Band 34
Educational Media and Technology Yearbook Volume 34, 2009
Aus der Reihe
Educational Media and Technology Yearbook
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- Hardcover
- Taschenbuch ausgewählt
- eBook
-
Sprache:Englisch
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Verlag:Springer Us
- Springer Us Fr. 192.00 ausgewählt
- Springer Fr. 138.00
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Auflage:Softcover reprint of hardcover 1st ed. 2009
Fr. 192.00
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
05.11.2010
Abbildungen
XVIII, 572 p.
Herausgeber
Michael Orey + weitereVerlag
Springer UsSeitenzahl
572
Maße (L/B/H)
23.4/15.6/3 cm
Gewicht
816 g
Auflage
Softcover reprint of hardcover 1st ed. 2009
Sprache
Englisch
ISBN
978-1-4419-3512-0
The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. Examined in relation to its comp- ion volumes of the past, it provides a valuable historical record of current ideas and developments in the ?eld. Part I, “Trends and Issues,” presents an array of chapters that develop some of the current themes listed above, in addition to others. Part II, “Library and Information Science,” concentrates upon chapters of special relevance to K-12 education, library science education, school learning resources, and various types of library and media centers—school, public, and academic among others. In Part III, “Leadership Pro?les,” authors provide biographical sketches of the careers of instructional technology leaders. Part IV, “Organizations and Associations in North America,” and Part V, “Graduate Programs in North America,” are, resp- tively, directories of instructional technology-related organizations and institutions ofhigher learning offering degrees in related ?elds. Finally, Part VI, the “Medi- raphy,” presents an annotated listing of selected current publications related to the ?eld. For a number of years we have worked together as editors and the sixth with Dr. Michael Orey as the senior editor. Last year as the senior editor, Orey decided to try and come up with a list of the top programs rather than just the list of all the programs. This has proven to be problematic. First of all, bias exists when we are rating a ?eld in which our program is within those to be rated.
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