Handbook of Research for Educational Communications and Technology: A Project of the Association for Educational Communications and TechnologyDavid H. Jonassen Macmillan Library Reference USA, 1996 - 1267 หน้า Examines the use of technologies to facilitate teaching and learning as well as the design of instruction and learning environments. Outlines the breadth of issues, theories, and methods that define the field of education, educational communications, and technology; describes the theoretical and intellectual foundations for the methods and models that researchers and designed use to develop and criticize the research and products; and summarizes and critiques the base of research studies on hard technologies. Annotation copyright by Book News, Inc., Portland, OR |
จากด้านในหนังสือ
ผลการค้นหา 1 - 3 จาก 27
หน้า 333
... Sprafkin , 1988 ) . Different treatment groups saw the model receiving different conse- quences . A model acting aggressively was either rewarded , punished , or received no consequences . Some groups saw a nonaggressive model . After ...
... Sprafkin , 1988 ) . Different treatment groups saw the model receiving different conse- quences . A model acting aggressively was either rewarded , punished , or received no consequences . Some groups saw a nonaggressive model . After ...
หน้า 342
... Sprafkin , Gadow & Abelman , 1992 ) . Liebert and Sprafkin ( 1988 ) divide prosocial behavior into two categories : altruism * -which includes generosity , helping , and cooperation - and self - control , * which includes delaying ...
... Sprafkin , Gadow & Abelman , 1992 ) . Liebert and Sprafkin ( 1988 ) divide prosocial behavior into two categories : altruism * -which includes generosity , helping , and cooperation - and self - control , * which includes delaying ...
หน้า 343
... ( Sprafkin , Liebert & Poulos , 1975 , cited in Sprafkin , Gadow & Abelman , 1992 ) . Children who viewed the cartoon Fat Albert and the Cosby Kids under- stood its prosocial messages and were able to apply them ( Huston et al . , 1992 ...
... ( Sprafkin , Liebert & Poulos , 1975 , cited in Sprafkin , Gadow & Abelman , 1992 ) . Children who viewed the cartoon Fat Albert and the Cosby Kids under- stood its prosocial messages and were able to apply them ( Huston et al . , 1992 ...
เนื้อหา
What Is a Rich Experience? | 19 |
4 | 37 |
Behaviorism and Instructional Technology | 46 |
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Handbook of Research on Educational Communications and Technology David H. Jonassen ชมบางส่วนของหนังสือ - 2004 |
Handbook of Research for Educational Communications and Technology David Jonassen ไม่มีตัวอย่าง - 2004 |
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action activities American analysis Anderson approach Association audio audiovisual Banathy behavior broadcast chapter Children's Television Workshop classroom cognitive Communications and Technology computer-based concepts construction constructivist coviewing critical pedagogy critical theory cultural curriculum discourse distance education ecological psychology educa Educational Communications Educational Psychology Educational Research educational technology environment Erlbaum evaluation example experience feminist field film focus Hillsdale human images important individual instructional design instructional technology interaction issues J. J. Gibson knowledge learner learning materials medium ment mental mental models methods Motion Pictures National objects organization paradigm pedagogy perception perspective postmodern poststructural practice presented problem programs psychology relationship reported representation response role semiotic Sesame Street skills social Sprafkin strategies structure studies teachers teaching television viewing thinking tion tional understanding University Press variables viewers York