Titlebook: Handbook of Research in Educational Communications and Technology; Learning Design M. J. Bishop,Elizabeth Boling,Vanessa Svihla Book 2020La

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Technologies to Enhance Self-Regulated Learning in Online and Computer-Mediated Learning Environmentg theory and discusses how SRL may differ in online and face-to-face contexts. It then explores how educational and communication technologies can be used to help students develop SRL, either prior to or outside of course instruction or as technology embedded within online learning environments and

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Enhancing Knowledge Transferstart with a review of five theoretical approaches to transfer: behaviorist, cognitive, situated, participationist, and developmental practices approach. We stress that they are not mutually exclusive, but that they emphasize different types of knowledge. We distinguish between declarative knowledge

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Designing for Accessibility: The Intersection of Instructional Design and Disabilitywith disabilities. They reviewed the professional literature to better understand the intersection of these disciplines. Using search terms such as access, instructional design, disabled, handicapped, and technology, the authors identified peer reviewed articles published between 2012 and 2018. They

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Equity-Centered Approaches to Educational Technologyt explore how equity is framed in global discourse and the role that educational technology has played in both addressing and perpetuating disparities in achievement. Policymakers, designers, and researchers have routinely attempted to use digital technologies to address the learning needs of histor

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Cultural Implications in Educational Technology: A Surveyplicit about the challenges and triumphs of considering culture?in research related to the use of technology in education. This chapter provides a review of literature analyzing conceptualizations of educational technology and culture.

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Using Technology to Facilitate Second Language Learninglearners. Five key pedagogical approaches that facilitate second language learning are presented, along with technologies used for second language learners that exemplify aspects of these approaches. Strengths of these technologies and their limitations are discussed. The chapter concludes with some