Tag: lecturas

GITE Seminar: Basic readings about Educational Technology Vol. 2

Posted on by lindacq@um.es

Following the initiative started in May with the first one, now we have done the second version of the Recommended Readings Seminar, following the compilation of readings done in the Book “Educational Technology” by Chris Davies y Rebbeca Eynon (2016). This second part is titled by the authors as  “Research into Technology and Learning Sciences, and Associated Theoretical and Methodological Issues”, and includes the following readings.

We hope you find them provocative:

The Science of Learning and Instruction Meets Computer Science

  • Vannevar Bush, ‘As We May Think’, The Atlantic Monthly, July 1945, 1–19.
  • Pask, ‘Conversational Techniques in the Study and Practice of Education’, British Journal of Educational Psychology, 1976, 46, 12–25.
  • Arthur C. Graesser, Shulan Lu, George Tanner Jackson, Heather Hite Mitchell, Matthew Ventura, Andrew Olney, and Max M. Louwerse, ‘AutoTutor: A Tutor with Dialogue in Natural Language’, Behaviour Research Methods, Instruments, & Computers, 2004, 36, 2, 180–92.
  • Yanghee Kim and Amy L. Baylor, ‘A Social-Cognitive Framework for Pedagogical Agents as Learning Companions’, Educational Technology Research and Development, 2006, 54, 6, 569–90.
  • Edys S. Quellmalz and James W. Pellegrino, ‘Technology and Testing’, Science, 2009, 2, 75–9

Users and Contexts in Designing Technology for Learning

  • Ann L. Brown, ‘Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings’, Journal of the Learning Sciences, 1992, 2, 2, 141–78.
  • Dahlbäck, A. Jönsson, and L. Ahrenberg, ‘Wizard of Oz Studies: Why and How’, Knowledge Based Systems, 1993, 6, 4, 258–66.
  • Kari Kuutti, ‘Activity Theory as a Potential Framework for Human-Computer Interaction Research’, in B. Nardi (ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction (MIT Press, 1995), pp. 17–44.
  • Richard E. Mayer and Roxana Moreno, ‘A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory’, Journal of Educational Psychology, 1998, 90, 2, 312–20.
  • Allison Druin, ‘The Role of Children in Design of New Technology’, Behaviour and Information Technology, 2002, 21, 1, 1–25.
  • Sasha Barab and Kurt Squire, ‘Design Based Research: Putting a Stake in the Ground’, Journal of the Learning Sciences, 2004, 13, 1, 1–14.

Part 3: Techniques for Analysing Learning Behaviour Online

  • Henri and B. Pudelko, ‘Understanding and Analysing Activity and Learning in Virtual Communities’, Journal of Computer Assisted Learning, 2003, 19, 474–87.
  • De Wever, T. Schellens, M. Valcke, and H. Van Keer, ‘Content Analysis Schemes to Analyze Transcripts of Online Asynchronous Discussion Groups: A Review’, Computers & Education, 2006, 46, 1, 6–28.
  • Caroline Haythornthwaite and Maarten de Laat, ‘Social Networks and Learning Networks: Using Social Network Perspectives to Understand Social Learning’, in L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, and T. Ryberg (eds.), Proceedings of the 7th International Conference on Networked Learning (2010), pp. 183–90.
  • Cristobal Romero and Sebastian Ventura, ‘Educational Data Mining: A Review of the State of the Art’, IEEE Transactions on Systems, Man, and Cybernetics—Part C: Applications And Reviews, 2010, 40, 6, 601–18.
  • Simon Buckingham Shum and Rebecca Ferguson, ‘Social Learning Analytics’, Educational Technology & Society, 2011, 15, 3, 3–26.
  • Lori Lockyer, Elizabeth Heathcote, and Shane Dawson, ‘Informing Pedagogical Action: Aligning Learning Analytics with Learning Design’, American Behavioral Scientist, 2013, 57, 10, 1439–59.

My GITE’s Seminar: Basic readings about Educational Technology Vol. 1.

Posted on by lindacq@um.es

For some years, GITE has been conducting seminars in which each of us shares with the other members of the group, something of what concerns us, what we are working on, or what attracts our attention in the last times of our professional life.

Particularly, I have to confess that I always have the impression of not having read everything that I could about educational technology. So, when I saw the compilation made by my host at Oxford University Chris Davies and Rebbeca Eynon’s “Educational Technology” (Editing by Routdledge in 2016), and I had the opportunity to review the content index, I understood that it was a wonderful.

It is not a normal book, it is a book that includes a selection of the most relevant articles that can give you an initial perspective about ET. That is to say, it is not a matter of who invented the wheel, and of which are the fundamental bases to understand the development of that wheel; It does not include the initial article of all topics, but sometimes includes later articles that reflect some of the discussion that provoked that topic.
Obviously, like any selection other experts will find it to be improved, but I think it is quite good.

The book includes four complete volumes, and I decided that I would dedicate my GITE seminars to introduce each one of them, in a form of commented readings seminars.

So, on this occasion and to begin with I have dedicated to Volume One which include the following documents:

Part 1: Perspectives on the Nature of Technology and its Place in Human Lives in the Modern World

  • Langdon Winner, ‘Do Artifacts Have Politics?’, Daedalus, 1980, 109, 1, 121–36.
  • Castells, ‘Informationalism, Networks and the Network Society: A Theoretical Blueprint’, The Network Society: A Cross-cultural Perspective (Edward Elgar, 2004), pp. 3–48.
  • Martin Oliver, ‘Technological Determinism in Educational Technology Research: Some Alternative Ways of Thinking About the Relationship Between Learning and Technology’, Journal of Computer Assisted Learning, 2011, 27, 15, 373–84.

Part 2: Forming and Configuring the Field of Educational Technology

  • Seymour Papert, ‘Computers and Computer Cultures’, Mindstorms: Children (Basic Books, 1980), pp. 19–37.
  • Larry Cuban, ‘Computers Meet Classroom: Classroom Wins’, Teachers College Record, 1993, 95, 2, 185–210.
  • Richard E. Clark, ‘Media Will Never Influence Learning’, Educational Technology Research and Development, 1994, 42, 2, 21–9.
  • Hank Bromley, ‘The Social Chicken and the Technological Egg: Educational Computing an the Technology/Society Divide’, Educational Theory, 1997, 47, 1, 51–65.
  • Kenneth R. Koedinger, John R. Anderson, William H. Hadley, and Mary A. Mark, ‘Intelligent Tutoring Goes to School in the Big City’, International Journal of Artificial Intelligence in Education, 1997, 8, 30–43.
  • Anohina, ‘Analysis of the Terminology Used in the Field of Virtual Learning’, Educational Technology & Society, 2005, 8, 3, 91–102.
  • Czerniewicz, ‘Distinguishing the Field of Educational Technology’, Electronic Journal of e-Learning, 2008, 6, 3, 171–8.
  • Neil Selwyn, ‘Making the Most of the “Micro”: Revisiting the Social Shaping of Micro-computing in UK Schools’, Oxford Review of Education, 2014, 40, 2, 170–88.

Part 3: Foundational Theories and Perspectives on the Capacity of Technology to Transform Learning

  • Skinner, ‘Teaching Machines’, Science, 1958, 128, 3330, 969–77.
  • J. Gibson, ‘The Theory of Affordances’, The Ecological Approach to Visual Perception (Erlbaum, 1979), pp. 127–43.
  • Marlene Scardamalia and Carl Bereiter, ‘Computer Support for Knowledge-Building Communities’, Journal of Learning Sciences, 1994, 3, 3, 265–83.
  • Roy D. Pea, ‘Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications’, Journal of the Learning Sciences, 1994, 3, 3, 285–99.
  • Mercer, ‘The Quality of Talk in Children’s Joint Activity at the Computer’, Journal of Computer Assisted Learning, 1994, 10, 24–32.
  • Crook, ‘Children as Computer Users: The Case of Collaborative Learning’, Computers and Education, 1998, 30, 3–4, 237–47.
  • James Paul Gee, ‘Semiotic Domains: Is Playing Video Games a “Waste of Time”’, What Video Games Have to Teach Us About Learning and Literacy (Palgrave Macmillan, 2003), pp. 13–50.
  • Siemens, ‘Connectivism: A Learning Theory for the Digital Age’, International Journal of Instructional Technology and Distance Learning, 2005, 2, 1, 1–8.

 

Part 4: Theories of Learning and Teaching Underpinning Educational Technology Practice

  • Lev Vygotsky and Alexander Luria, ‘Tool and Symbol in Child Development’, in M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Mind and Society: The Development of Higher Psychological Processes (Harvard University Press, 1978), pp. 19–30.
  • Fred S. Keller, ‘”Goodbye Teacher …”’, Journal of Applied Behavior Analysis, 1968, 1, 1, 79–89.
  • Lave, ‘Situated Learning in Communities of Practice’, in Lauren B. Resnick, John M. Levine, and Stephanie D. Teasley (eds.), Perspectives on Socially Shared Cognition 2 (1991), pp. 63–82.
  • Jonassen, ‘Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm?’, Educational Technology Research and Development, 1991, 39, 3, 5–14.
  • Anna Sfard, ‘On Two Metaphors for Learning and the Dangers of Choosing Just One’, Educational Researcher, 1998, 27, 2, 4–13.
  • Pierre Dillenbourg, ‘What Do You Mean by Collaborative Learning?’, in Dillenbourg (ed.), Collaborative-Learning: Cognitive and Computational Approaches (Elsevier, 1999), pp. 1–19.