication and Technology Department courses with prior written approval of department faculty adviser ∗ Two letters of recommendation ∗ Rolling deadline Degree Requirements:  Total = 33 credits # Take courses and learn – Take 30 credits of courses for the Master’s and learn based on student’s needs. Students will learn to use and implement technologies outside average person’s experience. #

20  Graduate Programs in Learning, Design, Technology, Information, or Libraries

411

Create, Submit and Present portfolio – This is the time to display learning in a professional manner. In the portfolio, students must articulate his/her goals and may identify learning goals for his/her internship. Click here for the Portfolio Guidelines. # Complete an Internship – Complete a 90-hour internship that extends the knowledge base – 3 credits. # Complete Portfolio and Graduate Number of Full Time Faculty:  7; Number of Other Faculty: 3 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 6; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  3400 Name of Institution:  Penn State Great Valley School of Graduate Professional Studies Name of Department or Program:  Education Division/Instructional Systems Program Address: 30 E. Swedesford Road Malvern, PA 19355 USA Phone Number:  610-725-5250 Fax Number: 610-725-5232 Email Contact:  [email protected] URL: http://www.sgps.psu.edu Contact Person:  Doris Lee Specializations:  Instructional Systems/Designs Features:  x Admission Requirements:  on-line application, MAT/GRE scores, 2 letters of recommendations, Degree Requirements:  36 cr. Number of Full Time Faculty:  10; Number of Other Faculty: 15 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 45; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Temple University Name of Department or Program:  Department of Psychological Studies in Education

412

R. M. Branch

Address: 1301 Cecil B. Moore Avenue Philadelphia, PA 19122 USA Phone Number:  (215) 204-4497 Fax Number: (215) 204-6013 Email Contact:  [email protected] education/

URL:

http://www.temple.edu/

Contact Person:  Susan Miller, Ph.D. Specializations:  Instructional and Learning Technology (ILT) is a new master’s program within the Educational Psychology Program in the Department of Psychological Studies in Education. As such, ILT is designed to address conceptual as well as technical issues in using technology for teaching and learning. Program areas include (a) instructional theory and design issues, (b) application of technology, and (c) management issues. Features:  Instructional Theory and Design topics includes psychology of the learner, cognitive processes, instructional theories, human development, and individual differences as well as psychological and educational characteristics of technology resources, and identification of strengths and weaknesses of instructional technology resources. The Application of Technology area focuses on clarification of instructional objectives, identification of resources to facilitate learning, operation, and application of current and emergent technologies, facility using graphic design, multimedia, video, distributed learning resources, WWW and print publishing. Management and Consultation is structured around defining instructional needs, monitoring progress, and evaluating outcomes, designing technology delivery systems, preparing policy statements, budgets, and facility design criteria, managing skill assessment and training, understanding legal and ethical issues, and managing and maintaining facilities. Admission Requirements:  Bachelor’s degree from an accredited institution, GRE (MAT) scores, 3 letters of recommendation, transcripts from each institution of higher learning attended (undergraduate and graduate), goal statement Degree Requirements:  Coursework (33 hours: 5 core courses, 3 technology electives, 3 cognate area courses) Practicum in student’s area of interest. Comprehensive Exam Portfolio of Certification Competencies (for students interested in PA Dept. of Ed Certification as Instructional Technology Specialist) Number of Full Time Faculty:  ; Number of Other Faculty – Degrees Awarded in 2010–2011 Academic Year:  Masters – ; PhD – ; Other – Grant Monies Awarded in 2010–11 Academic Year:

20  Graduate Programs in Learning, Design, Technology, Information, or Libraries

413

Name of Institution:  University of Memphis Name of Department or Program:  Instructional Design and Technology Address: 406 Ball Hall Memphis, TN 38152 USA Phone Number:  901-678-5672 Fax Number: 901-678-3881 Email Contact:  [email protected] URL: http://idt.memphis.edu Contact Person:  Dr. Trey Martindale Specializations:  Instructional Design, Educational Technology, Technology Integration, Web 2.0 and Social Media, Web-Based Instruction, Computer-Based Instruction, Mobile Learning, K–12 NTeQ Model, Professional Development, Pedagogical Agents Features:  Twitter: https://twitter.com/#!/umidt Facebook: http://www.facebook. com/idtmemphis IDT Program News: http://idtmemphis.wordpress.com/ The University of Memphis master’s degree is 30 credit hours, and is completely online. The IDT Studio (http://idtstudio.org), staffed and run by IDT faculty and students, serves as an R&D space for coursework and research involving technologies such as digital media, WBT/CBT, pedagogical agents, gaming, and simulation. The IDT program and IDT Studio are connected to the Center for Multimedia Arts in the FedEx Institute of Technology. The IDT Studio brings in outside contract work from corporate partners to provide real-world experience to students. The IDT program is an active partner in the Martin Institute for Teaching Excellence (http:// martininstitute.org). We have also partnered with the Institute for Intelligent Systems and the Tutoring Research Group (www.autotutor.org) to work on intelligent agent development and research. Admission Requirements:  Minimum standards which identify a pool of Master’s level applicants from which each department selects students to be admitted: An official transcript showing a bachelor’s degree awarded by an accredited college or university with a minimum GPA of 2.0 on a 4.0 scale, competitive MAT or GRE scores, GRE writing test, two letters of recommendation, graduate school and departmental application. Doctoral students must also be interviewed by at least two members of the program. Degree Requirements:  M.S.: 30 hours total. Internship, Master’s project or thesis, 3.0 GPA. Ed.D: 54 hours total. 45 in major, 9 in research; residency project; comprehensive exams; dissertation. Number of Full Time Faculty:  6; Number of Other Faculty: 8

414

R. M. Branch

Degrees Awarded in 2010–2011 Academic Year:  Masters  – 4; PhD  – 3; Other – 2 Grant Monies Awarded in 2010–11 Academic Year:  750000 Name of Institution:  Texas A&M University-Commerce Name of Department or Program:  Department of Educational Leadership Address: PO Box 3011 Commerce, TX 75429-3011 USA Phone Number:  (903)886-5607 Fax Number: (903)886-5507 Email Contact:  [email protected] URL: http://www.tamucommerce.edu/ Contact Person:  Dr. Sue Espinoza, Professor, Program Coordinator Specializations:  M.S. or M.Ed. degrees in Educational Technology-Leadership and in Educational Technology-Library Science Certification programs  – School Librarian, and Technology Applications, both approved by the Texas State Board for Educator Certification. Features:  Programs may be completed totally online, although some courses may also be offered in web-enhanced formats, and one or more electives may be offered only face-to-face. Admission Requirements:  Apply to the Graduate School at Texas A&M University-Commerce. For school library certification, must also apply to the professional certification program. Degree Requirements:  36 hours for each Master’s degree; each program contains core courses, and specialization area courses are selected in consultation with advisor, who is assigned when each student is admitted to the program Number of Full Time Faculty:  3; Number of Other Faculty: 6 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 19; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  University of Texas at Brownsville Name of Department or Program:  Educational Technology

20  Graduate Programs in Learning, Design, Technology, Information, or Libraries

415

Address: 80 Fort Brown Brownsville, TX 78520 USA Phone Number:  (956) 882-7540 Fax Number: (956) 882-8929 Email Contact:  [email protected] URL: http://edtech.utb.edu Contact Person:  J. Rene Corbeil, Ed. D. Specializations:  E-Learning Multimedia Design

Instructional

Design

Web-Based

Instruction

Features:  The Online M.  Ed. in Educational Technology is a 36-hour program designed to prepare persons in K–12, higher education, corporate, and military settings to develop the skills and knowledge necessary for the classrooms of tomorrow. Graduates of this program will have a much better understanding of the uses of technology and how they can be applied in instructional/training settings. The program focuses on the theory, research, and applications related to the field of educational technology and is intended to help individuals: Use instructional technology (computers, telecommunications, and related technologies) as resources for the delivery of instruction. Serve as facilitators or directors of instructional technology in educational settings and/or be developers of instructional programs and materials for new technologies. Design instructional materials in a variety of media. In addition to earning an M.Ed. in Educational Technology, students working in K–12 environments also have the opportunity to complete the Master Technology Teacher (MTT) Program and test for the MTT Certificate. The program is provided through the four MTT elective courses offered as an option in the degree program. An E-Learning Certificate is also available for individuals working in higher education or at e-learning industries. Admission Requirements:  Proof of a baccalaureate degree from a four-year institution which has regional accreditation. GPA of 2.5 or higher. (3.0 GPA for “unconditional” admission. Between 2.5 and 2.9 for “conditional” admission). Application Essay/Statement of Goals. A carefully considered statement is required of the following: (1) student’s academic and professional objectives and (2) explanation of how graduate study helps the student attain his/her goals. Note: The GRE is no longer required. Degree Requirements:  The M.Ed. in Educational Technology consists of 24 hours from core courses plus 12 hours of electives for a total of 36 hours. Students can select the 12 hours of electives based upon their professional needs and academic interests (e.g., Master Technology Teacher – MTT Certificate, e-Learning Certificate, or 12 hours in a specific content area such as reading, mathematics, science) with advisor approval. Core Courses: (24 Hours) EDTC 6320 – Educational Technology EDTC 6321 – Instructional Design EDTC 6323 – Multimedia/Hypermedia EDTC

416

R. M. Branch

6325 – Educational Communications EDTC 6329 – Selected Topics in Educational Technology EDTC 6332  – Practicum in Educational Technology EDCI 6300  – Foundations of Research in Education EDCI 6304  – Learning and Cognition Electives: (12 Hours) EDCI 6301  – Instructional Technology in Teaching EDCI 6336  – Problems in Education: International Technology Issues EDTC 6340  – Applications of Advanced Technologies in the Pk-12 Classroom EDTC 6341  – Student- Centered Learning Using Technology EDTC 6342  – Technology Leadership EDTC 6343 – Master Teacher of Technology Practicum∗ EDTC 6351 – Web-Based Multimedia in Instruction EDTC 6358  – Theory and Practice of e-Learning Number of Full Time Faculty:  4; Number of Other Faculty: 2 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 42; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Old Dominion University Name of Department or Program:  Instructional Design & Technology Address: Education 228 Norfolk, VA 23529 USA Phone Number:  757-683-6275 Fax Number: 757-683-5862 Email Contact:  [email protected] URL: http://education.odu.edu/eci/idt/ Contact Person:  Gary R. Morrison Specializations:  The university’s faculty engages students in a rigorous course of study tailored to meet individual educational and career interests. Research opportunities and course work ensures that all students receive a solid foundation in Instructional Design Instructional Design Theory, Human Performance Technology, Gaming and Simulation, Distance Education Evaluation & Assessment Trends, and Issues in Instructional Technology Quantitative and Qualitative Research Features:  All the courses are offered via distance using a hybrid format. Classroom instruction uses a virtual classroom that allows all students to participate in a faceto-face classroom. A reduced tuition rate is available for students living outside of Virginia who are accepted into the program. Admission Requirements:  MS degree: GRE scores or MAT scores; transcripts for undergraduate and graduate courses Ph.D.: GRE scores, transcripts for undergraduate and graduate courses, letters of recommendation, and an essay describing professional goals.

20  Graduate Programs in Learning, Design, Technology, Information, or Libraries

417

Degree Requirements:  MS program is 30–36 hours PhD program is a post-Master’s degree consisting of 60 hours Number of Full Time Faculty:  4; Number of Other Faculty: 0 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 2; PhD  – 2; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  Concordia University Wisconsin Name of Department or Program:  Educational Technology Address: 12800 N Lakeshore Drive Mequon, WI 53092 USA Phone Number:  262-243-4595 Fax Number: 262-243-3595 Email Contact:  [email protected] URL: http://www.cuw.edu/go/edtech Contact Person:  Dr. Bernard Bull Specializations:  Digital culture, designing digital age learning experiences, and social/spiritual/ethical implications of technology. Features:  Courses are available via e-learning or face-to-face. Some cohorts are also offered at off-campus sites in Wisconsin and beyond. In addition, we run occasional thematic cohorts where a group of students work through the program together over an 18–24 month period, all agreeing to focus their thesis or culminating project upon the cohort theme (e.g. new literacies, bridging the digital divide, global education, discipleship in the digital age). Admission Requirements:  To be considered for admission, a student must have a Bachelor’s degree from an accredited college or university. Have a minimum GPA of 3.00 in the undergraduate program. Degree Requirements:  Required Courses EDT 970 – Integrating Technology in the Classroom (3) EDT 889 – Applying Technology in the Content Areas (3) EDT 908 – Critical Issues in Educational Technology (3) EDT 892 – Instructional Design (3) EDT 893  – Theories of Learning and Design (3) EDT 815  – Research in Educational Technology (3) EDT 927, 928, 929 – Portfolio I, II, and III (0) EDT 895 – Capstone Project (3) OR EDT 890 – Thesis Completion Seminar (3) Electives EDT 805 – Online Teaching and Learning (3) EDT 814 – Educational Ministry in the Digital World (3) EDT 894 – Digital Literacy (3) EDT 907 – Multimedia for the Classroom (3) EDT 939  – School Leadership in Technology (3) EDT 940  – Networking, Support, and Delivery Systems for Schools (3) EDT 957 – Building Online Learning Communities

418

R. M. Branch

(Web 2.0/Learning 2.0) (3) EDT 971 – Grants and Funding for Educational Technology Initiatives (3) EDT 804  – Strategies for Teaching and Learning with Interactive Whiteboards (1) Other electives as approved by the program director. Number of Full Time Faculty:  3; Number of Other Faculty: 6 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 0; PhD  – 0; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  0 Name of Institution:  University of Wisconsin-Madison Name of Department or Program:  Curriculum and Instruction, School of Education Address: 225 North Mills Street Madison, WI 53706 USA Phone Number:  (608) 263-4670 Fax Number: (608) 263-9992 Email Contact:  [email protected] URL: http://www.education.wisc.edu/ci/ Contact Person:  Kurt D. Squire Specializations:  M.S. and Ph.D. degree programs to prepare Educational Technology faculty and professionals. On-going research includes: Studying the impact of contemporary gaming practices on learning, schooling, and society; understanding ways in which online play spaces align (or fail to align) with practices valued outside the game (i.e., informal scientific reasoning, collaborative problem-solving, and media literacy); interrogating the implementation of technology-rich innovations in local and international schools as well as the role of culture in the design of instruction; using photography as a research method in education. Features:  Educational Technology courses are processed through social, cultural, historical, and design-based frames of reference. Current curriculum emphasizes new media theories, critical cultural and visual culture theories, and constructivist theories of instructional design and development. Many courses offered in the evening. Admission Requirements:  Master’s and Ph.D.: previous experience in Instructional Technology preferred, previous teaching experience, 3.0 GPA on last 60 undergraduate credits, acceptable scores on GRE, 3.0 GPA on all graduate work. Degree Requirements:  M.S.: 24 credits plus thesis and exam (an additional 12 credits of Educational Foundations if no previous educational background); Ph.D.: 1 year of residency beyond the Bachelor’s, major, minor, and research requirements, preliminary exam, dissertation, and oral exam.

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Number of Full Time Faculty:  4; Number of Other Faculty: 0 Degrees Awarded in 2010–2011 Academic Year:  Masters  – 1; PhD  – 1; Other – 0 Grant Monies Awarded in 2010–11 Academic Year:  1000000

Part VI

Mediagraphy

Chapter 21

Introduction Sheng Shiang Tseng

Contents This resource lists journals and other resources of interest to practitioners, researchers, students, and others concerned with educational technology and educational media. The primary goal of this section is to list current publications in the field. The majority of materials cited here were published in 2016 or mid-2018. Media-­related journals include those listed in past issues of EMTY, as well as new entries in the field. A thorough list of journals in the educational technology field was for the 2016 edition using Ulrich’s Periodical Index Online and journal websites. This chapter is not intended to serve as a specific resource location tool, although it may be used for that purpose in the absence of database access. Rather, readers are encouraged to peruse the categories of interest in this chapter to gain an idea of recent developments within the field. For archival purposes, this chapter serves as a snapshot of the field of instructional technology publications in 2014. Readers must bear in mind that technological developments occur well in advance of publication and should take this fact into consideration when judging the timeliness of resources listed in this chapter.

Selection Items were selected for the Mediagraphy using several methods. The EBSCOHost Databases were used to locate most of the journal citations. Others were taken from the journal listings of large publishing companies. Items were chosen for this list S. S. Tseng (*) Graduate Institute of Curriculum and Instruction, Tamkang University, New Taipei City, Taiwan © Springer Nature Switzerland AG 2019 R. M. Branch et al. (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 42, https://doi.org/10.1007/978-3-030-27986-8_21

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when they met one or more of the following criteria: from a reputable publisher, broad circulation, coverage by indexing services, peer reviews, and coverage of a gap in the literature. The author chose items on subjects that seem to reflect the instructional technology field as it is today. Because of the increasing tendency for media producers to package their products in more than one format and for single titles to contain mixed media, the titles are no longer separated by media type. The author makes no claims as to the comprehensiveness of this list. It is, instead, intended to be representative.

Obtaining Resources Media-related periodicals: The author has attempted to provide various ways to obtain the resources listed in this Mediagraphy, including telephone and fax numbers, Web and postal addresses, as well as email contacts. Prices are also included for student (stud), individual (indiv), K-12 educator (k12), and institutional (inst) subscriptions. The information presented reflects the most current information available at the time of publication. ERIC documents: As of December 31, 2003, ERIC is no longer funded. However, ERIC documents can still be read and copied from their microfiche form at any library holding an ERIC microfiche collection. An identification number beginning with ED (e.g., ED 332 677) locates the document in the collection. Document delivery services and copies of most ERIC documents will also continue to be available from the ERIC Document Reproduction Service. Prices charged depend on the format chosen (microfiche or paper copy), length of the document, and method of shipping. Online orders, fax orders, and expedited delivery are available. To find the closest library with an ERIC microfiche collection, contact ACCESS ERIC, 1600 Research Blvd, Rockville, MD 20850-3172, USA; (800) LET-ERIC (538-3742); email: [email protected]. To order ERIC documents, contact: ERIC Document Reproduction Services (EDRS) 7420 Fullerton Rd, Suite 110, Springfield, VA 22153-2852, USA (800) 433-ERIC (433-3742); (703) 440-1400 Fax: (703) 440-1408 Email: [email protected] Journal articles: Photocopies of journal articles can be obtained in one of the following ways: (1) from a library subscribing to the title, (2) through interlibrary loan, (3) through the purchase of a back issue from the journal publisher, or (4) from an article reprint service such as ProQuest Microfilm. ProQuest Microfilm, 789 E. Eisenhower Parkway, PO Box 1346 Ann Arbor, MI 48106-1346, USA (734) 761-4700 Fax: (734) 997-4222 Email: [email protected]

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Journal articles can also be obtained through the Institute for Scientific Information (ISI). ISI Document Solution PO Box 7649 Philadelphia, PA 19104-3389, USA (800) 336-4474, option 5 Fax: (215) 222-0840 or (215) 386-4343 Email: [email protected]

Arrangement Mediagraphy entries are classified according to major subject emphasis under the following headings: • • • • • • • • • • • • • •

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

Chapter 22

Mediagraphy Sheng Shiang Tseng

 rtificial Intelligence, Robotics, and Electronic Performance A Support Systems Artificial Intelligence Review  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/10462, tel: 800-777-­ 4643, fax: 201-348-4505, [email protected] [8/yr; $99 indiv (online)] Publishes reports and evaluations, as well as commentary on issues and development in artificial intelligence foundations and current research. AI Magazine  Association for the Advancement of Artificial Intelligence, 2275 East Bayshore Road, Suite 160, Palo Alto, California 94303. http://www.aaai.org/ Magazine, tel: 650-328-3123, fax: 650-321-4457, [email protected] [4/yr; $75 stud (print), $145 indiv (print), $285 inst (print), $290 inst (online)] Proclaimed “journal of record for the AI community,” this magazine provides full-length articles on new research and literature but is written to allow access to those reading outside their area of expertise. International Journal of Human-Computer Interaction  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandfonline.com/hihc, tel: 800-354-1420, fax: 215-625-­ 2940, [email protected] [12/yr; $292 indiv (print), $306 indiv (print + online), $2305 inst (online), $2,634 inst (print + online)] Addresses the cognitive, creative, social, health, and ergonomic aspects of interactive computing.

S. S. Tseng (*) Graduate Institute of Curriculum and Instruction, Tamkang University, New Taipei City, Taiwan © Springer Nature Switzerland AG 2019 R. M. Branch et al. (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 42, https://doi.org/10.1007/978-3-030-27986-8_22

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International Journal of Robotics Research  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://ijr.sagepub.com, tel: 805-499-9774, journals@ sagepub.com [14/yr; $250 indiv (print), $2558 inst (online), $2785 inst (print), $2842 inst (print + online)] Interdisciplinary approach to the study of robotics for researchers, scientists, and students. The first scholarly publication on robotics research. Journal of Intelligent and Robotic Systems  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/10846, tel: 800-777-4643, fax: 201-348-4505, [email protected] [16/yr; $199 indiv (/online)] The main objective is to provide a forum for the fruitful interaction of ideas and techniques that combine systems and control science with artificial intelligence and other related computer science concepts. It bridges the gap between theory and practice. Journal of Interactive Learning Research  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www. aace.org/pubs/jilr, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; $125 indiv, $215 inst] Publishes articles on how intelligent computer technologies can be used in education to enhance learning and teaching. Reports on research and developments, integration, and applications of artificial intelligence in education. Knowledge-Based Systems  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ knosys, tel: 877-839-7126, fax: 314-447-8077, [email protected] [12/yr; $247 indiv, $2189 inst (print)] Interdisciplinary applications-­ oriented journal on fifth-generation computing, expert systems, and knowledge-based methods in system design. Minds and Machines  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/11023, tel: 800-777-4643, fax: 201-348-4505, [email protected] [4/yr; $99 indiv] Discusses issues concerning machines and mentality, artificial intelligence, epistemology, simulation, and modeling.

Computer-Assisted Instruction AACE Journal  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www.aace.org/pubs/jilr, tel: 757-­ 366-­ 5606, fax: 703-997-8760, [email protected] [4/yr; $125 indiv, $215 inst] Publishes articles dealing with issues in instructional technology. CALICO Journal  Computer-Assisted Language Instruction Consortium, 214 Centennial Hall, Texas State University, San Marcos, TX 78666. http://calico.org, tel: 512-245-1417, fax: 512-245-9089, [email protected] [3/yr; $20 stud, $65 indiv, $50 k12, $105 inst] Provides information on the applications of technology in teaching and learning languages.

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Children’s Technology Review  Active Learning Associates, 120 Main St, Flemington, NJ 08822. http://childrenstech.com, tel: 800-993-9499, fax: 908-284-­ 0405, [email protected] [12/yr; $60 indiv (online)] Provides reviews and other information about software to help parents and educators more effectively use computers with children. Computers and Composition  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ compcom, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-usa@ elsevier.com [4/yr; $98 indiv, $669 inst] International journal for teachers of writing that focuses on the use of computers in writing instruction and related research. Computers & Education  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ compedu, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-usa@ elsevier.com [12/yr; $476 indiv, $3354 inst] Presents technical papers covering a broad range of subjects for users of analog, digital, and hybrid computers in all aspects of higher education. Computer Assisted Language Learning  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandfonline.com/ncal, tel: 800-354-1420, fax: 215-625-2940, subscriptions@ tandf.co.uk [6/yr; $307 indiv (print), $944 inst (online), $1078 inst (print + online)] An intercontinental and interdisciplinary journal which leads the field in its dedication to all matters associated with the use of computers in language learning (L1 and L2), teaching, and testing. Computers in Human Behavior  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ comphumbeh, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­ [email protected] [12/yr; $377 indiv, $2704 inst] Scholarly journal dedicated to examining the use of computers from a psychological perspective. Computers in the Schools  Taylor & Francis Group, Customer Services Department, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. http://www. tandf.co.uk/journals/titles/07380569, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $163 indiv (online), $879 inst (online), $186 indiv (print + online), $1005 inst (print + online)] Features articles that combine theory and practical applications of small computers in schools for educators and school administrators. Center for Digital Education  e.Republic, Inc., 100 Blue Ravine Rd, Folsom, CA 95630. http://www.centerdigitaled.com/, tel: 800-940-6039 ext 1319, fax: 916-932-­ 1470, [email protected] [4/yr; free] Explores the revolution of technology in education. Dr. Dobb’s Journal  United Business Media LLC, Customer Service, PO Box 1093, Skokie, IL 60076. http://www.ddj.com, tel: 888-664-3332, fax: 847-763-­ 9606, [email protected] [12/yr; free to qualified applicants] Articles on

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the latest in operating systems, programming languages, algorithms, hardware design and architecture, data structures, and telecommunications; in-Departmenth hardware and software reviews. Instructor  Scholastic Inc., PO Box 420235, Palm Coast, FL 32142-0235. http:// www.scholastic.com/teachers/instructor, tel: 866-436-2455, fax: 215-625-2940, [email protected] [6/yr; $8)] Features articles on applications and advances of technology in education for K-12 and college educators and administrators. Interactive Learning Environments  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/10494820, tel: 800-354-1420, fax: 215-625-2940, [email protected] [6/yr; $420 indiv (print), $1212 inst (online), $1386 inst (print + online)] Explores the implications of the Internet and multimedia presentation software in education and training environments that support collaboration among groups of learners or co-workers. Journal of Computer Assisted Learning  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http://onlinelibrary.wiley. com/journal/10.1111/(ISSN)1365-2729, tel: 800-835-6770, fax: 781-388-8232, cs-­ [email protected] [6/yr; $269 indiv (print + online), $1866 inst (print/online), $2240 inst (print + online)] Articles and research on the use of computer-assisted learning. Journal of Educational Computing Research  Baywood Publishing Co., Inc., 26 Austin Ave, PO Box 337, Amityville, NY 11701-0337. http://journals.sagepub.com/ home/jec, tel: 800-638-7819, fax: 631-691-1770, [email protected] [8/yr; $307 indiv (online), $843 indiv (print), $774 inst (online), $860 inst (print + online)] Presents original research papers, critical analyses, reports on research in progress, design and development studies, article reviews, and grant award listings. Journal of Educational Multimedia and Hypermedia  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA ­23327-­1545. http://www.aace.org/pubs/jemh, tel: 757-366-5606, fax: 703-9978760, [email protected] [4/yr; $175 indiv, $215 inst] A multidisciplinary information source presenting research about and applications for multimedia and hypermedia tools. Journal of Research on Technology in Education  International Society for Technology in Education, 180 West 8th Ave., Suite 300, Eugene, OR 97401-2916. http://www.iste.org/jrte, tel: 800-336-5191, fax: 541-434-8948, [email protected] [4/yr; $109 indiv (member price)] Contains articles reporting on the latest research findings related to classroom and administrative uses of technology, including system and project evaluations. Language Resources and Evaluation  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/10579, tel: 800-777-4643, fax: 201-348-4505, [email protected] [4/yr; $99 indiv]

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Contains papers on computer-aided studies, applications, automation, and computer-­ assisted instruction. MacWorld  Mac Publishing, Macworld Subscription Services, PO Box 37781, Boone, IA 50037. http://www.macworld.com, tel: 800-288-6848, fax: 515-432-­ 6994, [email protected] [12/yr; $19.97] Describes hardware, software, tutorials, and applications for users of the Macintosh microcomputer. System  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.journals.elsevier.com/system, tel: 877-839-7126, fax: 314-447-8077, [email protected] [8/yr; $167 indiv, $1134 inst] International journal covering educational technology and applied linguistics with a focus on foreign language teaching and learning. Social Science Computer Review  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://ssc.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, [email protected] [4/yr; $150 indiv (print), $972 inst (online), $1058 inst (print), $1080 inst (online + online)] Interdisciplinary peer-reviewed scholarly publication covering social science research and instructional applications in computing and telecommunications; also covers societal impacts of information technology. Wireless Networks  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/11276, tel: 800-777-4643, fax: 201-348-4505, [email protected] [8/yr; $99 indiv] Devoted to the technological innovations that result from the mobility allowed by wireless technology.

Distance Education American Journal of Distance Education  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandf.co.uk/journals/titles/08923647, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $109 indiv (print + online), $383 inst (online), $438 inst (print + online)] Created to disseminate information and act as a forum for criticism and debate about research on and practice of systems, management, and administration of distance education. Journal of E-learning & Distance Education  Canadian Network for Innovation in Education, BCIT Learning & Teaching Centre, British Columbia Institute of Technology, 3700 Willingdon Ave, Burnaby, BC, V5G 3H2, Canada. http://www. jofde.ca, tel: 604-454-2280, fax: 604-431-7267, [email protected] [at least 2/ yr; free] Aims to promote and encourage scholarly work of empirical and theoretical nature relating to distance education in Canada and throughout the world. Journal of Library & Information Services in Distance Learning  Taylor & Francis Group, Customer Services Department, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/1533290X, tel: 800-­

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354-­1420, fax: 215-625-2940, [email protected] [4/yr; $97 indiv (online), $110 indiv (print + online), $248 inst (online), $284 inst (print + online)] Contains peer-reviewed articles, essays, narratives, current events, and letters from distance learning and information science experts. Journal of Research on Technology in Education  International Society for Technology in Education, 180 West 8th Ave., Suite 300, Eugene, OR 97401 -2916. http://www.iste.org/jrte, tel: 800-336-5191, fax: 541-434-8948, [email protected] [4/yr; $109, member] Contains articles reporting on the latest research findings related to classroom and administrative uses of technology, including system and project evaluations. Open Learning  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/ titles/02680513, tel: 800-354-1420, fax: 215-625-2940, [email protected] [3/yr; $152 indiv (print), $433 inst (online), $495 inst (print + online)] Academic, scholarly publication on aspects of open and distance learning anywhere in the world. Includes issues for debate and research notes.

Educational Research American Educational Research Journal  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://aer.sagepub.com, tel: 800-818-7243, fax: 800-­ 583-­ 2665, [email protected] [6/yr; $79 indiv (print + online), $985 inst (online), $1072 inst (print), $1094 inst (print + online)] Reports original research, both empirical and theoretical, and brief synopses of research. Asia-Pacific Education Researcher  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/40299, tel: 800-­ 777-­4643, fax: 201-348-4505, [email protected] [4/yr; $99 indiv] Reports on the successful educational systems in the Asia-Pacific Region and of the national educational systems that underrepresented. Educational Research  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www. tandf.co.uk/journals/titles/00131881, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $255 indiv, $679 inst (online), $776 inst (print + online)] Reports on current educational research, evaluation, and applications. Educational Researcher  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://edr.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, journals@ sagepub.com [9/yr; $68 indiv (print + online), $526 inst (online), $572 inst (print), $584 inst (print + online)] Contains news and features of general significance in educational research.

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Innovations in Education and Teaching International  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandfonline.com/riie, tel: 800-354-1420, fax: 215-625-2940, [email protected] [6/yr; $252 indiv, $828 inst (online), $947 inst (print + online)] Essential reading for all practitioners and decision-makers who want to stay good practice in higher education through staff and educational development and subject-related practices. Journal of Interactive Learning Research  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www. aace.org/pubs/jilr, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; $175 indiv, $215 inst] Publishes articles on how intelligent computer technologies can be used in education to enhance learning and teaching. Reports on research and developments, integration, and applications of artificial intelligence in education. Research in Science & Technological Education  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/02635143, tel: 800-354-1420, fax: 215-625-2940, [email protected] [3/yr; $578 indiv, $2639 inst (online), $3016 inst (print + online)] Publication of original research in the science and technological fields. Includes articles on psychological, sociological, economic, and organizational aspects of technological education.

Educational Technology Appropriate Technology  Research Information Ltd., Grenville Court, Britwell Rd, Burnham, Bucks SL1 8DF, United Kingdom. http://www.researchinformation. co.uk/apte.php, tel: +44 (0) 1628 600499, fax: +44 (0) 1628 600488, info@ researchinformation.co.uk [4/yr; $104 indiv, $332 inst] Articles on less technologically advanced, but more environmentally sustainable solutions to problems in developing countries. British Journal of Educational Technology  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http://onlinelibrary.wiley. com/journal/10.1111/(ISSN)1467-8535, tel: 800-835-6770, fax: 781-388-8232, cs-­ [email protected] [6/yr; $250 indiv (print + online), $1774 inst (print/online), $2129 inst (print + online)] Published by the National Council for Educational Technology, this journal includes articles on education and training, especially theory, applications, and development of educational technology and communications. Canadian Journal of Learning and Technology  Canadian Network for Innovation in Education (CNIE), 260 Dalhousie St., Suite 204, Ottawa, ON, K1N 7E4, Canada. http://www.cjlt.ca, tel: 613-241-0018, fax: 613-241-0019, [email protected] [3/yr; free] Concerned with all aspects of educational systems and technology.

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Educational Technology  Educational Technology Publications, Inc., 700 Palisade Ave, Englewood Cliffs, NJ 07632-0564. http://www.bookstoread.com/etp, tel: 800-­ 952-­2665, fax: 201-871-4009, [email protected] [6/yr; $259] Covers telecommunications, computer-aided instruction, information retrieval, educational television, and electronic media in the classroom. Educational Technology Research & Development  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/11423, tel: 800-777-4643, fax: 201-348-4505, [email protected] [6/yr; $99 indiv] Focuses on research, instructional development, and applied theory in the field of educational technology. International Journal of Technology and Design Education  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www. springer.com/journal/10798, tel: 800-777-4643, fax: 201-348-4505, service-ny@ springer.com [4/yr; $99 indiv] Publishes research reports and scholarly writing about aspects of technology and design education. Journal of Computing in Higher Education  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/12528, tel: 800-777-4643, fax: 201-348-4505, [email protected] [3/yr; $99 indiv] Publishes scholarly essays, case studies, and research that discuss instructional technologies. Journal of Educational Technology Systems  Baywood Publishing Co., Inc., 26 Austin Ave, Box 337, Amityville, NY 11701-0337. http://journals.sagepub.com/ home/ets, tel: 800-638-7819, fax: 631-691-1770, [email protected] [4/yr; $147 indiv (print + online), $527 inst (online), $574 inst (online), $586 inst (print + online)] Deals with systems in which technology and education interface; designed to inform educators who are interested in making optimum use of technology. Journal of Interactive Media in Education  Open University, Knowledge Media Institute, Milton Keynes MK7 6AA United Kingdom. http://www-jime.open.ac.uk, tel: +44 (0) 1908 653800, fax: +44 (0) 1908 653169, [email protected] [Irregular; free] A multidisciplinary forum for debate and idea sharing concerning the practical aspects of interactive media and instructional technology. Journal of Science Education and Technology  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/10956, tel: 800-777-4643, fax: 201-348-4505, [email protected] [6/yr; $99 indiv] Publishes studies aimed at improving science education at all levels in the United States. Science Communication  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://scx.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, journals@ sagepub.com [8/yr; $194 indiv (print), $1202 inst (online), $1308 inst (print), $1335 inst (print + online)] An international, interdisciplinary journal examining the nature of expertise and the translation of knowledge into practice and policy.

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Social Science Computer Review  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://ssc.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, [email protected] [4/yr; $150 indiv (print), $972 inst (online), $1058 inst (print), $1080 inst (print + online)] Interdisciplinary peer-reviewed scholarly publication covering social science research and instructional applications in computing and telecommunications; also covers societal impacts of information technology. TechTrends  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/11528, tel: 800-777-4643, fax: 201-­ 348-­ 4505, [email protected] [6/yr; $99, indiv] Targeted at leaders in ­education and training; features authoritative, practical articles about technology and its integration into the learning environment. T.H.E. Journal  PO Box 2166, Skokie, IL 60076. http://www.thejournal.com, tel: 866-293-3194, fax: 847-763-9564, [email protected] [9/yr; free] For educators of all levels; focuses on a specific topic for each issue, as well as technological innovations as they apply to education.

Information Science and Technology Canadian Journal of Information and Library Science  University of Toronto Press, Journals Division, 5201 Dufferin St, Toronto, ON, M3H 5T8, Canada. http:// www.utpjournals.com/cjils, tel: 416-667-7777, fax: 800-221-9985, journals@ utpress.utoronto.ca [4/yr; $93 indiv] Published by the Canadian Association for Information Science to contribute to the advancement of library and information science in Canada. E-Content  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-­ 8750. http://www.econtentmag.com, tel: 800-300-9868, fax: 609-654-4309, [email protected] [10/yr; $119, free to qualified applicants] Features articles on topics of interest to online database users; includes database search aids. Information Processing & Management  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ infoproman, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­usa@ elsevier.com [6/yr; $337 indiv, $2992 inst (print)] International journal covering data processing, database building, and retrieval. Information Services & Use  IOS Press, Nieuwe Hemweg 6B, 1013 BG Amsterdam, The Netherlands. http://www.iospress.nl/journal/information-servicesuse/, tel: +31 20 688 3 [4/yr; $590 indiv] An international journal for those in the information management field. Includes online and offline systems, library automation, micrographics, videotex, and telecommunications.

436

S. S. Tseng

The Information Society  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/01972243, tel: 800-354-1420, fax: 215-625-2940, subscriptions@tandf. co.uk [5/yr; $242 indiv, $588 inst (online), $672 inst (print + online)] Provides a forum for discussion of the world of information, including transborder data flow, regulatory issues, and the impact of the information industry. Information Technology and Libraries  American Library Association, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. http://www.ala.org/lita/ital, tel: 800-545-2433, fax: 312-944-2641, [email protected] [4/yr; free] Articles on library automation, communication technology, cable systems, computerized information processing, and video technologies. Information Today  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.infotoday.com/it, tel: 609-654-6266, fax: 609-654-4309, [email protected] [10/yr; $99.95] Newspaper for users and producers of electronic information services. Includes articles and news about the industry, calendar of events, and product information. Internet Reference Service Quarterly  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandf.co.uk/journals/WIRS, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $112 indiv (online), $128 indiv (print + online), $273 inst (online), $312 inst (print + online)] Discusses multidisciplinary aspects of incorporating the Internet as a tool for reference service. Journal of Access Services  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/WJAS, tel: 800-354-1420, fax: 215-625-2940, subscriptions@tandf. co.uk [4/yr; $103 indiv (online), $118 indiv (print + online), $273 inst (online), $312 inst (print + online)] Explores topics and issues surrounding the organization, administration, and development of information technology on access services and resources. Journal of the Association for Information Science and Technology  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http:// onlinelibrary.wiley.com/journal/10.1002/(ISSN)1532-2890, tel: 800-835-6770, fax: 781-388-8232, [email protected] [12/yr; $3186 inst (print/online), $3824 inst (print + online)] Provides an overall forum for new research in information transfer and communication processes, with particular attention paid to the context of recorded knowledge. Journal of Database Management  IGI Global, 701 E Chocolate Ave, Suite 200, Hershey, PA 17033-1240. http://www.igi-global.com/journal/journal-databasemanagement-jdm/1072, tel: 866-342-6657, fax: 717-533-8661, cust@igi-global. com [4/yr; $260 indiv (print/online), $310 indiv (print + online), $730 inst (print/ online), $880 inst (print + online)] Provides state-of-the-art research to those who design, develop, and administer DBMS-based information systems.

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Journal of Documentation  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/ loi/jd, tel: 617-945-9130, fax: 617-945-9136, [email protected] [6/yr; inst prices vary] Focuses on theories, concepts, models, frameworks, and philosophies in the information sciences. Journal of Interlibrary Loan, Document Delivery & Electronic Reserve  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/1072303X, tel: 800354-1420, fax: 215-625-2940, [email protected] [5/yr; $138 indiv (online), $158 indiv (print + online), $516 inst (online), $589 inst (print + online)] A forum for ideas on the basic theoretical and practical problems regarding all aspects of library resource sharing faced by planners, practitioners, and users of network services. Journal of Library Metadata  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/19386389, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $109 indiv (online), $125 indiv (print + online), $326 inst (online), $372 inst (print + online)] A forum for the latest research, innovations, news, and expert views about all aspects of metadata applications and information retrieval in libraries.

Instructional Design and Development Human-Computer Interaction  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/07370024, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $122 indiv, $1011 inst (online), $1156 inst (online + print)] A journal of theoretical, empirical, and methodological issues of user science and of system design. Instructional Science  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/11251, tel: 800-777-4643, fax: 201-348-4505, [email protected] [6/yr; $99 indiv] Promotes a deeper understanding of the nature, theory, and practice of the instructional process and the learning resulting from this process. International Journal of Human-Computer Interaction  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/10447318, tel: 800-354-1420, fax: 215-625-2940, [email protected] [12/yr; $292 indiv (print), $306 indiv (print + online), $2305 inst (online), $2634 inst (print + online)] Addresses the cognitive, social, health, and ergonomic aspects of work with computers. It also emphasizes both the human and computer science aspects of the effective design and use of computer interactive systems.

438

S. S. Tseng

Journal of Educational Technology Systems  Baywood Publishing Co., Inc., 26 Austin Ave, PO Box 337, Amityville, NY 11701-0337. https://us. sagepub.com/en-us/nam/journal-of-educational-technology-systems/journal202400, tel: 800-638-7819, fax: 631-691-1770, [email protected] [4/yr; $147 indiv (print + online), $527 inst (online), $574 inst (print), $586 inst (print + online)] Deals with systems in which technology and education interface; designed to inform educators who are interested in making optimum use of technology. Journal of Technical Writing and Communication  Baywood Publishing Co., Inc., 26 Austin Ave, PO Box 337, Amityville, NY 11701-0337. https://us.sagepub. com/en-us/nam/journal-of-technical-writing-and-communication/journal202406, tel: 800-638-7819, fax: 631-691-1770, [email protected] [4/yr; $147 indiv (online), $527 inst (online), $574 inst (print), $586 inst (print + online)] Essays on oral and written communication, for purposes ranging from pure research to needs of business and industry. Journal of Visual Literacy  International Visual Literacy Association, Dr. David R.  Moore, IVLA Executive Treasurer, Ohio University, 250 McCracken Hall, Athens, OH 45701. http://www.tandfonline.com/loi/rjvl20, tel: 740-597-1322, [email protected] [2/yr; $234 indiv (online), $268 inst (print + online)] Explores empirical, theoretical, practical, and applied aspects of visual literacy and communication. Performance Improvement  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http://onlinelibrary.wiley.com/journ al/10.1002/(ISSN)1930-8272, tel: 800-835-6770, fax: 781-388-8232, [email protected] [10/yr; $98 indiv (print), $109 indiv (print + online), $510 inst (print/online), $612 inst (print + online)] Promotes performance science and technology. Contains articles, research, and case studies relating to improving human performance. Performance Improvement Quarterly  John Wiley & Sons, Inc., Journal Customer Services, 350 Main St, Malden, MA 02148. http://www3.interscience. wiley.com/journal/117865970/home, tel: 800-835-6770, fax: 781-388-8232, cs-­ [email protected] [4/yr; 67 indiv (print), $289 inst (print/online), $347 inst (print + online)] Presents the cutting edge in research and theory in performance technology. Training  Lakewood Media Group, PO Box 247, Excelsior, MN 55331. http:// www.trainingmag.com, tel: 877-865-9361, fax: 847-291-4816, ntrn@omeda. com [6/yr; $79, free to qualified applicants] Covers all aspects of training, management, and organizational development, motivation, and performance improvement.

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Learning Sciences International Journal of Computer-Supported Collaborative Learning  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 070962485. http://www.springer.com/journal/11412, tel: 800-777-4643, fax: 201-3484505, [email protected] [4/yr; $99 indiv] Promotes a deeper understanding of the nature, theory, and practice of the uses of computer-supported collaborative learning. Journal of the Learning Sciences  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/10508406, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $103 indiv (print + online), $948 inst (online), $1084 inst (print + online)] Provides a forum for the discussion of research on education and learning, with emphasis on the idea of changing one’s understanding of learning and the practice of education. International Journal of Science Education  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandfonline.com/tsed, tel: 800-354-1420, fax: 215-625-2940 subscriptions@ tandf.co.uk [18/yr; $1484 indiv (print), $4381 inst (online), $5006 (print + online)] Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges, and universities.

Libraries and Media Centers Collection Building  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/loi/cb, tel: 617-945-9130, fax: 617-945-9136, [email protected] [4/yr; inst prices vary] Provides well-researched and authoritative information on collection maintenance and development for librarians in all sectors. Computers in Libraries  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.infotoday.com/cilmag/default.shtml, tel: 609-6546266, fax: 609-654-4309, [email protected] [10/yr; $104] Covers practical applications of microcomputers to library situations and recent news items. The Electronic Library  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldgrouppublishing. com/el.htm, tel: 617-945-9130, fax: 617-945-9136, [email protected] [6/yr; inst prices vary] International journal for minicomputer, microcomputer, and software applications in libraries; independently assesses current and forthcoming information technologies.

440

S. S. Tseng

Government Information Quarterly  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/ locate/govinf, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-usa@ elsevier.com [4/yr; $226 indiv, $1029 inst (print)] International journal of resources, services, policies, and practices. Information Outlook  Special Libraries Association, Information Outlook Subscriptions, 1700 Eighteenth Street, NW, Washington, DC 20009-2514. http:// www.sla.org/access-membership/io, tel: 703-647-4900, fax: 1-202-234-2442, [email protected] [12/yr; $240 member] Discusses administration, organization, and operations. Includes reports on research, technology, and professional standards. The Journal of Academic Librarianship  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier. com/locate/jacalib, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­ [email protected] [6/yr; $177 indiv (print), $591 inst (print)] Results of significant research, issues, and problems facing academic libraries, book reviews, and innovations in academic libraries. Journal of Librarianship and Information Science  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://lis.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, [email protected] [4/yr; $126 indiv (print), $905 inst (online), $986 inst (print), $1006 inst (print + online)] Deals with all aspects of library and information work in the United Kingdom and reviews literature from international sources. Journal of Library Administration  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/01930826, tel: 800-354-1420, fax: 215-625-2940, [email protected] [8/yr; $273 (online), $312 indiv (print + online), $1016 inst (online), $1161 inst (print + online)] Provides information on all aspects of effective library management, with emphasis on practical applications. Library & Information Science Research  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier. com/locate/lisres, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-­ [email protected] [4/yr; $188 indiv (print), $779 inst (print)] Research articles, dissertation reviews, and book reviews on issues concerning information resources management. Library Hi Tech  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/loi/lht, tel: 617-945-9130, fax: 617-945-9136, [email protected] [4/yr; inst prices vary] Concentrates on reporting on the selection, installation, maintenance, and integration of systems and hardware.

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Library Hi Tech News  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/loi/lhtn, tel: 617-945-9130, fax: 617-945-9136, [email protected] [10/yr; inst prices vary] Supplements Library Hi Tech and updates many of the issues addressed in-Departmenth in the journal; keeps the reader fully informed of the latest developments in library automation, new products, network news, new software and hardware, and people in technology. Library Journal  Media Source, Inc., 160 Varick Street, 11th Floor, New York, NY 10013. http://www.libraryjournal.com, tel: 800-588-1030, fax: 712-733-8019, [email protected] [20/yr; $102 indiv] A professional periodical for librarians, with current issues and news, professional reading, a lengthy book review section, and classified advertisements. The Library Quarterly: Information, Community, Policy  University of Chicago Press, Journals Division, PO Box 37005, Chicago, IL 60637. http://www.journals. uchicago.edu/LQ, tel: 877-705-1878, fax: 877-705-1879, subscriptions@press. uchicago.edu [$27 students (online), $48 indiv (print), $49 indiv (online), $54 indiv (print + online), $253 inst (print), $403 inst (online), $685 inst (print + online)] Scholarly articles of interest to librarians. Library Resources & Technical Services  American Library Association, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. http://www.ala.org/ala/ mgrps/divs/alcts/resources/lrts/index.cfm, tel: 800-545-2433, fax: 312-944-2641, [email protected] [4/yr; inst prices vary] Scholarly papers on bibliographic access and control, preservation, conservation, and reproduction of library materials. Library Trends  Johns Hopkins University Press, PO Box 19966, Baltimore, MD 21211-0966. http://www.press.jhu.edu/journals/library_trends, tel: 800-548-1784, fax: 410-516-3866, [email protected] [4/yr; $80 indiv (print), $85 indiv (online), $175 inst (print)] Each issue is concerned with one aspect of library and information science, analyzing current thought and practice and examining ideas that hold the greatest potential for the field. Public Libraries  American Library Association, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. http://www.ala.org/pla/publications/publiclibraries, tel: 800-545-2433, fax: 312-944-2641, [email protected] [6/yr; $65 indiv] News and articles of interest to public librarians. Public Library Quarterly  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/WPLQ, tel: 800-354-1420, fax: 215-625-2940, subscriptions@ tandf.co.uk [4/yr; $152 indiv (online), $174 indiv (print + online), $468 inst (online), $536 inst (print + online)] Addresses the major administrative challenges and opportunities that face the nation’s public libraries.

442

S. S. Tseng

Reference and User Services Quarterly  American Library Association, Subscriptions, 50 E Huron St, Chicago, IL 60611-2795. https://journals.ala.org/ index.php/rusq, tel: 800-545-2433, fax: 312-944-2641, [email protected] [4/yr; inst prices vary] Disseminates information of interest to reference librarians, bibliographers, adult services librarians, those in collection development and selection, and others interested in public services. The Reference Librarian  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/wref, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $328 indiv (online), $375 indiv (print + online), $1325 inst (online), $1514 inst (print + online)] Each issue focuses on a topic of current concern, interest, or practical value to reference librarians. Reference Services Review  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/ loi/rsr, tel: 617-945-9130, fax: 617-945-9136, [email protected] [4/yr; inst prices vary] Dedicated to the enrichment of reference knowledge and the advancement of reference services. It prepares its readers to understand and embrace current and emerging technologies affecting reference functions and information needs of library users. School Library Journal  Media Source, Inc., 160 Varick Street, 11th Floor, New York, NY 10013. http://www.slj.com, tel: 800-595-1066, fax: 712-733-8019, [email protected] [12/yr; $89 indiv] For school and youth service librarians. Reviews about 4000 children’s books and 1000 educational media titles annually. School Library Monthly  Libraries Unlimited, Inc., PO Box 291846, Kettering OH 45429. http://www.schoollibrarymedia.com, tel: 800-771-5579, fax: 937-890-­ 0221, [email protected] [12/yr; $89 indiv] A vehicle for distributing ideas for teaching library media skills and for the development and implementation of library media skills programs. School Library Research  American Library Association and American Association of School Librarians, Subscriptions, 50 E Huron St, Chicago, IL 60611-­ 2795. http://www.ala.org/aasl/slr, tel: 800-545-2433, fax: 312-944-2641, [email protected] [annual compilation; free online] For library media specialists, district supervisors, and others concerned with the selection and purchase of print and nonprint media and with the development of programs and services for preschool through high school libraries. Teacher Librarian  The Scarecrow Press, Inc., 4501 Forbes Blvd, Suite 200, Lanham, MD 20706. http://www.teacherlibrarian.com, tel: 800-462-6420, fax: 800-­ 338-­4550, [email protected] [5/yr; $62 indiv] “The journal for school library professionals”; previously known as Emergency Librarian. Articles, review columns, and critical analyses of management and programming issues.

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Media Technologies Broadcasting & Cable  NewBay Media, LLC., 28 E. 28th St, 12th Floor, New York, NY 10016. http://www.broadcastingcable.com, tel: 800-554-5729, fax: 712-733-­ 8019, [email protected] [47/yr; $169 indiv] All-inclusive newsweekly for radio, television, cable, and allied business. Educational Media International  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/09523987, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $188 indiv (print), $667 inst (online), $762 inst (print + online)] The official journal of the International Council for Educational Media. Historical Journal of Film, Radio and Television  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/01439685, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $564 indiv (print), $1489 inst (online), $1703 inst (print + online)] Articles by international experts in the field, news and notices, and book reviews concerning the impact of mass communications on political and social history of the twentieth century. Journal of Educational Multimedia and Hypermedia  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-­1545. http://www.aace.org/pubs/jemh, tel: 757-366-5606, fax: 703-9978760, [email protected] [4/yr; 4/yr; $175 indiv, $215 inst] A multidisciplinary information source presenting research about and applications for multimedia and hypermedia tools. Journal of Popular Film and Television  Taylor & Francis Group, Customer Services Department, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. http://www.tandf.co.uk/journals/titles/01956051, tel: 800-354-1420, fax: 215625-­2940, [email protected] [4/yr; $84 indiv (print + online), $224 inst (online), $255 (print + online)] Articles on film and television, book reviews, and theory. Dedicated to popular film and television in the broadest sense. Concentrates on commercial cinema and television, film and television theory or criticism, filmographies, and bibliographies. Edited at the College of Arts and Sciences of Northern Michigan University and the Department of Popular Culture, Bowling Green State University. Learning, Media & Technology  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http://www.tandf. co.uk/journals/titles/17439884, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $673 indiv (print), $2265 inst (online), $2589 inst (print + online)] This journal of the Educational Television Association serves as an international forum for discussions and reports on developments in the field of television and related media in teaching, learning, and training.

444

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Media & Methods  American Society of Educators, 1429 Walnut St, Philadelphia, PA 19102. http://www.media-methods.com, tel: 215-563-6005, fax: 215-587-9706, [email protected] [5/yr; $35 indiv] The only magazine published for the elementary school library media and technology specialist. A forum for K-12 educators who use technology as an educational resource, this journal includes information on what works and what does not, new product reviews, tips and pointers, and emerging technologies. Multichannel News  NewBay Media, LLC., 28 E. 28th St. 12th Floor, New York, NY 10016. http://www.multichannel.com, tel: 888-343-5563, fax: 712-733-8019, [email protected] [47/yr; $249 indiv] A newsmagazine for the cable television industry. Covers programming, marketing, advertising, business, and other topics. MultiMedia & Internet@Schools  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.mmischools.com, tel: 609-654-6266, fax: 609654-4309, [email protected] [5/yr; $50 indiv] Reviews and evaluates hardware and software. Presents information pertaining to basic troubleshooting skills. Multimedia Systems  Springer Science+Business Media, PO Box 2485, Secaucus, NJ 07096-2485. http://www.springer.com/journal/00530, tel: 800-777-4643, fax: 201-348-4505, [email protected] [6/yr; $99 indiv] Publishes original research articles and serves as a forum for stimulating and disseminating innovative research ideas, emerging technologies, state-of-the-art methods, and tools in all aspects of multimedia computing, communication, storage, and applications among researchers, engineers, and practitioners. Telematics and Informatics  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/ tele, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-usa@elsevier. com [4/yr; $165 indiv (print), $1899 inst (print)] Publishes research and review articles in applied telecommunications and information sciences in business, industry, government, and educational establishments. Focuses on important current technologies, including microelectronics, computer graphics, speech synthesis and voice recognition, database management, data encryption, satellite television, artificial intelligence, and the ongoing computer revolution.

Professional Development Journal of Digital Learning in Teacher Education  International Society for Technology in Education, Special Interest Group for Teacher Educators, 180 West 8th Ave., Suite 300, Eugene, OR 97401. http://www.iste.org/jdlte, tel: 800-3365191, fax: 541-302-3778, [email protected] [4/yr; $89 member] Contains refereed articles on preservice and in-service training, research in computer education and certification issues, and reviews of training materials and texts.

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Journal of Technology and Teacher Education  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www. aace.org/pubs/jtate/, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; $125 indiv, $215 inst] Serves as an international forum to report research and applications of technology in preservice, in-service, and graduate teacher education.

Simulation, Gaming, and Virtual Reality Simulation & Gaming  Sage Publications, 2455 Teller Rd, Thousand Oaks, CA 91320. http://sag.sagepub.com, tel: 800-818-7243, fax: 800-583-2665, journals@ sagepub.com [6/yr; $171 indiv (online), $1393 inst (online), $1532 inst (print + online)] An international journal of theory, design, and research focusing on issues in simulation, gaming, modeling, role-playing, and experiential learning.

Special Education and Disabilities Journal of Special Education Technology  Technology and Media Division, JSET, PO Box 3853, Reston, VA 20195. http://www.tamcec.org/jset, tel: 703-709-0136, fax: 405-325-7661, [email protected] [4/yr; $93 indiv (online), $101 indiv (print), $103 (print + online), $261 inst (online), $284 inst (print), $290 inst (print + online)] Provides information, research, and reports of innovative practices regarding the application of educational technology toward the education of exceptional children.

Telecommunications and Networking Canadian Journal of Learning and Technology  Canadian Network for Innovation in Education (CNIE), 260 Dalhousie St., Suite 204, Ottawa, ON, K1N 7E4, Canada. http://www.cjlt.ca, tel: 613-241-0018, fax: 613-241-0019, [email protected] [3/yr; free] Concerned with all aspects of educational systems and technology. Computer Communications  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/locate/comcom, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-usa@elsevier. com [24/yr; $3331 inst (online/print)] Focuses on networking and distributed computing techniques, communications hardware and software, and standardization. EDUCAUSE Review  EDUCAUSE, 4772 Walnut St, Suite 206, Boulder, CO 80301-2536. http://er.educause.edu/, tel: 303-449-4430, fax: 303-440-0461, er-­ [email protected] [6/yr; free online] Features articles on current issues and applications of computing and communications technology in higher education. Reports on EDUCAUSE consortium activities.

446

S. S. Tseng

International Journal on E-Learning  Association for the Advancement of Computing in Education, PO Box 1545, Chesapeake, VA 23327-1545. http://www. aace.org/pubs/ijel, tel: 757-366-5606, fax: 703-997-8760, [email protected] [4/yr; $175 indiv, $215 inst] Reports on current theory, research, development, and practice of telecommunications in education at all levels. The Internet and Higher Education  Elsevier, Inc., Journals Customer Service, 3251 Riverport Lane, Maryland Heights, MO 63043. http://www.elsevier.com/ locate/iheduc, tel: 877-839-7126, fax: 314-447-8077, journalcustomerservice-usa@ elsevier.com [4/yr; $103 indiv (print), $706 inst (print)] Designed to reach faculty, staff, and administrators responsible for enhancing instructional practices and productivity via the use of information technology and the Internet in their institutions. Internet Reference Services Quarterly  Taylor & Francis Group, Customer Services Department, 325 Chestnut St, Suite 800, Philadelphia, PA 19106. http:// www.tandf.co.uk/journals/titles/10875301, tel: 800-354-1420, fax: 215-625-2940, [email protected] [4/yr; $112 indiv (online), $128 indiv (print + online), $273 inst (online), $312 inst (print + online)] Describes innovative information practice, technologies, and practice. For librarians of all kinds. Internet Research  Emerald Group Publishing Inc., Brickyard Office Park, 84 Sherman Street, Cambridge, MA 02140. http://www.emeraldinsight.com/loi/intr, tel: 617-945-9130, fax: 617-945-9136, [email protected] [5/yr; inst prices vary] A cross-disciplinary journal presenting research findings related to electronic networks, analyses of policy issues related to networking, and descriptions of current and potential applications of electronic networking for communication, computation, and provision of information services. Online Searcher  Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055-8750. http://www.infotoday.com/online, tel: 609-654-6266, fax: 609-654-­ 4309, [email protected] [6/yr; $139 indiv] For online information system users. Articles cover a variety of online applications for general and business use.

Index

A AACE Journal, 428 Active learning techniques, 64, 68 Adaptech Research Network, 177 Agency for Instructional Technology (AIT), 179 AI Magazine, 427 Alfred Lab pilot study, 72 American Association of Colleges for Teacher Education (AACTE), 180 American Association of Community Colleges (AACC), 181 American Association of School Librarians (AASL), 182 American Educational Research Association (AERA), 182 American Educational Research Journal, 432 American Foundation for the Blind (AFB), 183 American Journal of Distance Education, 431 American Library Association (ALA), 184 American Society for Training & Development (ASTD), 185 Ana Donaldson AECT, 162, 163 flower child, 161 instructional designer, 162 keynote speaker, 162 publications, 164 risk taker, 162 self-described qualitative researcher, 162 sisterhood, 164, 165 training developer and instructor, 161

Anadolu University, 283 Analysis of Variance (ANOVA), 22 Andong National University, 275 Appalachian State University, 343 Arizona State University; Educational Technology program, 288 Artificial intelligence (AI), 5, 14 Artificial Intelligence Review, 427 Asia-Pacific Education Researcher, 432 Association for Childhood Education International (ACEI), 186 Association for Computers and the Humanities (ACH), 187 Association for Continuing Higher Education (ACHE), 188 Association for Educational Communications and Technology (AECT), 188 Association for Experiential Education (AEE), 190 Association for Library and Information Science Education (ALISE), 191 Association for Library Collections & Technical Services (ALCTS), 191 Association for Library Service to Children (ALSC), 192 Association for Talent Development (ATD), 3, 4 Association of American Publishers (APP), 193 Association of College and Research Libraries (ACRL), 194 Association of Specialized and Cooperative Library Agencies (ASCLA), 195 Athabasca University, 265–267

© Springer Nature Switzerland AG 2019 R. M. Branch et al. (eds.), Educational Media and Technology Yearbook, Educational Media and Technology Yearbook 42, https://doi.org/10.1007/978-3-030-27986-8

447

448 Atomic orbitals animation, 118–119 AR, 111 Blender, 110 electrons, 108 Mathematica, 109 QR code, 118 Audiovisual content, 150 Augment website, 108 Augmented reality (AR) advantages, 122 animation, 112 atomic orbitals, 50, 111 behavioral pathing, 123 computing mobile devices, 127 convergent mixed-method design, 124 digital mapping, 51 facilitation tool, 121 imaginary, 50 instructors, 51 inquiry-based learning environments, 122 learner engagement and cognition, 121 learning environments, 124 learning experiences, 122 limitations, 127 mechanic and fantasy, 97–100 metadata tagging and interactions, 122, 123 mobile gaming, 50 molecular models, 50 motivation and engagement activity, 122 new and returning user, 126 participants, 124 Pokémon Go, 89 QR codes, 110, 111 qualitative open-ended survey, 126, 127 qualitative user survey data, 51 research applications, 52 STEAM, 127 superimposed water molecule, 112 three-dimensional modeling software, 51 3D printed models, 106 technological landscape, 89 technology, 121, 122 tools, 129 tracker, 109, 112 universal tracker, 110 user behavior, 125 users’ average, 125 user’s pedometer tracking, 50 virtual content, 123, 124 visualizations, 121 web browser screen, 125, 126 worksheet, 112 Azusa Pacific University, 294

Index B Ball State University, 387 Barry University, 302 Bemidji State University, 397 Blended human-technology-environmental interactivity, 45 Blended learning approach, 7 Blender, 107 Bloomsburg University, 352 Boise State University, 311 Boston University, 325 Brigham Young University, 367 British Journal of Educational Technology, 29, 36 Buffalo State College, 344 C CALICO Journal, 428 California State Polytechnic University, 378 California State University, 289 California State University, East Bay, 381 California State University, Fresno, 382 California State University Monterey Bay (CSUMB), 379 California State University-San Bernardino, 291 Canadian Library Association/Association canadienne des bibliothèques (CLA/ ACB), 196 Canadian Museums Association/Association des musées canadiens (CMA/ AMC), 197 Case study-based learning, 68 Center for Digital Education, 429 Centre for Educational Technology (CET), 198 Children’s Technology Review, 429 Clarke College, 319 Close Up Foundation (CUF), 199 Collaborative learning, 20, 25 Competency-based learning, 68 Competency-based testing, 65 Computer-assisted instruction, 428, 429, 431 Computer-Assisted Language Instruction Consortium (CALICO), 200 Computer Assisted Language Learning, 429 Computer science program, 137 Computers and Composition, 429 Computers in Human Behavior, 429 Computers in the Schools, 429 Concordia University, 271 Concordia University Wisconsin, 417 Consortium for School Networking’s (CoSN), 8

Index Consortium of College and University Media Centers (CCUMC), 200 Constructivism, 131 Convergent mixed-method design, 124 Council for Exceptional Children (CEC), 201 Critical literacy annotations (see Social annotations) EFL, 19 skills, 19 students equipped, 19 Cultural anthropology, 81 D Dakota State University, 358 Database, 263 Digital content, 11 Digital dining, 23 Digital images, 17 Digital technology, 15 Digital videos, 17 Disney animation studio, 148 Distance education, 14, 431, 432 Division of Audiovisual Instruction (DAVI), 168 Documentary active participant, 82 audio-visual aspects, 81 empathy, 83 ethnographic VR film, 82 filmmaking, 82 mental immersion, 83 virtual bodies, 82 written texts, 81 Drexel University, 353 E East Carolina University, 338, 400 Eastern Michigan University, 330 East Stroudsburg University, 410 East Tennessee State University, 362 East-West Center, 202 EBSCOHost Databases, 423 Editing team, 263 Education, 149 Educational Communications (EC), 206 Education Development Center (EDC), 204 Educational games, 34 Educational institutions, 16 Education Northwest, 205 Educational Media and Technology Yearbook, 157

449 Educational research, 432, 433 Educational Researcher, 432 Educational technology, 8, 29, 32, 433–435 first- and second-order obstacles, 16 learning process, 16 media coverage, 14 online courses, 15 person communication and engagement, 16 student learning, 15 EDUCAUSE, 3 EDUCAUSE Center for Analysis and Research, 16 Edvantia, 206 eLearning professionals, 5 Electrons, 108 Embodied cognition, 69, 78 Embodied labs aging adult, 74, 75 demographics, 72, 73 elderly patients, 78 embodying patients, 75, 76 geriatrics, 73, 74 hypothesis, 69 morbidities physicians, 78 pedagogical learning frameworks, 69 second-year medical students, 72 stages embody, 70 prepare, 70 reflect, 71 stereotypical words/phrases, 76, 77 theories, 71 Embodied learning, 69, 78 Emergency Librarian. Articles, 442 Emotional geography, 82–84 Empathy, 83 Emporia State University, 321, 390 ENC Learning Inc., 207 English as a Foreign Language (EFL), 19 English as Foreign Language (EFL), 25 ERIC documents, 424 Established media (EM), 53 Ethnography documentaries, 81–83 emotional geography, 84 empathetic and humanistic visual, 86 empathy, 83 HCD, 84, 85 participant-observation, 81 qualitative research methods, 81 written texts, 81 Ewha Woman’s University, 275

450 Experience reality (XR) commercial and government industries, 46 emerging production, 45 immersive technology, 45 infrastructure, 45, 46 investment, 45 permutations, 46 eXtended Learning (XL), 46 F Facebook, 14 Fairfield University, 297 Fernsehstube, 145 Film Arts Foundation, 208 Fitchburg State University, 326 Flipped classroom, 68 Florida Institute of Technology, 300 Florida State University, 302 Fordham University, 345 Fulbright scholar visit, 132 G Game transfer phenomena (GTP), 90 Gamification, 34 Gartner Incorporated, 3 The George Lucas Educational Foundation, 255 George Mason University, 369 George Washington University, 299 Georgia Southern University, 305 Georgia State University, 306 Geriatrics, 70, 72, 73, 78 Google Scholar, 30 Google Sketchup, 135 Governors State University, 313 Graduate Certificate in Instructional Design (GCID), 266 Graduate Diploma in Distance Education Technology (GDDET), 266 Graduate Diploma in Instructional Design (GDID), 266 Graphics Processing Unit (GPU), 61 Great Plains National ITV Library, 208 H Hacettepe University, 282 Harvard Business School (HBSX), 17 Harvard University, 328 Head-mounted display (HMD), 46 Healthcare training, 67

Index Health Sciences Communications Association, 209 Higher education, 47 blended learning, 7 campus’s technology resources, 6 EDUCAUSE, 6 faculty, 7 Internet-capable devices, 6 learning online, 6 LMS, 6 students, 7 Human-centered design (HCD), 50, 81–85 Human cognitive processes, 132 Human-computer interaction, 49, 69, 437 Human genetic engineering, 14 I IDET ART program, 51 Immersive media (IM), 53 applications and experiences, 144 AR, 148, 150 audiovisual instruction, 146 cinema, 144, 150 definition, 144 education, 149 educational settings, 146 EM, 150 evaluation, 144 media industries, 143 radio, 145 representatives, 151 sound recording and broadcasting, 146 technologies, 143, 147, 150 traditional media, 150 TV, 145, 151 video games, 146 VR, 147 VR applications, 149, 150 VR content, 147 Indiana State University, 318 Indiana University, 388 Informal learning environments, 47 Information and Communication Technologies (ICTs), 19 Information Science and Technology, 435–437 Information technology (IT), 6 Innovations in Education and Teaching International, 433 Institute for the Future (IFTF), 210 Instructional design hybrid, 17

Index Instructional design and development, 437, 438 Instructional Designs and Educational Technologies within Augmented Reality Transmedia Storytelling (IDET ARTS) AR application, 121 (see also Augmented reality (AR)) Google analytics software development kit, 125 iTunes app store, 125 mobile storytelling, 127 museum, 127 Instructional faculty, 17 Instructional Science, 437 Instructional technology corporate training and development content, 4 delivery, 5 designers’ professional, 5 learning expenditures, 4 higher education (see Higher education) K-12 education (see K-12 education) overall developments, 3 Instructional Technology Council (ITC), 211 Interactive learning, 17 Interactive Learning Environments, 430 International Association for Language Learning Technology, 212 International Association of School Librarianship (IASL), 213 International Center of Photography (ICP), 213 International Council for Educational Media (ICEM), 214 International Journal of Human-Computer Interaction, 427 International Journal of Robotics Research, 428 International Recording Media Association (IRMA), 216 International Society for Performance Improvement (ISPI), 217 International Standard Serial Number (ISSN), 31 International Visual Literacy Association (IVLA), 218 Internet of things (IoT), 5 Internet technology, 15 Interview data, 132 Iowa State University, 320 Iterative interviews, 140 Ithaca College, 346

451 J Journal of Computer Assisted Learning, 430 Journal of Educational Computing Research, 430 Journal of Educational Technology Systems, 438 Journal of E-learning & Distance Education, 431 Journal of Intelligent and Robotic Systems, 428 Journal of Interactive Learning Research, 428, 433 Journal of Research on Technology in Education, 430 Journal of Technical Writing and Communication, 438 Journal of the Learning Sciences, 439 Journal of Visual Literacy, 438 K Kansas State University, 322 Kapeller’s vision, 145 Keimyung University, 277 Kent State University, 348 Knowledge Alliance, 219 Knowledge-based systems, 428 K-12 education classrooms technology, 9 educational technology, 8 emerging trends, 10 funding, 9 teachers, 10 L Leadership profiles, 157 Learning communities, 58 Learning management system (LMS), 6 Learning Point Associates, 219 Learning Sciences, 439 Lehigh University, 354 Lesley University, 327 Libraries, 129 Libraries and Media Centers, 439–441 Library Administration and Management Association (LAMA), 220 Library and Information Technology Association (LITA), 221 Lister Hill National Center for Biomedical Communications (LHNCBC), 222 Location-based experiences, 149 Louisiana State University, 324

452 M Machine learning, 5 Magic Leap One, 148 Master of Distance Education (MDE), 266 Mayer’s multimedia learning theory, 47 McDaniel College, 329 Media Communications Association-­ International, 223 Media industry, 144 Media Technologies, 149, 443, 444 Mediagraphy, 424, 425 Media-related journals, 423 Media-related periodicals, 424 Medical Library Association (MLA), 224 Metropolitan State College of Denver, 383 Michigan State University, 332 Mid-continent Research for Education and Learning (McREL), 225 Middle East Technical University, 281 Miège’s theory, 147 Minds and Machines, 428 Minorities in Media (MIM), 225 Mobile computing, 14 Mobile technology, 15 Molecular model ammonia, 115 atomic orbits, 106 Augment website, 108 Avogadro software, 107 blender, 107, 108 carbon dioxide, 115–116 chemical structures, 105, 106 chemistry education, 107 connectors, 106 iodine trichloride, 116 phosphorus trichloride, 116–117 software, 106 sulfur tetrafluoride, 117 sulfur trioxide, 117–118 3D printing, 106 VRML, 107 Montclair State University, 406 Morehead State University, 392 MR edition and distribution, 148 Multimediated reality, 45 Multiple-screen gaming, 146 N National Aeronautics and Space Administration (NASA), 226 National Alliance for Media Arts and Culture (NAMAC), 227 National Association of Media and Technology Centers (NAMTC), 229

Index National Communication Association (NCA), 230 National Council of Teachers of English (NCTE), 231 National EBS Association, 232 National Endowment for the Humanities (NEH), 233 National Federation of Community Broadcasters (NFCB), 233 National Freedom of Information Coalition (NFOIC), 235 National Gallery of Art (NGA), 235 National PTA, 236 National Public Broadcasting Archives (NPBA), 237 National Telemedia Council Inc., 238 Native American Public Telecommunications, Inc., 238 Natural Science Collections Alliance, 239 The NETWORK, Inc., 257 New England School Library Association, 240 The New Media Consortium, 3 New York Festivals (NTF), 241 New York Institute of Technology, 403 New York University, 407 North Carolina State University, 339 Northern Illinois University, 315 Northwest College and University Council for the Management of Educational Technology (NW/MET), 241 Northwest Missouri State University, 333 Nova Southeastern University, 300 O Oakland University, 395 OCLC Online Computer Library Center, Inc., 242 The Ohio State University, 285 Ohio University, 349 Old Dominion University, 416 Online courses, 16 Online education, 15 Online learning, 6, 11, 14 Online Learning Consortium, 3 Ontario Film Association, Inc., 243 Open educational resources (OERs), 7 Open Learning, 432 Organization, 175 Organization representatives, 175 Organizations and Associations AACC, 181 AACTE, 180 AAP, 193 AASL, 182

Index ACEI, 186 ACH, 187 ACHE, 188 ACRL, 194 AECT, 188 AEE, 190 AERA, 182 AFB, 183 AIT, 179 ALA, 184 ALCTS, 191 ALISE, 191 ALSC, 192 ASCLA, 195 ASTD, 185 CALICO, 200 CCUMC, 200 CEC, 201 CET, 198 CLA/ACB, 196 CMA/AMC, 197 CUF, 199 East-West Center, 202 EC, 206 EDC, 204 Education Northwest, 205 Edvantia, 206 ENC, 207 Film Arts, 208 GLEF, 255 GPN, 208 HeSCA, 209 IALLT, 212 IASL, 213 ICEM, 214 ICP, 213 IFTF, 210 IRMA, 216 ISPI, 217 ITC, 211 IVLA, 218 Knowledge Alliance, 219 LAMA, 220 LHNCBC, 222 LITA, 221 MCA-I, 223 McREL, 225 MIM, 225 MLA, 224 NAMAC, 227 NAMTC, 229 NAPT, 239 NASA, 226 National PTA, 236 NAVH, 228

453 NCA, 230 NCTE, 231 NEBSA, 232 NEH, 233 NESLA, 240 NFCB, 233 NFOIC, 235 NGA, 235 NPBA, 237 NSC Alliance, 239 NTC, 238 NW/MET, 242 NYF, 241 OCLC, 242 OLA, 243 PREL, 245 RBS, 248 RUSA, 247 SCTE, 251 SEDL, 252 SLA, 253 SPE, 250 SPT, 252 T&W, 254 UCEA, 258 YALSA, 259 P Pacific Resources for Education and Learning, 244 Passive vs. active learning, 67 Penn State Great Valley School of Graduate Professional Studies, 411 Pennsylvania State University, 355 Performance Improvement Quarterly, 438 Phubbing, 15 Pittsburg State University, 391 Players, 88 Pokémon, 91 Pokémon franchise, 90 Pokémon Go AR experience, 89, 90 communities and events, 88 features, 88 mobile game, 88 multiplayer social phenomenon, 88 phenomenological analytic process, 93 phenomenology, 93, 94 and play, 90–92 players, 88 Pokéstops, 88 researchers, 93 routine and fantastical, 94–97 Twitter, 88

454 Pokémon Trainers, 88, 91, 92 Pokéstops, 88 Problem-based learning (PBL), 68 Professional development, 444–445 Project-based learning (PBL), 122 Project Tomorrow, 3 Purdue University Calumet, 389, 390 Q Quick response (QR), 110 R Random Access Memory (RAM), 61 Reference and User Services Association, 247 Regis University, 384 Research for Better Schools, Inc., 248 Research in Science & Technological Education, 433 Richard Cornell AACTE, 169 AECT, 168, 169 Alfred State Agricultural College in Alfred, NY, 168 Algonquin National Park, 168 audiovisual education, 168 conversation programs, director, 169 publications, 169, 170 Richard Stockton College of New Jersey, 404 Rotarian Magazine, 129 Rutgers-The State University of New Jersey, 342 S San Diego State University, 291 San Francisco State University, 294 San Jose State University, 292 Science, Technology, Engineering, Arts, and Mathematics (STEAM), 65, 127 Scopus, 30 Self-contrived annotation system, 20 SERVE Center @ UNCG, 248 Seton Hall University, 405 Sloan Consortium, 3 Social annotations categorized, 25 data analysis, 22 data collection procedure, 21 description, 20 development, 23

Index educational settings, 21 effectiveness, 20 grammatical structures, 24 interactive patterns, 23, 24 literacy skills, 19 meaning discussions, 23 participants, 21 reading instruction program, 21 reading sources, 20 research, 21 skills, 25 students’ critical literacy skill, 20 Social constructivism, 130 Social media, 15 Society for Photographic Education (SPE), 250 Society of Cable Telecommunications Engineers (SETE), 251 Society of Photo Technologists (SPT), 252 Software, 106 Software development kits (SDKs), 46 Southern Illinois University Edwardsville, 313, 316 Southwest Educational Development Laboratory (SEDL), 252 Special education and disabilities, 445 Special Libraries Association (SLA), 253 Squires model, 52 State University College of Arts and Science at Potsdam, 346 St. Cloud State University, 334 Stereoscopic images, 149 Student learning active learning techniques, 58 assessment, 62, 63 cell biology course, 58 cell mapping, 59 challenges, 64 considerations, 63 faculty meeting, 59 game-based learning, 59 immersive technologies, 64 innovation and collaboration, 61 IRB-approved survey, 57 low-tech assessment technique, 60 multiple immersive technology, 59 opportunities, 57 sort-and-match activity, 60 technology and tools, 61 Student reflection data, 139 Synchronous education, 17 Syracuse University, 409

Index T Taganrog State Pedagogical Institute, 277 Teachers and Writers Collaborative, 254 Teaching assistants (TAs), 60 Telecommunications and networking, 445–446 Television, 149 Temple University, 411 Test of English for International Communication (TOEIC), 21 Texas A&M University, 360 Texas A&M University-Commerce, 414 Texas Tech University, 364 3D printing, 106 Towson University, 330 Tracker, 109 Traditional lecture vs. embodied simulations, 79 Transforming learning environments, 47 2019 scholarship rankings 2013–2018 educational technology, 37–40 2013–2018 Scopus database of educational technology, 34 2015–2018 Scopus database of educational technology, 33 author keywords, 2015–2018 educational technology, 41–42 caution, 29 citation data window, 31 countries, 2015–2018 educational technology, 32, 35 data analysis, 31 data retrieval, 31 database selection, 30 flipped learning, 34 journal inclusion criteria, 31 medal count score, 32 meta field, 29 qualitative and quantitative paradigms, 29 teaching and instruction, 34 universities in United States, 2015–2018 educational technology, 36 universities, 2015–2018 educational technology, 32, 35 valuable contribution, 32 U Universal tracker, 110 Università della Svizzera Italiana, 279 Université de Poitiers, 274 Universiti Sains Malaysia, 276 University Continuing Education Association, 258 University of Alabama, 287

455 University of Alaska Southeast, 374 University of Arkansas at Little Rock, 376, 377 University of Balearic Islands, 278 University of Bridgeport, 384 University of British Columbia, 269 University of Calgary, 267–269 University of Central Arkansas, 288 University of Central Florida, 303 University of Cincinnati, 349 University of Colorado Denver, 295 University of Connecticut, 298 University of Florida, 385 University of Geneva, 279 University of Georgia, 307 University of Hawaii-Manoa, 309 University of Hong Kong, 273 University of Houston, 364 University of Illinois, 314 University of Louisville, 323 University of Manchester, 284 University of Massachusetts, Amherst, 394 University of Memphis, 413 University of Michigan, 396 University of Missouri-Columbia, 335, 398 University of Missouri-Kansas City, 399 University of Montana, 337 University of Nebraska at Kearney, 340 University of Nebraska-Omaha, 341 University of New Brunswick, 270 University of North Carolina, 340, 400 University of North Dakota, 402 University of Northern Colorado, 296 University of Northern Iowa, 310 University of North Texas, 366 The University of Oklahoma, 351 The University of Rhode Island, 356 University of Saskatchewan, 272 University of South Alabama, 374 University of South Carolina Aiken, 357 University of South Carolina Columbia, 357 University of South Florida, 304 University of Southern California, 293 The University of Southern Mississippi, 336 The University of Texas at Austin, 361 University of Tennessee-Knoxville, 363 University of Texas at Brownsville, 414 University of Toledo, 350 University of Virginia, 371 University of Washington, 373 University of West Florida, 386 University of West Georgia, 308 University of Wisconsin-Madison, 418 Utah State University, 368 Utrecht University, 280

456 V Valdosta State University, 308 Valley City State University, 403 Video games, 146, 149 Virginia Tech, 370 Virtual learning environments (VLE), 46 Virtual reality (VR), 121, 129 academic quarters, 52 active learning strategies, 48 aging crisis, 68, 69 CAD program, 136 care planning, 48 central recognizable location, 129 cognition and embodied learning, 49 collaborative software development, 139 communication studies, 136 community and industry, 131 edition and distribution, 147 in education, 138 educational tool, 140 embodied labs (see Embodied labs) emotional ethnography, 49 environment, 140 equipment, 137 ethnography (see Ethnography) Fulbright scholar, 130 game, 133 geographical region, 130 geriatrics, 78 goals, 52 hardware and software, 131 HCD, 50 HMDs and matching computers, 135 human-computer interaction, 49 immersive technology, 131 implications, 79 innovative and immersive context, 53

Index library-based program, 47 light microscopy, 48 logistical requirements, 80 methods, 131 pedagogical practices, 130 programming, library, 133 prototype, 130 referencing educational theory, 48 scholar’s activities, 130 simulation, 79, 80 software development, 134 STEM students, 135 student learning, 48 (see Student learning) teaching and learning context, 132 teaching and learning experience, 132 teaching and learning perspective, 135 technology, 139 3D environment, 48 3D visualization, 134 ultimate empathy machine, 49 visualizations, 138 Virtual Reality Modeling Language (VRML), 107 W Wayne State University, 332 Western Illinois University, 317 Wideners Instructional Technology program, 287 World War II, 146 Wright State University, 347 Y Young Adult Library Services Association, 258