Literatuur ICT COO

Ben Wilbrink

Ben Williamson (2017). Educating Silicon Valley: Corporate education reform and the reproduction of the technoeconomic revolution. Review of Education, Pedagogy, and Cultural Studies Volume 39, 2017 - Issue 3 open access

Chris Anderson (2013). Makers. De nieuwe industriële revolutie. [Makers: The new industrial revolution] Nieuw Amsterdam Uitgevers. isbn 9789046813881 info

Allard Bijlsma & Yori Mul (2009). Handboek digibord & didactiek. Instrukt. isbn 9789046005774

Clay Shirky, introduced by Valerie Strauss (September 25 2014). Why a leading professor of new media just banned technology use in class. The Washington Post blog. pdf

Raphet Ackerman & Morris Goldsmith (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17, 18-32. academia access

Hans de Jongh (11-7-2014). Oprukken van tablet in de klas baart psychologen zorgen. Financieel Dagblad webpagina

De psychologen zijn Han van der Maas (UvA, Rekentuin) en Jelle Jolles (VU).

“Experts waarschuwen dat het scholen vooral te doen is om imago.”

Roderick Sims (2014). Design Alchemy : Transforming the way we think about learning and teaching. Springer. [als eBook in KB] info

C. Girard, J. Ecalle & A. Magnan (2013). Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29 abstract

M. Webb, D. Gibson & A. Forkosh-Baruch (2013). Challenges for information technology supporting educational assessment. Journal of Computer Assisted Learning, 29 abstract

Pieter Wouters, Christof van Nimwegen, Herre van Oostendorp, and Erik D. van der Spek (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105, 249-265. pdf

Voor motivatie maken ze geen verschil, cognitieve effecten: d = 0,29. Dat laatste effect is niet interessant voor wie het om verbetering van onderwijsresulaten is te doen (zie Hattie over de betekenis van effectgrootte; zijn benchmark is d = 0,4; dat wil zeggen dat dat pas het punt is waar de teller begint te lopen).

Gary M. Olson & Judith S. Olson (2003). Human-Computer Interaction: Psychological Aspects of the Human Use of Computing. Annual Review of Psychology, 54, 491-516. pdf

As computing technology penetrates our workplaces, homes, schools, community organizations, automobiles, and aircraft, literally every element of our daily lives, having technology that is useful and usable is of paramount importance. Thus, the field of HCI is at the center of the evolution of effective tools to improve the quality of our lives. As the work by Kraut et al. (1998) hints, we should not naively assume that useful and usable technology is going to lead to positive social consequences. As Sproull & Kiesler (1991) pointed out, we tend to design and deploy technology hoping for immediate efficiency gains but ignoring the longer-term, second-order effects that may be more profound and may be undesirable. In the early days of television the optimists talked of civic enlightenment, widespread education, and wholesome entertainment. Few foresaw that it would actually erode social capital, leading to less civic participation, less involvement with family, higher crime rates, and declines in health (Putnam 2000). As psychologists we need to focus on both the immediate issues of design and effectiveness and the longer-term consequences for individual and social behavior.
From the Summary and Conclusions p. 511
Kaunchin Chen, Jengchung V. Chen & William H. Ross (2010). Antecedents of Online Game Dependency: The Implications of Multimedia Realism and Uses and Gratifications Theory. Journal of Database Management, 21. abstract
Michael P. O’Driscoll, Paula Brough, Carolyn Timms, Sukanlaya Sawang, (2010) "Engagement with information and communication technology and psychological well-being", , Vol. Iss: 8, pp.269 - 316. abstract
John M. Carroll (1997). Human-Computer Interaction: Psychology as a Science of Design. Annual Review of Psychology, 48, 61-83. pdf

John A. Bargh and Katelyn Y. A. McKenna (2004). The internet and social life. Annual Review of Psychology, 55, 573-590. abstract

Michiel van Geloven (2008). De business case van onderwijsvernieuwing. De duurzame resultaten van zes jaar samenwerken in de Digitale Universiteit. Tijdschrift voor Hoger Onderwijs

Fleur Ruth Prinsen , Jan Terwel , Bonne J.H. Zijlstra & Monique M.L. Volman (2013) The effects of guided elaboration in a CSCL programme on the learning outcomes of primary school students from Dutch and immigrant families. Educational Research and Evaluation, 2013 Vol. 19, No. 1, 39–57 abstract

guided elaboration

aptitude treatment interaction

Michael Henderson, Nicola F. Johnson & Glenn Auld (2013) Silences of ethical practice: dilemmas for researchers using social media, Educational Research and Evaluation: An International Journal on Theory and Practice, 19:6, 546-560abstract

The thrust of this article is to explore how the new mediated relationships, and handling of data, in social networking sites have the potential to create ethical dilemmas for researchers. In doing so, we identify four ethical dilemmas [Consent in social media - Traceability — the loss of confidentiality - Research with children and young people - Recognising and responding to illicit or reportable activity, b.w.] of researching with social media. However, the dilemmas are complex, multifaceted, and resist simple solutions. Therefore, the scope of this article is to reveal the dilemmas so researchers can work on solutions at a later stage. Having stated this, in the conclusion we will present some ideas of dialogue between researchers, participants, and ethics committees as a way to tease out the implications of these dilemmas in future research.

Samuel Greiff, Sascha Wüstenberg, Daniel V. Holt, Frank Goldhammer & Joachim Funke (2013). Computer-based assessment of Complex Problem Solving: concept, implementation, and application. Education Tech Research Dev (2013) 61:407–421 abstract

Ik denk dat hier de onzin aardig bij elkaar staat: probleemoplossen, maar dan losgezongen van expertise.

David Jonassen (Ed.) (1996 1st). Handbook of Research for Educational Communications and Technology. AECD. [] info

David Jonassen & Marcy Driscoll (Eds.) (20xx 2nd). Handbook of Research for Educational Communications and Technology. AECD. [KB eBooks] info

J. Micheal Spector, M. David Merrill, Jeroen Van Merrienboer, and Marcy P. Driscoll (Eds.) (2007 3rd). Handbook of Research for Educational Communications and Technology. AECD. [] info [Mashhad University, Iran, heeft het hele boek online staan . . . ]

William G. Bowen (2013). Higher Education in the Digital Age. Princeton University Press. site en preface

Florin D. Salajan (2013). Policy Formulation and Networks of Practice in European eLearning: the emergence of a European E-Learning Area. European Journal of Education. Special Issue: Adult Learning Systems in a Comparative Perspective. Volume 48, Issue 2, pages 292–310, June 2013 abstract

Yves Punie, Lieve Van den Brande and Ilkka Tuomi (Guest editors) (2013). Special Issue: ICT and Education: taking stock of progress and looking at the future. European Journal of Education, 48, 1-192. free online

Patricia Wastiau, Roger Blamire, Caroline Kearney, Valerie Quittre, Eva Van de Gaer & Christian Monseur (2013). The Use of ICT in Education: a survey of schools in Europe. 11-27
The Survey of Schools: ICT in education was commissioned in 2011 by the European Commission Directorate General Communications Networks, Content and Tech- nology to benchmark access, use of and attitudes to ICT in schools in the EU27, Croatia, Iceland, Norway and Turkey. It is one of a series in the EU’s cross-sector benchmarking activities comparing national progress towards the Digital Agenda for Europe and EU2020 goals (EU Growth strategy for the coming decade). The Survey was conducted in partnership between European Schoolnet and the University of Liège (Service d’Approches Quantitatives des faits ée;ducatifs, Department of Education). It is the first European survey on the topic to be conducted online and to include students directly. Work on the survey took place between January 2011 and November 2012, with data collection in autumn 2011. This article presents its main findings based on over 190,000 questionnaire answers from students, teachers and head teachers.
Christine Redecker and Øystein Johannessen: Changing Assessment — Towards a New Assessment Paradigm Using ICT (pages 79–96) pdf
- Hier vinden we de hele 21st century skills and assessment hype netjes geordend bij elkaar. Wat een wereld.
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Roger Austin & Bill Hunter (2013). ICT Policy and Implementation in Education: cases in Canada, Northern Ireland and Ireland. pdf

Rebecca Y. C. Ong (2010). Mobile communication and the protection of children. Leiden. dissertatie ophalen

Manfred Spitzer (2013). Digitale dementie. Hoe wij ons verstand kapot maken. Atlas Contact. isbn 9789045024332 site

Ik maak een uitvoerige annotatie op dit boek zie hier. De annotatie verschijnt werkendeweg in een discussie in de Linkedin-groep Kennisnet (gestart: vrijdag 29 juni).

Michael Bowen (2013). Higher Education in the Digital Age. Princeton University Press site. [In KB als eBook]

Byte. Oude jaargangen beschikbaar op archive.org, bijvoorbeeld uit 1980 nummer 8 http://ia.archive.org/details/byte-magazine-1980-08

Qing Li & Xin Ma (2010). A Meta-analysis of the Effects of Computer Technology on School Students’ Mathematics Learning. Educational Psychology Review, 22, 215-243. abstract

Ik heb een vermoeden dat deze auteurs ten onrechte zo optimistisch zijn over de ‘effecten’ van ICT op wiskundeprestaties. Maar ja, daarvoor moet je zo’n meta-analyse dan weer van begin tot eind doornemen. En dan vergelijken met wat Hattie heeft te melden (die nog niet de beschikking over deze meta-studie heeft gehad, neem ik aan). Ha, zie de meta-analyse van Cheung & Slavin (2011) hier.

Hersh C. Waxman, Meng-Fen Lin & Georgette M. Michko (2003). A Meta-Analysis of the Effectivenesss of Teaching and Learning With Technology on Student Outcomes. Learning Point Associates; Meta-Analysis of Technology. pdf

Alan C. K. Cheung & Robert E. Slavin (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. abstract en report July, 2011

Adrienne van den Bogaard, Harry Lintsen, Frank Veraart & Onno de Wit (Red.) (2008). De eeuw van de computer. De geschiedenis van de informatietechnologie in Nederland. Kluwer. abstract

abstract

Robert A. Rhoads, Jennifer Berdan, and Brit Toven-Lindsey (2013). The Open Courseware Movement in Higher Education: Unmasking Power and Raising Questions about the Movement's Democratic Potential . Educational Theory, 63, 87-109. abstract en free pdf

Margaret A. Honey and Margaret L. Hilton (Eds.) (2011). Learning Science Through Computer Games and Simulations. Committee on Science Learning: Computer Games, Simulations, and Educationonline

Pieter Wouters, Christof van Nimwegen, Herre van Oostendorp & Erik D. van der Spek (2013xxx) A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0031311pdf

Kristopher J. Kopp, M. Anne Britt Keith Millis & Arthur C. Graesser (2012). Improving the efficiency of dialogue in tutoring. Learning and Instruction, 22, 320-330.abstract of pdf [via site van Britt]

Intelligent tutoring systems. Dit is geen gelegenheidsonderzoekje, maar staat in een heel lange onderzoektraditie naar de ontwikkeling van systemen van intelligente instructie waar o.a. ook Stellan Ohlsson bij betrokken is.

With advancements in natural language understanding and the increased availability of ITSs, there has been an increase in research regarding the components within these systems and their functionality (Deiglmayer & Spada, 2011 (abstract); Graesser & McDaniel, 2007 (doc); Lane & VanLehn, 2005 (pdf); Makitalo-Siegl, Kohnle, & Fischer, 2011 (pdf); Moreno, 2009 (abstract); Roll, Aleven, McClaren, & Koedinger, 2011 (pdf)). Given this increase, it is even more critical that researchers and designers examine issues of time and efficiency of learning. It is important to identify efficient ways to incorporate such systems so that they will continue to be beneficial while holding costs (time, money for development) to a minimum. The current study shows one way in which intelligent tutoring systems containing natural dialogue can be made to be more efficient. We believe future research will identify other ways and this endeavour will ultimately make ITS’s more practical for use in the classroom.

Anna Wong, Wayne Leahy, Nadine Marcus & John Sweller (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22, 449-457. pdf

Sebastian Kelle (2012_. Game Design Patterns for Learning. Aachen: Shaker Verlag. Proefschrift Open Universiteit. pdf

Dit terrein is nog niet echt rijp voor ontginning door onderwijsontwikkelaars.

Also, going deeper into cognitive science / educational psychology research, another aspect can be found that might explain these results: the notion of ‘Cognitive Load Theory’. In the article by Tabbers et al. (2004), it was noted that multimedia cues given to learners were of beneficial nature in terms of learning gain, while audio-based cues had adverse and/or distracting effects. They explain this adverse effect with the overtaxing of learners’ mental capacity to process multimodal information. It appears that a similar effect can happen in a gamified context when cues in the form of game elements are catching the learners’ attention, thus flooding the learners’ working memory and blocking the capacity to process relevant learning content (Kirschner, 2002) without leaving space for the cognitive load necessary to get closer to the learning goal.

Paul A. Kirschner (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and instruction, 12(1):1-10.pdf

Tabbers, H. K., Martens, R. L., and Van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74 (1): 71-81.abstract

Helen Stout & Martin de Jong (2005). Over spreektelegraaf en beeldtelefoon. De rol van de overheid bij technologische transities in infrastructuurgebonden sectoren. Lemma.

Thanasis Daradoumis, Santi Caballé, Angel A. Juan & Fatos Xhafa (Eds.) (2011). Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding. Springer. site

Een bundeltje ongeregeld, ik kan er niets mee.

PISA 2009 Results: Students On Line. Digital Technologies and Performance. Volume VI. OECD Online te lezen (niet binnen te halen)

Constance Steinkuhler, Kurt Squire & Sasha Barab (Eds.) (2012). Games, Learning, and Society. Learning and Meaning in the Digital Age. Cambridge University Press. site

19. Game-based curricula, personal engagement, and the modern prometheus design project Sasha Barab, Patrick Pettyjohn, Melissa Gresalfi and Maria Solomou; [Ik heb geen toegang tot het online hoofdstuk; alternatief artikel: Sasha A. Barab, Melissa Gresalfi, and Adam Ingram-Goble (2010). Transformational Play: Using Games to Position Person, Content, and Context. Educational Researcher,Vol. 39, No. 7, pp. 525 - 536 hier Is dit gevaarlijke nonsens? ] Ook: Barab, S.A., Gresalfi, M.S., Dodge, T., & Ingram-Goble, A. (2010). Narratizing Disciplines and Disciplinizing Narratives: Games as 21st Century Curriculum. Journal for Gaming and Computer Mediated Simulations, 2, 1. 17-30. pdf [Gresalfi is een onderwijsvernieler die dicht in de buurt zit van Paul Cobb, Gravemeijer, krijg ik de indruk uit de literatuurlijstjes. Interessant ] Ch. 21. Developing game fluencies with Scratch: realizing game design as an artistic process. Yasmin B. Kafai and Kyle A. Peppler

Willem Houtkoop, Jim Allen, Marieke Buisman, Didier Fouarge & Rolf van der Velden (2012). Kernvaardigheden in Nederland. Resultaten van de Adult Literacy and Life Skills Survey (ALL). Expertisecentrum Beroepsonderwijs. Roa. pdf

Het bijzondere van dit rapport is dat in die Survey ook is gevraagd naar ICT-vaardigheden en activiteiten. Bij volwassenen. Het rapport laat dus onbedoeld iets zien van de irrelevantie van ICT-onderwijs in basis- en voortgezet onderwijs: bijna alle volwassenen gebruiken ICT in het dagelijks leven (beroep, thuis), terwijl vrijwel iedereen het zonder specifiek onderwijs in ICT-vaardigheden heeft moeten doen.

Catherine Chase, Doris B. Chin, Marily Oppezzo, & Daniel L. Schwartz (in druk). Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning. Journal of Science Education and Technology. pdf concept

Doris B. Chin, Ilsa M. Dohmen, Britte H. Cheng, Marily A. Oppezzo, Catherine C. Chase & Daniel L. Schwartz (2012?). Preparing Students for Future Learning with Teachable Agents. pdf

Daniel L. Schwartz, Catherine Chase, Doris Chin, Marily Oppezzo, Henry Kwong, Sandra Okita, Rod Roscoe, Hoyeong Jeong, John Wagster, & Gautam Biswas (2012?). Interactive Metacognition: Monitoring and Regulating a Teachable Agent. In D. J. Hacker, J. Dunlosky, and A. C. Graesser (Eds.), Handbook of Metacognition in Education. pdf

Kristen Blair, Daniel L. Schwartz, Gautam Biswas & Krittaya Leelawong (To appear). Pedagogical Agents for Learning by Teaching: Teachable Agents. Educational Technology. pdf

abstract We describe pedagogical agents called Teachable Agents (TAs) where students learn by teaching the computer. We describe an example of a TA, and discuss the features that allow students to capitalize on learning-by-teaching interactions. These include (i) explicit well-structured shared visual representations, (ii) independent performance of the agent, (iii) the agent’s ability to model productive learner behavior, and (iv) embedding the agent in environments that support teaching. Finally, we describe new directions for TAs including new models of homework practice, assessment, and video game environments.

Computers, productive agency, and the effort after shared meaning. Journal of Computing in Higher Education.

Technology support for complex problem solving: From SAD environments to AI. In Smart machines in education: The coming revolution in educational technology

Teachable agents: Combining insights from learning theory and computer science. In Artificial Intelligence in Education

Qualitative reasoning techniques to support learning by teaching: The Teachable Agents project. The Proceedings of the Fifteenth International Workshop on Qualitative Reasoning pdf pdf pdf

Thomas Bernold & James Finkelstein (Eds.) (1988). Computer Assisted Approaches to Learning. Foundations of Industry's Future. North Holland. isbn 0444703837

o.a.:
David Hawkridge: The state of computer based training after 25 years
Een beetje onzin, natuurlijk. Maar misschien nuttig voor een tijdsbeeld een kwart eeuw geleden. Komen we daar dezelfde opgewonden taal tegen als nu in de beweging van 21st century skills? Zie de ondertitel!

Ingrid A. E. Spanjers, Tamara van Gog & Jeroen J. G. van Merriënboer (2010). A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning. Educational Psychology Review, 22, 411-423. open access pdf

Anne Schüler, Katharina Scheiter & Erlijn van Genuchten (2011). The Role of Working Memory in Multimedia Instruction: Is Working Memory Working During Learning from Text and Pictures? Educational Psychology Review, 23, 389-411. abstract

Björn B. de Koning & Huib K. Tabbers (2011). Facilitating understanding of movements in dynamic visualizations: An embodied perspective. Educational Psychology Review, 23, 501-521. open access pdf

Patricia D. Mautone and Richard E. Mayer (2001). Signaling as a Cognitive Guide in Multimedia Learning. Journal of Educational Psychology, 93, 377-389. pdf

Richard E. Mayer & Paul Chandler (2001). When Learning Is Just a Click Away: Does Simple User Interaction FosterDeeper Understanding of Multimedia Messages? Journal of Educational Psychology, 93, 390-397. pdf

“The goal of the research discussed in this article was to determine the possible benefits of incorporating a modest amount of computer-user interactivity (which we call simple user interaction) within a multimedia explanation. However, to address this issue clearly it is necessary to define the terms multimedia explanation, simple user interaction, and cognitive consequence of simple user interaction.”

Will Richardson (2009 2nd). Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms. Corwin Press.

Edgar L. Morphet & David L. Jesser (Eds.) (1969). Planning for Effective Utilization of Technology in Education. Designing Education for the Future no. 6. New York: Citation Press. lccc 67-22887

Jos Tolboom (2012). The potential of a classroom network to support teacher feedback. A study in statistics education. Proefschrift Rijksuniversiteit Groningen.

vrijdag 15 juni 2012 om 14.30 uur

L. Brent Igo, Roger Bruning & Matthew T. McCrudden (2005). Exploring Differences in Students’ Copy-and-Paste Decision Making and Processing: A Mixed-Methods Study. Journal of Educational Psychology, 97, 103-116. abstract

“The experimental control that can be exerted over an electronic note-taking tool’s CP function affords an opportunity to restrict the amounts of text students can CP. In turn, it is possible to directly study the cognitive processing effects associated with CP decisions and their effects on learning. Given CP’s relationships to underlining and note taking, one could propose that the cognitive processes associated with CP note taking might vary from deep to shallow, depending on how evaluative a student’s CP decisions were prompted to be. For example, on the basis of CP’s basic relationship to underlining and note taking, it could be predicted that unrestricted CP note taking, where unlimited amounts of text can be pasted and little evaluation is required, likely would promote little encoding of text information beyond simply reading. If a CP function prompted deeper evaluation of text ideas (akin to the evaluation required in summarizing text), however, a student’s cognitive processing also could be deepened, with positive consequences for learning and recall. Thus, CP note takers who were prompted to make evaluative decisions about key concepts and ideas might be expected to remember more of what they paste than other CP note takers who do not make such decisions.”

L. Brent Igo and Kenneth A. Kiewra (2007). How Do High-Achieving Students Approach Web-Based, Copy and Paste note Taking? Selective Pasting and Related Learning Outcomes. Journal of Advanced Academics, Volum 18, 512-529. abstract

Verwijst terug naar Igo, Bruning & McCrudden (2005).

Het punt is: ICT voegt hier dus niets noemenswaards toe aan de leerprocessen. De betere studenten hebben er geen nadeel van, anderen maken er geen goed gebruik van.

Sarah Prestridge (2010). ICT professional development for teachers in online forums: Analysing the role of discussion. Teaching and Teacher Education, 26, 252-258.

Ian Gorton (2006). Essential Software Architecture. Springer.

Het is altijd aardig om eens te zien met welke complexe eisen de bouwers van software, dus ook van courseware, om moeten gaan. Dat doet me telkens weer denken dat het uiteindelijk pogingen zijn om in de buitenweereld de cognitieve arhitectuur van nze hersenen na te bootsen. Of zoiets.

S. de Koster, E. Kuiper & M. Volman (2012). Concept-guided development of ICT use in ‘traditional’ and ‘innovative’ primary schools: what types of ICT use do schools develop? Journal of Computer Assisted Learning (Early View). abstract

Uitgeverij Routledge komt met een serie boeken ‘Interdisciplinary Approaches to Educational Technology’ onder redactie van J. Michael Spector. Hij is de auteur van het openingsdeel, dat een voorproefje geeft van wat de serie gaat brengen:

J. Michael Spector (2012). Foundations of Educational Technology. Integrative approaches and interdisciplinary perspectives. Routledge.

details http://www.routledge.com/books/details/9780415874717/

Mijn eerste indruk is dat dit een serieuze onderneming is: geen PR voor ‘21st century skills’, maar een stand van zaken met uitdrukkelijke verwijzing naar de psychologische basis (John Anderson’s ACT-R theorie, Ericsson’s onderzoek over expertise, instructional design). Spector is van de club die de inzet van technologie laat volgen uit het onderwijskundig ontwerp.
http://lpsl.coe.uga.edu/people/whos_involved_det.asp?fullName=Spector,%20Michael

Ter illustratie neem ik in het kort zijn lijst ‘Technology integration principles’ over:

1. Technology integration in education should enhance learning and instruction.
2. Stakeholders should be informed and key users should be properly trained on new technologies.
3. Training teachers and trainers how to make effective pedagogical use of a new technology is essential.
4. Training of users on a new technology is critical.
5. Proper support for a new technology should be in place trior to deployment.
6. A systemic representation of the role and use of a new technology should be developed prior to implementation.
7. Technology costs should not outweigh the benefits.
8. Technology should not be expected to quickly or magically transform learning and instruction.

Neil Selwyn (2011). Schools and Schooling in the Digital Age. A Critical Analysis. Routledge. reviewed

Voor mij een belangrijk boek: kritisch over ICT in het onderwijs. Inspirerend. Ik zoek nog naar andere publicaties op dezelfde thematiek, maar dan online bereikbaar. Selwyn schrijft in rap tempo boeken, bijvoorbeeld: Global Perspectives on Technology and Education (2013), Education and Technology. Key Issues and Debates (2011), Making sense of young people, education and digital technology: the role of sociological theory. Oxford Review of Education, Volume 38, Issue 1, 2012 Special Issue: Digital technologies in the lives of young people abstract. Op zijn website ook een lijstje met Links to some online writing and papers (in English).

Lone Dirckinck-Holmfeld, Vivien Hodgson & David McConnell (Eds.) (2012). Exploring the Theory, Pedagogy and Practice of Networked Learning. Springer. Fantastische zwamkousen, maar deze zwamkousen hebben wel het toneel, helaas. Het lezen van kletspraat is buitengewoon moeizaam omdat alles wat er wordt geschreven als zilverzand tussen je vingers wegloopt. Afijn, ik heb enkele hoofdstukken diagonaal doorgenomen. Let op de verwijzing naar het proefschrift van De Laat (Politie Academie, promotor Robert-Jan Simons).

Networked Learning: A Brief History and New Trends. David McConnell, Vivien Hodgson, and Lone Dirckinck-Holmfeld abstract
Part II Developing Understandings of Networked Learning
Networked Learning, Stepping Beyond the Net Generation and Digital Natives. Chris Jones. free pdf http://goo.gl/YiiA8
Differences in Understandings of Networked Learning Theory: Connectivity or Collaboration? Thomas Ryberg, Lillian Buus, and Marianne Georgsen In dit hoofdstuk staat de onzin over leren en internet netjes bij elkaar, met literatuurverwijzingen. Interessant.
With the popularisation of web 2.0 practices and technologies, we have also witnessed a re-vitalisation or renaissance of terms such as collaboration, sharing, dialogue, participation, student-centred learning, and the need to position students as producers, rather than consumers of knowledge. These are, however, pedagogical ideals, which have been prominent within research areas such as Networked Learning, CSCL and CMC-research well before the emergence of web 2.0. They even pre-date the Internet and World Wide Web (Jones and Dirckinck-Holmfeld 2009 ). This dialogical, collaborative perspective, which Weller ( 2007 ) characterises as the “discussion view,” has existed and thrived. However, it seems fair to say that the mainstream and institutional uptake of learning technologies has been primarily oriented towards the “broadcast view,” defi ned by Weller ( 2007 ) as delivering content or resources globally, fl exibly and on demand to the individual users. [vet: mijn nadruk]
Ryberg, Buus & Georgsen, 2012, p. 43
Weller, M. (2007). Virtual learning environments: Effective development and use. Routledge [dit lijkt me een toevallige greep uit de boekenkast. bw]
Jones, C., & Dirckinck-Holmfeld, L. (2009). Analysing networked learning practices. In L. Dirckinck-Holmfeld, C. Jones, & B. Lindström (Eds.), Analysing networked learning practices in higher education and continuing professional development. Technology-Enhanced Learning (pp. 10 - 27). Sense Publishers. pdf

the . . . . notion of connectivism has been presented as “a learning theory for the twenty-first century,” and has been closely linked with the recent technological changes — in particular, the pervasiveness of various “ networked technologies” such as email, the web and more recently, social networking, blogs, RSS and various mechanisms for aggregating and filtering information . . .
Ryberg, Buus & Georgsen, 2012, p. 43-44

The notion of connectivism has been most vividly explored by George Siemens and Stephen Downes, and the authors make some references to the broader heading of networked learning. In an online paper titled “A Brief History of Networked Learning,” Siemens ( 2008 ) makes references to research projects at Lancaster University and the thesis by de Laat ( 2006 ) .
Ryberg, Buus & Georgsen, 2012, p. 44
Siemens, G. (2008). Collective intelligence? Nah. Connective intelligence - elearnspace. elearnspace - Learning, networks, knowledge, technology, community . Retrieved November 17, 2009, from html
de Laat, M. (2006). Networked learning. proefschrift Universiteit Utrecht. Politie Acedemie, Apeldoorn. pdf [Promotor is de protagonist van het Nieuwe Leren Robert-Jan Simons, copromotor Etienne Wenger [De crux is hier misschien hoofdstuk 3, waarin de de constructivistische onzin bij elkaar komt in de vorm van design research. Toch is dit in een redelijk goed tijdschrift gepubliceerd: De Laat, M.F., & Lally, V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. Instructional Science, 31, 7-39. In hetzelfde tijdschrift is ook hoofdstuk 6 als artuikel gepubliceerd, met Simons als co-auteur]
Part III New Landscapes and Spaces for Networked Learning
Mediators of Socio-technical Capital in a Networked Learning Environment. Daniel D. Suthers and Kar-Hai Chu
Collectivity, Performance and Self-representation: Analysing Cloudworks as a Public Space for Networked Learning and Reflection. Panagiota Alevizou, Rebecca Galley, and Gráinne Conole
A Classroom with a View: Networked Learning Strategies to Promote Intercultural Education. Juliana E. Raffaghelli and Cristina Richieri
Part IV Dynamics of Changing Tools and Infrastructures
The Challenge of Introducing “One More Tool”: A Community of Practice Perspective on Networked Learning. Patricia Arnold, John David Smith, and Beverly Trayner
Implementation of an Infrastructure for Networked Learning. Tom Nyvang and Ann Bygholm
Part V Understanding the Social Material in Networked Learning
Who’s Taming Who? Tensions Between People and Technologies in Cyberspace Communities. Terrie Lynn Thompson
Learning Technology in Context: A Case for the Sociotechnical Interaction Framework as an Analytical Lens for Networked Learning Research. Linda Creanor and Steve Walker
Part VI Identity, Cultural Capital and Networked Learning
Just What Is Being Reflected in Online Reflection? New Literacies for New Media Learning Practices. Jen Ross
Objectifi ed Cultural Capital and the Tale of Two Students. Laura Czerniewicz and Cheryl Brown
How Do Small Business Owner-Managers Learn Leadership Through Networked Learning? Susan M. Smith
Innovating Design for Learning in the Networked Society. Karin Tweddell Levinsen and Janni Nielsen
Problem-Oriented Project Studies: The Role of the Teacher as Supervisor for the Study Group in Its Learning Processes. Jørgen Lerche Nielsen and Oluf Danielsen
Life Behind the Screen: Taking the Academic Online. Stuart Boon and Christine Sinclair
Part VII Conclusions
The Theory, Practice and Pedagogy of Networked Learning. Vivien Hodgson, David McConnell, and Lone Dirckinck-Holmfeld. abstract

Michel Walrave, Wannes Heirman, Sara Mels, Christiane Timmerman & Heidi Vandebosch (Eds.) (2012). eYouth Balancing between Opportunities and Risks. Peter Lang.

Contents:
Michel Walrave: eYouth: Between Trust, Concerns and Science
Cédric Courtois/Peter Mechant/Steve Paulussen: The Media Richness of Flemish Teenagers: A Multi-method Approach to the Appropriation of Media Technologies
Périne Brotcorne: Digital Inequalities Among the Digital Native: The End of a Myth?
Joke Bauwens/Chris Vleugels: The Social Meaning of Young People's Online Creativity
Peter Thijssen: Youngsters and Online Political Participation: A Story in Need of Qualification
Rozane De Cock: Children and Online News: A Suboptimal Relationship: Quantitative and Qualitative Research in Flanders
Willem Oosting/Yvonne A.W. De Kort/Wijnand A. IJsselsteijn: Positive Parents Taking Action: Parental Mediation of Children's Digital Game-playing
Bernhard Goodwin/Nayla Fawzi: Cyberbullying Related Behaviour and Third-Person Effect
Ellen M. Kraft/Jinchang Wang: Students' Perspectives on Cyberbullying Prevention Practices
Iolanda Tortajada/Cilia Willem/Lucrezia Crescenzi/Núria Araüna/Itxaso Tellado: Fotologs and Love Socialisation Processes: A Conventional or a Transformative Model of Sexuality and Relationships?
Veronika Kalmus/Triin Roosalu: Institutional Filters on Children's Internet Use: An Additional Explanation of Cross-national Differences in Parental Mediation
Eva Lievens: Alternative Regulatory Instruments Versus Fundamental Rights: Match Made in Heaven or Recipe for Disaster?
Sun Sun Lim: Regulatory Initiatives for Managing Online Risks and Opportunities for Youths: The East Asian Experience.
interessant: Périne Brotcorne: Digital inequalities among the digital native: The end of a myth? 57-77. [geen kopie gemaakt]

J. D. Fletcher, Sigmund Tobias and Robert A. Wisher (2007). Learning Anytime, Anywhere: Advanced Distributed Learning and the Changing Face of Education. Educational Researcher March 2007 36: 96-102 http://edr.sagepub.com/content/36/2/96 first page: http://www.jstor.org/discover/10.2307/4621079 volledig artikel: http://freedownload.is/pdf/research-news-and-comment-12255787.html

Gavriel Salomon, David Perkins & Tamar Globerson (1991). Partners in Cognition: Extending Human Intelligence with Intelligent Technologies. Educational Researcher, 20 #3: 2-9. first page

Onderwijsraad (1999). ‘ONDERWIJS ON LINE, VERBINDINGEN NAAR DE TOEKOMST’ http://www.onderwijserfgoed.nl/static/pdf/or/ADVIESOWR-1999-06-07.pdf

Rosemary Luckin (2010). Re-designing Learning Contexts. Technology-rich, learner-centred ecologies. Routledge.

Deze monografie bevat nogal specifiek materiaal, is gebouwd op een filosofie van situated learning met wat Vygotsky, en dat kan me al met al waarschijnlijk niet bekoren. Ik breng het boek maar weer terug, zonder er verder tijd in te steken

Neil Selwyn (2011). Schools and Schooling in the Digital Age. Routledge.

Nico Rutten, Wouter R. van Joolingen, Jan T. van der Veen (2012). The learning effects of computer simulations in science education. . Computers & Education, 58, 136-153

Amy M. Johnson, Roger Azevedo & Sidney K. D’Mello (2011): The Temporal and

Dynamic Nature of Self-Regulatory Processes During Independent and Externally Assisted Hypermedia Learning, Cognition and Instruction, 29:4, 471-504. http://dx.doi.org/10.1080/07370008.2011.610244

Christine Greenhow, Beth Robelia, & Joan E. Hughes (2009). Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 38 246-259, doi:10.3102/0013189X09336671

Chris Dede (2009). Comments on Greenhow, Robelia, and Hughes: Technologies That Facilitate Generating Knowledge and Possibly Wisdom Educational Researcher, 38 260-263, doi:10.3102/0013189X09336672

Donald J. Leu, W. Ian O’Byrne, Lisa Zawilinski, J. Greg McVerry, & Heidi Everett-Cacopardo (2009). Comments on Greenhow, Robelia, and Hughes: Expanding the New Literacies Conversation Educational Researcher, 38 264-269, doi:10.3102/0013189X09336676

Ronald D. Owston (2009). Comments on Greenhow, Robelia, and Hughes: Digital Immersion, Teacher Learning, and Games Educational Researcher, 38 270-273, doi:10.3102/0013189X09336673

Jianwei Zhang (2009). Comments on Greenhow, Robelia, and Hughes: Toward a Creative Social Web for Learners and Teachers Educational Researcher, 38 274-279, doi:10.3102/0013189X09336674

Christine Greenhow, Beth Robelia & Joan E. Hughes (2009). Response to Comments: Research on Learning and Teaching With Web 2.0: Bridging Conversations Educational Researcher, 38 280-283, doi:10.3102/0013189X09336675

Justin Reich, Richard Murnane and John Willett (2012). The State of Wiki Usage in U.S. K-12 Schools : Leveraging Web 2.0 Data Warehouses to Assess Quality and Equity in Online Learning Environments. Educational Researcher, 41, jan/feb

Traci Sitzmann (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489-528. abstract

Cary J. Roseth, Andy J. Saltarelli & Chris J. Glass (2011). Effects of face-to-face and computer-mediated constructive controversy on social interdependence, motivation, and achievement. Journal of Educational Psychology, 103, 804-820. abstract

Priya K. Nihalani, Michael Mayrath & Daniel H. Robinson (2011). When feedback harms and collaboration helps in computer simulation environments: An expertise reversal effect. Journal of Educational Psychology, 103, 776-785. abstract

Olusola O. Adesope & John C. Nesbit (2012). Verbal Redundancy in Multimedia Learning Environments: A Meta-Analysis. Journal of Educational Psychology 104, No. 1, 250-263

Deanne M. Adams, Richard E. Mayer, Andrew MacNamara, Alan Koenig and Richard Wainess (2012). Narrative Games for Learning: Testing the Discovery and Narrative Hypotheses. Journal of Educational Psychology, 104, 235-249

Cornelia A. T. Kegel & Adriana G. Bus (2012). Online tutoring as a pivotal quality of web-based early literacy programs. Journal of Educational Psychology, 104, 182-192. http://goo.gl/iwQYg abstract

John Coleman (2012). Introduction: Digital technologies in the lives of young people. Oxford Review of Education, 38, 1-8. eerste pagina

Sonia Livingstone (2012): Critical reflections on the benefits of ICT in education, Oxford Review of Education, 38:1, 9-24abstract

Ola Erstad (2012): The learning lives of digital youth—beyond the formal and informal, Oxford Review of Education, 38:1, 25-43 http://dx.doi.org/10.1080/03054985.2011.577940 abstract

John Furlong & Chris Davies (2012): Young people, new technologies and learning at home: taking context seriously, Oxford Review of Education, 38:1, 45-62. http://dx.doi.org/10.1080/03054985.2011.577944 abstract

Charles Crook (2012): The ‘digital native’ in context: tensions associated with importing Web 2.0 practices into the school setting, Oxford Review of Education, 38:1, 63-80. http://dx.doi.org/10.1080/03054985.2011.577946 abstract

Neil Selwyn (2012): Making sense of young people, education and digital technology: the role of sociological theory, Oxford Review of Education, 38:1, 81-96. http://dx.doi.org/10.1080/03054985.2011.577949 abstract

Keri Facer (2012): Taking the 21st century seriously: young people, education and socio-technical futures, Oxford Review of Education, 38:1, 97-113. http://dx.doi.org/10.1080/03054985.2011.577951 abstract

Geoff Dromey (1989). Program Derivation. The Development of Programs From Specifications. Addison Wesley.

Judith R. Brown & Steve Cunningham (1989). Programming the user interface. Principles and examples. Wiley.

Badrul H. Khan (Ed.) (2007). Flexible Learning in an Information Society. Information Science Publishing. sample pdf's

Het zijn vooral korte stukjes, dat schiet allemaal niet op.
1. Flexible Learning in an Open and Distributed Environment (pages 1-17) Badrul H. Khan (The George Washington University, USA) 2. Modes of Openness and Flexibility in Cognitive Flexibility Hypertext Learning Environments (pages 18-25) Rand J. Spiro (Michigan State University, USA), Brian P. Collins (Michigan State University, USA), Aparna R. Ramchandran (Michigan State University, USA) 3. Authentic Learning on the Web: Guidelines for Course Design (pages 26-35) Jan Herrington (University of Wollongong, Australia), Ron Oliver (Edith Cowan University, Australia), Anthony Herrington (University of Wollongong, Australia) 4. Designing Community Learning in Web-Based Environments (pages 36-49) Mercedes Fisher (Pepperdine University, USA), Bonita Coleman (Valley Christian Schools, USA), Paul Sparks (Pepperdine University, USA), Cheryl Plett (Cerro Coso Community College, USA) 5. Intercultural Collaborative Project-Based Learning in Online Environments (pages 50-63) Karen L. Murphy (Western New Mexico University, USA), Yakut Gazi (Texas A&M University, USA), Lauren Cifuentes (Texas A&M University, USA) 6. We'll Leave the Light on for You: Keeping Learners Motivated in Online Courses (pages 64-76) Vanessa Paz Dennen (Florida State University, USA), Curtis J. Bonk (Indiana University, USA) 7. Humanizing Learning-at-Distance: Best Practice Guidelines for Synchronous Instructors (pages 77-85) Kathleen Barclay (University of Phoenix School of Advanced Studies, USA) 8. Storytelling as a Web-Based Workplace Learning Pedagogy (pages 86-98) Nick Nissley (The Banff Centre, Canada) 9. Use of Virtual Exhibits for Promoting Science Learning on the Webs of Science Centers (pages 99-109) Leo Tan Wee-Hin (Nanyang Technological University, Singapore), R. Subramanian (Nanyang Technological University, Singapore) 10. Flexible Online Learning - Onsite! (pages 110-115) Claus Witfelt (IT University of Copenhagen, Denmark) 11. Asynchronous Content Design for Flexible Learning: The Macro and Micro Level of Frameworks to Share Knowledge Online Between Professionals and Community (pages 116-125) Gülsün Kurubacak (Anadolu University, Turkey), T. Volkan Yuzer (Anadolu University, Turkey) 12. Online Faculty Proficiency and Peer Coaching (pages 126-134) Jason D. Baker (Regent University, USA), Shauna Tonkin (Regent University, USA) 13. What Do They Learn? (pages 135-145) Carla R. Payne (Vermont College of Union Institute and University, USA) 14. Mobile Learning Technologies (pages 146-152) Diane M. Gayeski (Ithaca College, USA) 15. Strategies for Sharing the TeMoTe: Changing the Nature of Online Collaboration (pages 153-163) Richard Caladine (University of Wollongong, Australia), Brian Yecies (University of Wollongong, Australia) 16. Integrating Multimedia Cues in E-Learning Documents for Enhanced Learning (pages 164-177) Ankush Mittal (Indian Institute of Technology, India), Krishnan V. Pagalthivarthi (Indian Institute of Technology, India), Edward Altman (Institute for Infocomm Research, Singapore) 17. Interface Design for Web Learning (pages 178-185) Lorna Uden (Staffordshire University, UK) 18. Improving the Usability of Distance Learning Through Template Modification (pages 186-197) Linda L. Lohr (University of Northern Colorado, USA), David A. Falvo (University of Northern Colorado, USA), Erin Hunt (University of Northern Colorado, USA), Ben Johnson (University of Northern Colorado, USA) 19. Management of the Learning Space (pages 198-208) Susan M. Powers (Indiana State University, USA), Christine Salmon (North Harris Montgomery Community College District, USA) 20. Ethical Issues in Web-Based Learning (pages 209-217) Joan D. McMahon (Towson University, USA) 21. Moving Toward the Implementation of Contextualized Educational Technology (pages 218-225) Esko Kahkonen (University of Joensuu, Finland), Erkki Sutinen (University of Joensuu, Finland) 22. Evaluation Strategies for Open and Distributed Learning Environments (pages 226-235) Thomas C. Reeves (The University of Georgia, USA), John G. Hedberg (Macquarie University, Australia) 23. Components of Effective Evaluation in Online Learning Environments (pages 236-246) Steven R. Terrell (Nova Southeastern University, USA) 24. Flexible Assessment: Some Tensions and Solutions (pages 247-259) Chris Morgan (Southern Cross University, Australia), Jenny Bird (Southern Cross University, Australia) 25. Toward a Comprehensive Model of E-Learning Evaluation: The Components (pages 260-271) Curtis J. Bonk (Indiana University, USA), Robert A. Wisher (U.S. Department of Defense, USA), Matthew V. Champagne (IOTA Solutions, USA) 26. Evaluating Flexible Learning in Terms of Course Quality (pages 272-281) Betty Collis (University Twente, The Netherlands), Anoush Margaryan (University Twente, The Netherlands) 27. Assessing Online Collaborative Learning: A Theory, Methodology, and Toolset (pages 282-293) Linda Harasim (Simon Fraser University, Canada) 28. Evaluating the Flexibility of Learning Processes in E-Learning Environments (pages 294-305) Maia T. Dimitrova (Joint Information Systems Committee (JISC), UK) 29. Obstacles Encountered by Learners, Instructors, Technical Support, and Librarians (pages 306-319) Badrul H. Khan (The George Washington University, USA), Laura J. Cataldo (National Louis University, USA), Ruth Bennet (National Credit Union Administration, USA), Salvatore Paratore (The George Washington University, USA) 30. A Program Satisfaction Survey Instrument for Online Students (pages 320-337) Badrul H. Khan (The George Washington University, USA), Henry L. Smith (San Jose State University, USA) Sample PDF | More details...

Carl F. Kaestle (1985). The history of literacy and the history of readers. In Edmund W. Gordon (Ed.): Review of Research in Education, volume 12, 11-54. Washington, D.C.: American Educational Research Association. first page

J. Michael Spector, Celestia Ohrazda, Andrew van Schaack & David A. Wiley (Eds.) (2005). Innovations in Instructional Technology. Essays in Honor of M. David Merrill. Erlbaum

o.a. Ton de Jong, W. R. van Joolingen, K. Veermans & J. van der Meij: Authoring discovery learning environments: in search of reusable components.
Jeroen J. G. van Merriënboer & Eddy W. Boot: A holistic pedagogical view of learning objects: future directions for reuse
David H. Jonassen: Problem solving: the enterprise
Wellesley R. Foshay & D. William Quinn: Design science as a frame for evaluation of technology in education and training
Rita C. Richey: Validating instructional design and development models
Sanne Dijkstra: Cognition and instructional design for problem-based learning
Charles M. Reigeluth: New instructional theories and strategies for a knowledge-based society
Robert D. Tennyson: Learning theories and instructional design: A historical perspective of the linking model)
[Interessant boek, maar ik heb nu even geen tijd om dit te lezen]

Richard E. Mayer (Ed.) (1988). Teaching and Learning Computer Programming. Multiple Research Perspectives. Erlbaum. [eBook in KB]

Richard E. Mayer: Introduction to research on teaching and learning computer programming - Douglas H. Clements & Sheri Merriman: Componential developments in LOGO programming environments - Learning LOGO : a cognitive analysis / Anne L. Fay and Richard E. Mayer - - Influences of LOGO on children's intellectual development / Richard Lehrer, Thomas Guckenberg, and Leonard Sancilio - - Learning LOGO : method of teaching, transfer of general skills, and attitudes toward school and computers / Joan Littlefield ... [et al.] - - E unum pluribus : generating alternative designs / Elliot Soloway, James Spohrer, and David Littman - - Instructional strategies for the problems of novice programmers / D.N. Perkins, Steve Schwartz, and Rebecca Simmons.

Harold Abelson & Andrea A. diSessa (1980).Turtle Geometry. The Computer as a Medium for Exploring Mathematics. MIT Press.

Maike van Damme, Jos de Haan, Karolus Kraan, Tobias Kwakkelstein, Jan de Leede, Bram Steijn & Kea Tijdens (2005). Verzonken technologie. ICT en de arbeidsmarkt. Sociaal en Cultureel Planbureau. pdf ophalen

Arjan Dasselaar (2004). Handboek internetresearch. Van Duuren Media.

Bebo White, Irwin King & Philip Tsang (Eds.) (2011). Social Media Toos and Platforms in Learning Environments. Springer. inhoud: http://goo.gl/2iUGx

Bernard Reber & Claire Brossaud (Eds.) (2011). Digital Cognitive Technologies. Epistemology and the Knowledge Economy. Wiley.

contents

Description

Digital Cognitive Technologies is an interdisciplinary book which assesses the socio-technical stakes of Information and Communication Technologies (ICTs), which are at the core of the “Knowledge Society”. This book addresses eight major issues, analyzed by authors writing from a Human and Social Science and a Science and Technology perspective. The contributions seek to explore whether and how ICTs are changing our perception of time, space, social structures and networks, document writing and dissemination, sense-making and interpretation, cooperation, politics and the dynamics of collective activity (socio-informatics).

Contents

PART I. CAN ICT TELL HISTORY?
1. Elements for a Digital Historiography, Andrea Iacovella.
2. “In Search of Real Time” or Man Facing the Desire and Duty of Speed, Luc Bonneville and Sylvie Grosjean.
3. Narrativity Against Temporality: a Computational Model for Story Processing, Eddie Soulier.
PART II. HOW CAN WE LOCATE OURSELVES WITHIN ICT?
4. Are Virtual Maps used for Orientation?, Alain Milon.
5. Geography of the Information Society, Henry Bakis and Philippe Vidal.
6. Mapping Public Web Space with the Issuecrawler, Richard Rogers.
PART III. ICT: A WORLD OF NETWORKS?
7. Metrology of Internet Networks, Nicolas Larrieu and Philippe Owezarski.
8. Online Social Networks: A Research Object for Computer Science and Social Sciences, Dominique Cardon and Christophe Prieur.
9. Analysis of Heterogenous Networks: the ReseauLu Project, Alberto Cambrosio, Pascal Cottereau, Stefan Popowycz, Andrei Mogoutov and Tania Vichnevskaia.
PART IV. COMPUTERIZED PROCESSING OF SPEECHES AND HYPERDOCUMENTS: WHAT ARE THE METHODOLOGICAL CONSEQUENCES?
10. Hypertext, an Intellectual Technology in the Era of Complexity, Jean Clément.
11. A Brief History of Software Resources for Qualitative Analysis, Christophe Lejeune.
12. Sea Peoples, Island Folk: Hypertext and Societies without Writing, Pierre Maranda.
PART V. HOW DO ICT SUPPORT PLURALISM OF INTERPRETATIONS?
13. Semantic Web and Ontologies, Philippe Laublet.
14. Interrelations between Types of Analysis and Types of Interpretation, Karl M. Van Meter.
15. Pluralism and Plurality of Interpretations, François Daoust and Jules Duchastel.
PART VI. DISTANCE COOPERATION
16. A Communicational and Documentary Theory of ICT, Manuel Zacklad.
17. Knowledge Distributed by ICT: How do Communication Networks Modify Epistemic Networks?, Bernard Conein.
18. Towards New Links between HSS and Computer Science: the CoolDev Project, Grégory Bourguin and Arnaud Lewandowski.
PART VII. TOWARDS RENEWED POLITICAL LIFE AND CITIZENSHIP
19. Electronic Voting and Computer Security, Stéphan Brunessaux.
20. Politicization of Socio-technical Spaces of Collective Cognition: the Practice of Public Wikis, Serge Proulx and Anne Goldenberg.
21. Liaising using a Multi-agent System, Maxime Morge.
PART VIII. IS “SOCIO-INFORMATICS” POSSIBLE?
22. The Interdisciplinary Dialog of Social Informatics, William Turner.
23. Limitations of Computerization of Sciences of Man and Society, Thierry Foucart.
24. The Internet in the Process of Data Collection and Dissemination, Gaël Gueguen and Saïd Yami.

About the Authors

Bernard Reber is a moral and political philosopher, and a research fellow at the CNRS-University Paris Descartes, France. His work centers on pluralist moral assessment of controversial technologies.
Claire Brossaud is a sociologist based in Paris. Her research concerns ICTs and their relations with urban and environmental

Shaffer, Phi Delta Kappan http://gise.rice.edu/documents/FutureOfLearning.pdf

Tony Scott, Michael Cole, Martin Engel (1992). Computers and education: A cultural constructivist perspective. Review of Research in Educartion, 18, 191-251.

Academic Medicine: May 2001 - Volume 76 - Issue 5 - p 469-472 Educating Physicians: Research Reports "Practicing" Medicine without Risk: Students' and Educators' Responses to High-fidelity Patient Simulation

Gordon, James A. MD, MPA; Wilkerson, William M. MD; Shaffer, David Williamson PhD; Armstrong, Elizabeth G. PhD http://journals.lww.com/academicmedicine/Abstract/2001/05000/_Practicing__Medicine_without_Risk__Students__and.19.aspx
http://www.taqniyat.com/cms_pdf/Epistemic_Games.pdf

EDUCATIONAL STUDIES IN MATHEMATICS Volume 37, Number 2, 97-119, DOI: 10.1023/A:1003590914788 Mathematics and Virtual Culture: an Evolutionary Perspective on Technology and Mathematics Education David Williamson Shaffer and James J. Kaput http://www.springerlink.com/content/h64180777736562t/

Epistemic Games by David Williamson Shaffer BARBARA MEANS, JEREMY ROSCHELLE, WILLIAM PENUEL, NORA SABELLI, AND GENEVA HAERTEL (2003). Technology’s Contribution to Teaching and Policy: Efficiency, Standardization, or Transformation? Review of Research in Education, 27, ch. 5.

Review of Educational Research June 2009, Vol. 79, No. 2, pp. 576-600

DOI: 10.3102/0034654308326083 2009 AERA. http://rer.aera.net

Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy

Daniel C. Moos, Gustavus Adolphus College, Roger Azevedo, University of Memphis

Rana M. Tamim, Robert M. Bernard, Eugene Borokhovski, Philip C. Abrami, and Richard F. Schmid (2011). What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study. Review of Educational Research, 81, 4-28.

Giovanni W. Sosa, Dale E. Berger, Amanda T. Saw, and Justin C. Mary (2011). Effectiveness of Computer-Assisted Instruction in Statistics: A Meta-Analysis. Review of Educational Research, 81, 97-128.

American Educational Research Journal Winter 1990, Vol 27, No. 4, pp. 783-806 Costs, Effects, and Utility of Microcomputer Assisted Instruction in the Classroom J. D. Fletcher, David E. Hawley, and Philip K. Piele

Deborah Tatar, Jeremy Roschelle, Jennifer Knudsen, Nicole Shechtman, Jim Kaput & Bill Hopkins (2008). Scaling Up Innovative Technology-Based Mathematics. The Journal of the Learning Sciences, 17, 248-286. abstract

C. A. M. van Boxtel (2000). Collaborative concept learning: collaborative learning tasks, student interaction and the learning of physics concepts. Proefschrift Utrecht. Besproken in Ped St 2001, 78, 212-216.

A. L. Veerman (2000). Computer-supported collaborative learning through argumentation. Proefschrift Utrecht. Besproken in Ped St 2001, 78, 212-216.

Kuijper, Piet Kuijper (2001). Baanbrekend calculeren. 30 jaar reken- en netwerkdiensten SARA. SARA Reken- en Netwerkdiensten.

Richard van Eck (Ed.) (2010). Gaming and Cognition: Theories and Practice from the Learning Sciences. Hershey, New York: Information Science Reference. contents

Robert Zheng, Jason Burrow-Sanchez & Clifford Drew (Eds.) (2010). Adolescent Online Social Communication adn Behavior: Relationship Formation on the Internet. Hershey, New York: Information Science Reference. contents

Frej Edvardsen & Halsten Kulle (Eds.) (2010). Educational Games: Design, Learning and Applications. Nova Science Publishers. contents

David Pogue (2009). Mac OS X Snow Leopard. The missing manual. O'Teilly.

John Ray (2010). My MacBook. Que.

John Broughton (2008). Wikipedia. The missing manual. O’Reilly.

Henk Frencken, Jan Nedermeijer, Albert Pilot, Ineke ten Dam (Red.) (2002). ICT in het hoger onderwijs. Stand van zaken. IVLOS/ICLON.

De twee laatste paragrafen van dit boek zijn behoorlijk ontnuchterend: de auteurs vermoeden dat de kosten de baten overtreffen (par. 12,8), en dat het veel inspanning gaat kosten om meerwaarde te realiseren, een formulering die ook al wijst in de richting van ondoelmatigheid.

R. Ravaglia, P. Suppes, C. Stillinger and T. Alper. (1995) Computer-Based Mathematics and Physics for Gifted Students. Gifted Child Quarterly, 39, 7-13. pdf

Jon Barwise and John Etchemendy (1993). Turing's world 3.0. An introduction to computability theory. Stanford: Center for the Study of Language and Information CSLI Publications. + floppy disc 3.5".

http://www-csli.stanford.edu/hp/Logic-software.html#Turing Ik heb versie 3.02 gedownload (map ict comp in Literatuur map), maar die draait niet in Classic mode. Mogelijk wel onder systeem 8.5 of 9.0. Er is dus nog geen poging gedaan een systeem 10 versie te maken. Voor Windows is er wel een versie

Jan van den Ende (1994) The turn of the tide. Computerization in Dutch society 1900-1965. Proefschrift Universiteit van Delft

James Gosling, Bill Joy, Guy Steele and Gilad Bracha (2005). The Java language specification, third edition. Addison-Wesley

Erich Gamma, Richard Helm, Ralph Johnson and John Vlissides (1995). Design patterns. Elements of reusable object-oriented software. Addison-Wesley.

J. L. A, Geurts en J. H. L. Oud, (1983). Simulatie en sociale systemen.. ’s-Gravenhage: Academic Service. Speciale uitgave van systemica, tijdschrift van de systeemgroep Nederland.

o.a. Oud: Systeembegrippen in simulatieonderzoek - R. E. H. M. Smits: Systeem dynamica en beleidsgericht onderzoek - R. de man: Energiemodellen en het beleidsproces - H. A. Becker: De bijdrage van spelsimulatie aan het ontwerpen van scenario's

R. Lingier (1985). De microprocessor Z-80 stap voor stap. Apeldoorn: Maklu.

James Rumbaugh, Michael Blaha, William Premerlani, Frederick Eddy, William Lorensen (1991). Object-oriented modeling and design. Prentice Hall.

M. A. Murray-Lasso (2002). APPLYING THE LOGO ENVIRONMENT: LEARNING, DOING AND DISCOVERING THROUGH COMPUTERIZED LEARNING PROJECTS Journal of Applied Research and Technology.

In this paper the Logo environment is applied to several original computerized learning projects, each of a very different nature: one for learning geometry generating numerous instances for verifying the results of a little known theorem of plane geometry, a second for learning the basics of the physical foundations of music through the construction, using the keyboard of the computer, of a little piano, and a third one to learn some aspects of Spanish grammar involving the conjugation of regular and irregular verbs. The projects were carefully selected to illustrate a wide range of possibilities and the flexibility of the Logo language and power of its instruction set and adaptive data structure. After introducing the main ideas of the Logo educational philosophy, a short introduction to the language is given followed by an introduction to the concept of a microworld. Next the idea of a computerized learning project is explained and the three projects mentioned above are presented. Complete listings of simple programs in LogoWriter are included together with some ideas for extending the projects in different directions. The projects presented in the paper are of a slightly more advanced nature than what usually appears in books on Logo. The paper is sprinkled with learning ideas that can be tried with groups of youngsters. http://www.cinstrum.unam.mx/jart/vol1/1applying.pdfmurray-lasso

Clifford Stoll (1999). High tech heretic. Why computers don't belong in the classroom and other reflections by a computer contrarian. Doubleday.

Dirk de Wit (1994). The shaping of automation. A historical analysis of the interaction between technology and organization 1950-1985. Publications of the faculty of History and Arts XIII. Hilversum: Verloren. (also as dissertation Erasmus University Rotterdam)

Nuel D. Belnap Jr. and Thomas B. Steel Jr. (1976). The logic of questions and answers. London: Yale University Press.

(question logic - question-answering systems - formal languages - linguistics - psychology and education - erotetic semantics) (Contains: Bibliography of the theory of questions and answers, by Urs Egli and Hubert Schleichert (annotated)) ("This book takes as its goal the creation of a formal language that can be used to ask and answer questions in an orderly, fruitful way." "A work of interest to logicians and philosophers of language, The logic of questions and answers has its broadest potential use in the applications of the theory to computer question-answering systems")

Stephen DeWitt (1984). Apple Logo activities. Reston, Virginia: Reston Publishing Company, Inc.

Neil Graham (1985). Introduction to computer science. West.

Rochlin, G. I. (1997). Trapped in the net. The unanticipated consequences of computerization. Princeton University Press.

Tom Swan (1987). Programming with Macintosh Turbo Pascal. Wiley, 1987.

Palmer, Grant 2003. Technical JaVa. Developing scientific and engineering applications. Upper Saddle River, NJ: Prentice Hall. downloads

Dornfest, Rael, and Kevin Hemenway (2003). Mac OS X Hacks. O'Reilly.

Griffiths, Rob (2003). Mac OS X Hints. Jaguar edition.

Iverson, Will (2003). Mac OS X for Java Geeks. O'Reilly.

Harold, Elliotte Rusty (1999). JAVA I/O. O'Reilly.

Yakowitz, Sidney J. (1977). Computational probability and simulation. Addison-Wesley.

Random processes and random number generators - Simulation of probability experiments - Gaming, random walks, and linear equations - Gambler's ruim with extensions to inventory control - Limiting processes for random walks and time series simulation - Monte carlo integration and solution of differential equations)

Norman S. Matloff (1988). Probability modeling and computer simulation. An integrated introduction with applications to engineering and computer science. Boston, Mass., PWS-KENT Publishing Company. isbn 0534918549

Forsyth, Richard S. (1982). Pascal at work and play. An introduction to computer programming in Pascal. Chapman and Hall.

Stiny, George, and james Gips(1978). Algorithmic aesthetics. Computer models for criticism & design in the arts. University of California Press. <

Abelson, Harold, & Gerald Jay Sussman (1985). Structure and interpretation of computer programs..

Allen, Daniel K. Allen (1990). On Macintosh programming: Advanced techniques. Addison-Wesley.

Syslo, Maciej M., Narsingh Deo, and janusz S. Kowalik (1983). Discrete optimization algorithms with Pascal programs.

Hurley, James P. (1985). Logo physics. New York: Holt, Rinehart and Winston.

Karl-Heinz Becker & Michael Dörfler (1989). Dynamical systems and fractals. Computer graphics experiments in Pascal. London: Cambridge University Press. isbn 052136910X

Seymour Papert (1980). Mindstorms. Children, computers, and powerful ideas. New York: Basic Books.

Pogue, David (2003). Mac OS X Panther edition. Pogue Press.

Kelley, Al Kelley & Ira Pohl (1995). A book on C. Programming in C. Amsterdam: Benjamin Cummings. Herik, Jaap van den Herik & Victor Allis (Eds) (1992). Heuristic programming in artificial intelligence. The third computer olympiad. London: Ellis Horwood. isbn 0133882659.

ao: Ch. Posthoff: Fuzzy logics: new concepts for computer chess? - M. R. Hall and D. E. Loeb: Thoughts on programming a diplomat - J. H. M. Uiterwijk: Knowledge and strategies in Go-Moku - F. Thuijsman: An introduction to the theory of games - A, Frank: Can't stop - B. Pell: METAGAME: A new challenge for g

Sigismund, Charles G. (2000). Champions of Silicon Valley. Visionary thinking from today's technology pioneers. New York: Wiley. isbn 0471353469.

Barrett, Edward, Deborah A. Levinson, and Suzana Lisanti (2001). The MIT guide to teaching web site design. Cambridge, Mass.: MIT Press. isbn 0262025000.

Horton, Sarah (2000). Web teaching guide: A practical approach to creating Ccourse web sites. New Haven: Yale University Press.

Logan, Robert K. (1995). The Fifth Language: Learning a Living in the Computer Age. Toronto: Stoddart. - isbn 0773729070.

Szymczyk, Mark Szymczyk (2002). Mac game programming. Premier Press. isbn 1931841187

Steen, Lynn Arthur (Ed.) (1990). On the shoulders of giants. New approaches to numeracy. National Research Council. Washington, D.C.: National Academy Press. isbn 0309042348

Een wonderlijk boek, ik kan er zo gauw maar niet achter komen waar het eigenljk over gaat, de pretenties zijn wel erg hoog.

Th. Bastiaens, R. Martens & P. Stijnen (Red.) (2002). ICT en onderwijs, op weg naar blended learning. Pedagogische Studiën, 79, 431-507. Themanummer, op basis van ORD-bijdragen. archief PS

o.a. Merriënboer, J. van (2002). De ontbrekende didactiek van e-leren, 494-502.
- E-leren is buitengewoon populair en biedt veel nieuwe en opwindende mogelijkheden, zoals plaats- en tijdsonafhankelijkheid, geïntegreerde presentatie- en communicatiefaciliteiten en hergebruik van onderwijsmateriaal. Toch zijn de meeste toepassingen van e-leren van een bedroevend lage didactische kwaliteit.
  Dit artikel beschrijft een model voor het ontwerpen van onderwijs (4C/ID-model) en laat zien hoe dit model gebruikt kan worden om hoogwaardige toepassingen van e-leren te ontwikkelen.
  Samenvatting

Tom Rugg and Phil Feldman (1986). Turbo Pascal program library. QUE 244-1.

Winston, Patrick Henry Winston, Berthold Klaus & Paul Horn (1981/1984). LISP. Addison-Wesley.

McClelland, James L., & David E. Rumelhart (1988). Explorations in parallel distributed processing. A handbook of models, programs, and exercises. MIT Press.

Toetsen en ICT in het hoger onderwijs. Stand van zaken en trends in Nederland. Seminar, december 1999. Boek met papers.

Ik heb dit seminar bezocht, het was behoorlijk druk, De papers in dit boek zijn best interessant. o.a. paper van De Mulder en Noortwijk Beoordelen van klassieke open vraag- en essaytentamens. Computerondersteund nakijken van open vragen.

Tim O'Shea & John Self (1983). Learning and teaching with computers. Artificial intelligence in education. Harvester Press. isbn 0710806655

Brian Mullen (1989). Advanced BASIC meta-analysis. Lawrence Erlbaum. isbn 0805805028

Mary Ann Pike, et al. (1995). Using the internet with your Mac. Indianapolis: QUE.

J. P. Killingbeck (1983). Microcomputer quantum mechanics. Adam Hilger. isbn 0852744552.

C. A. Hazeu (2002). De betekenis van ICT voor wetenschappelijk onderzoek. TvHO, 20, 18-31.

Dromey, R. G. (1982). How to solve it by computer. Prentice-Hall. (problem solving - programming - Polya - Pascal - algorithms - factoring, array, search, sort)

Mirande, M. (2000). Stilstaan bij een haastig medium. Over de betekenis van het Internet in het onderwijs. Muiderberg: Coutinho.

Admiraal, W., Lockhorst, D., Wubbels, T., Korthagn, F., & Veen, W. (1997). Telecommunicatie in het hoger onderwijs: elektronische discussiegroep in de stagebegeleiding van aanstaande docenten. TvHO, 15, 350-34.

Vetterling, W.T., Teukolsky, S.A., Press, W.H., & Flannery, B.P. (1988). Numerical recipes. Example book (Pascal). Cambridge: Cambridge UP.

Press, W.H., B.P. Flannery, S.A. Teukolsky, 7 W.T. Vetterling, Numerical recipes in Pascal. Cambridge: Cambridge U.P., 1989.

Barry, John A. Barry (1991). Technobabble. MIT Press.

Beattie, K., McNaught, C., & Wills, S. (Eds.) (1994). Interactive multimedia in university education: designing for change in teaching and learning. Elsevier. Proceedings of the IFIP TC3/WG3.2 Working Conference on the design, implementation and evaluation of interactive multimedia in university settings. Melbourne, Victoria, Australia, 6-8 july, 1994.

Aanwezig: UB Leiden Wassenaarseweg. Kopie preface en inhoud. Een aantal bijdragen over evaluatie, o.a. K. Beattie, How to avoid inadequate evaluation of software for learning. P. Evans Investigating the use of interactive hypermedia systems. P. Fritze A visual mapping approach to the evaluation of multimedia learning materials. S. Alexander & J. Hedberg, Evaluating technology-based learning: Which model?

Been, P.H., & K.B. Koster (red.) Informatietechnologie. (ORD 1987) Lisse: Swets & Zeitlinger, 1988. [niet in mijn bezit]

Beerkens, E., Collis, B. e.a. (1999). ICT in het hoger onderwijs: de Nederlandse en de internationale situatie nader bezien. TvHO, 17, 226-231.

Beishuizen, J. J. (1992). Studying a complex knowledge domain by exploration or explanation, Journal of Computer Assisted Learning, 8 no 2, June 1992, pp 104-117 (NCET IT Works bibliography, niet opgezocht)

Beishuizen, J.J. (1988). Leren opzoeken van informatie. Een experimenteel-psychologische studie naar de manier waarop 14/15-jarigen informatie opzoeken en naar het effect van computer-bestuurde coaching van efficiânte zoekstrategieën. Proefschrift VU. Den Haag: SVO (Stichting voor Onderzoek van het Onderwijs); 1986; (selecta reeks); [niet in mijn bezit]

Bierman, D., Breuker, J., & Sandberg, J. (1989). Artificial intelligence and education. Amsterdam: Ios.

Harvey, Brian (1985). Computer science Logo style. MIT Press.

Lauwerier, Hans (1987). Fractals. Meetkundige figuren in eindeloze herhaling. Aramith.

Harry Braverman (1974). Labor capital and monopoly capital. The degradation of work in the twentieth century. New York: Monthly Review Press.

Brockman, John Brockman (1996). Digerati; Encounters with the cyber elite. San Francisco: HardWired.

Interviews met een reeks spelers in de cyber-revolutie. De discussie wordt voortgezet op de Web site digerati.edge.org. p. 337: The Digerati Web site is being developed as part of a broader program under the auspices of Edge Foundation, Inc., established in 1988 as an outgrowth of a group known as The Reality Club. Its informal membership includes of [sic] some of the most interesting minds of the world. Een spel met hype, dus, door een niet zo willekeurige groep sleutelpersonen die soms al sinds de zestiger jaren iets met elkaar hebben. Zeer Amerikaans ook. De deelnemers in dit boek geven samen een beeld van de cyber-community in de VS.

Alfons ten Brummelhuis (2002). Gedroomde ambitie of haalbare realiteit. Een essay over de betekenis van ICT voor het leren in de toekomst. In Adviesraad voor het Wetenschaps- en Technologiebeleid: Schoolagenda 2010, Deel 2 - Essays. (101-140).

p. 132: "Bij de invoering van ICT ligt teveel de nadruk op technology push en er is te weinig aandacht voor onderwijskundig verantwoorde ontwikkelingen. Er wordt gemaakt wat mogelijk is vanuit de technologische stand van zaken en er is te weinig aandacht voor de vraag wat onderwijskundig nodig is. Door middel van ICT wordt nog te vaak een slechte kopie gemaakt van het bestaande onderwijs. Het bestaande onderwijs c.q. kennisoverdracht, wordt ingeblikt in de computer

Brummelhuis, A. C. A. ten (1995). Models of educational change. The introduction of computers in Dutch secondary education. Proefschrift Universiteit Twente. pdf

Brummelhuis, Ten, & Plomp. Informatietechnologie in het onderwijs: vijftien jaar beleid. ARO werkdocument nr. 20. {Ik weet niet of ik dit rapport nog ergens in een map beschikbaar heb]

Bruner, J. S. (1965). The process of education. Harvard University Press.

(on education in science in USA primary and secondary schools). De laatste alinea is vandaag de dag nog actueel: p. 91; In sum, then, the teacher's task as communicator, model, and identification figure can be supported by a wise use of a variety of devices that expand experience, clarify it, and give it personal sigificance. There need be no conflict between the teacher and the aids to teaching. There will be no conflict if the development of aids takes into account the aims and the requirements of teaching. The film or television show as gimmick, the television system without substance or style in its programs, the pictographically vivid portrayal of the trivial - these will help neither the teacher nor the student. Problems of quality in a curriculum cannot be dodged by the purchase of sixteen-millimeter projection equipment. The national Defense Education Act provides cosiderable sums of money for the development of audio-visual aids. The intelligent use of that money and of other resources now available will depend upon how well we are able to integrate the technique of the film maker or the program producer with the technique and the wisdom of the skillful teacher.

Burgh, J. van der (1992). Het C.O.O.-project voor de Faculteit der Letteren (UvA). Amsterdam: SCO 285. [Niet in mijn bezit.]

BusinessWeek (june 23, 1997). The digital frontier. Information technology annual report. BusinessWeek (European edition), june 23, 1977, 43-66.

Bussel, F.J.J. van (1991). Computerondersteund leren van Engels vocabulaire. Een onderzoek naar de effecten van sequentiëring en oefenvorm. KUB. Besproken in De Psycholoog, feb. 1992, 85-86, door Mark Leiblum.

Campbell, Bypassing as a way of adapting self instruction programs to individual differences. JEP 1993, 54, 337-345. zelfstudie , differentiatie

Camstra, B., Ervaringen van het PLATO proefproject Amsterdam. Tijdschrift voor Onderwijsresearch 1981, 6, 97-112

Cannell, William Cannell & Ben Dankbaar (Eds) (1996). Technology management and public policy in the European Union. Office for Official Publications of the European Communities and Oxford university Press.

Chang, H-H. (1996). A global information approach to computerized adaptive testing. Applied Psychological Measurement, 20, 213-229.

William J. Clancey (1987 2nd). Knowledge based tutoring. The GUIDON Program. The MIT Press. isbn 026203123X

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445-459.

p. 44: Consistent evidence is found for the generalization that there are no learning benefits to be gained from employng any specific medium to deliver instruction.

pdf

Clark, R. E. (1994). Assessment of distance learning technology. In Baker, E. L., & O'Neil, H. F., J. (Eds.), Technology assessment in education and training (p. 63-78). Erlbaum. [bibliotheek POW UvA?]

Clark, R. E., & Salomon, G. (1986). Media in teaching. In Wittrock, M. C. (Ed.) (1986). Handbook of research in teaching (p. 464-478). Macmillan

Clotfelter, Ch. T. (1996). Buying the best. Cost escalation in elite higher education. Princeton university Press.

waarom ict: omdat computers e.d. een niet onbelangrijk deel van de stijgende kosten vormen)

Cockerton, T., & Shimell, R. (1997). Evaluation of a hypermedia document as a learning tool. Journal of Computer Assisted Learning, 13, 133-144.

De evaluatie leverde geen verschil met een controlegroep. The implications of these findings and the role of evaluation in determining the educational value of computer-based activities are discussed. Die discussie is niet echt interessant. Slot; Maybe it is more appropriate to ask whether text and hypermedia should be compared at all and instead focus on identifying features of multimedia packages which are pertinent to facilitating performance and learning. Een halve waarheid, en een waarheid die nog is geënt in het traditionele instructional design paradigma (de doelen zijn gegeven, ipv zelf voor verandering vatbaar). [deze annotatie is van 1997]

Collis, B. A., et al. (Eds.) (1996). Children and Computers in School. Erlbaum.

Betty A. Collis University of Twente, The Netherlands Gerald A. Knezek University of North Texas Kwok-Wing Lai University of Otago, New Zealand Keiko T. Miyashita Tokyo Institute of Technology, Japan Willem J. Pelgrum Tjeerd Plomp University of Twente, The Netherlands Takashi Sakamoto National Center for University Entrance Examinations, Japan This volume integrates research findings from three multinational studies conducted to examine the impact of children's use of computers in school. Conclusions are drawn from in-depth analyses of trends in more than twenty nations. Its seven authors from four nations were key researchers on these projects. Both a study of and a product of the information age, this work is of prime importance to teachers, teacher educators, and school administrators. Contents: Children in the Information Age. Three Multinational Studies. Information Technology and Children From a Global Perspective. Information Technology and Children from a Classroom Perspective. Information Technology From the Child's Perspective. Reflections. [Ik heb dit boek destijds niet in handen gekregen, dacht ik]

COMMITT (1996). Teaching and learning for the future. Prepared by COMMITT (Eds. Tj. Plomp, A. ten Brummelhuis, & R. Rapmund) Committee On MultiMedia In Teacher Training. Advisory committee established by the Dutch Minister of Education. Zoetermeer: OCenW. http://utto237.to.utwente.nl/prj/committ/public/final/credits.htm

American Psychological Asociation Committee on Professional Standards (COPS) and Committee on Psychological Tests and Assessment (CPTA) (1986). Guidelines for computer based tests and interpretations. Wasghington, DC: Author. [Heb ik dit stuk nog steeds?]

Dann, P.L., Irvine, S.H., & Collis, J.M. (Eds.) (1991). Advances in computer-based human assessment. Dordrecht: Kluwer. (54.81 A1 POW UvA bibliotheek)

comp - Dekker, F., & Waser, J. (1989). DBase. Utrecht: Bijleveld.

O.-J. Dahl, Edsger W. Dijkstra and C. A. R. Hoare (1972). Structured programming. London: Academic Press. A.P.I.C. Studies in Data Processing No. 8.

Dijkstra: Notes on structured programming - Hoare: Notes on data structuring - Dahl and Hoare: Hierarchical program sttructures

Henry Ledgard (1986). Professional Pascal. Essays on the practice of programming. Addison-Wesley.

Ferraris, M. (1991). An approach to the use of computers in instructional testing. In Dann, P.L., Irvine, S.H., & Collis, J.M. (Eds.). Advances in computer-based human assessment. Dordrecht: Kluwer. (54.81 A1 bibliotheek POW UvA), 219-236.

(p. 228: Many aspects of item definition, including the actual invention of the question to be put to the student, are left to the author's imagination, experience and common sense. As already mentioned, this is one of the most critical phases of test design.)

Green, B.F., Bock, R.D., Humphreys, L.G., Linn, R.L., & Reckase, M.D. (1984). Technical guidelines for assessing computerized adaptive tests. Journal of Educational Measurement, 21, 347-360.

Holzmann, G. J., & Pehrson, B. (1994). The first data networks. Scientific American, 270 #1, 112-117.

KOPER, Evert Jan Robbert, *1957 Studieondersteuning met behulp van de computer/ Evert Jan Robbert Koper. - - Heerlen: Open Universiteit, Onderwijstechnologisch Innovatie Centrum, 1992. - - X, 166, XXII p.: ill.; 24 cm. Proefschrift Open Universiteit, Heerlen. [niet in mijn bezit]

Kulik, Bangert, & Williams (1983). Effects of computer-based teaching in secondary school students. Journal of Educational Psychology, 75, 19-26.

computer-based teaching raised students' scores on final examinations by approximately .32 standard deviations, or from the 50th to the 63rd percentile. ... the computer reduced substantially the amount of time that students needed for learning.

Lepper, M.R. (1985). Microcomputers in education. Motivational and social issues. American Psychologist, 40, 1-18.

Park, O., & Tennyson, R.D. (1983). Computer-based instructional systems for adaptive education: a review. ContEdRev, 2, 121-135.

Person, R., & Rose, K. (1992). Werken met Microsoft Windows. Amsterdam: Academic Service. '95

Press, William H. Press, Saul A. Teukolsky, William T. Vettering, and Brian P. Flannery (1992). Numerical recipes in C. The art of scientific computing. Cambridge University Press.

Kyllonen, P.C. (1991). Principles for creating a computerized test battery. Intelligence, 15, 1-16.

Wayne H. Holtzman (Ed.) (1970). Computer-assisted instruction, testing, and guidance. Harper & Row.

a.o.: Frederic M. Lord: Some test theory for tailored testing - Robert F. Simmons: Linguistic analysis of constructed student responses - Patrick Suppes and Mona Morningstar: Four programs in computer-assisted instruction

Edward F. Redish & Risley, John R. (Eds.) (1990). Computers in physics instruction. Addison-Wesley. isbn 0201163063.

themes: the computer’s impact on the physics curriculum - physics computer simulations - computers in the physics laboratory - physics education research and computers- computational physics and spreadsheets - computer tutorials in physics - - physics lecture demonstrations using computers - authoring tools and programming languags - computer utilities for teaching physics - coputer networking and workshops - publishing physics software - videodiscs and visualization for physics

Instructional Science themanummer Computer Assisted Language Learning, Instr Sc 1989, 1-92 (o.a. uitgebreid artikel van Stefano Cerri).

Gorth, Allen & Grayson EPM 1971, 31, 245-250

Mandl, Heiz (editor) (1988). Knowledge acquisition in intelligent learning environments. International Journal of Educational Research, 12, 793-873.

Klein, T., & Visch, E. (1992). Een succesvolle invoeringsstrategie voor computers. Didaktief, 22, oktober, 12-13.

Vlas, H. (1992). Een noodzakelijke voorwaarde bij de invoering van computers. Didactief, november, 12-14.

Beishuizen, M., & de Jong, D. (red.)(1987). Rekenonderwijs en computer. Lisse: Swets & Zeitlinger.

Lee, W. J. M. van der (1987). Een interactief, individueel remediërend computerprogramma om praktijkgericht te leren omgaan met theoretische kennis. Universiteit en Hogeschool 34 (1987-88) nr 4, 170-176. het programma heet CASES.

Bierman,Dick J.; Kamsteeg,Paul A. A computercoach for thermodynamics. Final report. Amsterdam; Den Haag: SCO; SVO; 1987; 88/183. bibliotheek POW UvA

Corte, E. de, Linn, M. C., Mandl, H., & Verschaffel, L. (Eds.) (1992). Computer-based learning environments and problem solving. Springer Verlag. Aanwezig: UB Leiden Wassenaarseweg]

Crook, Ch. (1994). Computers and the collaborative experience of learning. Routledge. [RUL Wassenaarseweg pedag 50.b]

Denis, B. (Ed.) (1993). Control technology in elementary education. Springer Verlag. [Aanwezig: UB Leiden Wassenaarseweg.]

Dertouzos, M. (1997). What will be. How the new world of information will change our lives. MIT Press.

Helemaal gelezen (nou ja, passages die hij beter had kunnen schrappen heb ik geskimd). Valt mee en tegen. Valt mee op het punt van relativeren van de hype, en invullen wat wel haalbare technische mogelijkheden zijn. Valt tegen aan de 'menselijke' kant, waar Dertouzos evident niet goed thuis is. Dat is heel duidelijk het geval in het (korte) hoofdstuk over onderwijs, dat teveel utigaat van het idee dat het in het onderwijs gaat om 'leren,' dat IT technologieën te bieden heeft die aan dat leren iets kunnen bijdragen (al hebben we nu nog geen idee wat dat zou zijn). Ontluisterend bijna. Gaat teveel uit van Papert-achtige benaderingen op deelterreinen. Gen begin van een poging te analyseren waar de kernproblemen van het onderwijs liggen, en op welke manier IT daarvoor iets zou kunnen betekenen, terwijl dat toch de benadering is die hij eerder in dit boek nog met kracht van voorbeelden heeft aanbevolen. Geen idee ook over de uitdaging die de toekomstige informatie-maatschapij aan het onderwijs stelt. Over die informatie-maatschappij, waaraan heel het derde en laatste deel van het boek is gewijd, heeft Dertouzos weinig zinnigs in te brnegen: hij geeft oeverlozen beschowuingen die weliswaar de hype weten te vermijden, maar geen begin van een inzicht geven in waar de ontwikkelingen toe leiden. Kennelijk heeft hij in Cambridge Mass. gen kring van sociologen en psychologen om zich heen weten te verzamelen, de antropologen niet te vergeten. Veel sweeping statements over historische ontwikkelingen, die niet zijn onderbouwd of gerefereerd, en meer mythologie dan feitelijkheden betreffen. Referenties zijn in heel het boek uiterst spaarzaam, af en toe namen van onderzoekers en instituten, een heel enkele keer wordt een boek genoemd. Al met al is het een verhelderend boek, al verheldert het een stand van zaken waarvan Dertouzos zich niet bewust is: dat de vooraanstaande laboratoria en adviseurs op ict-gebied in de VS een sterk technologische bias hebben, gepaard aan de wil maar tegelijk ook het onvermogen om de gedrags- en maatschappijwetenschapelijke aspecten in beeld te brengen. Nu ik dat zo opschrijf bedenk ik dat Dertouzos wel zeer veel woordvoerders van de technische kant opvoert, waartoe ik ook Papert reken, maar van de 'andere' kant vrijwel alleen anonieme tegensprekers uit congressen en seminars (m.u.v. Menuhin en Mbeki. (zie ook Scientific American, July 1997).

Eisenstadt, Marc Eisenstadt & Tom Vincent (Eds.) (1998). The knowledge web. Learning and collaborating on the net. Kogan Page. isbn 0749427264

Geeft voorbeelden uit 'leading edge research projects from the Knowledge Media Institute at the UK Open University.' .... site contains up-to-date examples of the work through which readers can explore and engage in on-line experimentation: http://kmi.open.ac.uk/knowledgeweb

Duda, R.O., & J.G. Gaschnig, Knowledge-based expert systems come of age. BYTE, 1981, 238-284.

Gibbs, W. W. (1997). Taking computers to task. Scientific American, july, 64-71. [gebruikt in Levenslang leren en ict] researchgate.net

Greenberger, M. (Dir.) (1974). Networks for research and education: Sharing computer and information resources nationwide. MIT Press. POW bibliotheek: COWO A-4 Green. Nuttig om afstand te krijgen tot hedendaagse discussies over deels nog dezelfde problemen.

Hartiva, N., CAI versus paper and pencil - discrepancies in students' performance. InstrSc 1988, 17, 77-96

Hatvina, N., & Becker, H. J. (1994). Computer-based integrated learning systems: research and theory. Int J Ed Res, 21, 1-119.

Verschuren, A., (verslag Symposium computer ondersteundonderwijs Groningen) HBO Journaal april 1988, 33-35.

Heene, J., & Plomp, Tj. (Red.) (1985). Onderwijs en informatietechnologie. Verslag van een SVO/COD-symposium. Den Haag: SVO. POW 81.68 02. bibliotheek POW UvA

Startbijdrage van Alan M. Lesgold: Central questions for research on computers in education. p. 17-38. Lesgold is vorig jaar in een RER-artikel verdergegaan op dit thema. O.a. Jos Beishuizen: UNESCO studies over onderwijs en informatietechnologie. p. 147-160. p. 159: "Meer in het algemeen gesproken lijken de geschetste ontwikeklingen in de vier landen niet erg door wetenschappelijk onderzoek beinvloed te zijn. Men kan zich afvragen of de wetenschap ontwikkelingen kan sturen waarop de technologische vernieuwingen zo'n vaste greep hebben. Het lijkt verstandig om de onderzoekinspanningen te richten op die aspecten van integratie van de computer in het onderwijs die om een concrete ondersteuning vragen: de ontwikkeling van prototypische software en het fundamentele onderzoek." De Corte, E., & Verschaffel, L.: Computers en leren denken. p. 195-206. Er is dus geen bewijs voor een positief verband daartussen, bv. ogv LOGO. De auteurs vinden dat ondanks dat er toch naar zo'n verband verder gezocht moet worden. Van der Linden, W. J.: Computerondersteund toetsen: technische ontwikkelingen en nieuwe toepassingsmogelijkheden. p. 229-238. Heene, J. & Plomp, Tj.: Onderwijs en informatietechnologie: naar een onderzoeksprogrammering. p. 275-300.

Hoc, J.J., & Th. Soeteman, Enige ervaringen met PLATO bij het prekandidaatsonderwijs wiskunde en statistiek. Tijdschrift voor Onderwijsresearch 1981, 6, 120-133

Huang, A. H. (1997). Challenges and opportunities of online education. Journal of Educational Technology Systems, 25, 229-247. (kopie) Geeft een kort overzicht van wat online education is, afgekort OLE. Huang geeft twee voorbeelden: Louisiana College Online ('offers traditional collegiate education'), en Microsoft Online Institute (MOLI) voor 'professional training' (lees: functietraining voor gebruik van Microsoft software).

Dan Shafer (1986). Artificial intelligence programming on the Macintosh. Howard W. Sams & Co.

Eindrapport Commissie Hoger Onderwijs Informaticaplan. 's-Gravenhage, HBO-raad, 1986. 54 blz. (voorz. A.A. Verrijn Stuart) [heb ik dat nog?]

Plomp, Tj., & G.J.E. van de Wolde, Informatietechnologie: noodzaak en mogelijkheid tot verandering van onderwijs. In S.V.O. Jaarverslag / Jaarboek 1985. Den Haag: S.V.O., 1986, 247-263

Nicolaides, Roy, and Noel Walkington (1996). MAPLE. A comprehensive introduction. Cambridge University Press.

Koster, K.B., & P.H. Been (red.) Onderwijstechnologie: modellen en empirie. Amsterdam: Swets & Zeitlinger (Bijdragen aan de onderwijsresearch no 20), 1988. [heb ik dat?]

Kulik , Ch-L. C., and James A Kulik, Effectiveness of computer-based education in colleges, AEDS Journal Winter/Spring 1986, pp 81-106

Kulik, J. A., et al, Effects of computer-based teaching on secondary school students, Journal of Educational Psychology vol 75 no 1, 1983, pp 19-26

Kulik, Kulik & Cohen (1980). Effectiveness of computer-based college teaching: a meta-analysis of findings. Review of Educational Research, 50, 525-544.

Landauer, Th. K. Landauer (1995). The trouble with computers. Usefulness, usability, and productivity. MIT Press. reviewed: http://stc.org/region2/phi/n%26v/book0596.html

Casti, J. L. (1997). Would-be worlds. How simulation is changing the frontiers of science. John Wiley. isbn 0471123080

West, N. (1991). Multimedia design tools. Picking the right tools for interactive media. MacWorld november, 195-201. Hypercard, Aldus SuperCard, Spinnaker Plus, Authorware Professional, MacroMind Director, Linx Industrial, Course Builder.

MacWorld themanummer September 1992. America's shame. The creation of the technological underclass in America's public schools - how we abandoned our children's future. Special reports on French, Japanese, and U.S. educational policies.

Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333-369.

Is geïnspireerd op het vermogen van computerspelletjes om te motiveren, en zoekt naar de algemene principes.

Marcel Mirande (1994). Toepassingen van computerondersteund onderwijs die het in de praktijk goed doen. Onderzoek van Onderwijs, 23, 22-25.

Mirande, M. (1996). Computer stelt hoge eisen aan contactonderwijs. Onderzoek van Onderwijs, 25 (4), 63-65.

M. J. A. Mirande (Red.) (1994). De kwaliteiten van computer ondersteund onderwijs. Muiderberg: Coutinho.

Mirande, M. (1999). Naar een educatief intranet. OvO, september, 41-43.

Ruth M. Davies and Robert M. O'Keefe (1989). Simulation modeling with Pascal. Prentice Hall.

J. Moonen en F. Gastkemper (1983). Computer-gestuurd onderwijs. Utrecht: Het Spectrum. Aula 811.

Moonen, J. (1996). The efficiency of telelearning. Onderzoekscentrum Faculteit Toegepaste Onderwijskunde, Universiteit Twente. http://www.to.utwente.nl/ism/publicat/seoul96g.htm

OCenW (1997). Informatie- en communicatietechnologie voor het onderwijs. Zoetermeer: OCenW. http://www.minocw.nl/infotech/brieftwk.htm

OCenW (1997). Reactie op het advies van COMMITT (1997). Brief van de minister van onderwijs, cultuur en wetenschappen, dr. ir. J.M.M. Ritzen aan de Tweede Kamer met zijn beleidsreactie op het advies van het "Committee On MultiMedia In Teacher Training" (COMMITT). http://www.minocw.nl/infotech/reactie.htmMITT.

OECD (1986). New information technologies, a challenge for eduction. Paris

OECD (1987). Information technologu and economic prospects. Paris.

OECD (1989). Information technology and growth opportunities. Paris.

OECD (1992). Information networks and new technologies: opportunities and policy implications for the 1990's. Paris.

OECD (1992). The changing public policies in information technology: Canada, the Netherlands and Sweden. Paris.

OECD (1996a). Adult learning in a new technological era. Paris, OECD.

OECD (1996b). Adult learning and technology in OECD countries. Paris, OECD.

OECD (1996c). Information technology and the future of post-secondary education. Paris: OECD.

OECD 1996). Information technology and the future of post-secondary education. Paris: OECD. POW 81.80 13. bibliotheek POW UvA

Ohlsson, Stellan, Some principles of intelligent tutoring. InstrSc 1986, 14, 293-326

Booch, Grady Booch (1991). Object Oriented Design. Amsterdam: Benjamin/Cummings.

T. Oppenheimer (1997). The computer delusion. The Atlantic monthly, july 1997. http://www.theatlantic.com/issues/97jul/computer.htm.

header: There is no good evidence that most uses of computers significantly improve teaching and learning, yet school districts are cutting programs - music, art, physical education - that enrich children’s lives to make room for this dubious nostrum, and the Clinton Administration has embraced the goal of "computers in every classroom" with credulous and costly enthusiasm

Pilot, A., e.a. (1999). ICT in het Hoger Onderwijs: trends in de USA. TvHO, 17, 307-315.

Plomp, T., & Moonen, J. (Eds.)(1992). Implementation of computers in education. International Journal of Educational Research, 17, 1-122.

procesmanagement ICT http://www.ictonderwijs.nl

H. Pinxteren & J. Ringelberg (1984). LOGO, een inleiding. Een nieuwe, snelgroeiende onderwijsbenadering, waarbij de computer een belangrijke rol speelt. Het Spectrum.

Hill, Francis S., Jr. (1990). Computer graphics.Macmillan. isbn 0-02-946185-5

Ledgard, H. (1986). Professional Pascal. Essays on the practice of programming. Addison-Wesley.

Tromp, Th.J.M., De schering en inslag van methodisch programmeren. In De Grave & Nuy (1987, 192-202).

Rhee, H. A. Rhee (1968). Office automation in social perspective. The progress and social implictions of electronic data processing. Blackwell. sbn 631 10670 7

Rochlin, G. I. Rochlin (1997). Trapped in the net. The unanticipated consequences of computerization. Princeton University Press. voor de volledige tekst

Beschouwt de analyse van Landauer als gegeven, en gaat verder in op maatschappelijke gevolgen.

Bastiaan Wilhelm Rosendaal en Jozef Petrus Maria Schrijvers (1994). Handelingsondersteuning voor opleiders in organisaties: een onderzoek naar de opzet van een computerondersteund cursusontwerpsysteem. Hoofddorp: Stichting Educadesign. Gezamenlijk proefschrift Universiteit van Amsterdam van B.W. Rosendaal en J.P.M. Schrijvers. [geleend]

Seidel, R. J., & Perez, R. S. (1994). An Evaluation Model for Investigating the Impact of Innovative Educational Technology. In H. F. O’Neil, Jr., & E. L. Baker (Eds.). Technology assessment in software applications (p. 177-212). Erlbaum. [Geleend (via IBL). geen online versie (2012)]

Selwyn, N. (1998). What’s in the box? Exploring learners’ rejection of educational computing. Educational research and Evaluation, 4, 193-212. abstract

Problem: “In many countries it has been noticeable how students' use of information technology (IT) in education is often sporadic and inconsistent; at odds with the esteemed status that IT is afforded in educational rhetoric and policy. ”

Rabinowitz, M. (ed.) themanummer 'Computer simulations as research tools', Int.J.E.R. 1988, 12 £ 1, 3-100

Slavin, R. E. (Ed.) (1996). Education for all. Amsterdam: Swets & Zeitlinger.

Sligte, H. W., & De Zeeuw, G. (1995). Groeikernen voor educatief internetgebruik. Rapportage ten behoeve van het Ministerie van Onderwijs, Cultuur en Wetenschappen. Amsterdam: Universiteit van Amsterdam. <

Smith, M. R., & Marx, L. (Eds.) (1994). Does technology drive history? The dilemma of technological determinism. MIT Press.

Stefik, Mark Stefik (1996). Internet dreams. Archetypes, myths, and metaphors. MIT Press.

Stoll, C. (1995). Silicon snake oil. Second thoughts on the information highway. Doubleday / Anchor Books.

Stoll, Clifford Stoll (1999). Hightech heretic. Why computers don't belong in the classroom and other reflections by a computer contrarian. Doubleday. isbn <1--0385489757 — 221 pp, halfcloth, dj, mint 15 (Zie ook Brockman, met een interview met Stoll) -->

Strassman, P. A. (1997). The squandered computer. New Canaan, CT: The Information Economics Press. Reviewed in Computer Finance (1997). Has business squandered the IT payoff? http://www.strassmann.com/pubs/cf/cf970603.html; en in Datamation (1997) Voodoo IT management and productivity gods. http://www.datamation.com/PlugIn/issues/1997/feb/02start.html. Samenvatting van hoofdstuk Will big spending on computers guarantee profitability? http://www.datamation.com/PlugIn/issues/1997/feb/02alignframe.html

Strittmatter, P., Hochscheid, U., Jüngst, K. L., & Maul, D. (1996). A pilot study in the field of professional further education - Cooperative learning in a multimedia learning environment. Educational Research and Evaluation, 2, 286-308.

Studulski, F. (1995). Over levenslang leren en informatietechnologie. Tijdschrift voor Hoger Onderwijs, 13, 238-246.

Studulski, F., & Kosters, E. C. (Red.) (1994). Gedeelde werkelijkheid. Verslagen van gesprekken over implementatie van informatietechnologie in het onderwijs. Utrecht: Adviesraad voor het Onderwijs.

Studulski, F., & Kosters, E. C. (Red.) (1994). Mooie verhalen. Verslagen van gesprekken over informatietechnologie in de samenleving. Utrecht: Adviesraad voor het Onderwijs.

Valt heel erg tegen. Een paar dingen die ik na moet trekken: p. 19 Bellaart van Philips nederland: FIMMBO (Fonds Interactieve Multimedia Producties Beroepsopleidingen, met participanten: Consortium voor Innovatie van m.b.o.-scholen, VNU's educatieve uitgeverij Malmberg, Teleac, Philips Nederland en het CIBB); p. 25 A. H. J. B. Schotgerrits van KPMG Klynveld Management Consultants, Utrecht. Hij geeft in een hier afgedrukt verslag van een lezing op Nijenrode op 24-11-1993 financiële cijfers:
" Een complete PC kost een paar duizend gulden. Het kost een grote bureaucratische organisatie echter Fl28.000,-- tot FL40.000,-- per werknemer per jaar om die werknemer in een PC-netwerk operationeel te maken. Bij de ING-bank is dat zelfs FL45.000,--. Dezelfde kosten bij een intelligent eindstation aan een mainframe brdragen FL18.000,-- tot FL25.000,--. Niemand gelooft dat, maar mainframes zijn dus beduidend goedkoper. De reden: het leerproces bij een mainframe is gestructureerder, zodat niet-georganiseerde ondersteuning daar veel minder nodig is dan bij een PC-netwerk situatie. Bij implementatie van IT zijn de kostenverhoudingen als volgt; 25% infrastructuur, 30% georganiseerde ondersteuning en 45% niet-georganiseerde ondersteuning. Bij installatie van PC-netwerken zijn dus steeds meer mensen nodig."
Het gesprek met J. M. de Jong en J. A. Mulder van KPN is informatief. Dat komt omdat PTT actief is in scholing en experimenten, zoals ECOLE (een DELTA-experiment).
"Voor wat bereft onderwijs werkt de PTT op dit moment aan de BV CISO (Communicatie en Informatie Systeem voor het Onderwijs), een door iedereen te gebruiken platform voor datacommunicatie. Dit omvat niet alleen hardware, het is ook infrastrcutuur en dienstverlening."
De BV CISO wordt in het kader van een PRESTO-project verder uitgewerkt. De 'edubox' van de OU, TELEAC 'just- in-time-learning'. p. 49 e.v. Mw. I. J. M. J. Baten van de NOTA (Nederlandse organisatie voor Technologisch Aspectenonderzoek, Den Haag, nu Rathenau Instituut. Zij heeft bij het SCO gewerkt tot 1990. Zij coordineert een technology-assessmentprogramma op het terrein van IT en telecommunicatie.

Tartwijk, J. van, et al. (2001). ICT-gebruik in het hoger onderwijs: verschillen per sector. Tijdschrift voor Hoger Onderwijs, 19, 130-144.

Vos, H. J. (1994). Applications of general systems theory to the development of an adjustable tutorial software machine. Computers and Education, 22, 265-275.

ik begrijp hier niets van.

Vries,S.A.de; De Diana,I.P.F.; Gulmans,J. Het specificeren van courseware en het ontwerpen van leerinhouden in EDUC. Het cursusmateriaal voor docenten. Enschede: OCTO (Universiteit Twente Onderzoekcentrum Toegepaste Onderwijskunde); 1989. 146 blz.; 89/226; isbn: 90-365-0271-3. bibliotheek POW UvA

Wenger, E. (1987). Artificial intelligence and tutoring systems. Computational and cognitive approaches to the communication of knowledge. Morgan Kaufmann.

Wilbrink, B. (1997). Levenslang leren en informatie- en communicatietechnologie (ICT). In T. T. D. Peetsma & M. L. L. Volman (Red.), Bevorderende en belemmerende factoren voor een leven lang leren. Explorarief onderzoek op microniveau (p. 171-185). Den Haag: Sdu Servicecentrum. isbn 90 346 3541 1 html

Gray, T.W., & Glynn, J. (1991). Exploring mathematics with Mathematica. Addison-Wesley.

E. Yourdon, , & Yourdon, J. (1998). Time bomb 2000. What the year 2000 computer crisis means to you. Prentice Hall.

Youth Council for IT (Ungdomens IT-Rad) (1997). Mega change; The vision of the society of the future. http://www.ungit.se/publika/rap/megabyte/mbeng.htm

Zhao, Y. (1998). Design for adoption: The development of an integrated web-based education environment. Journal of Research on Computing in Education, 30, 307-328.

Uit het abstract: This article examines the systematic design of a Web-based education environment that draws on social, cognitive, and technological resources to improve teaching and learning. This environment, eWeb, is intended to support a wide variety of educational activities in a range of organizational and theoretical contexts over the Internet. The goals and design principles of eWeb are discussed with an emphasis placed on creating applications that promote widespread adoption and new ways of teaching and learning. (tijdschrift aanwezig: RUL FSW Wassenaarseweg)

Zwick, R. (Ed.) (1997). Innovative uses of computers in testing. Journal of Educational Measurement, 34 (1), 1-100. Special issue.

Thimbleby, Harold (1999). Smart to be simple. The Times Higher Education Supplement february 12.

“Harold Thimbleby challenges the view that lifelong learning should equip people to cope with an ever more complex world. Harold Thimbleby is professor of computing research, Middlesex University.”

“Each person now consumes more energy, travels faster and is able to consume more information than ever before. If our growth continues unchecked, there will be problems, whether of over-fishing, pollution, war or famine. There are also new opportunities to use technology to communicate and share solutions to problems. People anywhere in the world can now have access to information that can help them, whether they wish to dig wells, make news or be politically active.

All countries need literacy, and in industrial countries there is a growing awareness of the need for technical literacy - being able not just to read and write but to use computers and contribute to the worldwide flow ofinformation. Because of the rate of change, it is no longer sufficient to be made literate once. What we learned as children is no longer sufficient to enable us to participate as adults.

There are powerful arguments for lifelong education. But if we are not careful, we promote the wrong sort of education. There is the education that provides skills to cope with the complex world in which we live. Enthusiasts argue that since education will be provided on computers, we will have to know about computers even to learn. So we will be learning even more, while sales of gadgets to help us learn keep the consumer economy growing.

But there is another sort of education that. imparts skills and attitudes that enable people to make informed choices. Someone who has done mathematics GCSE will have a healthier approach to credit arrangements and taking out loans than someone who has not. Someone who has studied drama can express themselves and make their opinion felt.

These people can change the world in which they live. They are not mindlessly skilled to consume. 'they will understand the issues around digital television, they will understand mortgages, and they will understand. energy conservation and pollution. Critical consumers may not comply with some of the schemes that make the rich richer.

To stay alive in our society we have to earn our living. To do that we have to conform and give ourselves the skills to be employable so that we can consume to five. When we confuse being a good consumer with being a good citizen, we begin to feel it is our responsibility to understand how to consume better.

We apparently need lifelong learning because technology is changing our lives. People who do not know how to use these new technologies are locked out of many jobs, and they are locked out of opportunities to consume gadgets whose very use requires those skills. Adults are supposed to be embarrassed because some children know far more than they do about the gadgets. There are more than 50 million people in the United Kingdom, and almost everyone is going to need a computer at home and another at work or at school. If each is worth £500 there is a market of roughly £50 billion. The information itself will cost extra, and when the technology becomes obsolete there will be another £500 to get from everyone.

Whether individuals actually gain by this may be open to question. What is certain is that companies can make massive profits out of such a large change in society, by selling boxes, laying cables and providing content, including educational materials. But none of the investment will be worthwhile unless everyone is better educated to use the things.

Surely learning how to send email and use the web should not be a lifelong learning issue? Gadgets should be easier to use, so that they do riot take a lifetime to learn. Gadgets are just one symptom of our over-complex society. Another example is the UK tax sys,tem. The recent introduction of self-assessment is one of the many changes in our fastpaced society. lifelong education will help us to fill in tax returns - and whatever else we will have to do in the future. From the conventional point of view, lifelong learning helps us be better members of our society, less likely to fill in our tax returns incorrectly. It is our responsibility to learn to cope.

Another view is that the Inland Revenue could not cope, and they have now had the law changed so that everyone must do the job that they, the experts, could not cope with. Perhaps someone should have said that the tax system was too complex.

The question we should be asking is, are we making ourselves better than other people, or are we making ourselves a better world? If we learn new skills to own and master new technologies, we are merely making ourselves better than other people who do not have such privileges. In fact, we are making the world a worse place for the less well-off. On the other hand, if we see that the technologies we are supposed to understand are things made by other people, then they can be mastered at a much deeper level. Our complex world is our own creation, and we can change it - at least as soon as we decide to. By being more dis criminating in what we consume. we can force manufacturers to produce better goods. We know this from the consumer movement. We got safer products when we demanded them, so we should be able to have simpler and easier to understand products if we want them. Sadly we have been trained that it is our own fault, and therefore our responsibility to get ourselves educated, rather than to get the manufacturers educated. It is hard to see clearly because our whole culture and many of its institutions are caughtup with the same perspective. A simple example: in schools we teach our children how to use calculators. Using calculators is a useful skill. Maybe. On the other hand, it is quite easy to show that most of what we teach about calculators is how to overcome silly problems with the design of the calculators themselves. Try a simple VAT calculation on £100. The Casio MC100 says that 100+17.5% is 121.21212, while the similar-looking Casio SL300LC says 100+17.5% is 117.50. Should not these numbers be the same? Once we are initiated into how calculators work, it is quite hard to see the problems as unnecessary and avoidable - indeed many people learn to avoid using the % key. It seems, at first sight ,that calculators are a fixture of the modem world, and we had just better learn to use them. When I point out that calculators make mistakes I am met with derision. When I point out that calculators from the same manufacturer give different answers to the same problem, I am told that that is all the more reason to know how to use them properly. Only when I point out that almost identical-looking calculators do things very differently do people begin to see that something is slightly wrong.

We should not be learning how to use such things. We should be learning how to recognise and promote excellence, and learning how to recognise and deal with rubbish when we see it. And some people should be learning how to make decent products that work properly - and that may well be their lifelong learning challenge. ”

Smith, A. (1999). Teachers take a cue from Taco. The Times Higher Education Supplement april 2 1999.

Anthony Smith bespreekt The digital university: Reinventing the academy. Edited by Reza Hazemi, Stephen Hailes and Steve Wilbur. Springer, 307pp, £29.50 isbn 1852330031

“Is the university on its way to technological redundancy? The crowd of contributors to this volume would not have us think so, though they point the way towards a substantial transformation. As is the case when new technology makes its entry into a fresh sphere, it causes all the basic questions to be asked again. What does a university do? What does it teach? Why do people have to gather together to be taught? What,does the process of teaching consist of? What can the new devices do to resolve the deadlocks in the system as traditionally conceived?

The reader will certainly be helped towards his or her own response to such issues. but the book does not really make much headway with them. In fact, its authors infuriatingly shy away from any consideration of the role of the university as an institution through which society forms itself. They look at a variety of experimental and introductory usages of internet and intranet around UK universities and colleges and report on how they work.

The Dearing report argued the importance of adopting suitable strategies for employing communications and information technology, at national and local levels. Moreover. as the number of students grows and as distance learning becomes the necessary means of reaching them all, it becomes increasingly urgent for institutions to work collaboratively and, to use this book's favoured term, "asynchronously", to get the best results for the largest number of students. About a dozen of Dearing's recommendations refer to this. He foresaw considerable cost benefits from information technology, but complained that its full potential in the managing of academic institutions as well as in teaching and research was far from being realised.

This book is a multi-authored collaborative primer on methods and techniques for using IT as a substitute for face-to-face learning. It could well have hem titled De-inventing the Academy. For, using the Dearing report as its starting point, it shows us, in prime jargon-reinforced prose, how to replace many aspects of the university as we know it. The authors accept that the physical and simultaneous presence of students and instructors within campuses is likely to continue and to remain the best means for learning most things. The growing demand for distance-learning however. means that much has to be done to develop new substitutive tools and methods. This applies just as much to research and to university administrations that still rely, wastefully and confusingly, on paper. Marginal increases in efficiency per employee or per student could lead to massive savings.

"We aim to show throughout this book that there is a significant role for asynchronous collaboration within higher education institutions." By this, the authors mean e-mail, the World Wide Web and a variety of other new "groupware" tools and products that are enabling people to work together though not at the same time. Note that video-conferencing, for example, is a synchronous technique and a collaborative one. It does not fit into the category of collaborative asynchronicity, which the book is all about.

The writers, however, implicitly accept that a substantial element of teacher-pupil contact will transfer to electronic means. So profuse are those means, and so proliferating the experiments, that no clear pattern can be found among the many approaches discussed.

Some of thee implications are ominous, and one can detect a certain half-veiled authoritarianism in some of the conclusions, Take the example of the experience of three universities (Keele, Durham and UMIST) in developing groupware usable by all three. They report: "Lecturers must be willing to accept a different, more equal relationship with students .... Social protocols for group behaviour ... will need to be developed. Students need to be motivated to use the technology, for example, by making its use part of the assessed coursework... Existing person-to-person collaboration skills do not necessarily transfer.---It all suggests a new wave of discriminatory pressures on instructors.

Every new way of working requires its own discipline and constraints, collaborative asynchronous teaching more than most. The mechanisation of teaching will prove to be very demanding in this respect, if some of these experiments are anything to go by. Teaching and Coursework on Line (Taco), for example, provides through the web a system for authoring and delivering coursework, until now the most human of pedagogical activities. Lecturers choose from a range of question types and marking schemes and decide on weightings and confidence assessments. They can still add their own comments to their marking and integrate their other (online) teaching materials with the course system. One cn see how, gradually, the adoption of these systems will push live teaching into the background, how institutions will be able to share teachers and teaching materials. Though face-to-face encounters will somehow survive, the whole management of teaching, especially for more mature students, could pass through (perhaps ultimately into) a mechanised mode. I expect people will come to say how much better it is, while real teaching, where it continues to go on, will be castigated as unacceptably old fashioned and, paradoxically, become even more privileged and expensive. We are seeing the beginning of the "elitisation" of hand-made education - and that in an era when people affect to despise élites, demand that they justify themselves upon impossible criteria and deeply envy them.

The idea that the education of young adults should be founded on encounters with cadres of highly trained and strongly motivated intellectuals will die hard. But its erosion has started as surely as the computer swallowed up the printers, the most ancient of craftworkers, in a matter of a single generation, as surely as it downgraded bank-workers and shopkeepers. One might say that higher education is confronting its version of the spinning jenny.

Anthonyy Smith is ppresident, Magdalen College, Oxford.”

Cleary, Alan Cleary, Terry Mayes & Derek Packham (1976). Educational Technology: Implications for Early and Special Education. Wiley. isbn 0471160458

Traditions within educational technology (audio-visual aids - cybernetics - psychology - behaviour modification)
Objectives, needs and target populations
Automated systems: Past and present (Hansel training machine - Hively's visual discrimination apparatus - St. James-Roberts's operant audiometry system - Touch-Tutor - Edison Responsive Environment
System components (stimulus presentation devices - detection of responses - control logic - knowledge of results - monitoring performance)
Computer applications (computer-assisted instruction - computer-managed instruction - interactive television - computers in educational experimentation)
Organising the resources
Prospects (educational technology and the young child - educational technology and compensatory education)
Despite the great problems of implementation, which performance contracting seems unlikely to solve, we remain hopeful. [Closing sentence of the book, p. 165]

Ellen van Oosten (1996). De ponstypiste en de programmeur: Gender en technologie in de vormgeving van arbeid. Kennis en Methode, XX #1, 38-66.

N. G. de Bruijn (1984). Het Informatica-Stimuleringsplan. Informatie en Informatiebeleid, 5, 9-15. pdf

Prof. dr. N. G. de Bruijn is hoogleraar in de Onderafdeling Wiskunde en Informatica aan de Technische Hogeschool te Eindhoven. Samen met prof. dr. E. M. Uhlenbeck en prof. dr. W. J. M. Levelt stelde hij in 1982 het advies ‘Computers in het Onderwijs’ op.

ICT invoeren? Vanzelfsprekend.

Historie van de automatisering in Nederland. Inventariserende studie als aanzet tot een landelijk historisch documentatiecentrum. NGI.

William W. Brickman & Stanley Lehrer (Eds.) (1966). Automation, education, and human values. New York: School & Society Books. lccc 65-15294 419 pp cloth ex-lib Man, automation, and dignity / Stanley Lehrer -- When men and machines work together / William G. Mather -- Changing technology and changing culture / Arnold B. Barach -- The mixed blessings of automation / George E. Arnstein -- The challenge of automation to education for human Values / Margaret Mead -- Automation : the paradoxes of abundance / Charles R. Bowen -- The humanities in the sixties / Warner G. Rice -- Education for humane living in an age of automation / G. Bruce Dearing -- Education, automation, and humanistic competence / Peter E. Siegle -- The education of the executive as new humanist / C.M.D. Peters -- Some questions concerning humanistic education and automation / Emery F. Bacon -- Technological change, humanistic imperatives, and the tragic sense / Luther H. Harshabarger -- The impact of technology and the sciences on human values / Ralph Wendell Burhoe -- The scholar-educator and automation / William W. Brickman -- Humanistic invention in the post-industrial age / August Heckscher -- Education, technological change, and the new society / Roy C. Buck -- The impact of technology and the need for a dialogue / Lawrence K. William -- Automation and education : reflections on the involvement of government / James A. Donovan, Jr. -- A labor view of the social and educational implications of technological change / Walter L. Davis -- Automation and some neglected aspects of society and education / Luther H. Evans -- Education : the central need of 20th-century America / Hubert H. Humphrey -- The technological revolution and education / Anthony J. Celebrezze -- Automation : boon or bane for education? / Francis Keppel -- Stay-at-home classrooms for space-age adults / Norman D. Kurland -- Education for the world of work / Virgil M. Rogers -- The role of work in the socialization of the adolescent / Dale B. Harris -- Training 1974 : the revolution in learning / John W. Ball, Donald J. Lloyd, & Albert J. Croft -- Free time : the new imperative in our society / Donald N. Michael -- Work, leisure, and education / William W. Brickman -- Technological change and health / John Mac Iver -- Automation, education, and creativity / Stanley Foster Reed -- Technological culture, the university, and the function of religious faith / Myron B. Bloy Jr. -- Conclusion : And see it whole / Maxwell H. Goldberg -- Appendix : Points of view.

Sean Coughlan (15 september 2015). Computers 'do not improve' pupil results, says OECD BBC News webpage

The OECD publication itself: here
Toine Maes: Toine Maes: 'Als je ict goed toepast, werkt het wél' webpage

Paul A. Kirschner (20 October 2015). The disturbing facts about digital natives. blog

Rose Luckin, Wayne Holmes [UCL Knowledge Lab, University College London], Mark Griffiths & Laurie B. Forcier [Pearson] (2016). Intelligence unleashed. An argument for AI in education. Pearson pdf

Pearson propaganda?

By Pedro De Bruyckere, Paul A. Kirschner, Casper D. Hulshof Technology in Education. What Teachers Should Know. aft.org webpage

Natasha Bita (March 26, 2016). Computers in class ‘a scandalous waste’: Sydney Grammar head. The Australian, National Affairs page

Aaron Swartz (). The boy who could change the world. The writings of Aaron Swartz. Verso.

Chris Armour, Stephen D. Schneid & Katharina Brandl (2016). Writing on the board as students’ preferred teaching modality in a physiology course. Adv Physiol Educ 40: 229–233, 2016; doi:10.1152/advan.00130.2015. pdf

The Impact of Computer Usage on Academic Performance: Evidence from a Randomized Trial at the United States Military Academy. Susan Payne Carter, Kyle Greenberg, Michael Walker (May 2016). Working Paper #2016.02 SEII School Effectiveness & Inequality Initiative. pdf

The Economist Intelligence Unit (2016). THE QUEST FOR DIGITAL SKILLS pdf

Daniel Willingham (May 2016). Ed tech purchasing decisions. post

Edward Mendelson (June 23, 2016 issue). In the Depths of the Digital Age. The New York Review of Books page

Nicholas Kardaras (Aug. 31, 2016). Screens In Schools Are a $60 Billion Hoax. blog

Tomi Dufva & Mikko Dufva (2016). Metaphors of code - Structuring and broadening the discussion on teaching children to code. Thinking Skills and Creativity, 22, 97-110. free access

Innovating Education and Educating for Innovation. The Power of Digital Technologies and Skills. Available from September 26, 2016 read online

Neil Selwyn (2016). Teachers vs. technology. Rethinking the digitisation of teachers' work. pdf

The Impact of Computer Usage on Academic Performance: Evidence from a Randomized Trial at the United States Military Academy Susan Payne Carter Kyle Greenberg Michael Walker 2016 working paper

Tara Ehrke : The Hidden Agenda Behind 21st Century Learning. Public-private partnership is strangling our education system. Sep 30, 2015 Psychology Today web