Module A
Bain A., & Smith,D. (2000). Technology enabling school reform. T.H.E. Journal (Technological Horizons in education), 28 (3).
Balacheff, Nicolas & Kaput, James. (1996). Computer-based learning environments in mathematics. In A. Bishop, K. Clements, C. Keitel, J., Kilpatrick, C., Laborde (Eds.), International Handbook of Mathematics education (pp. 469-501). Dordrecht: The Netherlands: Kluwer.
Becker, H.J. (2000). Findings from the teaching, learning and computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51).
Becker, J.D. (1998). Internet use by teachers (Report No.1). Irvine, CA: Teaching, Learning, & Computing.
Bell, P. & Linn, M.C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.
Blumenfeld, P. Fishman, B. J., Krajcik, J.S,, Marx, R.W, and Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling-up technology-embedded project based science in urban schools. Educational Psychologist, 35(3), 149-164.
Casson, L., Bauman, J. Rideout, Fisher, E., Lindbald, M., Sumpter, J.R., Tornatzky, L.G., & Vickery, B.S. (1998). Making technology happen: Best practices and policies from exemplary K-12 schools: For teachers, principals, parents, policy makers, and industry.
Challis, D. (2005). Towards the mature ePortfolio: Some implications for higher education. Canadian Journal of Learning and Technology, 31(3), 17-32.
Clark, R.E. (1994). Media will never influence learning. Educational Technology Research and Development (ETR&D), 42(2), 21-29.
Clark, R.E. (1985). Evidence for confounding in computer-based instruction studies: Analyzing the meta-analysis. Educational Communication and Technology, 33(4), 249-262. ERIC: EJ340279.
Clements, D. H., & Sarama, J. (2002). The role of technology in early childhood learning. Teaching Children Mathematics, 8(6), 340-343.
Cobb, P., Confrey, J., diSessa, A., Lehrer,R., & Schauble,L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 10-13.
Collins, A., Brown, J.S. & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11,38-39.
Cook, T., Means, B., Haertel, G., & Michalchik, V. (2003). The case for using randomized experiments in research on newer educational technologies: A critique of the objections raised and alternatives. In G. Haertel and B. Means (Eds.) Evaluating Educational Technology: Effective Research Designs For Improving Learning. New York: Teachers College Press.
Cradler, J., Freeman,M., & McNabb,M. (2002, September). Research implications for preparing teachers to use technology. Leading & Learning with Technology.
Craig, D.V. (1999). A league of their own: Gender, technology, and instructional practices. In Educational Computing Conference Proceedings, Atlantic City, NJ. pp. 1-15.
Crocker, D. A., Long, B. B. (2002). Rice + Technology = an Exponential Experience! Mathematics Teaching in the Middle School, 7 (7), pp. 404-407.
Cuban, L . (2001). Oversold and underused: Computers in the classroom. Harvard University Press: Cambridge: MA.
Cuban, L., Kirkpatrick, H., and Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining and apparent paradox. American Educational Research Journal, 38(4), 813-834.
Cuban, L. & Pea, R. (1998, February 05). The Pros and Cons of Technology in the Classroom.
Davis, E.A. & Linn, M.C. (2000). Scaffolding students’ knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), 819-837.
De Castell, S., Bryson, M., Jenson, J. (2001). Object lessons: Towards an educational theory of technology. First Monday, 7, 1-18.
Edelson, D. C., Gordin, D. N., Pea, R. D. (1997, March). Creating science learning tools from experts’ investigation tools: A design framework. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Oak Brook, IL.
Edelson, D. C., Salierno, C., Matese, G., Pitts, V., & Sherin, B. (2002, April). Learning-for-Use in Earth science: Kids as climate modelers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities Journal of Research in Science Teaching, 38(3), 355-385.
Edelson, D.C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105-121.
Edelson, D.C., Gordin, D.N., & Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3/4), 391-450.
Fishman, B. & Pinkard, N. (2001). Bringing urban schools into the information age: Planning for technology vs. technology planning. Journal of Educational Computing Research, 25(1), 63-80.
Flick, L., & Bell, R. (2000). Preparing tomorrow’s science teachers to use technology: Guidelines for science educators. Contemporary Issues in Technology and Teacher Education, 1(1), 39-60.
Forster, P. A., Taylor, P. C. (2000). A Multiple-Perspective Analysis of Learning in the Presence of Technology. Educational Studies in Mathematics, 42(1), pp. 35-59.
Garet, M.S., Porter, A. C., Desimone, L. Birman, B. F. and Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana.
Haertel, G. & Means, B. (2000). Stronger designs for research on educational uses of technology: Conclusions and implications. SRI International: Menlo Park, CA.
Heid, M. K. (2002). How Theories about the Learning and Knowing of Mathematics Can Inform the Use of CAS in School Mathematics: One Perspective. International Journal of Computer Algebra in Mathematics Education, 9(2), pp95-112.
Hennessy, S., Fung, P., Scanlon, E. (2001). The Role of the Graphic Calculator in Mediating Graphing Activity. International Journal of Mathematical Education in Science and Technology, 32(2), pp. 267-90.
Hoadley, C.M. & Linn, M.C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 839-857.
Hodas, S. (1993). Technology refusal and the organizational culture of schools. Education Policy Analysis Archives, 1(10).
International Society for Technology in Education. (1999). Will new teachers be prepared to teach in a digital age? A national survey of information technology in teacher education. Santa Monica, CA: Milken Exchange on Education Technology.
Jonassen, D.H. (1995). Computers as cognitive tools: Learning with technology, not from technology. Journal of Computing in Higher Education, 6(2), 40-73.
Jonassen, D.H., Campbell, J.P., Davidson, M.E. (1994). Learning with media: Restructuring the debate. Educational Technology Research & Development, 42(2), 31-39.
Kadijevich, D. (2000). Gender differences in computer attitude among ninth-grade students. Journal of Educational Computing Research, 22(2), 145-154.
Kirkpatrick, H., & Cuban,L. (1998). Computers make kids smarter—right? Technos: Quarterly for Education and Technology, 7(2), 26-31. ERI: EJS70648. Available on Course Readings (PDF).
Knapp, M. S. (1997.) Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67: 227-66.
Kozma, R.B. (1991). Learning with media. Review of Educational Research 61(2),179-211.
Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36(1), pp. 1-14.
Kozma, R, & Anderson, R. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18(4), pp. 387-394.
Kozma, R., McGhee, R., Quellmalz, E., & Zalles, D. (2004). Closing the digital divide: Evaluation of the World Links program. International Journal of Educational Development, 24(4), 361-381.
Kozma, R., & Wagner, D. (in press). Reaching the most disadvantaged with ICT: What works? In R. Sweet & D. Wagner (Eds.), ICT in non-formal and adult education: Supporting out-of-school youth and adults. Paris: OECD. pp. 1-21.
Kulik, J. (2003). Effects of using instructional technology in elementary and secondary schools: . Arlington, Virginia: SRI International. What controlled evaluation studies say.
Kwon, O. (2002). The Effect of Calculator-Based Ranger Activities on Students’ Graphing Ability. School Science and Mathematics, 102(2), pp. 57-67.
Levin, D., & Arafeh, S. (2002). The digital disconnect: The widening gap between internet-savvy students and their schools. American Institutes for Research for Pew Internet & American Life Project. Washington, DC.
Linn, M. (1992). The computer as learning partner: Can computer tools teach science? In Sheingold, K., Roberts, L.G., & Malcom, S.M. (Eds.), This year in school science 1991: Technology for teaching and learning (pp. 31-69). Washington, D.C.: American Association for the Advancement of Science.
Linn, M., Clark, D., & Slotta, J. (2003). WISE design for knowledge integration. Science Education, 87(4), 517-538.
Linn, M.C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 781-796.
Manoucherhri, Azita (1999) Computers and school mathematics reform: Implications for mathematics teacher education. Journal of Computers in Mathematics and Science Teaching, 18(1), 31-48.
Mariotti, Maria Alessandra. (2002). The influence of technological advances on students’ mathematics learning. In L. English (Ed.), Handbook of International Research in Mathematics Education, (pp. 695-723), New Jersey: Mahwah.
Mayer, R.E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 22(1), 1-19.
Mayer-Smith, J.A., Pedretti, E.G., & Woodrow, J.E.J. (2000). Closing of the gender gap in technology enriched science education: A case study. Computers & Education, 35, 51-63.
Mfum-Mensah, Obed (2003). Computers in Ghanaian secondary schools: Where does equality come in? Current Issues in Comparative Education [Online], 6(1).
Norton, S. , McRobbie?, C., Cooper, T. (2000). Exploring secondary mathematics teachers’ reasons for not using computers in their teaching: Five case studies. Journal of Research on Computing in Education, 33(1), 87-109.
Oppenheimer, T. (1997, July). The computer delusion. The Atlantic Monthly, 280, 45-62.
Papanastasiou, E.C., Zembylas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? The USA results from PISA. Journal of Science Education and Technology, 12(3), 325-332.
Riel, M., Schwarz, J. & Hitt, A. (2002). School change with technology: Crossing the digital divide. Information Technologyin Childhood Education. Annual of the Association for the Advancement of Computing in Education (AACE), pp.147-180.
Riel, M.M., & Becker, H.J. (2000). The beliefs, practices, and computer use of teacher leaders. Revised version of a paper presented at the 2000 meeting of the American Educational Research Association.
Ronnkvist, A.M., Dextere, S.L., Anderson, R.E. (2000). Technology support: Its depth, breadth, and impact in America’s schools. Teaching, learning and computing: 1998. A national survey, Report #5. Center for Research on Information Technology and Organizations. Irvine, CA: University of California, Irvine and University of Minnesota.
Roschelle, J. M., Pea,R.D., Hoadley, C.M.,Gordin, D.N. & Means, B.M. (2000). Changing how and what children learn in schools with computer-based technology. Children and Computer Technology, 10(2), 76-101.
Roschelle, J., & Jackiw, N. (2000). Technology design as educational research: Interweaving imagination, inquiry & impact. In A. Kelly & R. Lesh (Eds.), Research design in mathematics & science education. (pp. 777-797). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Scardamalia,M. & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1(1), 37-68.
Schacter, J. & Fagnano, C. (1999). Does computer technology improve student learning and achievement? How, when, and under what conditions? The Journal of Educational Computing Research, 20, pp.329-343.
Schlager, M.S. & Fusco, J. (2004). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? In S. Barab, R. Kling, and J. Gray (Eds.) Designing Virtual Communities in the Service of Learning. Cambridge University Press. Draft available online.
Slotta, J.D. (2002). Designing the web-based inquiry science environment. In S. Hooper (Ed.), Educational Technology, 42(5), 5-28.
Slowinski, J., Anderson, T., & Reinhart,J. (2001). Can web-based collaboration reform education? Technos: Quarterly for Education and Technology, 10(3), 10-14.
The Milken Exchange on Education Technology. (1999, August). The Pros and Cons of Education Technology.
Tinker, R. & Vahey, P. (2002). CILT2000: Ubiquitous computing—Spanning the digital divide. Journal of Science Education and Technology, 11(3). Plenum Publishing: NY. pp. 301-304.
Wen, M. L.; Barrow, L. H.; Alspaugh, J. (2002). How does computer availability influence science achievement?Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. New Orleans, LA. pp.1-26.
Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ: Educational Testing Service.
Wenglinsky, H. (1998, October). Computers in schools. National Public Radio.
Wenglinsky. H. (2000). How teaching matters: Bringing the classroom back into discussions of teacher quality.
Yazon, J. M.O., Mayer-Smith, J., & R. Redfield. (2002). Does the medium change the message? The impact of a web-based genetics course on university students’ perspectives on learning and teaching. Computers & Education, 38, 267-285.
Module B
Bell, P.& Linn, M.C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.
Bransford, J., Zehc, L., Schwartz, D., Barron, B., Vye, N., and the Cognition and Technology Group (2000). Designs for environments that invite and sustain mathematical thinking. In P. Cobb, E. Yackel, K., McClain (Eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design. Mahwah, NJ: Lawrence Erlbaum.
Cognition and Technology Group at Vanderbilt (1997). The Jasper project: Lessons in curriculum, instruction, assessment and professional development. Mahwah, NJ: Lawrence Erlbaum.
Cognition and Technology Group at Vanderbilt (1992). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. Educational Psychologist, 27(3), 291-315.
Cognition and Technology Group at Vanderbilt (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.
Cognition and Technology Group at Vanderbilt (1993). The Jasper experiment: Using video to furnish real-world problem-solving contexts. Arithmetic Teacher, 40, 474-78.
Cognition and Technology Group at Vanderbilt (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In K. McGilly (Ed), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 157-200). Cambridge, MA: Bradford Book.
Cognition and Technology Group at Vanderbilt University Learning Technology Center (1991). The Jasper series: A generative approach to improving mathematical thinking. In K. Sheingold, L. Roberts, S. Malcolm (Eds.) This year in school science. Technology for learning and teaching (pp. 109-140). Washington DC: AAAS.
Collins, A., Brown, J.S. & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11,38-39.
Davis, E.A. & Linn, M.C. (2000). Scaffolding students’ knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), 819-837.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath.
Duffy, T., Lowyck, J., Jonassen, D. (1993). Designing environments for constructivist learning. Heidelberg: Springer.
Edelson, D.C. (2002). Design research: What we learn when we engage in design. Journal of the Learning Sciences, 11(1), 105-121.
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-385.
Edelson, D. C., Salierno, C., Matese, G., Pitts, V., & Sherin, B. (2002, April). Learning-for-Use in Earth science: Kids as climate modelers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Edelson, D.C., Gordin, D.N., & Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3/4), 391-450.
Edelson, D. C., Gordin, D. N., Pea, R. D. (1997, March). Creating science learning tools from experts’ investigation tools: A design framework. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Oak Brook, IL.
Gobert, J., Snyder, J., & Houghton, C. (2002, April). The influence of students’ understanding of models on model-based reasoning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana.
Hallinger, P., Leithwood, K., Murphy, J. (1993). Cognitive perspectives on educational leadership. New York: Teachers College Press.
Haneghan, J., Barron, L., Young, M., Williams, S., Vye, N., Bransford, J. (1992). D. Halpern (Ed.), Enhancing thinking skills in the sciences and mathematics (pp. 15-38). Hillsdale, NJ: Lawrence Earlbaum.
Linn, M.C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 781-796.
Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538.
Scardamalia, M. & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1(1), 37-68.
Slotta, J.D. (2002). Designing the web-based inquiry science environment. In S. Hooper (Ed.), Educational Technology, 42(5), 5-28.
Module C
Barsalou. (2003). Social embodiment. The Psychology of Learning and Motivation, 43, 43-92.
Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2), 281-303.
Downes, Stephen. (2003). From knowledge management to learning on demand. Australian Flexible Learning Community.
Lakoff, G. & Núnez, R. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books.
Maturana, H. and Varela, F. (1992). The tree of knowledge: Biological roots of human understanding. Boston: New Science Library.
Morone, A., Morone, P., & Taylor, R. (2004). A laboratory experiment of knowledge diffusion dynamics. Centre for Policy Modeling Report No.: 04-133, 1-30.
Nemirovsky, R. & Borba, M. (2003). Perceptuo-motor activity and imagination in mathematics learning. In N., Pateman, B. Dougherty and J. Zilliox (eds.), Proceedings of the 27th Conference of the international group for the psychology of mathematics education Vol. 1, pp. 103-104. Honolulu, Hawaii: University of Hawaii.
Newell, A. (1982). The knowledge level. Artificial intelligence, 18, 87-127.
Riel, M. (1998). Education in the 21st Century: Just-in-time learning or learning communities. Fourth Annual Conference of the Emirates Center for Strategic Studies and Research, Abu Dhabi, UAE.
Varela, F. J., Thompson, E., and Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.
Winn, W. (2003). Learning in Artificial Environments: Embodiment, Embeddedness, and Dynamic Adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.
Additional Books of interest
Roblyer, M.D. & Doering, A. (2016; 2012). Integrating educational technology into teaching, (6th or 7thEd.). Upper Saddle River, New Jersey: Prentice Hall.
Goldberg, K.P. (2007). Using technology for problem-solving in middle and high school mathematics: Investigations using scientific and graphing calculators, spreadsheets, and The Geometer’s Sketchpad. Upper Saddle River, New Jersey: Pearson.
Clement, J.C. & Rea-Ramirez, R. (Eds.). (2008). Model-based learning and instruction in science. NY: Springer.
Miller, C & Doering, A. (Eds). (2013). The new landscape of mobile learning: Redesigning education in an App-based world. Minnesota: Routledge.
Suits, J. & Sanger, M. (2013). Pedagogic roles of animations and simulations in chemistry courses. Denver: ACS.