Table of Contents
Table of Contents
Preface
Chapter 1. Using Visualizations to Enhance Learning: Theories and Techniques
Lijia Lin and Amy Leh (East China Normal University, Shanghai, China, and others)
Chapter 2. Managing Effects of Transient Information in Multimedia Learning
Slava Kalyuga (University of New South Wales, Sydney, Australia)
Chapter 3. ‘Touch the Screen’: Linking Touch-Based Educational Technology with Learning – A Synthesis of Current Research
Shirley Agostinho, Paul Ginns, Sharon Tindall-Ford, Myrto-Foteini Mavilidi, and Fred Paas (Early Start Research Institute, University of Wollongong, Australia, and others)
Chapter 4. Feedback via Educational Technology
Laura M. Schaeffer, Lauren E. Margulieux, Dar-Wei Chen, and Richard Catrambone (Georgia Institute of Technology, GA, USA)
Chapter 5. Some Less Obvious Features of Classroom Orchestration Systems
Kurt VanLehn, Salman Cheema, Jon Wetzel, and Daniel Pead (Arizona State University, AZ, USA, and others)
Chapter 6. Gaming up the Practice of Teacher Education: Quest2Teach
Anna Arici, Sasha Barab and Ryen Borden (Arizona State University, AZ, USA)
Chapter 7. Using Online Eye-Movement Analyses in an Adaptive Learning Environment
Irene T. Skuballa, Jasmin Leber, Holger Schmidt, Gottfried Zimmermann, and Alexander Renkl (University of Tübingen, Germany, and others)
Chapter 8. The use of a Corpus-Based tool to Support Teachers’ Assessment Design: An Examination through the Lens of TPACK
Lih Ing Goh and Joyce Hwee Ling Koh (Pearson Education South Asia Pte Ltd, and National Institute of Education, Nanyang Technological University, Singapore)
Chapter 9. Using Facebook to Enhance Learning and Interactions in Undergraduate Courses
Hirah A. Mir and Holly L. Meredith (University at Albany/SUNY, NY, USA)
Chapter 10. Course Redesign and Infusion of Educational Technology into College Algebra
Erdem Demiroz and Rita Barger (University of Missouri – Kansas City, USA)
Chapter 11. Using Educational Technologies to Scaffold High School and College Students’ Skill & Will to Plan, Practice and Produce
Angela Barrus, Jared Chapman, Robert Bodily, and Peter J. Rich, Pearson (Higher Education Learning Experience Design, Utah Valley University, School of Management, UT, USA, and others)
Chapter 12. A Model for Integrating Technology into an Assessment System: Building an E-Portfolio to Support Learning
Cecile M. Foshee, Neil Mehta, S. Beth Bierer, and Elaine F. Dannefer (Cleveland Clinic Education Institute, OH, USA, and others)
Chapter 13. Technology-Supported Language Learning
Justin Shewell and Shane Dixon (Arizona State University, AZ, USA)
Chapter 14. Data Visualization Tools for Teaching
Antonio Sarasa Cabezuelo (Complutense University of Madrid, Spain)
Index
Reviews
“A sophisticated treatise on the multidimensional nature of empathy and its connections to depression. Firmly grounded in empirical research, Dr. Chambliss deftly weaves together the biological, psychological, interpersonal, and cultural variables shaping both empathy and depression, as well as the relationship between the two. The result is a comprehensive exploration of the human experience as embedded in the context of today’s complex and rapidly changing world.” – Robin Knoblach, Ph.D., Clinical and Forensic Psychologist, Private Practice, Herndon, VA
“If you are interested in what experts from the around the world have to share about up-to-date advances in educational technology, then Educational Technologies by Lijia Lin and Bob Atkinson belongs on your bookshelf.” – Richard E. Mayer, Distinguished Professor, University of California, Santa Barbara, and editor of The Cambridge Handbook of Multimedia Learning.
“This volume is an ambitious undertaking addressing a persistent problem in getting the findings of educational technology research into large-scale practice. The focus is primarily on new technologies and innovative use of those technologies. Authors come from around the world and include many international scholars. Hopefully their efforts as reported in this book will have a large-scale, sustained and systemic impact on practices and policies pertaining to effective use of educational technology.” – J. Michael Spector, PhD, Professor, Learning Technologies, University of North Texas.
“Educational technology has progressed substantially from the days when any new technology that potentially might be used in education immediately attracted supporters advocating its use. Today, the critical factor in the uptake of technology is the manner in which it interacts with human cognitive, motivational, social and emotional systems. Educational Technologies: Challenges, Applications and Learning Outcomes, is edited by Lijia Lin and Bob Atkinson, both expert in the area of educational psychology. It collects the work of global leaders concerned with the interaction between human attributes and educational technology. The result is a book wide in its scope and deep in its analyses. I enthusiastically recommend it to anyone with an interest in this important, rapidly expanding field.” – John Sweller, Emeritus Professor of Educational Psychology, School of Education, University of New South Wales, Australia.
The book will be of interest to a diverse audience including (a) researchers from education, psychology, computer science, and other interdisciplinary areas; (b) instructional designers, media specialists, assessment specialists, developers, and other professionals; (c) administrators and policy makers; and (d) students from educational technology, educational psychology, learning sciences, computer sciences, cognitive psychology, and other interdisciplinary areas.
