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Handbook of Research for Educational Communications and Technology

Instructional Science

Journal of Instructional Development

Curricula Data of Degree Programs in Educational Communications and Technology

A Code of Professional Ethics: A guide to professional conduct in the field of Educational Communications and Technology

Getting Started in Instructional Technology

2007 Annual Proceedings- Anaheim: Volume #1 and 2

2006 Annual Proceedings- Dallas: Volume #1 and 2

Occasional papers:
1. History of AECT
by Michael Molenda.
2. The Practice of Instructional Technology by Andrew S. Gibbons.
2. The Copyright Law's "Publish or Perish" Requirement
by Leonard D. DuBoff, © 2002

Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.

The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology.

The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically-based formative evaluations and theoretically-based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one or more aspect of the instructional development process; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions.

Each issue also includes book reviews, international reviews, and research abstracts.

Manuscripts undergo a blind review process involving a panel of three reviewers with initial outcomes usually provided within two months.

TechTrends is a leading publication for professionals in the educational communication and technology field. As such its major purposes are: to provide a vehicle for the exchange of information among professional practitioners concerning the management of media and programs, the application of educational technology principles and techniques to instructional programs, corporate and military training, and any other kinds of information that can contribute to the advancement of knowledge of practice in the field.

Instructional Science is an interdisciplinary refereed scholarly journal aimed at promoting a deeper understanding of the nature, theory and practice of the instructional process and of the learning to which it gives rise. The journal’s conception of ‘instruction’ is broad-based, recognising that there are many ways to stimulate and support learning. Papers published in recent years represent a wide variety of perspectives from the learning sciences. The journal covers learning by people of all ages, in all areas of the curriculum, and in informal as well as formal learning contexts.

Educational Technology: A Definition with Commentary
Edited by Alan Januszewski and Michael Molenda
© 2007 by Routledge/Taylor & Francis Group
Pb ISBN: 978-0-8058-5861-7
Price: $39.95 Order your copy

The first chapter begins with the one-sentence definition of educational technology and proceeds with a rationale for each of the major terms in the definition. Chapters 2-8 consist of commentaries on the key terms in the definition—what is our current understanding of facilitating learning and improving performance, of creating, using, and managing technological processes and resources? Chapter 9 argues that specific values are inherent in any meaningful definition of educational technology. Chapter 10 sets the historical context of the definition; Chapter 11 tells the story of AECT’s efforts to promote ethical standards and practices; and Chapter 12 discusses the ramifications of the new definition for academic programs. Researchers and students will find the conceptual frameworks and literature reviews in Chapters 2-8 to be solid starting points for their own explorations. For instructors, the book offers an indispensable teaching tool in the form of a succinct survey of the complex territory of educational technology. Chapter 12 provides a road map for keeping academic programs relevant to evolving professional standards. Practitioners will benefit from the discussions of state-of-the art ideas regarding design, use, and management of technology for training and education, which may also provide compelling justifications for their programs.
Paperback, 384 pages - Online Access (members only)

Distance Education: Definition and Glossary of Terms
Authors: Lee Ayers Schlosser, Southern Oregon University and Michael Simonson, Nova Southeastern University
191 pages, paperback - Online (members only)
Order your copy

This latest AECT publication of the field, 'Distance Education: Definition and Glossary of Terms', will enable students to be current in their understanding of Distance Education terms and current definitions. This is an emergent and dynamic field and AECT is once again on the leading edge with the first comprehensive publication for researchers and practitioners. Inside you'll find information about ... Emerging Defintions, A brief history , Theory, and Distance Education

Emerging Perspectives on Learning, Teaching and Technology
Editor: Michael Orey, University of Georgia

'Emerging Perspectives on Learning, Teaching and Technology' is a freely available textbook for your classroom using a Creative Commons License. This text has been adopted world wide by faculty teaching either basic cognition courses or basic learning and instructional theory courses. Many authors have contributed articles, videos, animations, narrations and images. This book is a 'living' book in that additions and modifications continue to be made. The book is divided into short chapters on 'Learning and Cognitive Theories' and longer chapters on 'Instructional Theories and Models'.

Handbook of Research for Educational Communications and Technology
Third edition. 928 pages. 978-0-415-96338-1
edited by J. Micheal Spector, M. David Merrill, Jeroen Van Merrienboer, and Marcy P. Driscoll
© 2007 by Routledge/Taylor & Francis Group

Purchase information: This Handbook is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them. To purchase the 'Handbook of Research for Educational Communications and Technology' visit the AECT's Online Store

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 design-based research methods.

Journal of Instructional Development

The entire collection of the Journal of Instructional Development (JID) is available as an additional AECT member benefit.The complete collection of all published copies (42) of the journal spans 12 years from 1977-1989.

We want to thank Phil Doughty, Syracuse University, for making this valuable collection available.

Click here to login and browse the JID collection.
 
 
 

A Code of Professional Ethics:
A guide to professional conduct in the field of Educational Communications and Technology
edited by Paul W. Welliver The Pennsylvania State University
© 2001 by AECT

Why professional ethics? Difficult situations in professional life often benefit from prior explorations of the situations and dilemmas of decision-making. Professionals in this field - be they teachers, library professionals, adminstrators, or trainers - will benefit from the discussion of professional ethics and nearly two dozen cases, which explore facets of the AECT Code of Professional Ethics as they are confronted in real-life situations.

The online version includes single-sheet Acrobat files, easily downloaded and printed for distribution to your students.

Purchase information (softcover): - Purchase online ($10.95 for AECT members and $12.95 for nonmembers)
Click here online member access to: A Code of Professional Ethics

Getting started in instructional technology research
Third edition.
Steven M. Ross, University of Memphis
Gary R. Morrison, Old Dominion University

Designing and conducting research studies, writing proposals for AECT and other professional conferences, making effective presentations at AECT conferences, getting research studies published in professional journals... graduate students and others new to the field will find this an invaluable resource. Recently revised and expanded.

Purchase information (softcover) - Purchase online
Getting started in instructional technology research online access

CURRICULA DATA OF DEGREE PROGRAMS IN EDUCATIONAL COMMUNICATIONS AND TECHNOLOGY
Jenny Johnson, Editor, University of Maryland
sponsored by the Association for Educational Communications and Technology

For many years, AECT collected information on degree programs in educational communications and technology and published the directory Degree Curricula in Educational Communications and Technology'. As a service to the educational community AECT now brings 'CURRICULA DATA OF DEGREE PROGRAMS IN EDUCATIONAL COMMUNICATIONS AND TECHNOLOGY' online.

AECT is pleased to include your institution in this publication used by faculty as well as prospective students worldwide. To include your institution in this directory, please review the submission guidelines .

IPCT-J Journal       Volume for 2004
The Interpersonal Computing and Technology Journal (IPCT-J) is a scholarly, peer-reviewed journal, published two/four times a year. The journal's focus is on computer-mediated communication, and the pedagogical issues surrounding the use of computers and technology in educational settings.

The Instructional Use of Learning Objects
    By David Wiley
Now available for immediate shipment.
Find out more about this exceptional text and order your copy today!