Literature for Educational Technology Units

Interested in being part of a literature review (names):

In this sheet please insert any readings that you share with students in your educational technologies units.

Try to arrange by topic where possible.

Please copy and paste citation from Google Scholar (using APA style)

Required reading for intro edtech units and Masters

Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British journal of educational technology, 39(5), 775-786.

More for Masters students (or advanced undergrads)

Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65-73.

More for Masters students (or advanced undergrads)

AITSL Standards, requirement for all teachers

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.Teachers College Record, 108(6), 1017-1054.

Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64, 175-182.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.

More for Masters students (or advanced undergrads)

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark. Educational psychologist,42(2), 99-107.

More for Masters students (or advanced undergrads)

Representing Content using Technology

Chapter 3 of: Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Seminal framework for conceptualising content (learning, teaching and assessing)

Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320-341.

Provides a decent overview of the learning design field (including LD concept map)

Bower, M., & Vlachopoulos, P. (2018). A critical analysis of technology‐enhanced learning design frameworks. British Journal of Educational Technology, 49(6), 981-997.

Reasonably helpful for Masters students to acquire a sense of different learning design frameworks out there

Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, 270-284. doi: http://dx.doi.org/10.1016/j.compedu.2016.01.014

Another paper that looks at factors that improve online learning designs

Bower, M. & Torrington, J. (2020). Typology of free web-based learning technologies (2020). EDUCAUSE digital library. Retrieved from https://library.educause.edu/resources/2020/4/typology-of-free-web-based-learning-technologies

Practical conceptualisation of web-based techs with loads of links to tools

McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.

Popular explanation of Web 2.0 for Masters students but a bit dated now

Dohn, N. B. (2009). Web 2.0: Inherent tensions and evident challenges for education. International journal of computer-supported collaborative learning, 4(3), 343-363.

Encourages crticial thinking about web-based learning for Masters students

Kio, S. I. (2016). Extending social networking into the secondary education sector. British Journal of Educational Technology, 47(4), 721-733.

Secondary social networking paper for Masters students

Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students' perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education,26, 1-9.

Higher ed social networking paper for Masters students

Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, 21-28.

Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior, 63, 490-501.

Cho, Y. H., & Lim, K. Y. (2017). Effectiveness of collaborative learning with 3 D virtual worlds. British Journal of Educational Technology, 48(1), 202-211.

Gregory, S., Scutter, S., Jacka, L., McDonald, M., Farley, H., & Newman, C. (2015). Barriers and enablers to the use of virtual worlds in higher education: An exploration of educator perceptions, attitudes and experiences. Journal of Educational Technology & Society,18(1), 3-12.

Henderson, M., & Romeo, G. (Eds.). (2015). Teaching and digital technologies: Big issues and critical questions. Singapore: Cambridge University Press.

Selected chapters compulsory reading for technology units

Introduction to technologies in the primary years and the DDT curriculum

Costa, C., Hammond, M., & Younie, S. (2019). Theorising technology in education: An introduction. Technology, Pedagogy and Education, 28(4), 395–399. https://doi.org/10.1080/1475939X.2019.1660089

Selwyn, N. (2016). What Do We Mean by 'Education' and 'Technology'? In Education and technology: Key issues and debates. Bloomsbury Publishing.

Great overall text on general Technologies activities for Primary

Reid, S., Jennings, H. & Osterweil, S. (2013). It’s all in how you play the game: Increasing the impact of gameplay in classrooms. In Y. Baek & N. Whitton (Eds.), Cases on digital game-based learning: Methods, models and strategies (pp.411-424). Hershey, PA: IGI Global.

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11

Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59-68.

Pedagogy and technology-enhanced learning

Bower, M. (2017). Pedagogy and Technology-Enhanced Learning. Chapter 3. Design of Technology-Enhanced Learning. Emerald Publishing.

Popat, S., & Starkey, L. (2019). Learning to code or coding to learn? A systematic review. Computers & Education, 128, 365-376.

Bower, M. (2017). Pedagogy and Technology-Enhanced Learning. Chapter 12. Design of Technology-Enhanced Learning. Emerald Publishing.

Kong, S.-C., & Abelson, H. (Eds.). (2019). Computational Thinking Education. Springer Singapore. https://doi.org/10.1007/978-981-13-6528-7

Kali, Y., Sagy, O., Benichou, M., Atias, O., & Levin‐Peled, R. (2019). Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework. British Journal of Educational Technology, 50(5), 2162-2177. https://bit.ly/2OorgIx

fframework with a focus on thinking about space on learning

Henderson, M., Snyder, I., & Beale, D. (2013). Social media for collaborative learning: A review of school literature. Australian Educational Computing, 28(2).

M. Phillips. Digital technology integration. In Henderson, M. & Romeo, G. (eds) (2015). Teaching and Digital Technologies: Big Issues and Critical questions. Melbourne: Cambridge University Press.

Conference paper

Marcovitz, D., & Janiszewski, N. (2015, March). Technology, models, and 21st-century learning: How models, standards, and theories make learning powerful. In Society for information technology & teacher education international conference (pp. 1227-1232). Association for the Advancement of Computing in Education (AACE).

Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.

Reynolds, R. (n.d.). Defining, designing for, and measuring “social constructivist digital literacy” development in learners: A proposed framework. 29.

Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157-177.

Stratosphere: Michael Fullan: 9780132483148. (n.d.). Retrieved December 2, 2020, from https://www.bookdepository.com/Stratosphere-Integrating-Technology-Pedagogy-and-Change-Knowledge-Michael-Fullan/9780132483148?redirected=true&utm_medium=Google&utm_campaign=Base1&utm_source=AU&utm_content=Stratosphere-Integrating-Technology-Pedagogy-and-Change-Knowledge&selectCurrency=AUD&w=AF45AU99Z9Z8L8A80CZFACG7&pdg=kwd-104398008339:cmp-680104063:adg-35441289072:crv-151945028117:pid-9780132483148:dev-c&gclid=CjwKCAiApJnRBRBlEiwAPTgmxLTFHaRDnSE5jc3Cnwq8ejWfXLGT7WOfJoGVMwUrLpm174o_Jk7XkhoCQgYQAvD_BwE

The PICRAT Model for Technology Integration in Teacher Preparation—Learning & Technology Library (LearnTechLib). (n.d.). Retrieved December 2, 2020, from https://www.learntechlib.org/p/210228/

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454–476.

Forlin, C. & Lock, G. (2006). Employing Technologies to Engage Students with Diverse Needs in Rural School Communities. Australian Journal of Teacher Education, 31(1). http://dx.doi.org/10.14221/ajte.2006v31n1.4.

Old but hard to find articles on regional and special needs - suggestions please?

Indigenous technology education

Radoll, P. (2012). Information Technologies in the Classroom: Implications and considerations. Aboriginal and Torres Strait Islander Education: An introduction for the teaching profession (ed. K. Price). Melbourne, AU: Cambridge University Press. pp. 113-130.