From Sugar Labs

Contents 1 Web sites 2 Works 3 See also

The following selected bibliographical links have some connection with the Sugar enterprise and Constructionist education, including information on uses of a variety of technologies in education, research on child development (especially Constructivism), and evaluations of programs in use. Resources are also included bearing on other approaches to education, and resistance to Constructionism or to any other education reforms.

See also Education Team/Evaluation Studies and the links below for more direct experiences.

Web sites

• Mark Warschauer's papers, such as Grimes, D., & Warschauer, M. (in press). "Learning with laptops: A multi-method case study". Journal of Educational Computing Research.
• Mark Warschauer's books, such as Laptops and Literacy: Learning in the Wireless Classroom
• Internet-Based Distance Education Bibliography (1997-1999) The American Center for the Study of Distance Education (ACSDE), The Pennsylvania State University, College of Education
• Distance Education Bibliography Center for the Virtual University, University of Maryland University College
• Distance Learning Bibliography George Mason University
• SEYMOUR PAPERT & CONSTRUCTIONISM
• Community Space and Cyberspace Computer Professionals for Social Responsibility
• Using Logo in the Teaching and Learning of Mathematics: a research bibliography (PDF)
• Constructivism in Mathematics Education The Mathematical Association of America
• Learning in MarketPlace: Economic Objects to Think With and Talk About by Greg Alan Kimberly
• Mindgames Games and Learning Resources at Michigan State University
• Vygotsky's Constructivism
• Visible Knowledge Project
• Lev Vygotsky Archive
• CiteULike search
• Wikipedia bibliography for Jerome Bruner
• Jerome Bruner
• The Nature of Constructionist Learning MIT Open Courseware
• Saul Rockman reports on laptops in schools
• CARET article reviews (Center for Applied Research in Educational Technology. Covers 1997-2003.
• ICT Mindtools ICT tools that necessarily engage users in higher order thinking.
• ICT and changing mindsets in Education a free, online book - ICT and changing mindsets in Education - edited by Kathryn Toure, Therese Mungah Shalo Tchombe and Thierry Karsenti, draws on research in 36 schools and surveys of 66000 students and 3000 teachers. It has chapters in both English and French by 19 researchers from Africa, Europe, and North America.

Works

In no particular order. This can use a lot of cleanup, particularly sorting and adding reference links where available. If anybody wants to supply full bibliographic details, the rest of us will be very grateful.

• Project Good Start Literature Review (PDF) on numeracy education.

• Implementation and Effects Of One-to-One Computing Initiatives: A Research Synthesis, by William R. Penuel, SRI InternationalJournal of Research on Technology in Education, ISTE (International Society for Technology in Education)

• Adelman, N., Donnelly, M. B., Dove, T., Tiffany-Morales, J., Wayne, A., & Zucker, A. A. (2002). The integrated studies of educational technology: Professional development and teachers’ use of technology. Menlo Park, CA: SRI International.

• Becker, H. J., & Anderson, R. E. (2000). Subject and teacher objectives for computer-using classes by school socio-economic status. Irvine, CA and Minneapolis, MN: Center for Research on Information Technology and Organizations, University of California, Irvine, and University of Minnesota.

• Becker, H. J., Ravitz, J., & Wong, Y. (1999). Teacher and teacher-directed student use of computers and product (No. 3: Teaching, Learning, and Computation, 1998 National Survey.). Irvine, CA: University of California at Irvine.

• Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & 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.

• Boaler, J. (2002). Experiencing School Mathematics : Traditional and Reform Approaches To Teaching and Their Impact on Student Learning, Revised and Expanded Edition (Rev Enl.). Lawrence Erlbaum.

• Chang, H.-h., Henriquez, A., Honey, M., Light, D., Moeller, B., & Ross, N. (1998). The Union City story: Education reform and technology—students’ perfor mance on standardized tests. New York, NY: Center for Children and Technology.

• Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77(3), 211–244.

• Colella, V. (2000). Participatory simulations: Building collaborative understanding through immersive dynamic modeling. The Journal of the Learning Sciences, 9(4), 471–500.

• Consortium on School Networking. (2004). A guide to handheld computing in K–12 education. Washington, DC: Author.

• Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.

• Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.

• Daitzman, P. (2003). Evaluation of the national model laptop program—technology literacy, a dimension of information literacy: A journey into the global learning community, November 2002–June 2003. New Haven, CT: East Rock Global Magnet School.

• Davies, A. (2004). Finding proof of learning in a one-to-one computing classroom. Courtenay, BC: Connections Publishing.

• Davis, D., Garas, N., Hopstock, P., Kellum, A., & Stephenson, T. (2005). Henrico County Public Schools iBook survey report. Arlington, VA: Development Associates, Inc.

• Dinnocenti, S. T. (2002). Laptop computers in an elementary school: Perspectives on learning environments from students, teachers, administrators, and parents. Unpublished doctoral dissertation, University of Connecticut, Storrs, CT. UMI Publication Number 3034011.

• Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.

• Fairman, J. (2004). Trading roles: Teachers and students learn with technology. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.

• Frank, K. A., Zhao, Y., & Borman, K. (2004). Social capital and the diffusion of innovations within organizations: Application to the implementation of computer technology in schools. Sociology of Education, 77(2), 148–171.

• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.

• Gaynor, I. W., & Fraser, B. J. (2003). Online collaborative projects: A journey for two Year 5 technology rich classrooms. Paper presented at the Western Australian Institute for Educational Research Forum.

• Gulek, J. C., & Demirtas, H. (2005). Learning with technology: The impact of laptop use on student achievement. The Journal of Technology, Learning, and Assessment, 3(2).

• Harris, W. J., & Smith, L. (2004). Laptop use by seventh grade students with disabilities: Perceptions of special education teachers. Orono, ME: Maine Education Policy Research Institute, University of Maine Office.

• Haynes, C. (1996). The effectiveness of using laptop computers with middle school students identified as being inhibited writers. Unpublished doctoral dissertation, Union Institute, Cincinnati, OH. UMI Publication Number 9630228.

• Hegedus, S., & Kaput, J. (2004, September). An introduction to the profound potential of connected algebra activities: Issues of representation, engagement and pedagogy. Paper presented at the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen, Norway.

• Hill, J., & Reeves, T. (2004). Change takes time: The promise of ubiquitous computing in schools. A report of a four year evaluation of the laptop initiative at Athens Academy. Athens, GA: University of Georgia.

• Jaillet, A. (2004). What is happening with portable computers in schools? Journal of Science Education and Technology, 13(1), 115–128.

• Jonassen, D. Toward a design theory of problem solving. Journal of Educational Technology Research and Development. Most people are required to and rewarded for solving problems. However, learning to solve problems is too seldom required in formal educational settings.

• Kanaya, T., Light, D., & Culp, K. M. (2005). Factors influencing outcomes from a technology-focused professional development program. Journal of Research on Technology in Education, 37(3), 313–329.

• Kaput, J., & Hegedus, S. (2002). Exploiting classroom connectivity by aggregating student constructions to create new learning opportunities. Paper presented at the 26th Conference of the International Group for the Psychology of Mathematics Education, Norwich, UK.

• Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61, 179–212.

• Kulik, C.-L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7, 75–94.

• Kulik, J. A. (1994). Meta-analytic studies of findings on computer-based instruction. In E. L. Baker & H. F. O’Neill, Jr. (Eds.), Technology assessment in education and training (pp. 9–33). Hillsdale, NJ: Lawrence Erlbaum.

• Lane, D. M. M. (2003). The Maine Learning Technology Initiative impact on students and learning. Portland, ME: Center for Education Policy, Applied Research, and Evaluation, University of Southern Maine.

• Lemke, C., & Martin, C. (2003a). One-to-one computing in Indiana: A state profile. Culver City, CA: Metiri Group.

• Lemke, C., & Martin, C. (2003b). One-to-one computing in Maine: A state profile. Culver City, CA: Metiri Group.

• Lemke, C., & Martin, C. (2003c). One-to-one computing in Michigan: A state profile. Culver City, CA: Metiri Group.

• Lemke, C., & Martin, C. (2003d). One-to-one computing in Virginia: A state profile. Culver City, CA: Metiri Group.

• Light, D., McDermott, M., & Honey, M. (2002). Project Hiller: The impact of ubiquitous portable technology on an urban school. New York: Center for Children and Technology, Education Development Center.

• Lowther, D. L., & Ross, S. M. (2003, April). When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

• Lowther, D. L., Ross, S. M., & Morrison, G. R. (2001, July). Evaluation of a laptop program: Successes and recommendations. Paper presented at the National Education Computing Conference, Chicago, IL.

• Means, B., & Olson, K. (1995). Technology’s Role in Education Reform: Findings from a National Study of Innovating Schools. Menlo Park, CA: SRI International.

• Means, B., & Penuel, W. R. (2005). Research to support scaling up technology-based educational innovations. In C. Dede, J. P. Honan, & L. C. Peters (Eds.), Scaling up success: Lessons from technology-based educational improvement (pp. 176–197). San Francisco: Jossey-Bass.

• Mitchell Institute. (2004). One-to-one laptops in a high school environment: Piscataquis Community High School study final report. Portland, ME: Great Maine Schools Project, George J. Mitchell Scholarship Research Institute.

• Molina, A., Sussex, W., & Penuel, W. R. (2005). Training Wheels evaluation report. Menlo Park, CA: SRI International.

• Morrison, G. R., Lowther, D., & DeMuelle, L. (1999). Integrating computer technology into the classroom. Englewood Cliffs, NJ: Merrill/Prentice Hall.

• Myers, J. L. (1996). The influence of a take-home computer program on mathematics achievement and attitudes of Title I elementary school children. Unpublished doctoral dissertation, University of Georgia, Athens, GA. UMI Publication Number 9636476.

• National Center for Education Statistics. (2000). Teachers’ tools for the 21st century: A report on teachers’ use of technology. Washington, DC: U.S. Department of Education.

• National Research Council. (2002). Scientific research in education. Washington, DC: National Academy Press.

• Newhouse, C. P., & Rennie, L. (2001). A longitudinal study of the use of student-owned portable computers in a secondary school. Computers & Education, 36(3), 223–243.

• North Carolina Department of Public Instruction. (1999). 1997-98 report of student performance: North Carolina Tests of Computer Skills. Raleigh, NC: North Carolina Department of Public Instruction.

• Penuel, W. R., Kim, D. Y., Michalchik, V., Lewis, S., Means, B., Murphy, B., et al. (2001). Using technology to enhance connections between home and school: A research synthesis. Menlo Park, CA: SRI International.

• Riel, M., & Becker, H. J. (2000, April). The beliefs, practices, and computer use of teacher leaders. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

• Rockman et al. (1995). Assessing the growth: The Buddy Project evaluation, 1994–5. San Francisco: Author.

• Rockman et al. (1998). Powerful tools for schooling: Second year study of the laptop program. San Francisco: Author.

• Roschelle, J., & Pea, R. D. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145–168.

• Roschelle, J., Pea, R. D., Hoadley, C. M., Gordin, D. G., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76–101.

• Roschelle, J., Penuel, W. R., & Abrahamson, A. L. (2004). The networked classroom. Educational Leadership, 61(5), 50–54.

• Russell, M., Bebell, D., & Higgins, J. (2004). Laptop learning: A comparison of teaching and learning in upper elementary classrooms equipped with shared carts of laptops and permanent one-to-one laptops. Boston: Technology and Assessment Study Collaborative, Boston College.

• Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.

• Sarama, J., Clements, D. H., & Henry, J. J. (1998). Network of influences in an implementation of a mathematics curriculum innovation. International Journal of Computers for Mathematical Learning, 3(2), 113–148.

• Schaumburg, H. (2001, June). Fostering girls’ computer literacy through laptop learning. Paper presented at the National Educational Computing Conference, Chicago, IL.

• Sheingold, K., & Hadley, M. (1990). Accomplished teachers: Integrating computers into classroom practice. New York: Center for Technology in Education, Bank Street College of Education.

• Silvernail, D. L., & Harris, W. J. (2003). The Maine Learning Technology Initiative teacher, student, and school perspectives: Mid-year evaluation report. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine.

• Silvernail, D. L., & Lane, D. M. M. (2004). The impact of Maine’s one-to-one laptop program on middle school teachers and students: Phase one summary evidence. Portland, ME: Maine Education Policy Research Institute, University of Southern Maine.

• Stevenson, K. R. (1998). Evaluation report—Year 2: Middle School Laptop Program, Beaufort County School District. Beaufort, SC: Beaufort County School District.

• Stevenson, K. R. (1999). Evaluation report—Year 3: Middle School Laptop Program, Beaufort County School District. Beaufort, SC: Beaufort County School District.

• Stevenson, K. R. (2002). Evaluation report—Year 2: High school laptop computer program (Final Report, for school year 2001/2002). Liverpool: Liverpool Central School District, New York.

• Stroup, W. M. (2002, September). Instantiating Seeing Mathematics Structuring the Social Sphere (MS3): Updating generative teaching and learning for networked mathematics and science classrooms. Paper presented at the First International Conference on Wireless and Mobile Technologies in Education, Vaxjo, Sweden.

• Tatar, D., Roschelle, J., Vahey, P., & Penuel, W. R. (2003). Handhelds go to school. IEEE Computer, 36(9), 30–37.

• Trimmel, M., & Bachmann, J. (2004). Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20(2), 151–158.

• Vahey, P., & Crawford, V. (2002). Palm Education Pioneers program: Final evaluation. Menlo Park, CA: SRI International.

• Warschauer, M., Grant, D., Real, G. D., & Rousseau, M. (2004). Promoting academic literacy with technology: Successful laptop programs in K–12 schools. System, 32(I4), 525–538.

• Watson, D. M., & Tinsley, D. M. (Eds.). (1995). Integrating information technology into education. London: Chapman and Hall.

• Wilensky, U., & Stroup, W. M. (2000). Networked gridlock: Students enacting complex dynamic phenomena with the HubNet architecture. In B. Fishman & S. O’Connor-Divelbiss (Eds.), Fourth international conference of the learning sciences (pp. 282–289). Mahwah, NJ: Erlbaum.

• Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165–205.

• Yarnall, L., Shechtman, N., & Penuel, W. R. (in press). Using handheld computers to support improved classroom assessment in science: Results from a field trial. Journal of Science Education and Technology.

• Zucker, A. A. (2004). Developing a research agenda for ubiquitous computing in schools. Journal of Educational Computing Research, 30(4), 371–386.

• Zucker, A. A., & McGhee, R. (2005). A study of one-to-one computer use in mathematics and science instruction at the secondary level in Henrico County Public Schools. Arlington, VA: SRI International.

• Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly connected handheld computers. Computers and Education, 42, 289–314.

• Carlos Cárdenas, 2008 "Usability Test for Sugar OS into Classmate, OLPC, Laptop" from Perú.

• Stager, Gary S. "Laptops in School — A Wonderfully Cautionary Tale"

• Judith A. McLaughlin Bibliography of the Works of Jean Piaget in the Social Sciences (1988).

• Constructionism in practice: Designing, thinking and learning in a digital world. Hillsdale , NJ : Lawrence Erlbaum Associates.

• Papert, S. (1991). '"Situating constructivism". In I. Harel & S. Papert (Eds.), Constructionism: Research reports and essays, 1985-1990 . Norwood , NJ : Ablex.

• Papert, S. (1993). The children ‘ s machine: Rethinking school in the age of the computer. New York : Basic Books.

• Berger, P. & T. Luckmann (1967) The social construction of reality. London: Penguin.

• Fosnot, Catherine Twomey, ed. Constructivism: Theory, Perspectives, & Practice. New York: Teachers College Press, 1996.

• Wilson, Brent G., ed. Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Cliffs, NJ: Educational Technology Publications, 1996.

• The Institute for Learning Technologies: Pedagogy for the 21st Century. Institute for Learning Technologies Teachers College · Columbia University November 1999 (Links to PDF)

• Harel, I. and Papert, S. (eds) (1991): Constructionism. Norwood, NJ, Ablex Publishing Corporation.

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• Eduvision report (PDF) on OPLC XOs in Ethiopia: Ethiopia mplementation Report, September - December 2007

• EFA (2000). Education For All (EFA) International Coordination.

• EFA (2005). EFA Global Monitoring Report: Education for all – The quality imperative. Paris: UNESCO

• EFA (2008). EFA Global Monitoring Report 2008 – Education for All by 2015, will we make it?

• Ellerman, D., 2004. "Autonomy in Education and Development". Journal of International co-operation in Education, 7, (1), 3-14

• Fredriksson, U., 2004. "Quality Education: The Key Role of Teachers". Education International. Working Papers No. 14, September 2004

• Hartel, H (2008). Low-cost devices in educational systems: The use of the XO laptop in the Ethiopian educational system. Eschborn, GTZ.

• Kort, B & Reilly R (2008). Evolving educational pedagogy in developing nations. MIT Media Laboratory.

• Lasonen, J et al (2005). Education and training in Ethiopia: An evaluation of approaching EFA goals. Discussion Paper 23, Institute for Educational Research, University of Jyvaskyla.

• Mazrui, A (2000). The World Bank, the language question, and the future of African education. Chapter 5 in, Federici, S & Caffentzis, C (eds). A Thousand Flowers: Social Struggles Against Structural Adjustment in African Universities. Africa World Press, 2000.

• Naidoo, J (2003). Implementing educational decentralization. Policy and strategy paper, UNESCO.

• Negash, T (2006). Education in Ethiopia: From crisis to the brink of collapse. Discussion Paper 33, Nordiska Afrikainstitutet, Uppsala.

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• United Nations (2000). The UN Millennium Development Goals.

• Wenglinsky, H. (2005) Chp. 4 in Using Technology Wisely: the keys to success in schools, Columbia University Teachers College Press, NY, 60-77, CP

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• Lister, Raymond, "After the Gold Rush: Toward Sustainable Scholarship in Computing" (pdf, 16pp) Faculty of Information Technology, University of Technology, Sydney, Australia

• Review of paper, "After the Gold Rush"

• Children Learning by Doing: Squeak Etoys on the OLPC XO (PDF) Alan Kay, VPRI Research Note RN-2007-006-a Viewpoints Research Institute (draft), 2007

• Squeak Etoys Authoring & Media (PDF) Alan Kay, VPRI Research Note RN-2005-002, Viewpoints Research Institute 2005

• Squeak Etoys, Children & Learning (PDF) Alan Kay, VPRI Research Note RN-2005-001, Viewpoints Research Institute 2005

• Squeak by Example online

• 1:1 Technologies/Computing in the Developing World: Challenging the Digital Divide (.doc file), by Mary Hooker Education Specialist, Global e-Schools and Communities Initiative

• Ainscow, M. 2003. Developing inclusive education systems: what are the levers for change? Manchester: University of Manchester

• Agalianos, A., Noss, R. and Whitty, G. (2001) Logo in Mainstream Schools: the struggle over the soul of an educational innovation British Journal of Sociology of Education, 22 (4), 479 – 500

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See also

• olpc:Academic papers
• olpc:Reviews of OLPC
• olpc:Experience
• olpc:Constructionism
• olpc:OLPC_Peru/Arahuay#Observable_changes
• olpc:Ferreñafe