走向学习、认知与技术研究的深度融合——《教育传播与技术研究手册(第三版)》第三部分述评  

Toward Further Integration of Research on Learning, Cognition and Technology: A Review on Part III ofSummary and Comment on Part III of Handbook of Research on Educational Communication and Technology (3rd edition)

作　　者：赵健[1] 

机构地区：[1]华东师范大学学习科学研究中心,上海200062

出　　处：《远程教育杂志》2010年第3期30-36,共7页Journal of Distance Education

基　　金：教育部人文社科规划基金项目"学习科学与技术设计的理论与应用"(07JA88056)研究成果之一

摘　　要：对J.Michael Spector,M.David Merrill,Jeroen Van Merrienboer and Marcy P.Driscoll主编的Handbookof Research on Educational Communications and Technology(3rd Ed.)[《教育传播与技术研究手册(第三版)》,Lawrence Erlbaum2008年出版]第三部分"技术"专题的述评,共分四个部分:第一部分是对16章内容的简要介绍,在介绍中兼顾了不同技术的发展脉络,从中探知不同技术的发展、研究状况与前景;第二部分在对比该手册第二版"技术"部分的基础上,概括了技术研究主题的延续与变化;第三部分从"硬技术"、"软技术"到"设计技术"的发展视角,评述教育技术的发展轨迹;第四部分评述了当代教育技术发展的重要特征是学习、认知和技术以学习者为中心的进一步融合。The paper summarizes and comments review on the third part of Handbook of Research on Educational Communi- cation and Technology （3rd edition） edited by Spector, Merrill, Van Merrienboer and Driscoll . The first part of the paper provides an overview and some conments of provides abstracts for all 16 chapters.The 16-chapter part focuses on the theme of ＂technology＂. Fol- lowing the summay of all chapters, the writer comments on the part Then the paper reviews the ＂technologies＂part from three per- spectives. First, it generalizes the coherence and change of recent research on technology since the publication of the second edition of the handbook edited by David Jonasseen in 2004. Then, the writerpaper describes the trends of technology research development from ＂hard technology＂, ＂soft technology＂ to ＂design technology＂. The writer finally argues, the paper focuses that the core aspect of research on educational communication and technology is going torward a more on learner-centered integration of learning, cognition and technology.

关 键 词：教育传播与技术 学习 学习者 

分 类 号：G434[文化科学—教育学]