【正文】 ruction (p. 15 Second line from the bottom) b) Sydney L. Pressey and his first teaching machine (1934) (p. 15 ) c) B. F. Skinner (19041990) of Harvard University and his ―Skinner Box‖ (p. 15 ) d) Robert Glaser and his term Instructional System (1962) (p. 16) e) Robert M. Gagn233。 not processoriented 3 3) Domains of Instructional Technology (p. 5) 4) Relationship between Domains of the Field (p. 6) 5) Similar definition given by Reiser, 2020, but with the name of instructional design and technology rather than instructional technology 4. Assumptions behind AECT‘s definition in 2020 (pp. 68) 1) Definition: a temporary one, a snapshot in time Educational technology is the study and ethical practice of facilitating learning improving performance by creating, using, and managing appropriate technological processes and resources. 2) Assumptions behind it a) A general definition, a stipulatory definition b) A definition intending to be clear, precise, and unambiguous, and to draw boundaries c) A definition referring explicitly to core values implied in educational technology, a major departure from past AECT definitional efforts d) A definition meant to be connected with AECT‘s most recent prior definition of 1994, as an improvement and updating, evolutionary rather than revolutionary e) A definition sensitive to the standards for the accreditation of university programs preparing teachers and specialists in the educational technology field f) A definition as inclusive as possible 5. Mission currently embraced by AECT (p. 8) To provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings. 6. Future of definition (p. 8): subject to paradigm shift Reference Ely, Donald P. – ., Syracuse University, Communications and Psychology, 1961, Professor and Chair, Instructional Design, Development and Evaluation。 and 2 4) Get ready to say something in English in class. Structure of the Book and Time Allocation 1. Structure of the book 1) Unit 1 An Overview of Instructional Technology 2) Unit 2 The Theoretical Foundation of Educational Technology 3) Unit 3 Media and Learning 4) Unit 4 Instructional Design 5) Unit 5 The Information Technology and Education 6) Unit 6 Distance Education 7) Unit 7 Research Methodologies for Instructional Technology 2. Time allocation: Roughly four hours for each unit Chapter One The Evolution of the Definitions Key Point： The AECT‘s Definitions in 1994 Difficult Point： The AECT‘s Definitions in 1994 1. Early definitions (pp. 35) 1) The 1963 definition (Ely) (p. 3) a) Audiovisual munication (formal denomination/name) b) A major departure from the earlier mediaoriented definition c) Focus on learning rather than teaching 2) The 1970 definition in two ways (Commission on Instructional Technology) (p. a) Instructional technology (formal denomination) b) The first definition: Instructional technology as media, concepts expressed from the audiovisual past c) The second definition: Instructional technology as a process, introducing new concepts such as systematic, objectives and evaluation 3) Another 1970 definition (Silber, AECT) (p. 4): The idea of ―problems‘ is first introduced and at the core of the definition. 4) The 1971 definition (in Ely) (p. 5): The term educational technology is used. 5) The 1972 definition (AECT) (p. 4): as processes, not much difference 6) The 1977 definition (AECT) (p. 4): as process, not much difference 2. Evolution of definition and differences from one definition to another (the whole chapter) 3. AECT‘s definitions in 1994 (pp. 56) 1) Five separate areas of concern: design, development, utilization, management, and evaluation 2) A development from the previous。 2. Practice Audio instructions and audiovisual instructions (p. 13) 5 Section B Between the 1920s and 1940s 1. The audiovisual movement (pp. 1314) Using Visuals and tremendous growth in the visual instructional movement. The formation of professional anizations: 1) The National Academy for Visual Instruction (1919) 2) The American Educational Motion Picture (1919) 3) The Department of Visual Instruction (DVI) (1923) 4) The Visual Instruction Association of America (1922) 2. Major events that influenced the future development of the movement (p. 14) 1) The behavioral objective movement 行為目標(biāo)運(yùn)動(dòng) a) Early advocates: Bobbitt, Charters, and Burk b) Ralph Tyler (19021994), father of the behavioral objective movement c) His EightYear Study in the Ohio State University (19331941) and its significance 2) The media personnel and psychologist in the military agent during World War II (p. 14) 3) Works written during this period (p. 14) 4) Edgar Dale (19001985) and his Cone of Experience (pp. 1415) Years ago an educator named Edgar Dale, often cited as the father of modern media in education, developed from his experience in teaching and his observations of learners the cone of experience (see Figure 1). The cone39。動(dòng)物發(fā)生某種反應(yīng)時(shí)，反應(yīng)的結(jié)果若給動(dòng)物帶來愉快，則此時(shí)的刺激和反應(yīng)就結(jié)合起來，以后在類似的情況下，這個(gè)反應(yīng)就容易發(fā)生。 1919 年進(jìn)步教育學(xué)會(huì)成立， 1930 年代達(dá)到全盛時(shí)期。 Educated at Furman University and the University of Chicago. Was professor of psychology and director of the Psychological Laboratory at Johns Hopkins University from 1908 to 1920. Founder of behavior