000			03565nam a22004095i 4500
001			978-0-387-09667-4
003			DE-He213
005			20250710083924.0
007			cr nn 008mamaa
008			110402s2009 xxu| s |||| 0|eng d
020			_a9780387096674 _a99780387096674
024	7		_a10.1007/978-0-387-09667-4 _2doi
100	1		_aMoller, Leslie. _eeditor.
245	1	0	_aLearning and Instructional Technologies for the 21st Century _h[recurso electrónico] : _bVisions of the Future / _cedited by Leslie Moller, Jason Bond Huett, Douglas M. Harvey.
264		1	_aBoston, MA : _bSpringer US, _c2009.
300			_aXVI, 232p. 20 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aAdventures and Advances in Instructional Design Theory and Practice -- Coming at Design from a Different Angle: Functional Design -- Robust Designs for Scalability -- Externally Modeling Mental Models -- Applying a Critical and Humanizing Framework of Instructional Technologies to Educational Practice -- When a Peer Group Isn't Needed: Effective Online Learning in an Individual Mentoring Model -- Linking the POV-ing Theory to Multimedia Representations of Teaching, Learning, Research in the Age of Social Networking -- Creating Shared Visions of the Future for K-12 Education: A Systemic Transformation Process for a Learner-Centered Paradigm -- Technology as a Change Agent in the Classroom -- Using Activity Theory to Evaluate and Improve K-12 School and University Partnerships -- Reflections: Variations on a Theme -- Reflections: Variation on a Theme: Part 2 Is This Jazz, or Are We Singing the Blues?.
520			_aLearning and Instructional Technologies for the 21st Century gathers research which identify models and approaches to improve learning through the inclusion of technology. These papers, from leading researchers and thinkers in instructional technology, begin by refuting the idea that education can be improved through more or better technology. Instead, the contributors emphasize specific, research-based ideas, which re-evaluate learning, reorganize schools, redirect technology, and provide instruction. Acknowledging the critical role of technology, these contributions explore technology's main advantage--its ability to enable advanced learning designs and emerging paradigms as well as to evolve learning interactions. While each paper explores a specific aspect of the role of technology, the collection shares this common theme. Without sufficient consideration to the process of learning and its many facets, technological availability alone will not provide a sustained impact on the educational process. Originating from the first AECT Research Symposium, Learning and Instructional Technologies for the 21st Century will be of interest to researchers and practitioners alike.
650		0	_aEDUCATION.
650	1	4	_aEDUCATION.
650	2	4	_aEDUCATIONAL TECHNOLOGY.
650	2	4	_aCOMPUTERS AND EDUCATION.
650	2	4	_aLEARNING & INSTRUCTION.
700	1		_aHuett, Jason Bond. _eeditor.
700	1		_aHarvey, Douglas M. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387096667
856	4	0	_uhttp://dx.doi.org/10.1007/978-0-387-09667-4 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c56015 _d56015