新版的Springer题目甚是奇怪，比旧版还差。不提供可选的批量导出，连摘要也不提供了。
对于检索出的结果，结果页面可以通过右上角的导出按钮，将所有检索记录导出为CSV。
若使用NoteExpress之类的工具，也得逐一选，而在某些页面noteexpress的页面分析也失效，由NoteExpress获得的元数据（应该是分析页面的形式），不够全面。
最终的解决办法，只能是自写脚本了。思路是：1分析列表界面，获得每条记录的DOI，2通过DOI调用导出题录的接口，3同时分析内容页，得到摘要，4将摘要补充到题录中。
实验结果如下:
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0650-4
TI - Educational Technology at Michigan State University
UR - http://dx.doi.org/10.1007/s11528-013-0650-4
PB - Springer US
DA - 2013/05/01
SP - 2-2
LA - English
N2 - ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0651-3
TI - Survey of Recent Changes to Intellectual Property Law
UR - http://dx.doi.org/10.1007/s11528-013-0651-3
PB - Springer US
DA - 2013/05/01
SP - 3-4
LA - English
N2 - ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0652-2
TI - Lettering the Old-Fashioned Way
UR - http://dx.doi.org/10.1007/s11528-013-0652-2
PB - Springer US
DA - 2013/05/01
SP - 5-5
LA - English
N2 - ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0653-1
TI - Professional Business or Personal?
UR - http://dx.doi.org/10.1007/s11528-013-0653-1
PB - Springer US
DA - 2013/05/01
SP - 6-7
LA - English
N2 - ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0654-0
TI - 2012 Cochran Intern
UR - http://dx.doi.org/10.1007/s11528-013-0654-0
PB - Springer US
DA - 2013/05/01
SP - 8-9
LA - English
N2 - ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0655-z
TI - Rethinking Technology & Creativity in the 21st Century
UR - http://dx.doi.org/10.1007/s11528-013-0655-z
PB - Springer US
DA - 2013/05/01
SP - 10-14
LA - English
N2 - ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0656-y
TI - The World in My Bag
UR - http://dx.doi.org/10.1007/s11528-013-0656-y
PB - Springer US
DA - 2013/05/01
SP - 15-16
LA - English
N2 - ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0657-x
TI - The Educational Technology Program at Michigan State University
UR - http://dx.doi.org/10.1007/s11528-013-0657-x
PB - Springer US
DA - 2013/05/01
SP - 17-19
LA - English
N2 - ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0658-9
TI - Situated Learning with Online Portfolios, Classroom Websites and Facebook
UR - http://dx.doi.org/10.1007/s11528-013-0658-9
PB - Springer US
DA - 2013/05/01
KW - creativity
KW - educational technology courses
KW - future teachers
KW - e-portfolios
KW - learning by design
KW - online communities
KW - pre-service teachers
KW - social media
KW - technology integration
KW - website design
AU - Shaltry, Chris
AU - Henriksen, Danah
该文章内容来源于网络，由强国说学习-WPS之家(wps.qiangguoshuo.com)收集，希望能为您提供帮助。
AU - Wu, MinLun
AU - Dickson, W.Patrick
SP - 20-25
LA - English
N2 - In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers—helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn with and about technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community.
ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0659-8
TI - The MSU Educational Technology Certificate Courses and Their Impact on Teachers’ Growth as Technology Integrators
UR - http://dx.doi.org/10.1007/s11528-013-0659-8
PB - Springer US
DA - 2013/05/01
KW - certificate in educational technology
KW - in-service teacher education
KW - survey
KW - technology integration
KW - TPACK
KW - technology skills
KW - technology integration mindsets
AU - Hagerman, MichelleSchira
AU - Keller, Alison
AU - Spicer, JodiL.
SP - 26-33
LA - English
N2 - The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master’s of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology integration in the classroom. In this article, we provide examples of our approach to the teaching of technology skills and mindsets in ways that are adaptable across four distinct modes of instruction (online, hybrid, overseas and faceto-face). We also present student feedback and survey data that inform a critical evaluation of the program’s effectiveness. Findings suggest that the certificate courses help students to gain technological skills, to become more confident users of technology and more likely to help colleagues with tech-related questions. Interestingly, respondents also reported feeling like better teachers, in general, after taking these courses.
ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0660-2
TI - The Reciprocal Relationship Between Technology and Psychology
UR - http://dx.doi.org/10.1007/s11528-013-0660-2
PB - Springer US
DA - 2013/05/01
KW - Technology
KW - Design
KW - Learning Theories
KW - Development
KW - Repurposing
AU - Terry, Laura
AU - Mishra, Punya
AU - Henriksen, Danah
AU - Wolf, LeighGraves
AU - Kereluik, Kristen
SP - 34-39
LA - English
N2 - This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies.
ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0661-1
TI - The Habits of Mind Necessary to Generate New Ways of Teaching in a Career of Constant Change
UR - http://dx.doi.org/10.1007/s11528-013-0661-1
PB - Springer US
DA - 2013/05/01
KW - Technology
KW - Creativity
KW - Teaching
KW - Learning
KW - Design
AU - DeSchryver, MichaelD.
AU - Leahy, SeanM.
AU - Koehler, MatthewJ.
AU - Wolf, LeighG.
SP - 40-46
LA - English
N2 - In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how “little-r” revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt tonew and emerging digital environments.
ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0662-0
TI - Introducing the First Hybrid Doctoral Program in Educational Technology
UR - http://dx.doi.org/10.1007/s11528-013-0662-0
PB - Springer US
DA - 2013/05/01
KW - hybrid learning
KW - online learning
KW - e-learning
KW - higher education
KW - doctoral education
AU - Koehler, MatthewJ.
AU - Zellner, AndreaL.
AU - Roseth, CaryJ.
AU - Dickson, RobinK.
AU - Dickson, W.Patrick
AU - Bell, John
SP - 47-53
LA - English
N2 - In 2010 Michigan State University launched the first hybrid doctoral program in Educational Technology. This 5-year program blends face-to-face and online components to engage experienced, working education professionals in doctoral study. In this paper, we describe the design and evolution of the program as well as the response from students. We outline key programmatic challenges and opportunities in offering a hybrid doctoral program side by side with an existing face-to-face program. We conclude with two examples of the hybrid doctoral program in action (redesigning coursework and virtual talks) to demonstrate how we confronted these challenges and opportunities in the design of the program.
ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0663-z
TI - Blending Synchronous Face-to-face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar
UR - http://dx.doi.org/10.1007/s11528-013-0663-z
PB - Springer US
DA - 2013/05/01
KW - blended learning
KW - distance education
KW - online learning
KW - computer supported collaborative learning
KW - cooperative learning
AU - Roseth, Cary
AU - Akcaoglu, Mete
AU - Zellner, Andrea
SP - 54-59
LA - English
N2 - Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer- mediated communication technologies now make new models possible, including distance learners synchronous online attendance of face-to-face courses. Going beyond traditional uses of videoconferencing (e.g., real-time remote viewing with limited student interaction), this article describes the use of freely available technologies to support synchronous cooperative learning activities involving both face-to-face and hybrid doctoral students. Specifically, we describe the rationale behind pedagogical choices and specify how various technologies were re-purposed to create a virtual classroom space in which all possible combinations of face-to-face and hybrid students worked together in multiple small-groups across single class sessions. Implications for course development, the implementation of cooperative learning activities in online settings, and the use of both synchronous and asynchronous methods of online instruction are discussed.
ER -
TY - JOUR
PY - 2013
J2 - TECHTRENDS TECH TRENDS
SN - 8756-3894
T2 - TechTrends
VL - 57
IS - 3
DO - 10.1007/s11528-013-0664-y
TI - July 22-26, 2013 COMPSAC 2013 The 37th Annual International Computer Software & Applications Conference
UR - http://dx.doi.org/10.1007/s11528-013-0664-y
PB - Springer US
DA - 2013/05/01
SP - 60-64
LA - English
N2 - ER -
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