Women S Voices In The Field Of Educational Technology

In a professional world that has a tradition of the “good old boy” network, women long have fought for recognition in the educational technology field. In this book authors discuss the women in their own lives who have made the difference for them in their professional development. A group of 31 individuals from the USA, Canada, Northern Cyprus, the UK, and South Korea were asked to be part of this endeavor. The breadth of the list was intended to bring together as many perspectives as possible. Some stories included in this book are deeply private, others offer historical perspectives of women's roles in educational technology, while others focus on mentoring. This book is intended as a resource for all individuals in the field of educational technology, instructional design, and learning design at a national and international level.

The idea for this edited book came about due to the increased discussion and focus on leadership within the educational technology field and particularly in the Association for Educational Communications and Technology organization. There is a diverse amount of individuals in leadership in the field that contributed their lessons learned. This book focuses on sharing the lessons learned by leaders in the field on how they became a leader and what leadership means. The primary contributions address three central questions. What is your story about how you became a leader? What lessons have you learned about being an effective leader? What advice would you give others to become a leader? In addition, this book spotlights the impact that past leaders have had on current leaders and upon the field of educational technology.

The purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning. AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.

The Encyclopedia of Female Pioneers of Online Learning is the first volume to explore the lives and scholarship of women who have prominently advanced online learning. From its humble origins as distance education courses conducted via postal correspondence to today’s advances in the design and delivery of dynamic, technology-enhanced instruction, the ever-evolving field of online learning continues to be informed by the seminal research and institutional leadership of women. This landmark book details 30 preeminent female academics, including some of the first to create online courses, design learning management systems, research innovative topics such as discourse analysis or open resources, and speak explicitly about gender parity in the field. Offering comprehensive career profiles, original interviews, and research analyses, these chapters are illuminating on their own right while amounting to an essential combination of reference material and primary source.

Making tech decisions from a diverse space starts here! This book offers leaders and teachers a reflective journey into diverse perspectives on technology as it is used and understood in our schools. Through step-by-step strategies and powerful vignettes, Rafranz Davis explores the deep impact inclusive EdTech conversations can have for teachers, students, women, and people of color. Educators learn practical, step-by-step solutions to: Engage students and give them a voice Cultivate diverse teacher feedback Encourage EdTech leadership for women and people of color Includes real-life stories from educators. Transform the EdTech landscape and create lasting change with this one-of-a-kind book! The Corwin Connected Educators series is your key to unlocking the greatest resource available to all educators: other educators. Being a Connected Educator is more than a set of actions: it’s a belief in the potential of technology to fuel lifelong learning. "Davis’s book is both a guide for administrators and edtech leaders seeking to better support student and teacher voices and an important testimony to the power of voices willing to raise the tough questions." —Carolyn Foote, Digital Librarian Westlake High School, Austin, Texas "Davis powerfully addresses the human side of technology integration. She moves teachers and school leadership with her passion, while offering real solutions to the issues that arise when integrating technology. Her solutions and ideas focus on improving the discourse between teachers, students, and leadership so that they all work collaboratively in enhancing the learning environment. She also addresses ways we can encourage women and minorities to take leadership roles in the field of education technology." —Shelly Sanchez Terrell Author/Founder of The 30 Goals Challenge for Teachers

Research Methods in Learning Design and Technology explores the many forms, both new and established, that research takes within the field of instructional design and technology (IDT). Chapters by experienced IDT researchers address methodologies such as meta-analysis, social media research, user experience design research, eye-tracking research, and phenomenology, situating each approach within the broader context of how IDT research has evolved and continues to evolve over time. This comprehensive, up-to-date volume familiarizes graduate students, faculty, and instructional design practitioners with the full spectrum of approaches available for investigating the new and changing educational landscapes. The book also discusses the history and prospective future of research methodologies in the IDT field.

eGirls, eCitizens is a landmark work that explores the many forces that shape girls’ and young women’s experiences of privacy, identity, and equality in our digitally networked society. Drawing on the multi-disciplinary expertise of a remarkable team of leading Canadian and international scholars, as well as Canada’s foremost digital literacy organization, MediaSmarts, this collection presents the complex realities of digitized communications for girls and young women as revealed through the findings of The eGirls Project (www.egirlsproject.ca) and other important research initiatives. Aimed at moving dialogues on scholarship and policy around girls and technology away from established binaries of good vs bad, or risk vs opportunity, these seminal contributions explore the interplay of factors that shape online environments characterized by a gendered gaze and too often punctuated by sexualized violence. Perhaps most importantly, this collection offers first-hand perspectives collected from girls and young women themselves, providing a unique window on what it is to be a girl in today’s digitized society.

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e-learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.