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.

Web sites


In no particular order. This can use a lot of cleanup, particularly sorting and adding reference links where available At some point, we should get full bibliographic details.

  • Carlos Cárdenas, 2008 "Usability Test for Sugar OS into Classmate, OLPC, Laptop" from Perú.
  • "Laptops in School — A Wonderfully Cautionary Tale" by Gary S. Stager
  • 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 (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.
  • 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.
  • United Nations (2000). The UN Millennium Development Goals.
  • White, J (1982). The aims of education restated. London: Routledge.
  • Alfie Kohn, 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
  • "After the Gold Rush: Toward Sustainable Scholarship in Computing" (pdf, 16pp) by Raymond Lister, 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

See Also