Education Team/Education Bibliographies

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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

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.

  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Lave, J. and Wenger, E. (1991): Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
  • Papert, S. (1990): A Critique of Technocentrism in Thinking About the School of the Future. MIT Epistemology and Learning Memo No. 2. Cambridge, Massachusetts, Massachusetts Institute of Technology Media Laboratory.
  • Speed, B. (1991) "Reality exists O.K. ? An argument against constructivism and social constructionism". Family Therapy, 13. 395-409.
  • Carr, W (eds) (2005). Philosophy of education. Oxon: Routledge.
  • Eduvision report (PDF) on OPLC XOs in Ethiopia: Ethiopia mplementation Report, September - December 2007
  • 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.
  • Richardson, V., 2003. "Constructivist Pedagogy". Teachers College Record, 105, (9), 1623-1640
  • Shotton, J., 2002. "How pedagogical changes can contribute to the quality of education". In Desai, V. & Potter, R., (eds) The Companion to Development Studies, Arnold: London, 414-418
  • Smith, WJ. & Ngoma-Maema, YW., 2003."Education for all in South Africa: Developing a national system for quality assurance". Comparative Education, 39, (3), 345-365
  • Stroud, C, 2002, "Towards a Policy for Bilingual Education in Developing Countries", Sida New Education Division Documents No.10. Stockholm: Sida.
  • Wenglinsky, H. (2005) Chp. 4 in Using Technology Wisely: the keys to success in schools, Columbia University Teachers College Press, NY, 60-77, CP
  • White, J (1982). The aims of education restated. London: Routledge.
  • Kohn, Alfie, Punished by Rewards, The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, (Boston: Houghton Mifflin, 1993 / 1999). 1999 edition features a new Afterword by the author
  • Review of paper, "After the Gold Rush"
  • 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
  • Bassi, R. (2008) Guide to Pilot Projects and Large Scale Deployment of ICTs in the Education Sector (Draft). GeSCI: Nairobi
  • Center for Digital Education, 2004. One- to- One Laptop Initiatives: Providing Tools for 21st Century Learners. K – 12 Strategy Paper [Online]. Available from: http://www.centerdigitaled.com [Accessed 5 April 2008]
  • Draxler, A. 2008. New Partnerships for EFA: Building on Experience. Paris: IIEP
  • Engestrom, Y. 2001. Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work [Online].14 (1), pp 133-156. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]
  • Excell, J. 2007. Flash of Inspiration. Non-profit organization gears up for mass production aimed at bringing schoolchildren in the developing world all the benefits of the IT revolution, The Engineer [Online]. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]
  • Fullan, M. 2007. The New Meaning of Educational Change. Fourth Edition. New York: Teachers College Press
  • Information for Development Programme (infoDev). Quick Guide: Low cost computing devices for the developing world. [Online]. Available from: http://www.infodev.org/en/index.html [Accessed 13 April 2008]
  • Keefe, D. and Zucker, A. 2003. Ubiquitous Computing Projects: A Brief History [Online]. Available from: Ubiquitous Computer Evaluation Consortium. Available from: http://ubiqcomputing.org/ [Accessed 7 April 2008]
  • Kanehira, N. 2007. Innovation in Learning and Beyond: Intorducing a $100 Laptop through Public-Private Partnerships. The Kennedy School Review [Online]. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]
  • Kestenbaum, D. 2005. The Challenges of IDC: What have we learned from our past? A conversation with Seymour Papert, Marvin Minsky and Alan Kay. Communications of the ACM [Online]. 48 (1) 35 – 38. Available from Academic Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 12 April 2008]
  • Kumar, S. (senthil.kumar@gesci.org) 14 May, 2008. Re: 1:1. Email to Mary Hooker Cc: Patti.Swarts; Alex.Twinomugisha; Roxana Bassi
  • Narvarro, J.C. 2006. The One Laptop Per Child Initiative: A Framework for Latin America and the IDB [Online]. Available from: Inter-American Development Bank http://www.iadb.org/sds/SCI/site_7458_e.htm [Accessed 13 April 2008]
  • Noss, Richard and Pachler, Norbert (1999) The challenge of new technologies: doing old things in a new way, or doing new things? IN: Mortimore, P. (eds.) Understanding pedagogy and its impact on learning. London: Paul Chapman Publishing
  • Ogawa, R.T., Crain, R., Loomis, M. and Ball, T. 2008. CHAT-IT: Toward Conceptualizing Learning in the Context of Formal Organizations. Educational Researcher [Online]. 37 (2), pp 83-95. Available from: Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]
  • Papert, S. 1980. Mindstorms: Children, Computers and Powerful Ideas. New York. Basic Books
  • Papert, S. 1993. The Children’s Machine: Rethinking School in the Age of the Computer. New York: Basic Books
  • Scanlon, E. and Issroff, K. 2005. Activity Theory and Higher Education: evaluating learning technologies. Journal of Computer Assisted Learning [Online]. 21, pp430-439. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]
  • Senge, P. M. 1990, 2006. The Fifth Discipline: The Art & Practice of The Learning Organisation. London: Random House
  • Shawki, T.G. (2007). On ICT Utilization Toward Building Global Knowledge Societies. IN: Handheld Learning Conference and Exhibition. October 2007. [Online]. Available from: Handheld learning http://handheldlearning.blip.tv/file/445211/ [Accessed 0 April 2008]
  • Surowlecki, J. 2006. Philanthropy’s New Prototype: Can Nicholas Negroponte get Governments to buy Cheap Laptops? Technology Review [Online]. 109 (5), pp48-56. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]
  • Swarts, P. 2008. ICT as Core and Elective Subject: Issues to Consider. Accra: GeSCI
  • Thomas, M. (2007) Review: Laptops in literacy: Learning in the wireless classroom. British Educational Communications and Technology Agency [Online]. 38 (6) pp1145 -1146. Available from: Academic Search Premier http://www.library.dcu.ie/Eresources/databases-az.htm [Accessed 01 April 2008]
  • Tinker, R., Galvis, A and Zucker, A. 2007. 1:1 Computing In Support of Science and Mathematics Education: Recommendations for Large Scale Implementations. The Twinomugisha, A. (2006). The price of good policy: Calculating the Total Cost of ICT4E Ownership. Digital Learning. 11 (9), pp28 – 31
  • Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridgw: Harvard University Press
  • Zucker, A. 2005. One-to-One Computing Evaluation Consortium: Policy Brief. The Concord Consortium [Online]. Available from:

http://www.genevalogic.com/blog/wpcontent/uploads/2006/08/Lessons_Learned_Brief.pdf [Accessed 16 April 2008]

  • Stefanakis, E. 2002. Multiple Intelligences and Portfolios: A Window into the Learner's Mind.
  • Schön, D. The Reflective Practitioner

See also