The Handbook of Research on Educational Communications and Technology, third edition, edited by J. Michael Spector, M. David Merrill, Jeroen J.G. van Merrienboer, and Marcy P. Driscoll, is a comprehensive resource for doctoral students, faculty, and researchers in educational technology. Published by Lawrence Erlbaum Associates in 2008, the book is organized into six major parts: Foundations, Strategies, Technologies, Models, Design and Development, and Research Methodologies. Each part is led by one of the coeditors with assistance from a second coeditor and several external reviewers. Part I, led by Marcy P. Driscoll, covers historical, theoretical, and methodological foundations of educational communications and technology. It includes seven chapters discussing historical foundations, theoretical foundations, complexity theory, experiential perspectives, empirical perspectives on memory and motivation, contextualistic perspectives, and philosophical perspectives. These chapters provide a comprehensive overview of the assumptions and developments in the field. Part II, led by M. David Merrill, focuses on strategies for instructional design and development. It includes seven chapters discussing representation strategies, strategies for designing embodied curriculum, generative learning, feedback strategies for interactive learning tasks, technology-enhanced support strategies for inquiry learning, a distributed perspective on collaborative activity, and prescriptive principles for instructional design. Part III, led by J. Michael Spector, explores various technologies, including programmed technologies, educational hypertext, computer-mediated technologies, computer-mediated communications technologies, K-12 library media centers, technology-based knowledge systems, flexible learning and the architecture of learning places, enabling time, pace, and place independence, blended learning environments, adaptive technologies, generational differences, technologies linking learning, cognition, and instruction, synthetic learning environments, modeling technologies, and the learning objects literature. Part IV, led by Jeroen van Merrienboer, focuses on models of learning, including human cognitive architecture, outcome-referenced, conditions-based theories and models, cooperation and the use of technology, the cognitive apprenticeship model in educational practice, whole-task models in education, and model-facilitated learning. These chapters provide a detailed exploration of various models and their applications in educational technology.The Handbook of Research on Educational Communications and Technology, third edition, edited by J. Michael Spector, M. David Merrill, Jeroen J.G. van Merrienboer, and Marcy P. Driscoll, is a comprehensive resource for doctoral students, faculty, and researchers in educational technology. Published by Lawrence Erlbaum Associates in 2008, the book is organized into six major parts: Foundations, Strategies, Technologies, Models, Design and Development, and Research Methodologies. Each part is led by one of the coeditors with assistance from a second coeditor and several external reviewers. Part I, led by Marcy P. Driscoll, covers historical, theoretical, and methodological foundations of educational communications and technology. It includes seven chapters discussing historical foundations, theoretical foundations, complexity theory, experiential perspectives, empirical perspectives on memory and motivation, contextualistic perspectives, and philosophical perspectives. These chapters provide a comprehensive overview of the assumptions and developments in the field. Part II, led by M. David Merrill, focuses on strategies for instructional design and development. It includes seven chapters discussing representation strategies, strategies for designing embodied curriculum, generative learning, feedback strategies for interactive learning tasks, technology-enhanced support strategies for inquiry learning, a distributed perspective on collaborative activity, and prescriptive principles for instructional design. Part III, led by J. Michael Spector, explores various technologies, including programmed technologies, educational hypertext, computer-mediated technologies, computer-mediated communications technologies, K-12 library media centers, technology-based knowledge systems, flexible learning and the architecture of learning places, enabling time, pace, and place independence, blended learning environments, adaptive technologies, generational differences, technologies linking learning, cognition, and instruction, synthetic learning environments, modeling technologies, and the learning objects literature. Part IV, led by Jeroen van Merrienboer, focuses on models of learning, including human cognitive architecture, outcome-referenced, conditions-based theories and models, cooperation and the use of technology, the cognitive apprenticeship model in educational practice, whole-task models in education, and model-facilitated learning. These chapters provide a detailed exploration of various models and their applications in educational technology.