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By Gi-zen Liu, J. Michael Spector, M. David Merrill, Jeroen Van Merrienboer and Marcy P Driscoll


As a variety of information and communication technologies (ICT) have been emerging and evolving in different contexts and fields, it is estimated that ICT integrated education will become normal in entirely online learning environments and in blended courses over the next five to ten years (Mayadas et al, 2009). In terms of research and development in educational technology (ET), the pioneers and some practitioners have already been experiencing it for several decades; however, in terms of the paradigm shift in ET research and development, we have travelled only a short distance down the path of a thorough educational and conceptual reconfiguration (Ely, 2008). Hence, research concerning how to choose, use, design, develop, implement, manage, and evaluate appropriate ICT with cutting-edge methodology and theory—in learning, instruction, training, and beyond—has become necessary and crucial in the diverse and broad field of ET (Liu, 2008). This is the third edition of a Handbook, with the first appearing in 1996, and the second in 2004. The latest edition reflects the fact there that there have been a number of new technological developments and innovative educational utilizations of emerging ICT over the last few years. There are 56 chapters in the six major parts of the Handbook, with a total of almost one thousand pages. The wide-ranging contributions in this third edition show that it has met the needs of the nearly 200 members of the Association for Educational Communications and Technology (AECT), who provided (a) their feedback on the second edition, and (b) details of what they would like to see in this ne

Year: 2011
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