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Handbook of Research on Educational Communications and Technology. 3rd ed. 教育上のコミュニケーションと 技術研究ハンドブック 第3版
・ISBN 978-0-8058-5849-5 hard GB£ 315.00
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・ISBN 978-0-415-96338-1 paper GB£ 150.99
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電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-0-203-88086-9
| 著者・編者 | Spector, J. Michael / Merrill, M. D. / Merrienboer, J. v. et al. (eds.), |
|---|---|
| 出版社 | (Routledge, UK) |
| 出版年月 | 2008 |
| ページ数 | 926 pp. |
| 言語 | ENG |
| ニュース番号 | ＜558-1658＞ |
解説
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, and de