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Handbook of Research on Educational Communications and Technology

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Cover of 'Handbook of Research on Educational Communications and Technology'

Table of Contents

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    Book Overview
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    Chapter 1 Bridging Learning Theories and Technology-Enhanced Environments: A Critical Appraisal of Its History
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    Chapter 2 Research Paradigms and Perspectives on Learning
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    Chapter 3 Research-Based Instructional Perspectives
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    Chapter 4 Cousins but Not Twins: Instructional Design and Human Performance Technology in the Workplace
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    Chapter 5 Implications of Neuroimaging for Educational Research
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    Chapter 6 Emotions and Motivation in Learning and Performance
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    Chapter 7 Instructional Design Models
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    Chapter 8 The Impact of Technology and Theory on Instructional Design Since 2000
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    Chapter 9 The Technological Pedagogical Content Knowledge Framework
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    Chapter 10 Ethics of Educational Technology
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    Chapter 11 Educational Design Research
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    Chapter 12 Design and Development Research
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    Chapter 13 Practices and Potential of Activity Theory for Educational Technology Research
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    Chapter 14 Action Research for Educational Communications and Technology
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    Chapter 15 Trends and Issues in Qualitative Research Methods
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    Chapter 16 Program and Project Evaluation
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    Chapter 17 Tools for Analyzing Quantitative Data
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    Chapter 18 Tools for Analyzing Qualitative Data: The History and Relevance of Qualitative Data Analysis Software
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    Chapter 19 Assessing the Costs and Benefits of Educational Technology
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    Chapter 20 Planning a Program Evaluation: Matching Methodology to Program Status
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    Chapter 21 Perspectives on Assessment of Educational Technologies for Informal Learning
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    Chapter 22 Assessing Problem Solving
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    Chapter 23 Model-Based Tools for Knowledge Assessment
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    Chapter 24 Performance Assessment: Something Old, Something New
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    Chapter 25 Formative and Stealth Assessment
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    Chapter 26 Evaluation of ICT Competencies
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    Chapter 27 Data-Driven Decision Making in the K-12 Classroom
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    Chapter 28 The Presence of Culture in Learning
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    Chapter 29 Learning Ability Development in Flexible Learning Environments
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    Chapter 30 Instructional Message Design: Past, Present, and Future Relevance
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    Chapter 31 Multimedia Instruction
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    Chapter 32 Authentic Learning Environments
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    Chapter 33 Feedback Models for Learning, Teaching and Performance
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    Chapter 34 Advanced Technologies for Personalized Learning, Instruction, and Performance
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    Chapter 35 Computer-Supported Collaborative Learning: Instructional Approaches, Group Processes and Educational Designs
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    Chapter 36 Inquiry Learning
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    Chapter 37 Model-Based Learning and Performance
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    Chapter 38 Game-Based Learning
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    Chapter 39 Scaffolding: Definition, Current Debates, and Future Directions
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    Chapter 40 Support Device Usage
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    Chapter 41 Technology-Enhanced, Modeling-Based Instruction (TMBI) in Science Education
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    Chapter 42 Cognitive Task Analysis for Expert-Based Instruction in Healthcare
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    Chapter 43 Mathematics Education
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    Chapter 44 Innovation and Research on Engineering Education
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    Chapter 45 Educational Technology in Social Studies Education
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    Chapter 46 Visual Arts Education
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    Chapter 47 Technologies That Support Students’ Literacy Development
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    Chapter 48 Instructional Design Models
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    Chapter 49 Change Agency in Learning, Instruction, and Performance
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    Chapter 50 Policies Governing Educational Technology Practice and Research
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    Chapter 51 Student-Centered, Open Learning Environments: Research, Theory, and Practice
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    Chapter 52 Preparing Instructional Designers: Traditional and Emerging Perspectives
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    Chapter 53 Technology-Based Instructional Design: Evolution and Major Trends
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    Chapter 54 Advancing Children’s Engineering Through Desktop Manufacturing
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    Chapter 55 Supporting Learning with Interactive Surfaces and Spaces
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    Chapter 56 Smart Toy Based Learning
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    Chapter 57 e-Books for Educational Uses
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    Chapter 58 Situated Learning in Virtual Worlds and Immersive Simulations
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    Chapter 59 Augmented Reality Teaching and Learning
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    Chapter 60 Web 2.0 Applications and Practices for Learning Through Collaboration
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    Chapter 61 Pedagogical Agents
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    Chapter 62 Adaptive Technologies
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    Chapter 63 Open Educational Resources: A Review of the Literature
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    Chapter 64 Enhancing Learning with Visualization Techniques
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    Chapter 65 Emerging Representation Technologies for Problem Solving
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    Chapter 66 Generational Differences and the Integration of Technology in Learning, Instruction, and Performance
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    Chapter 67 Measuring Technology Readiness and Skills
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    Chapter 68 Technology Integration in Schools
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    Chapter 69 Synthesis of Recent Literature on Educational Technologies in Medical Curricula
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    Chapter 70 Technology Integration in Multicultural Settings
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    Chapter 71 The Philosophy of Science and Educational Technology Research
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    Chapter 72 ICT in Developing Countries: Policies, Implementation, and Impact
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    Chapter 73 Prospects for Instructional Design and Teacher Education
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    Chapter 74 Fostering Relevant Research on Educational Communications and Technology
Attention for Chapter 54: Advancing Children’s Engineering Through Desktop Manufacturing
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Citations

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Readers on

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34 Mendeley
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Chapter title
Advancing Children’s Engineering Through Desktop Manufacturing
Chapter number 54
Book title
Handbook of Research on Educational Communications and Technology
Published by
Springer New York, May 2013
DOI 10.1007/978-1-4614-3185-5_54
Book ISBNs
978-1-4614-3184-8, 978-1-4614-3185-5
Authors

Glen Bull, Jennifer Chiu, Robert Berry, Hod Lipson, Charles Xie

Editors

J. Michael Spector, M. David Merrill, Jan Elen, M. J. Bishop

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 34 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 3 9%
Spain 1 3%
Unknown 30 88%

Demographic breakdown

Readers by professional status Count As %
Student > Master 5 15%
Student > Ph. D. Student 4 12%
Professor 3 9%
Researcher 3 9%
Lecturer 2 6%
Other 7 21%
Unknown 10 29%
Readers by discipline Count As %
Social Sciences 14 41%
Computer Science 2 6%
Engineering 2 6%
Psychology 2 6%
Business, Management and Accounting 1 3%
Other 3 9%
Unknown 10 29%