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A Legacy of Leadership
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The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.
A Legacy of Leadership
Volume Editors:
, , , , and
The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.
AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.
Management, Facilitation, and Best Practices
Today’s teachers are charged with not only finding meaningful ways to integrate student use of technology in their classrooms, but also ways to more authentically assess student learning. The advancements in video technology have made classroom video production activities both affordable and feasible.
Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.
Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.
Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
Management, Facilitation, and Best Practices
Today’s teachers are charged with not only finding meaningful ways to integrate student use of technology in their classrooms, but also ways to more authentically assess student learning. The advancements in video technology have made classroom video production activities both affordable and feasible.
Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.
Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
Collaborative Video Production (CVP) is a method of increasing higher order thinking, engagement, collaboration, and technology through the creation of video. The information provided in this book about the seven-step process of CVP, stems from both field research and practical classroom application. The video production process and the corresponding activities that are described by Joe P. Gaston and Byron Havard have been successfully conducted with students from elementary grades through higher ed. The focus of this book is on how to manage and facilitate CVP projects in the classroom.
Educators who are interested in more authentically engaging and assessing students' understanding of academic content will find this book to be of great benefit.
The book explores the role of higher education in increasing social mobility and reducing social inequality in today’s world. The first part examines the cultural openness of the knowledge society and its contribution to reducing social inequalities. The second part examines inclusive higher education in support of social mobility. The third part reveals digital technologies in higher education and their significance for the growth of social mobility. The fourth part discusses the best international practices and offers recommendations for educational management in support of reducing social inequalities.
The book explores the role of higher education in increasing social mobility and reducing social inequality in today’s world. The first part examines the cultural openness of the knowledge society and its contribution to reducing social inequalities. The second part examines inclusive higher education in support of social mobility. The third part reveals digital technologies in higher education and their significance for the growth of social mobility. The fourth part discusses the best international practices and offers recommendations for educational management in support of reducing social inequalities.
Innovations across Pedagogies, Technologies and Societies
Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).
Innovations across Pedagogies, Technologies and Societies
Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).
Exploration in Mind, Brain, and Education
In an attempt to foster effective learning for the students, educators and researchers have been examining the complex relations between psychological, biological, sociological, and cultural aspects of the educative process. The common goal is to promote deep learning and maximize the potential of next-generation students in constructing knowledge, understanding, supporting, and advancing skills in their chosen fields. In the past decades, scientists and educational researchers are developing a new understanding of how the brain works and gaining knowledge of brain research that can transform how they teach in class. Recent discoveries in non-invasive brain imaging and cognitive neuroscience are providing fresh perspectives and mechanisms of learning. The chapters in this book will portray theoretical frameworks, thought-provoking ideas, and promising efforts in framing new science of learning.
Exploration in Mind, Brain, and Education
In an attempt to foster effective learning for the students, educators and researchers have been examining the complex relations between psychological, biological, sociological, and cultural aspects of the educative process. The common goal is to promote deep learning and maximize the potential of next-generation students in constructing knowledge, understanding, supporting, and advancing skills in their chosen fields. In the past decades, scientists and educational researchers are developing a new understanding of how the brain works and gaining knowledge of brain research that can transform how they teach in class. Recent discoveries in non-invasive brain imaging and cognitive neuroscience are providing fresh perspectives and mechanisms of learning. The chapters in this book will portray theoretical frameworks, thought-provoking ideas, and promising efforts in framing new science of learning.
Technology-mediated learning is the reality of this digital age. Although a major disruptor, the global pandemic inspired innovation and collaboration to advance 21st century teaching and learning. Thus, leaders must understand the dynamics and complexities of large-scale technology implementations to realize educational gains. This includes the dynamics of procurement, instructional design, and the challenges from inadequate network security, internet and technology access to support faculty and learners.
Through storytelling and narrative case studies, Large-Scale Technology Implementation Stories to Inspire Change provides evidence-based practices, practical strategies, and inclusive excellence considerations to any current or aspiring school leader. The diverse perspectives of institutional and industry leaders help school leaders discover opportunities resulting in more effective processes, partnerships, and technologies for engaging instruction and lasting change.
Through storytelling and narrative case studies, Large-Scale Technology Implementation Stories to Inspire Change provides evidence-based practices, practical strategies, and inclusive excellence considerations to any current or aspiring school leader. The diverse perspectives of institutional and industry leaders help school leaders discover opportunities resulting in more effective processes, partnerships, and technologies for engaging instruction and lasting change.
Technology-mediated learning is the reality of this digital age. Although a major disruptor, the global pandemic inspired innovation and collaboration to advance 21st century teaching and learning. Thus, leaders must understand the dynamics and complexities of large-scale technology implementations to realize educational gains. This includes the dynamics of procurement, instructional design, and the challenges from inadequate network security, internet and technology access to support faculty and learners.
Through storytelling and narrative case studies, Large-Scale Technology Implementation Stories to Inspire Change provides evidence-based practices, practical strategies, and inclusive excellence considerations to any current or aspiring school leader. The diverse perspectives of institutional and industry leaders help school leaders discover opportunities resulting in more effective processes, partnerships, and technologies for engaging instruction and lasting change.
Through storytelling and narrative case studies, Large-Scale Technology Implementation Stories to Inspire Change provides evidence-based practices, practical strategies, and inclusive excellence considerations to any current or aspiring school leader. The diverse perspectives of institutional and industry leaders help school leaders discover opportunities resulting in more effective processes, partnerships, and technologies for engaging instruction and lasting change.
Choragraphy of the Virtual City
The Florida Research Ensemble (Ulmer, Revelle, Freeman and Tilson) is an interdisciplinary collaborative arts and research group developing choragraphy, a method of inquiry which applies modernist arts practices and poststructural theory to the design and testing of image as category. The authors argue that image categories functions for networked digital media the way Aristotle's word categories functioned for literate concepts. “Chora” was retrieved for contemporary philosophy by Jacques Derrida, in the context of his deconstruction of Western metaphysics. Grounded in grammatology (the history and theory of writing), Derrida’s critique of Being and Becoming as primary concepts of reality is that the category or classification system invented within literacy is not adequate for the apparatus of electracy that has developed since the industrial revolution. The FRE project in Miami designed and tested a prototype for a choral category, capable of coordinating real places, cultural collective information, digital technologies, and personal experience. Miami Virtue tested choragraphy as a method for adopting a particular region (the Miami River), including primary discourses organizing its lifeworld, and articulating it as a category of thought. The designed and recorded virtual site functions for electracy the way concepts function for literacy: as a navigable set supporting holistic intelligence and public discourse.
Choragraphy of the Virtual City
The Florida Research Ensemble (Ulmer, Revelle, Freeman and Tilson) is an interdisciplinary collaborative arts and research group developing choragraphy, a method of inquiry which applies modernist arts practices and poststructural theory to the design and testing of image as category. The authors argue that image categories functions for networked digital media the way Aristotle's word categories functioned for literate concepts. “Chora” was retrieved for contemporary philosophy by Jacques Derrida, in the context of his deconstruction of Western metaphysics. Grounded in grammatology (the history and theory of writing), Derrida’s critique of Being and Becoming as primary concepts of reality is that the category or classification system invented within literacy is not adequate for the apparatus of electracy that has developed since the industrial revolution. The FRE project in Miami designed and tested a prototype for a choral category, capable of coordinating real places, cultural collective information, digital technologies, and personal experience. Miami Virtue tested choragraphy as a method for adopting a particular region (the Miami River), including primary discourses organizing its lifeworld, and articulating it as a category of thought. The designed and recorded virtual site functions for electracy the way concepts function for literacy: as a navigable set supporting holistic intelligence and public discourse.
Teaching the Ongoing Process of Becoming Ethnotechnologically Literate
Author:
Although technology education is in desperate need of reform, the new refuses to be born. Despite the introduction of technological literacy, the evolving merger with science, mathematics and engineering (STEM), and even a proposed merger between STEM and the arts (STEAM), nothing has changed. The subject continues to be a craft-based, vocationally orientated subject.
Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence.
Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.
Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence.
Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.
Teaching the Ongoing Process of Becoming Ethnotechnologically Literate
Author:
Although technology education is in desperate need of reform, the new refuses to be born. Despite the introduction of technological literacy, the evolving merger with science, mathematics and engineering (STEM), and even a proposed merger between STEM and the arts (STEAM), nothing has changed. The subject continues to be a craft-based, vocationally orientated subject.
Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence.
Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.
Human beings have always had a relationship with technology, but never before has the progression of technological development had such an impact on the environment, one which has led to the birth of the Anthropocene. This poses the greatest existential threat ever known to the future of human existence.
Those in power continue to turn a blind eye to this threat. Moreover, technology education today does not reflect issues relating to our technologically textured lifeworld. Given that it is the young who will inherit this potentially dystopic future, they must be given a voice, one in which they can reimagine their futures in a sustainable way. This book explores the development of ethnotechnological literacy, as delivered by a radical new nomadic pedagogy inspired by the philosophy of Deleuze and Guattari; one that can enable these voices to be expressed and more importantly, to be heard.
The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.
The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.
Approaches and Practices in Higher Education
Are you looking for evidence-based hands-on approaches to quality assurance in online programs in higher education? Then this is the book you are looking for. Quality in Online Programs includes approaches and practices to creating and maintaining quality in online programs from across disciplines, institutions, and countries. In this book, leaders in the field of online higher education share their lessons learned using customized approaches to online program quality, student support, and faculty development. These cases will be useful to those seeking to adopt or adapt such practices in their own contexts. The authors also focus on quality assurance at the program level, which has not often been addressed before and which is crucial to ensure faculty satisfaction, program outcomes, and a successful student experience.
Contributors are: Beverly Araújo Dawson, Patricia Arnold, Alexandra Bitton-Bailey, Bettyjo Bouchey, Elizabeth Counselman-Carpenter, Michelle Dennis, Henrik Dindas, Cathy DuBois, Jo Anne Durovich, Sarah Fornero, John C. Gillham, Michael Graham, Amy Grincewicz, Montse Guitert, James D. Halbert, Paul Huckett, Kevin Hulen, Swapna Kumar, Nikki Lyons, Olysha Magruder, Bernhard Minke, Steven T. Nagel, Marleigh L. Perez, Jennifer L. Plahovinsak, Amy Poland, Mary L. Raber Johnson, Teresa Romeu, Albert Sangrà, Frank P. Schulte, Zaina Sheets, Bethany Simunich, Alfredo Soeiro, Nicole V. Williams and Veronica Wilson.
Contributors are: Beverly Araújo Dawson, Patricia Arnold, Alexandra Bitton-Bailey, Bettyjo Bouchey, Elizabeth Counselman-Carpenter, Michelle Dennis, Henrik Dindas, Cathy DuBois, Jo Anne Durovich, Sarah Fornero, John C. Gillham, Michael Graham, Amy Grincewicz, Montse Guitert, James D. Halbert, Paul Huckett, Kevin Hulen, Swapna Kumar, Nikki Lyons, Olysha Magruder, Bernhard Minke, Steven T. Nagel, Marleigh L. Perez, Jennifer L. Plahovinsak, Amy Poland, Mary L. Raber Johnson, Teresa Romeu, Albert Sangrà, Frank P. Schulte, Zaina Sheets, Bethany Simunich, Alfredo Soeiro, Nicole V. Williams and Veronica Wilson.