國際上比較著名的教育技術專家

1、國際上比較著名的教育技術專家    國際上比較著名的教育技術專家                    搜狐博客 > meier > 日志 > 教育技術學類               

2、60; 2009-10-15 | 國際上比較著名的教育技術專家            標簽： 國際上比較著名的教育技術專家              下面介紹的是國際上比較著名的教育技術專家，讀者可以通過Google查找他們的文章和著作，可以幫助同學們盡快了解教育技術發(fā)展的前沿信息。   

3、      例如，你把第一個專家的名字和學校輸入到Google進行搜索，立刻可以看到他的一篇文章：Research on Cognitive Load Theory:Application to E-Learning（認知負荷理論在數(shù)字化學習（e-Learning）中的應用），然后你把這篇文章翻譯出來，首先進行學習，然后，你可以結(jié)合中國的國情進行研究，當然，你也可以很快地寫出分析文章。            

4、0;      . 夸美紐斯（J. A. Comenius）近代教育教學理論的奠基人之一 2斯金納（B. F. Skinner）行為主義心理學家 3皮亞杰（Jean Piaget）心理學家、教育家 4. 戴維·奧蘇貝爾（David P. Ausubel）心理學家、教育家 5. 克勞德. 艾爾伍德. 香農(nóng)（Claude Elwood Shannon）數(shù)學家、信息論的創(chuàng)始人 6. 哈羅德 拉斯韋爾（Harold Dwight Lasswell）社會學家和傳播學家 7杰羅姆·布魯納(JEROME SEYMOUR BRUN

5、ER)心理學家、教育家 8.愛德華· 桑代克（Edward Lee Thorndike）心理學家、實驗動物心理學創(chuàng)始人 9. 威爾伯L. 施拉姆(Wilbur Lang Schramm ) 世界聞名的傳播學大師 10卡爾·羅杰斯（Carl Ranson. Rogers）人本主義心理學的理論家和發(fā)起者、心理治療家 11. 羅伯特 · 加涅（Robert M · Gagnè）心理學家、教育家、世界著名教育技術學專家 12. 羅伯特·班杜拉(Albert Bandura，1925 ) 教育家、社會心理學家 13孔子（前551 前479）中國

6、早期的思想家、教育家，儒家的創(chuàng)始人 14. 昆體良（Marcus Fabius Quintilianus, 公元3596 ）古羅馬時期的著名律師、教育家和皇室委任的第一個修辭學教授 15赫爾巴特 (Johann Friedrich Herbart,1776-1841) 德國教育學家、哲學家、心理學家，有“教育學之父”的稱謂 16約翰&S226;杜威(John Dewey，18591952)哲學家、教育家、心理學家和20世紀對東西方文化影響最大的人物            

7、60;     1supportLists->1<!-endif->David H. Jonassen    <!-if !supportLists->2<!-endif->Michael Hannafin    <!-if !supportLists->3<!-endif->Marcy P. Driscoll    <!-if !supportLists

8、->4<!-endif->Edward P, Caffarella    <!-if !supportLists->5<!-endif->Thomas M Duffy    <!-if !supportLists->6<!-endif->Charles M Reigeluth    <!-if !supportLists->7<!-endif->Barbara A Seels 

9、   <!-if !supportLists->8<!-endif->Ann Thompson    <!-if !supportLists->9<!-endif->Rita C Richey    <!-if !supportLists->10          <!-endif->David Williams &

10、#160;  1.David H. Jonassen    Distinguished Professor, Learning Technologies School of Information Science and learning Technologies in Townsend Hall University of Missouri Columbia    <!-if !supportLists->?      &

11、#160; <!-endif->Research Interests:     Designing constructivist learning environments      Cognitive tools (Mindtools) for learning      Cognitive modeling/Cognitive task analysis     Systems d

12、ynamics/systems modeling      Problem solving     <!-if !supportLists->?        <!-endif->CURRENT RESEARCH INTERESTS     Problem Solving      Knownedge Repres

13、entation      Cognitive Modleing      Cognitive Simulations      Systems Modeling/Systems Dynamics      Externalizing Knowledge Representations      Mapping Knowledge Represen

14、tations in Software      Conveying, Assessing, and Acquiring Structural Knowledge     <!-if !supportLists->?        <!-endif->TECHNOLOGIES      Computer Mindtools for Critical Thinkin

15、g (Cognitive Tools)      Expert Systems for Student Modeling and Cognitive Simulations     <!-if !supportLists->?        <!-endif-> INSTRUCTIONAL DESIGN AND LEARNING     Designin

16、g Constructivist (Problem-based) Learning Environments      Cognitive Task Analysis     <!-if !supportLists->?        <!-endif->The Handbook of Research on Educational Communications and Technology  

17、;   Published in 1996     Granted by AECT     7 Parts, 42 Chapters, Total 1245 Pages    2.Michael Hannafin    Dr. Hannafin earned his MS in Psychology from Ft. Hays State College in Kansas in 197

18、4, and his Ph.D. in Educational Technology from Arizona State University in 1981. Dr. Hannafin is the Charles H. Wheatley-Georgia Research Alliance Eminent Scholar in Technology-Enhanced Learning, and Director of the Learning and Performance Support Laboratory at the University of Georgia. 

19、0;   Dr. Hannafin's research focuses on developing and testing frameworks for the design of student-centered learning environments, especially those that are open-ended in nature.      The mission of the LPSL is to engage in research and development in several

20、areas, including:?      interactive learning environments,      cognition and learning with emerging technologies,      electronic performance support systems,      assessment of technology's impa

21、ct and effect on learning and performance, and      educational applications of telecommunications and information technologies.      Three major themes characterize the mission and spirit of the LPSL:      a commitment to th

22、eoretically grounded research, both basic and applied, that contributes to our understanding of how learning and performance may be enhanced by technology;      a commitment to research and development that will establish a leading-edge capability in the state of Georgia for

23、 technology-enhanced learning, performance assessment, and information access at all levels of education, training, and work; and      a commitment to developing partnerships and research collaborations with other institutions, businesses, and agencies in the state, the nati

24、on, and internationally.     3.Marcy P. Driscoll     Marcy P. Driscoll is Professor and currently the Department Chair of the Educational Research Department at Florida State University. She is the author or co-author of four textbooks in learning and ins

25、truction, including Psychology of Learning for Instruction, which won the 1995 Outstanding Book Award in Instructional Development from the Association of Educational Communications and Technology, and, with Robert M. Gagné, Essentials of Learning for Instruction.    She has

26、 also published numerous articles in professional journals on learning, instructional theory, and educational semiotics. In teaching, Professor Driscoll has won the Outstanding Instructor Award from the students in Instructional Systems and Educational Psychology in 1990-91, 1991-92, and 1994-95 and

27、 a    What do she see as the future of IT?    “I see the field broadening and becoming even more interdisciplinary, drawings from research areas that perhaps to date have not had much impacton the field. This will probably raise more questions about who we are

28、 andwhat we are about, but I see these discussions as healthy.     4. Edward P, Caffarella    professor of educational technology at the University of Northern Colorado. He is the President-Elect of the Association for Educational Communications and Technology

29、 and will assume the Presidency in Dallas during the November, 2002 international conference.    Dr. Edward Caffarella     5.Thomas M Duffy     B.A., Ph.D. in Cognitive Psychology (University of Illinois). Thomas M. Duffy, Professor of

30、 Education and Cognitive Science, is the Barbara B. Jacobs Chair of Education and Technology and the Director of the Center for Research on Learning and Technology in the School of Education, Indiana University. He came to Indiana from Carnegie Mellon where he was Director of the Communications Desi

31、gn Center and an Associate Professor of English and Psychology. Duffy's work over the last ten years has focused on the use of technology to support the design of inquiry based learning environments as well as on the implications of constructivism and situated cognition for the design of instruc

32、tion. He has published over 100 articles as well as co-authoring, Online Help: Design and Evaluation and co-editing Constructivism and the Technology of Instruction: A Conversation and Designing Environments for Constructivist Learning.     <!-if !supportLists->?  

33、;      <!-endif->Research Interests:    Research and teaching focuses on the design of learning environments that support inquiry and problem solving. Recent work has been focused on the design of distance education environments based on work in cog

34、ntive science on how people learn. More generally my interest is in the use of technology to support inquiry learning in post-secondary education and training.     6.Charles M Reigeluth     Reigeluths Elaboration Theory - Reigeluth doctorate student of Me

35、rrill (originally developed jointly); a sequencing aproach consistent with Component Display Theory; A "Zoom lens" sequencing approach - simple to complex, repeated general-to-specific; Steps - (a) present overview of simplest and most fundamental ideas, (b) add complexity to one aspect, (

36、c) review the overview and show relationships to the details, (d) provide additional elaboration of details, (e) provide additional summary and synthesis.     7.Barbara A Seels     She is Associate Professor of Education, Instructional Design and Technolo

37、gy, Department of Instruction and Learning, University of Pittsburgh.    <!-if !supportLists->?        <!-endif->Research Interests     Her Research Interests includes      Instructio

38、nal Design      Diffusion of Innovations      Visual Thinking & Learning      Message Design     8.Ann Thompson     Professor & Chair, Curriculum and Instructional Technolo

39、gy Curriculum & Instruction,Iowa State University    <!-if !supportLists->?        <!-endif->Research Interests      Research interests include: curriculum and instructional technology, technology collabo

40、rative between teacher education and K-12 schools, assessing effects of technology experiences on student learning     9.Rita C Richey     Dr. Rita C. Richey is Professor and Program Coordinator in Instructional Technology for the College of Education at

41、Wayne State University. She received her B.A. in English from the University of    <!-if !supportLists->?        <!-endif->Research Interests     Dr. Richey's teaching and research interests include Instr

42、uctional Design, Research and Theory in Instructional Technology, History and Trend in Instructional Technology.     " To provide leadership and innovation in workplace learning, training and performance improvement by conducting collaborative research, professional dev

43、elopment and serving as a resource for best practices information. "     10.David Williams     Professor, Brain & Cognitive Sciences, Optics, Ophthalmology, and Biomedical Engineering    <!-if !supportLists->?  

44、;      <!-endif->Research Interests     David Williams is William G. Allyn Chair of Medical Optics, Director of Center for Visual Science in University of Rochester     Gary Anglin, Department of Curriculum and Instruction,&

45、#160;   University of Kentucky, Lexington, Kentucky    2    Brock S. Allen, Department of Educational Technology, San    Diego State University, San Diego, California    3    Eun-Ok Bae

46、k, Department of Instructional Technology,    California State University, San Bernadino, California    4    Bela Banathy, Saybrook Graduate School and Research Center,    San Francisco, California    

47、;5    Sasha A. Barab, School of Education, Indiana University,    Bloomington, Indiana    6    Ann E. Barron, College of Education, University of South    Florida, Tampa, Florida   

48、0;7    Louis Berry, Department of Instruction and Learning,    University of Pittsburgh, Pittsburgh, Pennsylvania    8    Gary Boyd, Department of Education, Concordia University,    Montreal, Quebec,

49、 Canada    9    John K. Burton, Department of Teaching and Learning,    Virginia Polytechnic Institute and State University,    10    Blacksburg, Virginia    Alison Carr-Chellman,

50、Department of Instructional Systems    Program, Penn State University, University Park,    Pennsylvania    11    Kathryn Cunningham, Distance Learning Technology Center,    University of Kentucky, Lex

51、ington, Kentucky         12    Vanessa Paz Dennen, Department of Educational Psychology    and Learning Systems, Florida State University, Tallahassee,    Florida    13 &

52、#160;  Michael A. Evans, Indiana University, Bloomington, Indiana         14    Karen Fullerton, Celeron Consultant, Bothell. Washington         15    Evan M. G

53、lazer, College of Education, University of Georgia,    Athens, Georgia    16    Barbara Grabowski, Department of Instructional Systems    Program, Penn State University, University Park,    Pennsylvan

54、ia    17    Margaret Gredler, Department of Educational Psychology,    University of South Carolina, Columbia, South Carolina    18    Charlotte Nirmalani Gunawardena, College of Education,  

55、;  University of New Mexico, Albuquerque, New Mexico    19    Mark Guzdial, College of Computing, Georgia Institute of    Technology, Atlanta, Georgia    20    Seungyeon Han, Department of I

56、nstructional Technology,    University of Georgia, Athens, Georgia    21    Mike Hannafin, College of Education, University of Georgia,    Athens, Georgia    22    James Hartley, P

57、sychology Department, University of Keele,    Keele, Staffordshire, United Kingdom    23    Philip H. Henning, School of Construction and Design,    Pennsylvania College of Technology, Williamsport,   

58、0;Pennsylvania    24    Janette Hill, Department of Instructional Technology,    University of Georgia, Athens, Georgia    25    Denis Hlynka, Centre for Ukrainian Canadian Studies,   &

59、#160;University of Manitoba, Winnipeg, Manitoba, Canada    26    Bob Hoffman, Department of Educational Technology, San    Diego State University, San Diego, California    Laura J. Horn,    27 &#

60、160;  Patrick Jenlink, Department of Educational Leadership,    Stephen Austin University, Nacogdoches, Texas    28    David W. Johnson, Department of Educational Psychology,    University of Minnesota, Minneap

61、olis, Minnesota    29    Roger T. Johnson, Department of Educational Psychology,    University of Minnesota, Minneapolis, Minnesota    30    Steven Kerr, Department of Education, University of &#

62、160;  Washington, Seattle, Washington    31    James Klein, Department of Psychology in Education, Arizona    State University, Tempe, Arizona    32    Randy Koetting, Department of Curricul

63、um and Instruction,    University of Nevada, Reno, Reno, Nevada    33    Janet L. Kolodner, College of Computing, Georgia Institute of    Technology, Atlanta, Georgia    34    Kath

64、y Krendl, College of Communications, Ohio University,    Athens, Ohio    35    Jung Lee, Department of Instructional Technology, Richard    Stockton College of New Jersey, Pomona, New Jersey     

65、      標簽： 國外教育技術專家簡介                <!-if !supportLists->1<!-endif->David H. Jonassen    <!-if !supportLists->2<!-endif->Michael Hannafin 

66、60;  <!-if !supportLists->3<!-endif->Marcy P. Driscoll    <!-if !supportLists->4<!-endif->Edward P, Caffarella    <!-if !supportLists->5<!-endif->Thomas M Duffy    <!-if !supportLists->6&l

67、t;!-endif->Charles M Reigeluth    <!-if !supportLists->7<!-endif->Barbara A Seels    <!-if !supportLists->8<!-endif->Ann Thompson    <!-if !supportLists->9<!-endif->Rita C Richey    

68、;<!-if !supportLists->10          <!-endif->David Williams    1.David H. Jonassen    Distinguished Professor, Learning Technologies School of Information Science and learning Technologies in Townsend Hal

69、l University of Missouri Columbia    <!-if !supportLists->?        <!-endif->Research Interests:     Designing constructivist learning environments      Cognitive tools (Mindtools) fo

70、r learning      Cognitive modeling/Cognitive task analysis     Systems dynamics/systems modeling      Problem solving     <!-if !supportLists->?        <!-endif-

71、>CURRENT RESEARCH INTERESTS     Problem Solving      Knownedge Representation      Cognitive Modleing      Cognitive Simulations      Systems Modeling/Systems Dynamics 

72、;     Externalizing Knowledge Representations      Mapping Knowledge Representations in Software      Conveying, Assessing, and Acquiring Structural Knowledge     <!-if !supportLists->?   &

73、#160;    <!-endif->TECHNOLOGIES      Computer Mindtools for Critical Thinking (Cognitive Tools)      Expert Systems for Student Modeling and Cognitive Simulations     <!-if !supportLists->?  &#

74、160;     <!-endif-> INSTRUCTIONAL DESIGN AND LEARNING     Designing Constructivist (Problem-based) Learning Environments      Cognitive Task Analysis     <!-if !supportLists->?   

75、;     <!-endif->The Handbook of Research on Educational Communications and Technology     Published in 1996     Granted by AECT     7 Parts, 42 Chapters, Total 1245 Pages    2.Mic

76、hael Hannafin    Dr. Hannafin earned his MS in Psychology from Ft. Hays State College in Kansas in 1974, and his Ph.D. in Educational Technology from Arizona State University in 1981. Dr. Hannafin is the Charles H. Wheatley-Georgia Research Alliance Eminent Scholar in Technology-

77、Enhanced Learning, and Director of the Learning and Performance Support Laboratory at the University of Georgia.     Dr. Hannafin's research focuses on developing and testing frameworks for the design of student-centered learning environments, especially those that are open-e

78、nded in nature.      The mission of the LPSL is to engage in research and development in several areas, including:?      interactive learning environments,      cognition and learning with emerging technologies,  &#

79、160;   electronic performance support systems,      assessment of technology's impact and effect on learning and performance, and      educational applications of telecommunications and information technologies.      Three major themes characterize the mission and spirit of the LPSL: