Abstract
This chapter aims to provide an introduction to the present edited volume. Saettler (2004) argues that educational technology is essentially the product of a great historical stream consisting of trial and error, long practice and imitation, and sporadic manifestations of unusual individual creativity and persuasion. A trace of the definitions of educational technology showed that researchers have strived to propose different frameworks to be flexible enough to embrace new development of technology and educational practices. This edited volume is an attempt to depict the changing face of educational technology focusing on the development of new media, knowledge practices, and multiliteracies.
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Appendix: Themes of the HKAECT Conferences Since 1990
Appendix: Themes of the HKAECT Conferences Since 1990
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1990 The Role of Educational Communications and Educational Technology in Year 2000
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1992 Instructional Technology: Design, Utilization and Evaluation
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1994 Telecommunications in Education
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1996 Innovations and Quality in Teaching and Learning
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1997 Tertiary Teaching in the Use of Technology: Vision and Practice
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1998 New Challenges and Innovations in Teaching and Training into the Twenty-First Century
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2001 Education Reform: Integrating Information Technology, Communication, and Curriculum
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2004 Media Innovations in Education: Input and Outcome in New Society
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2007 Educational Communications and Technology as Learning Experiences
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2010 Multiliteracies for the Twenty-First Century: Education, Communication, and Technology
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2014 New Media, Knowledge Practices, and Multiliteracies
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Yuen, A.H.K. (2015). The Changing Face of Educational Technology: New Media, Knowledge Practices, and Multiliteracies. In: Ma, W., Yuen, A., Park, J., Lau, W., Deng, L. (eds) New Media, Knowledge Practices and Multiliteracies. Springer, Singapore. https://doi.org/10.1007/978-981-287-209-8_1
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