Teachers Fail Evolution Education 20110128

2011的英语作文In 2011, the world witnessed a significant shift in the way education was delivered, largely due to the rapid advancement of technology. The integration of computers, the internet, and various digital tools into the classroom has transformed the learning experience for students and educators alike.Firstly, the advent of online learning platforms allowed students to access educational content from anywhere at any time. This flexibility was particularly beneficial for those who could not attend traditional classrooms due to geographical or personal constraints. Online courses and tutorials provided by reputable institutions made high-quality education more accessible than ever before.Secondly, the use of interactive whiteboards and digital projectors in classrooms made teaching more engaging and dynamic. Teachers could incorporate multimedia elements such as videos, animations, and interactive simulations into their lessons, which helped to capture students' attention and enhance their understanding of complex subjects.Moreover, the rise of educational software and applications facilitated personalized learning. These tools allowed teachers to track students' progress and tailor their teaching methods to meet individual needs. As a result, students could learn at their own pace and receive targeted support in areas where they struggled.Additionally, social media and online forums became platforms for collaboration and discussion among students and educators. They provided a space where students could ask questions, share ideas, and work together on projects, fostering a sense of community and promoting the exchange of knowledge.However, the integration of technology into education also presented challenges. Concerns about screen time, digital distractions, and the digital divide were raised, as not all students had equal access to technology. Educators had tofind ways to balance the use of technology with traditional teaching methods to ensure that all students could benefitfrom the educational opportunities available.In conclusion, 2011 marked a pivotal year in the evolution of education due to the impact of technology. While there were challenges to overcome, the benefits of technology in enhancing learning experiences and making education more accessible were undeniable. As we look back, it is clear that the seeds sown in 2011 have continued to grow, shaping the landscape of education in profound ways.。

2011年考研英语一阅读The pursuit of higher education has always been a testament to one's dedication to personal and professional growth. In the context of the 2011 postgraduate entrance examination for English in China, it becomes evident that this pursuit is not merely a quest for knowledge but a journey that molds character, resilience, and the intellectual rigor required to contribute meaningfully to society.The year 2011 marked a significant milestone in the landscape of higher education in China. It was a year that witnessed a record number of students undertaking the arduous journey of the postgraduate entrance examination, known colloquially as the 'kaoyan'. The English section of this examination, particularly English I, was designed not only to test the linguistic capabilities of the aspirants but also to assess their analytical skills, critical thinking, and the ability to synthesize information from diverse sources.The examination's reading comprehension section presented students with a plethora of texts ranging from the abstract complexities of philosophical discourse to the pragmatic concerns of environmental policies. These texts were not mere passages to be deciphered; they were gateways to understanding the broader dialogues taking place in the global arena. Students were required to navigate through these texts, identifying key arguments, discerning the author's perspective, and evaluating the underlying assumptions that shaped the discourse.In preparing for this examination, students engaged with a wide array of topics. They delved into the intricacies of economic theories, pondered over the ethical dimensions of scientific advancements, and reflected on the cultural implications of globalization. This rigorous engagement with the English language was not confined to rote memorization of vocabulary or the mechanical application of grammar rules. It was an immersive experience that demanded a nuanced understanding of context, the agility to adapt to different writing styles, and the intellectual flexibility to appreciate the subtleties of argumentation.The impact of this examination extended beyond the confines of the test center. It fostered a generation of thinkers who were not only proficient in English but were also equipped with the tools to engage critically with the world around them. The kaoyan became a rite of passage that instilled in students a sense of discipline, a commitment to excellence, and the perseverance to overcome challenges.As these students emerged from the examination halls, they carried with them not just the possibility of admission into esteemed postgraduate programs but also the transformative experience that the kaoyan entailed. They stood at the threshold of their future careers, ready to apply the lessons learned from their kaoyan journey to the complexities of real-world problems.In essence, the 2011 postgraduate entrance examination for English I was more than a test of language proficiency. It was a microcosm of the educational ethos that values critical inquiry, intellectual courage, and the relentless pursuit of knowledge. For those who embarked on this journey, the kaoyan was not merely a hurdle to be cleared but a defining moment that shaped their academic and professional trajectories.In conclusion, the legacy of the 2011 kaoyan for English I continues to resonate within the corridors of academia and beyond. It stands as a testament to the transformative power of education and the enduring spirit of inquiry that drives individuals to reach the zenith of their potential. As future generations of students prepare to undertake this examination, they do so with the knowledge that they are part of a tradition that celebrates the relentless quest for learning and the indomitable will to succeed. 。

The Evolution of Online Courses: A HighSchool PerspectiveIn today's fast-paced, technologically-advanced world, the传统教育方式 of classroom learning is evolving. Withthe emergence of online courses, education has taken a leap into the digital realm, providing students with a new, more accessible, and convenient mode of acquiring knowledge. High school students, particularly, have been at the forefront of this educational revolution, embracing the opportunities and challenges that online courses present. The primary advantage of online courses is their flexibility. Unlike traditional classrooms, where students are required to attend classes at a fixed time and place, online courses allow students to study at their own pace, from anywhere, and at any time. This flexibility is especially beneficial for high school students, who often face the pressure of balancing academics, extracurricular activities, and a social life. With online courses, they can manage their time more effectively, fitting studiesinto their schedule rather than the other way around.Moreover, online courses provide a wealth of resources and materials that are not always available in traditional classrooms. Students can access a vast library of online textbooks, videos, simulations, and interactive tools that enhance their understanding and engagement with the subject matter. This access to diverse learning materials not only broadens their knowledge base but also stimulates their curiosity and interest in learning.However, while the benefits of online courses are numerous, they are not without their challenges. One of the main drawbacks is the lack of face-to-face interaction with teachers and peers. Classroom learning thrives on the dynamic exchange of ideas and perspectives, and online courses often fail to replicate this environment. Additionally, the self-discipline required to maintain a regular study schedule can be daunting for some students, leading to a lack of motivation and engagement.Despite these challenges, online courses have the potential to revolutionize education, particularly for high school students. They provide a platform for students to explore their interests and talents, while also preparingthem for the demands of higher education and the workforce. As technology continues to evolve, so will the onlinecourse format, making it more interactive, engaging, and effective.In conclusion, online courses represent a significant milestone in the evolution of education. While they pose certain challenges, they offer numerous benefits that high school students cannot afford to ignore. By harnessing the power of technology and embracing the opportunities that online courses present, students can take control of their education, shape their future, and contribute to the global knowledge economy.**网课演变：高中生的视角**在当今快节奏、技术先进的时代，传统的教室学习方式正在经历变革。

2011新课标英语作文Certainly! Let's work on an essay for the 2011 New Standard English Writing Test. Here's an example essay:---。

Title: The Impact of Technology on Education。

In today's rapidly advancing world, technology has become an indispensable part of our daily lives, and its influence on education is profound. From elementary classrooms to university lecture halls, technology has revolutionized the way students learn and educators teach. In this essay, I will delve into the various aspects of how technology has impacted education.Firstly, technology has made learning more accessible. With the advent of the internet, students now have access to a vast array of educational resources at their fingertips. Online libraries, educational websites, andinteractive learning platforms offer students the opportunity to explore subjects beyond the confines of traditional textbooks. Additionally, technology has enabled distance learning, allowing students to attend virtual classrooms and collaborate with peers from different parts of the world.Secondly, technology has enhanced the effectiveness of teaching methods. Interactive whiteboards, educational software, and multimedia presentations engage students in ways that traditional teaching methods cannot. For example, visual learners benefit from interactive simulations, while auditory learners can listen to recorded lectures multiple times for better understanding. Furthermore, educators can personalize learning experiences through adaptive learning software, catering to individual student's needs and learning styles.Moreover, technology has fostered collaboration and communication in education. Online forums, video conferencing tools, and collaborative platforms facilitate communication between students and teachers, as well asamong peers. Group projects can be conducted seamlessly, even if students are geographically dispersed. This promotes teamwork, critical thinking, and problem-solving skills essential for success in the modern world.However, it is essential to acknowledge the challenges posed by the integration of technology in education. The digital divide, wherein students from disadvantaged backgrounds lack access to technology and the internet, exacerbates educational inequalities. Additionally, theover-reliance on technology may lead to a decrease in face-to-face interaction and interpersonal skills among students.In conclusion, technology has significantly transformed the landscape of education, making learning more accessible, engaging, and collaborative. While there are challenges to overcome, the benefits of incorporating technology into education far outweigh the drawbacks. As we continue to embrace technological advancements, it is crucial to ensure equitable access to technology and strike a balance between digital innovation and traditional teaching methods.---。

2018年31期总第419期ENGLISH ON CAMPUSEducation Reforms in China 文/陈蓉There are many education reforms in China. But I think basic education reform had the most positive impact on Chinese schools. In this paper, I will illustrate the reasons from three aspects. Basically, there are two parts. One is the contents about the most positive education reform in China, that is, the basic education reform. The other is the contents about the college entrance examination, which is the reform that has caused problems for schools and teachers. IntroductionThe interpretation of “basic education” in the reference book is that to provide the minimum education for children. In 1997, UNESCO held the officials’ seminar of senior education program in Nairobi. Basic education was described to provide the minimum knowledge, opinions, social norms and experience shared by everyone. In China, basic education mainly refers to the primary and secondary education, which is a crucial period for the implementation of quality education, and its mission is to train the basic qualities for all students, so as to lay a good foundation for them to learn to be, receive professional education and improve the national quality. Since the Third Plenary Session of the 11th Central Committee of the CPC, China has entered the new historical period of the reform and opening-up. Reform is the theme in our country in the past 40 years. It is the 40th anniversary of China’s reform and opening up in 2018. In the same way, our country’s basic education has also experienced 40 years. In the past 40 years, the basic education reform in China has great and strong impact. Since the basic education reform, many new theories and ideas have been developed in the past 40 years. It has played an important role in guiding and directing the practice of educational reform.The concept of “Three Facing”Deng Xiaoping put forward that education should be geared to the needs of modernization, of the word and of the future. The connotation of “Three Facing” is very rich, and they are a dialectical unity. They interpenetrate and complement mutually. The concept that education should be geared to the needs of modernization, which is based on the need of educational development in the context of the historical background, emphasizes the relationship between education and economic development and social progress, indicates that education should fully adapt to the requirements of socialist modernization and trains “modern men” to meet the needs of the times. The idea that education should be geared to the needs of the world, which is in the space dimension, stresses that the education reform should be based on our national conditions, as well as we should have the whole world in view, absorb all the advanced achievements of human civilization and learn from the useful experiences of other countries’ educational reform to promote the progress of our education. The opinion that education should be geared to the needs of the future, which is in the time dimension, underlines that education should It is emphasized that education should be oriented to the long-term needs of China’s economic development. It is required that educators should takes into consideration both the current and long-term perspective to make education ahead of the social and economic development.The “three facing” indicated the correct direction for unifying and renewing educational ideas, carrying out educational reform and innovating the practice of education. It solves the idea of the development of basic education in China. It solved the fundamental problems of the development of basic education in China in terms of what the guiding ideology is, what is the way to go forward and what is the goal. First, “three facing” is the herald and banner of ideological emancipation in educational field. It has expanded chinese educators’ horizon of thinking education problems, accelerated the innovations of the education concept and encouraged people to break the barriers of old educational ideas, which made millions of educators begin to use a wide-angle thinking to rethink the educational practice that was difficult to break through and innovate. By mastering our party’s educational policy, we can explore new educational ideas and accelerate the transformation of educational concepts from the broad perspective of international horizontally comparison and the vertical evolution of human history. The “people-oriented” educational values, the modern educational development concept, the lifelong learning concept of the whole nation provide an advanced1231242018年31期总第419期ENGLISH ON CAMPUStheoretical basis and a good blueprint for educational reform. Secondly, the “three orientation” has made a clear direction for the reform of basic education. Secondly, “three facing” has made a clear direction for the reform of basic education. The “three facing” fully reflected the objective requirementsof our socialist modernization for education and indicated the direction for educational reform from a strategic perspective. It broke the predicament of the basic education reform at the beginning of the reform and opening-up, guided the influential education reform practice in China since the mid-1980s and launched the extensive and profound reform in the aspects of education system, school-running system, educational structure and educational management.The concept of “Overall Reform”After the mid-1980s, China began to explore the “overallreform” in the basic education circles. It included threemain connotations. First, the theoretical basis of “overall reform” is the overall optimization thought of system theory, that is, the overall optimization of system can be achieved through comprehensive optimization of all the local elements of the system. For basic education, it is to integrate all parts of educational reform into the overall conception of reform, and systematically build the key points, difficult points and logical sequence of reform so as to avoid the contradiction and mutual offset between the elements of reform. Second, macroscopically, in term of operational level, “overall reform” focused on improving the overall quality and efficiency of education by controlling the whole situation and coordinating and planning macroscopically to speed upthe process of educational reform and promote the healthy development of education. When carrying out educational reform, governments at all levels conscientiously implemented the “three overall plans”, thus improving the quality and efficiency of education, giving full play to the overall functionof education and serving the development of local economy and society better. Third, microscopically, in the micro operation of school level, “overall reform” paid attention to grasping the overall design, macro control, key breakthrough, and the step-by-step principle to consider the contents andrequirements of the reform from the aspects of educational concept, curriculum structure, teaching contents, teaching methods, teachers, school conditions and management mechanism, so as to achieve mutual promotion and overall optimization. The “overall reform” of basic education inChina firmly grasped the main line of “system engineering”.Its goal is clear and correct, its idea is new and advanced the plan is complete and feasible and the implementation isplanned and systematical.In practice, “overall reform” has improved the overalllevel of basic education. The practice of “overall reform” promoted the theoretical development of the educational reform and laid a practical foundation for quality education. Itprovided practical experience for improving the overall quality of basic education in China. With the development of “overall reform”, it expanded to all aspects of education, including management system, investment system, education system, length of schooling, teaching contents, teaching methods andso on. Through “overall reform”, the structure of education has been adjusted, the allocation of educational resourceshas been optimized, the situation that government controlled education has been changed, different people’s positivity of taking part in education has been motivated, educationinvestment has been greatly increased and school conditions have markedly improved. In a word, basic education has made great progress both in efficiency and quality during this period.The concept of “Quality Education”Quality education, proposed in 1993, is to improvepeople’s quality and cultivate students’ innovation spirit and practical ability with the aim of training builders and successors who are well-developed morally, intellectually physically and aesthetically. Its theoretical connotation a nd p ra ct ica l d irect ivi ty a re to de ve lo p studen ts’ knowledge characteristics, ability characteristics and qualitycharacteristics fully.In theory, quality education, which is a mode constitutedby a series of education links and management links such as ideology, system, content, method and evaluation, is the materialization of the all-round education ideology inthe new era of socialist construction. It advocated that the basic education reform should take quality education as the guidance and start from the basic point of realizing students’ all-round development and improving their abilities ofinnovation, so as to plan the concept, content, way, goal and evaluation standard of education reform. It pays attention to the classroom, teaching, practical activities and schoolmanagement in primary and secondary schools to realize the quality education practice of the whole course and wholestaff. This is a historical change, that is, the target of paying attention to the enrollment rate of the college entrance examination has turned to the realistic state of the students’2018年31期总第419期ENGLISH ON CAMPUSoverall development.In practice, the concept of quality education blocked the behaviors of schools that pursued the enrollment rate one-sidedly. In 1999, the state promulgated the “revitalization action plan” for the twenty-first Century education, China started the reform of basic education, including basic education curriculum and teaching reform, the reform of moral education, the system reform of entrance examination and evaluation, teachers’ training and so on. Especially the basic education curriculum reform, it has brought a series of educational reform, such as teaching philosophy, teaching method, learning method, curriculum structure, school management, school evaluation and so on. It also increased the interaction between teachers and students. This kind of people-oriented and student-oriented concept can improve the students’ innovative spirits and practical abilities. The College Entrance Examination However, there are also some reforms that have caused problems for schools and teachers? Such as the College Entrance Examination. In the past 40 years, the college entrance examination has provided a large number of talents for the development of various undertakings in our country, and has provided a guarantee for the rapid and steady development of the economy and society. However, with the continuous development of the society, the demand for talents is becoming higher and higher, so is the college entrance examination.For a long time, the college entrance examination is always associated with good jobs. Therefore the burden of the college entrance examination is becoming so heavy that we can’t bear the heavy load. People require to reform the college entrance examination, but it is difficult. In order to make students learn more effectively and easily, our country is trying to exploring the better education mode, from the national proposition to provincial proposition, from testing 5 subjects to testing Chinese, math, English and comprehensive subjects, from testing Chinese, math, English and arts comprehensive or science comprehensive to testing Chinese, math, English and two optional courses. But students’ academic burden has not been lightened. On the contrary, it is increasing. From the kindergarten, our children have started a fierce competition. After class or on weekends, some children are busy going to different kinds of interesting classes and training classes. According to the latest trends, a variety of parent-child trainings are infiltrating to the children who are zero to three years old. When a child is born, the parents have already prepared a series of educational programs for him or her to expect that their child will be the better than others. They hope that their child will have a decent job to get higher income in the future. So how can the burden of college entrance examination be reduced?So it needs to find a more appropriate way to change the situation. It is urgent to reform the college entrance examination ideologically and spiritually. First, in term of vocational values, teachers’ sense of loftiness should be strengthened. At the beginning of the establishment of People’s Republic of China, people’s sense of loftiness is the strongest. Every walk of life can get respect. But now, when students think about their career choices, they always consider that if the wages, working conditions, work time, work intensity and other factors have reached their standards. They consider much more from the profit level of the work, but less from their interests. Therefore, the college entrance examination has become a special channel of profit, and everyone wants to get the biggest benefit through the college entrance examination.To reform the college entrance examination, first of all, we should solve spiritual problems. Then the methods of college setting and entrance examination. It is hoped that the college entrance examination in the future will be carried out on the basis of students’ self-conscious learning, relaxed learning and happy learning. It’s going to be carried out on the basis of full respect for students’ interest and ability, and is for the great rejuvenation of the China and the efforts to achieve the Chinese dream.References：[1]李泽宇.我国基础教育课程改革的适切性研究.[2]杨小微.近五年我国基础教育改革及其研究的进展报告.Journal of Schooling Studies,2011,8(3).[3]柳海明.基础教育改革30年:理论创新与实践突破[J].Journal of Northeast Normal University(Philosophy and Social Sciences),2008,5.[4]林丹.基础教育改革30年:策略转向与路线生成[J].Journal of Northeast Normal University(Philosophy and Social Sciences),2008,5.[5]叶澜.21世纪社会发展与中国基础教育改.Journal of the Chinese Society of Education,2005,1(1).[6]邓爱清.高考改革的点滴思考.江苏经济报,第B03版[J].法治·观察,2017.[7]王维臣.我国基础教育教学改革的回顾与展望.【作者简介】陈蓉，巴中市巴州区曾口中学校。

教育方法的变化英文作文Title: The Evolution of Education: UnleashingCreativity and Adaptability。

1. Rumble of Change: The Classroom Reboots。

In the realm of education, the rhythm of change is as constant as the shifting tides. The dawn of the digital age has brought about a seismic shift, transforming the traditional lecture hall into a dynamic, interactive space. No more monotonous chalkboards, but holographic projections and AI-assisted lessons.2. Personalized Learning: The New Norm。

The days of one-size-fits-all education are fading. Today's students are like fingerprints each unique, demanding a tailored curriculum. Adaptive learning platforms, like chatGPT, cater to their diverse needs, tailoring lessons to their pace and interests, fostering alove for learning that was once a distant dream.3. Collaboration and Communication: The Future of Interaction。

EssenceofEducation教育的本质RoberyW.Tracinki1.T heessenceofeducationistheteachingoffactsandreasoningskillstoourchildren,sothattheylearntothink.教育的本质是向我们的孩子们教授事实和推理的技能，让他们学会思考。

2.Yetalmostacentury,ourschoolshavebeenunderassault byanapproachtoeducationthatelevatesfeelingsoverfacts.Undertheinflu enceofProgressiveEducation--Itisnowmoreimportantthangettinghimintouchwiththefact sofhistory,mathematicsorgeography.然而几乎一个世纪以来，我们的学校都在受到一种将感受凌驾于事实之上的教育方法的攻击。

在进步教育的影响下——让学生了解历史事实、数学或地理都不如感觉重要。

Note:elevatev.tomakemoreimportantortoimprovee.g.Theywanttoelevatethestatusofteachers.3."Creative spelling"--inwhichstudentsareencouragedtospellwor dsinwhateverwaytheyfeeliscorrect-ismoreimportantthantherulesoflan guage.Urgingchildrento"feelgood"aboutthemselvesismoreimportantt hanensuringthattheyacquiretheknowledgenecessaryforliving successf ully.“创造性的拼写”——鼓励学生以任何他们感觉正确的方式拼写单词—这比语言规则更加重要。

Classic Writings in Educational Technology1. Instructional Technology Foundations (7)1.1 Dale, Edgar (1946). Audiovisual Methods in Teaching (1st ed.). New York: Dryden Press. Part I,pp.2-66.1.2 Heinich, R. (1984). The proper study of instructional technology. Educational Communication andTechnology Journal32 (2), 67-87.1.3 Eraut, Michael. (1994). Educational technology: Conceptual frameworks and historical development.In Torsten Husen, & T. Neville Postlethwaite (Eds.). The International Encyclopedia of Education (2nd ed). Oxford: Elsevier Science.1.4 Heinich, Robert; Molenda, Michael; Russell, James; & Smaldino, Sharon (1999). Chapters 1 & 2 inInstructional Media and Technologies for Learning (6th ed.). Columbus, OH: Prentice-Hall.1.5 Clark, Richard E. (1983). Reconsidering research on learning from media. Review of EducationalResearch 53(4), 445-459.-This analysis opened the debate about whether media or methods were more directly responsible for learning outcomes1.6 Kozma, Robert B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.-A major updating and reanalysis of media research from a cognitive perspective; written asa rebuttal to Clark (1983).1.7 Clark, Richard E. (1994). Media will never influence learning. Educational TechnologyResearch & Development 42(2), 21-29.-A response to Kozma (1991).2. Learning and Instruction (10)2.1 Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard educational review24,86-97.2.2 Skinner, B.F. (1968). Why teachers fail. Chapter 5 in The technology of teaching. New York:Appleton-Century-Crofts.2.3 Lockee, B., Moore, D., & Burton, J. (2004). Foundations of programmed instruction. In D.H.Jonassen (Ed.), Handbook of research on educational communications and technology, 2nd ed. (pp.545-569). Mahwah, NJ: Erlbaum.2.4 Burton, John K., Moore, David M., & Magliaro, Susan G. (2004). Behaviorism and instructionaltechnology. In David H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.2.5 Bruner, Jerome (1990). Chapter 1, The proper study of man, in Acts of Meaning. Cambridge, MA:Harvard University Press.2.6 Brown, John Seely; Collins, Allan, & Duguid, Paul. (1989) Situated cognition and the culture oflearning. Educational Researcher (January-February), 32-42.2.7 Ertmer, Peggy & Newby, Timothy J. (1993). Behaviorism, cognitivism, constructivism: Comparingcritical features from an instructional design perspective. Performance Improvement Quarterly 6(4), 50-71.2.8 Terhart, E. (2003). Constructivism and teaching: a new paradigm in general didactics? Journal ofCurriculum Studies 35(1), 25-44.2.9 Merrill, M. David. (2002). First principles of cational Technology Research andDevelopment 50:3, 43-59.2.10 Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction des notwork: An analysis of the failure of constructivist, discovery, problem-based, experiential, andinquiry-based teaching. Educational Psychologist 41 (2), 75-86.3. Instructional Design (9)3.1 Branson, R.K. (1978, March). The interservice procedures for instructional systems development.Educational Technology, 18(3), 11-14..3.2 McCombs, B.L. (1986). The instructional systems development (ISD) model: A review of thosefactors critical to its successful implementation. Educational Communication and TechnologyJournal 31 (4), 187-199.3.3 Molenda, Michael., Pershing, James A., & Reigeluth, Charles M. (1996). Designing instructionalsystems. In Robert Craig (Ed.), The ASTD Training and Development Handbook, 4th ed. New York: McGraw-Hill.3.4 Schwen, T. M., Leitzman, D. F., Misanchuk, E. R., Foshay, W. R., & Heitland, K. M. (1984).Instructional development: The social implications of technical interventions. In R. K. Bass, & C.R. Dills (Eds.), Instructional development: The state of the art II. Dubuque, IA: Kendall Hunt. 3.5 Silber, K.H. (1998). The cognitive approach to training development: A practitioner’s assessment.Educational Technology Research & Development 46:4, 58-72.3.6 Duffy, Thomas M. & Cunningham, Donald J. (1996). Constructivism: Implications for the design anddelivery of instruction. In David H. Jonassen (Ed.). Handbook of Research for EducationalCommunications and Technology. New York: Macmillan.3.7 Willis, J. & Wright, K.E. (2000, March-April). A general set of procedures for constructivistinstructional design: The new R2D2 model. Educational Technology, 5-20.3.8 van Merrienboer, Jeroen J.G.; Clark, Richard E.; & de Croock, Marcel B. M. (2002) Blueprints forcomplex learning: The 4C/ID-Model. Educational Technology Research and Development 50:2, 39-64.3.9 -A si mplified version of van Merrienboer’s lesson framework is found in Merrill, M. David. (2002, August).A Pebble-in-the-Pond Model for instructional design, Performance Improvement 41:7, 39-44.4. Implementation and Change (4)4.1 Kerr, Stephen T. (2004). Toward a sociology of educational technology. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.4.2 van den Akker, J. (1994). Designing innovations from an implementation perspective. In Husen,Torsten & Postlethwaite, T. Neville. (Eds.). The International Encyclopedia of Education. 2nd ed.Oxford, U.K.: Elsevier Science.4.3 Cuban, Larry; Kirkpatrick, Heather; & Peck, Craig. (2001). High access and low use of technologiesin high school classrooms: Explaining an apparent paradox. American Educational ResearchJournal 38:4 (Winter), 813-834.4.4 Clayton, John S. (1979). Comment: Inhibitors to the application of technology. EducationalCommunication and Technology Journal, 27, 157-163.5. Systems Theory (3)5.1 Finn, J.D. (1956). AV development and the concept of systems. Teaching Tools 3(3), 113-114.5.2 Banathy, Bela H. & Jenlink, Patrick M. (2004). Systems inquiry and its application in education. InDavid H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates. [See especially sections 2.1.8 to 2.2.10.]5.3 Brethower, Dale M. (1999). General systems theory and behavioral psychology. In Harold Stolovitch& Erica Keeps (Eds.) Handbook of Human Performance Technology (2nd ed.). San Francisco:Jossey-Bass/Pfeiffer.6. Message Design (7)6.1 Heinich, Robert; Molenda, Michael; Russell, James; & Smaldino, Sharon (1999). Chapter 3, VisualPrinciples, in Instructional Media and Technologies for Learning (6th ed.). Columbus, OH: Prentice-Hall.6.2 Saettler, Paul (1990). Theoretical rationale for the visual instruction movement. The Evolution ofAmerican Educational Technology. Englewood, CO: Libraries Unlimited, pp. 140-143.6.3 Braden, Roberts A. (1996). Visual literacy. In David H. Jonassen (Ed.). Handbook of Research forEducational Communications and Technology. New York: Macmillan.6.4 Hartley, James. (2004). Designing instructional and informational text. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.6.5 Moore, David M.; Burton, John K.; & Myers, Robert J. (2004). Multiple-channel communication: Thetheoretical and research foundations of multimedia. In David H. Jonassen (Ed.). Handbook ofResearch for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: LawrenceErlbaum Associates.6.6 Shneiderman, B. (1992). Designing the User Interface: Strategies for effective human-computerinteraction. 2nd ed. Reading, MA: Addison-Wesley.6.6 A Chapters 16.6 B Chapters 26.6C Chapters 136.6D Afterword,6.6E, pp. 72 -73.6.7 Winn, William (1993). Perception principles. Chapter 2 in Malcolm Fleming & W. Howard Levie(Eds.), Instructional Message Design. Englewood Cliffs, NJ: Educational Technology Publications.7. Digital Technologies (4)7.1 Romiszowski, Alexander & Mason, Robin. (2004). Computer-Mediated Communication. In David H.Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed.Mahwah, NJ: Lawrence Erlbaum Associates.7.2 Hill, Janette R.; Wiley, David; Nelson, Laurie Miller; & Han, Seungyeon. (2004). Exploring Researchon Internet-Based Learning: From Infrastructure to Interactions. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ:Lawrence Erlbaum Associates.7.3 Shapiro, Amy & Niederhauser, Dale. (2004). Learning from Hypertext: Research Issues and Findings.In David H. Jonassen (Ed.). Handbook of Research for Educational Communications andTechnology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.7.4 Hannafin, Michael J. & Rieber, Lloyd P. (1989). Psychological foundations of instructional design foremerging computer-based instructional technologies,7.4A Part 1. Educational Technology Research & Development, 37(2), 91-1017.4B Part 2. ETRD, 37(2), 102-114.8. Distance Education (7)8.1 Holmberg, Börje. (2003). A theory of distance education based on empathy. In Michael G. Moore &William G. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrence Erlbaum Associates.8.2 Teaching at an Internet Distance: The Pedagogy of Online Teaching and Learning, (1999). TheReport of a 1998-1999 University of Illinois Faculty Seminar. Available at/tid/report/.8.3 Institute for Higher Education Policy. (2000, April). Quality on the Line: Benchmarks for Success inInternet-Based Distance Education. Available at: /Pubs/PDF/Quality.pdf.8.4 Hannafin, Michael; Hill, Janette R.; Oliver, Kevin; Glazer, Evan; & Sharma, Priya. (2003). Cognitiveand learning factors in Web-based distance learning environments. In Michael G. Moore & WilliamG. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.5 Bonk, Curtis J. & Dennen, Vanessa. (2003). Frameworks for research, design, benchmarks, training,and pedagogy in Web-based distance education. In Michael G. Moore & William G. Anderson(Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.6 Naidu, Som. (2003) Designing instruction for e-learning environments. In Michael G. Moore &William G. Anderson (Eds.). Handbook of Distance Education. Mahway, NJ: Lawrnce Erlbaum Associates.8.7 Bates, A.W. (1994). Distance education. In Torsten Husen & T. Neville Postlethwaite. TheInternational Encyclopedia of Education. 2nd ed. Oxford: Elsevier Science.9. Soft Technologies (5)9.1 Heinich, Robert; Molenda, Michael; Russell, James; & Smaldino, Sharon (1999). Chapter 12, Processtechnologies in Instructional Media and Technologies for Learning (6th ed.). Columbus, OH:Prentice-Hall.9.2 Grabinger, R. Scott. (1996). Rich environments for active learning. In David H. Jonassen (Ed.).Handbook of Research for Educational Communications and Technology. New York: Macmillan. 9.3 Gredler, Margaret E. (2004). Games and simulations and their relationships to learning. In David H.Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed.Mahwah, NJ: Lawrence Erlbaum Associates.9.4 Albanese & Mitchell (1993). Problem-based learning: A review of literature on its outcomes andimplementation issues. Academic Medicine 68(1), 52-81.9.5 Schwen, Thomas M.; Goodrum, David A; & Dorsey, Laura T. (1993). On the design of an enrichedlearning and information environment (ELIE). Educational Technology 33(11), 5-9.10. Research: Basic Concepts and Paradigms (10)10.1 Hoban, C.F. (1965). From theory to policy decisions. AV Communication Review13, 121-139.10.2 Ross, Steven M. & Morrison, Gary R. (1995). Getting Started in Instructional Technology Research.Washington DC: Association for Educational Communications and Technology.10.3 Saettler, Paul (1990).10.3A Instructional Media in WWII (pp. 186-194);10.3B The University of Chicago Experiments (pp. 224-225);10.3C Research on ID and Media (pp. 436-441) in The Evolution of American EducaitonalTechnology. Englewood, CO: Libraries Unlimited.10.4 Schwen, Thomas M. (1977). Professional scholarship in educational technology: Criteria for judginginquiry. AV Communication Review 25, 5-24.10.5 Reigeluth, Charles. & Frick, Theodore. (1999). Formative research: A methodology for improvingdesign theories. Chapter 26 in Charles M. Reigeluth (Ed.), Instructional-Design Theories andModels: A New Paradigm of Instructional Theories, Volume II. Mahwah, NJ: Lawrence-Erlbaum Associates.10.6 Knupfer, Nancy Nelson & McLellan, Hillary. (1996). Descriptive research methodologies. In DavidH. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology.New York: Macmillan.10.7 Ross, Steven M. & Morrison, Gary R. (2004). Experimental research methods. In David H. Jonassen(Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.10.8 Savenye, Wilhelmina C. & Robinson, Rhonda S. (2004). Qualitative research issues and methods:An introduction for educational technologists. In David H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.10.9 Driscoll, Marcy (1995). Paradigms for research in instructional systems. In Gary J. Anglin (Ed.).Instructional Technology: Past, Present, and Future. Englewood, CO: Libraries Unlimited.10.10 Frick, Theodore. Type of Knowledge of Education Created Through Disciplined Inquiry./~tedfrick/typesofknowledgesept1.pdf11. Research: Directions (3)11.1 Orrill, Chandra H.; Hannafin, Michael J.; & Glazer, Evan M. (2004). Disciplined inquiry and thestudy of emerging technology. In David H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology, 2nd Ed. Mahwah, NJ: Lawrence Erlbaum Associates.11.2 Reeves, Thomas C. (2000). Socially responsible educational technology research. EducationalTechnology Nov.-Dec., 19-28.11.3 Winn, William. (2002). Current trends in educational technology research: the study of learningenvironments. Educational Psychology Review 14:3 (September), 331-351.。