First Published in 2008. Sponsored by the Association of Educational Communication and Technology (AECT), the third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide up-to-date summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded from forty-one to fifty-six chapters organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition. More Comprehensive topical coverage has been expanded from forty-one to fifty-six chapters and includes many more chapters on technology than in previous editions. Restructured Chapters this edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies. More International more than 20% of the contributing authors and one of the volume editors are non-American. Theoretical Focus Part 1 provides expanded, cross-disciplinary theoretical coverage. Methodological Focus an extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods. Research and Development Focus another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation, e.g., experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models.

part |82 pages


chapter |18 pages

Historical Foundations

ByMichael Molenda

chapter |8 pages

Theoretical Foundations

ByJ. Michael Spector

chapter |4 pages

Complexity Theory

ByXiaopeng Ni, Robert Maribe Branch

chapter |5 pages

Experiential Perspectives

ByKonrad Morgan

chapter |16 pages

Empirical Perspectives on Memory and Motivation

ByNorbert M. Seel

chapter |12 pages

Contextualistic Perspectives

ByEric J. Fox

chapter |16 pages

Philosophical Perspectives

ByKathy L. Schuh, Sasha A. Barab

part |102 pages


chapter |12 pages

Representation Strategies

ByLinda L. Lohr, James E. Gall

chapter |14 pages

Strategies for Designing Embodied Curriculum

BySasha A. Barab, Tyler Dodge

chapter |14 pages

Generative Learning: Principles and Implications for Making Meaning

ByHyeon Woo Lee, Kyu Yon Lim, Barbara L. Grabowski

chapter |19 pages

Feedback Strategies for Interactive Learning Tasks

BySusanne Narciss

chapter |17 pages

Technology-Enhanced Support Strategies for Inquiry Learning

ByYael Kali, Marcia C. Linn

chapter |9 pages

A Distributed Perspective on Collaborative Activity

ByThomas Satwicz, Reed Stevens

chapter |12 pages

Prescriptive Principles for Instructional Design

ByM. David Merrill, Matthew Barclay, Andrew van Schaak

part |181 pages


chapter |11 pages

Programmed Technologies

ByBarbara B. Lockee, Miriam B. Larson, John K. Burton, D. Michael Moore

chapter |12 pages

Educational Hypertext

ByDale S. Niederhauser

chapter |14 pages

Computer-Mediated Technologies

ByArthur C. Graesser, Patrick Chipman, Brandon G. King

chapter |7 pages

Computer-Mediated Communications Technologies

ByJay Pfaffman

chapter |8 pages

K—12 Library Media Centers

ByDelia Neuman

chapter |9 pages

Technology-Based Knowledge Systems

ByIan Douglas

chapter |10 pages

Enabling Time, Pace, and Place Independence

BySom Naidu

chapter |8 pages

Blended Learning Environments

ByCharles R. Graham, Charles Dziuban

chapter |18 pages

Adaptive Technologies

ByValerie J. Shute, Diego Zapata-Rivera

chapter |9 pages

Generational Differences

ByThomas C. Reeves, Eunjung Oh

chapter |11 pages

Technologies Linking Learning, Cognition, and Instruction

BySabine Graf, Kinshuk

chapter |11 pages

Synthetic Learning Environments

ByJanis A. Cannon-Bowers, Clint A. Bowers

chapter |16 pages

Modeling Technologies

ByRoy B. Clariana, Johannes Strobel

chapter |9 pages

The Learning Objects Literature*

ByDavid A. Wiley

chapter |11 pages

Open Source and Open Standards

ByRob Koper

part |200 pages


chapter |13 pages

Human Cognitive Architecture

ByJohn Sweller

chapter |17 pages

Outcome-Referenced, Conditions-Based Theories and Models

ByTillman J. Ragan, Patricia L. Smith, L. K. Curda

chapter |23 pages

Cooperation and the Use of Technology

ByDavid W. Johnson, Roger T. Johnson

chapter |15 pages

The Cognitive Apprenticeship Model in Educational Practice

ByVanessa P. Dennen, Kerry J. Burner

chapter |16 pages

Whole-Task Models in Education

ByJeroen J. G. van Merriënboer, Liesbeth Kester

chapter |12 pages

Model-Facilitated Learning

ByTon de Jong, Wouter R. van Joolingen

chapter |16 pages

Adaptive Instructional Systems

ByJung Lee, Ok-Choon Park

chapter |22 pages

Problem-Based Learning

ByWoei Hung, David H. Jonassen, Rude Liu

chapter |12 pages

Resource-Based Learning

ByMichael J. Hannafin, Janette R. Hill

chapter |30 pages

Instructional Models in Domains and Professions

ByHenny P. A. Boshuizen, Caroline Phythian-Sence, Richard K. Wagner, Koeno Gravemeijer, Geerdina Maria van der Aalsvoort, Fleurie Nievelstein, Tamara van Gog, Frans J. Prins, Tim Dornan, Albert Scherpbier, John Spencer

part |135 pages

Design and Development

chapter |7 pages

Competencies for the New-Age Instructional Designer

ByRoderick C. Sims, Tiffany A. Koszalka

chapter |17 pages

Cognitive Task Analysis

ByRichard E. Clark, David F. Feldon, Jeroen J. G. van Merriënboer, Kenneth A. Yates, Sean Early

chapter |10 pages

Design and Validation of Technology-Based Performance Assessments

ByEva L. Baker, Gregory K. W. K. Chung, C. Girlie

chapter |13 pages

Models and Methods for Evaluation

ByRon Owston

chapter |13 pages

Change Agentry

ByBrian Beabout, Alison A. Carr-Chellman

chapter |13 pages

Design Languages

ByAndrew S. Gibbons, Luca Botturi, Eddy Boot, Jon Nelson

chapter |12 pages

The Social Consequences of Design and Development Teams

ByLaura Blasi, Stephen M. Fiore, John Hedberg, Richard F. Schmid

chapter |12 pages

User-Centered Design and Development

ByEun-Ok Baek, Kursat Cagiltay, Elizabeth Boling, Theodore Frick

chapter |14 pages

Tools for Design and Development of Online Instruction

ByBryan L. Chapman

chapter |6 pages

Artifacts as Tools in the Design Process

ByElizabeth Boling, Kennon M. Smith

chapter |11 pages

Systems Design for Change in Education and Training

BySunnie Lee Watson, Charles M. Reigeluth, William R. Watson

part |113 pages

Methodological Issues

chapter |9 pages

Theory Development

ByJan Elen, Geraldine Clarebout

chapter |47 pages

Research Designs

BySteven M. Ross, Gary R. Morrison, Robert D. Hannafin, Michael Young, Jan van den Akker, Wilmad Kuiper, Rita C. Richey, James D. Klein

chapter |44 pages

Data Collection and Analysis

ByTamara van Gog, Fred Paas, Wilhelmina Savenye, Rhonda Robinson, Mary Niemczyk, Robert Atkinson, Tristan E. Johnson, Debra L. O’Connor, Remy M. J. P. Rikers, Paul Ayres, Aaron R. Duley, Paul Ward, Peter A. Hancock

chapter |9 pages

Foundations for the Future*

ByChanMin Kim, JungMi Lee, M. David Merrill, J. Michael Spector, Jeroen J. G. van Merriënboer