Coverage Chart | Chapter Technology References

The following chart highlights the extent to which technology is covered in each chapter of Psychology Applied to Teaching (PAT). This chart will help students and instructors see, at a glance, the various technologies discussed in every chapter of PAT. Instructors may use the chart to assign students to do software reviews, search for literature on the technology applications, experiment with certain technologies, write to experts in the field for further information, etc. In addition to the various technology resources listed below, some sections also include content-related Web sites.

Coverage Chart
The following section highlights the extent of technology coverage in each chapter of the ninth edition of Houghton and Mifflin's text, Psychology Applied to Teaching (PAT) by Jack Snowman and Robert Biehler with technology contributions by Curt Bonk. As will become clear from reading this section, no other educational psychology textbook has this depth of technology coverage. In effect, this section helps differentiate the PAT book from other educational psychology texts.

Chapter	Title of Technology Section	Types of Technology Discussed
Chapter 1: Applying Psychology to Teaching	Overview of Technology in Teaching	Drill and practice, World Wide Web, hypermedia, multimedia, simulations
Chapter 2: Stage Theories of Development	Using Technology to Promote Cognitive Development	Computer conferencing, videoconferencing, real-time chat
	Technology Applied to Piaget	Microworlds, microcomputer-based laboratories
	Technology Applied to Vygotsky	Reading partner, writing partner, teleapprenticeship
Chapter 3: Age-Level Characteristics	Technology and Literacy	Word processors, voice synthesizers, writing to read, writing to write, bubble dialogue
	Using  Technology to Reduce Egocentrism	Keypals, global classrooms, electronic appearances, telementoring, question-and-answer services
	Effect of Technology on Cognitive and Interpersonal Reasoning	Adventure learning
Chapter 4: Understanding Student Differences	Using Technology to Develop Intelligence	Multimedia, hypertext, hypermedia, Web-based conferencing, IdeaFisher, Inspiration, LOGO
	Using Technology to Accommodate Learning Styles	Virtual reality, computer-assisted learning
Chapter 5: Addressing Cultural and Social Diversity	Bridging the Cultural and SES Gap with Technology	Telecommunication, AT&T Learning Networks, learning circles, 4Directions Project, MOST Environments
	Technology and Bilingual Education	Multimedia, hypermedia, books on disk
Chapter 6: Accommodating Student Variability	Technology for Students with Hearing Impairments	Multimedia, electronic networks for interaction
	Technology for Students with Visual Impairments	Closed captioning, speech synthesizers, screen readers
	Technology for Students with Orthopedic Impairments	Pointing devices, condensed or mini keyboards, touch-sensitive keyboards
	Technology for Students with Speech or Language Impairments	Speech synthesizers, expanded keyboards
	Technology for Students with Learning Disabilities	External memory aids, talking calculators, hypertext, reading comprehension tools, prewriting tools, spelling and grammar checkers, semantic webbing tools, outlining aids, electronic dictionaries, writing planning aids, personal data managers
	Technology for Gifted and Talented Students	Online college courses and support
Chapter 7: Behavioral and Social Learning Theories	Using Computer- Assisted Instruction in Your Classroom	Drill and practice programs, simulations, problem-solving programs
Chapter 8: Information-Processing Theory	Tools to Represent Knowledge	Learning Tool, Inspiration
	Technology Tools for Writing	Word processors, Writer’s Helper, Writer’s Workbench, Grammatik, on-line mentoring, collaborative writing programs
	Technology Tools for Reading	Videodisks, voice recognition, speech synthesizers
	Technology Tools for Science and Math	Knowledge Integration Environment, Web-based Integrated Science Environment, CD-ROMs, data logging devices, calculator-based laboratories
	Technology Tools for Art and Music	Electronic sketchpads, Electronic keyboard software, CD technology, Musical Instrument Digital Interface (MIDI)
Chapter 9: Constructivist Learning Theory, Problem Solving, and Transfer	Technology Tools for Knowledge Construction and Problem Solving	Mindtools, HyperAuthor, Computer-Supported Intentional Learning Environments, Learning Through Collaborative Visualization, e-mail exchange programs, Jasper Woodbury series, video disks
Chapter 10: Approaches to Instruction	Using Technology to Support Behavioral Approaches to Instruction	Drill-and-practice tools, Integrated Learning Systems
	Using Technology to Support Cognitive Approaches to Instruction	Programs for outlining and note taking, electronic encyclopedias, intelligent tutoring systems, simulations, microworlds, hypermedia, microcomputer-based laboratory equipment, Higher Order Thinking Skills program, multimedia, computer-based instructional technology
	Using Technology to Support Humanistic Approaches to Instruction	Learner-centered technology, graphing calculators, handheld computers, microcomputer laboratory equipment, computer conferencing
	Using Technology to Support Social Approaches to Instruction	Computer-based tasks and networking (e-mail, discussion groups, bulletin boards, electronic newsletters and journals), collaborative Web sites, National Geographic Kids Network
Chapter 11: Motivation	Motivating Students with Technology	CD-ROMs, Apple Classrooms of Tomorrow, multimedia, hypermedia, PowerPoint, Internet, computer application and presentation tools, database exploration tools, LOGO, Web-based conferencing, e-mail, discussion forums
Chapter 12: Classroom Management	Technology Tools for Classroom Management	Student electronic record keeping, lesson planning programs, computerized test banks, classroom layout and space utilization tools, Web posting, centralized information systems, individual keypad systems, Integrated Learning Systems
	Using Technology to Keep Students in School	Self-paced technologies, graphics art laboratory, computer labs, instructional technology, desktop publishing, Integrated Learning Systems, virtual high schools
Chapter 13: Assessment of Classroom Learning	Technology for Classroom Assessment	Electronic test banks, technology-based performance assessment, electronic grade books, simulations, hypermedia, digital portfolios, multimedia, scoring rubrics
Chapter 14: Understanding and Using Standardized Tests	Using Technology to Prepare for Assessments	CD-ROMs, videotape, graphing tools, visualization tools, electronic exemplars, computerized testing, Project Essay Grade, Computer Adaptive Testing
Chapter 15: Becoming a Better Teacher by Becoming a Reflective Practitioner	Using Technology for Reflection	Discussion forums, chat rooms, multimedia case-based instruction

Note: See technology references section for citations related to the above technologies.



Chapter Technology References
The following section highlights the extent of technology coverage in each chapter of the ninth edition of Houghton and Mifflin's text, Psychology Applied to Teaching (PAT) by Jack Snowman and Robert Biehler with technology contributions by Curt Bonk. The listing of technology references below is intended to help students as well as instructors wanting additional information regarding educational technologies and their use in schools within certain chapters and topics. As is clear from this listing, there is no other educational psychology textbook with the range of technology references of this particular book.

Chapter: | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |



Chapter 1: Applying Psychology to Teaching

(No technology references.)

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Chapter 2: Stage Theories of Development

Bereiter, C., & Scardamalia, M. (1987). The psychology of written communication. Hillsdale, NJ: Lawrence Erlbaum.

Bonk, C. J., & Cummings, J. A. (1998). A dozen recommendations for placing the student at the center of Web-based instruction. Educational Media International , 35(2), 82-89.

Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools. In C. J. Bonk, & K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 25-50). Mahwah, NJ: Lawrence Erlbaum.

Edelson, D. C., Pea, R. D., & Gomez, L. (1996). Constructivism in the collaboratory. In B. G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 151-164). Englewood Cliffs, NJ: Educational Technology Publications.

Gaffney, J. S., & Anderson, R. C. (1991). Two-tiered scaffolding: Congruent processes of teaching and learning. In E. H. Hiebert (Ed.), Literacy in a diverse society: Perspectives, practices, and policies (pp. 141-156). New York: Teachers College Press.

Levin, J. A., Kim, H., & Riel, M. M. (1990). Analyzing instructional interactions on electronic message networks. In L. M. Harasim (Ed.), Online education: Perspectives on a new environment (pp. 185-213). NY: Praeger.

Harasim, L., Hiltz, S. R., Teles, L., & Turoff, M., (1995). Learning Networks: A Field Guide to Teaching and Learning Online. Cambridge, MA: MIT Press

Kozma, R. B. (1991). Learning with media. Review of Educational Research , 61(2), 179-211.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Nakhleh, M. B. (1994). A review of microcomputer-based labs: How have they affected science learning? Journal of Computers in Mathematics and Science Teaching , 13(4), 368-381.

Nickerson, R. S. (1995). Can technology help teach for understanding? In D. N. Perkins, J. H. Schwartz, M. M. West, & M. S. Wiske (Eds.), Software goes to school: Teaching for understanding with new technologies (pp. 7-22). New York: Oxford University Press.

Pea, R. D. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist , 21(4), 167-182.

Reynolds, T. H., & Bonk, C. J. (1996). Creating computerized writing partner and keystroke recording tools with macro-driven prompts. Educational Technology Research and Development , 44(3), 83-97.

Ruopp, R., Gal, S., Drayton, B., & Pfister, M. (Eds.). (1993). LabNet: Toward a community of practice. Hillsdale, NJ: Lawrence Erlbaum.

Salomon, G., (1988). AI in reverse: Computer tools that turn cognitive. Journal of Educational Computing Research , 4(2), 123-139.

Schrum, L. & Berenfeld, B. (1997). Teaching and learning in the information age: A guide to educational telecommunications. Needham Heights, MA: Allyn & Bacon.

Schwartz, J. (1995). Shuttling between the particular and the general: Reflections on the role of conjecture and hypothesis in the generation of knowledge in science and mathematics. In D. N. Perkins, J. H. Schwartz, M. M. West, & M. S. Wiske (Eds.), Software goes to school: Teaching for understanding with new technologies (pp. 93-105). New York: Oxford University Press.

Singletary, T. J., & Jordan, J. R. (1996). Exploring the globe. The Science Teacher , 63(3), 36-39.

Songer, N.B. (1998). Can technology bring students closer to science? In K. Tobin & B. Fraser (Eds.). The International Handbook of Science Education. The Netherlands: Kluwer.

Zellermayer, M., Salomon, G., Globerson, T., & Givon, H. (1991). Enhancing writing-related metacognitions through a computerized writing partner. American Educational Research Journal , 28, 373-391.

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Chapter 3: Age-Level Characteristics

Angeli, C., & Cunningham, D. J. (1998). Bubble Dialogue: Tools for supporting literacy and mind. In C. J. Bonk, & K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 81-101). Mahwah, NJ: Lawrence Erlbaum.

Bonk, C. J., & Sugar, W. A. (1998). Student role play in the World Forum: Analyses of an Arctic learning apprenticeship. Interactive Learning Environments, 6(1-2), 1-29.

Casey, J., & Martin, L. (1994). Literacy instruction in an integrated curriculum. The Computing Teacher, 21(5), 33-34, 36-37.

Gredler, G. R. (1997). Intervention programs for young children with learning disabilities. Psychology in the Schools, 34(2), 161-169.

Harris, J. (1997). Content and intent shape function: Designs for web-based educational telecomputing activities. Learning and Leading With Technology, 24(5), 17-20.

Huenecke, D. (1992). An artistic criticism of writing to read, a computer-based program for beginning readers. Journal of Curriculum and Supervision, 7(2), 170-179.

Jones, A., & Selby, C. (1997). The use of computers for self-expression and communication. Journal of Computing in Childhood Education, 8(2/3), 199-214.

Labbo, L. D., Murray, B. A., & Phillips, M. (1995-1996). Writing to read: From inheritance to innovation and invitation. The Reading Teacher, 49(4), 314-321.

Lehrer, R., Levin, B. B., DeHart, P., & Comeaux, M. (1987). Voice-feedback as a scaffold for writing: A comparative study. Journal of Educational Computing Research, 3(3), 335-353.

Reinking, D. (1997). Me and my hypertext:) A multiple digression analysis of technology and literacy (sic). The Reading Teacher, 50(8), 626-643.

Rowland, K. L., & Scott, D. (1992). Promoting language and literacy for young children through computers. Journal of Computing in Childhood Education, 3, 55-61.

Selman, R. (1980). The growth of interpersonal understanding: Developmental and clinical analysis. New York: Academic Press.

Siegel, M. A., & Kirkley, S. E. (1998). Adventure learning as a vision of the digital learning environment. In C. J. Bonk, & K. S. King (Eds.), Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse (pp. 341-364). Mahwah, NJ: Lawrence Erlbaum.

Slavin, R. E. (1990). IBM’s writing to read: Is it right for reading? Phi Delta Kappan, 72(3), 214-216.

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Chapter 4: Understanding Student Difference

Anderson-Inman, L., Knox-Quinn, C., & Horney, M. A. (1996). Computer-based study strategies for students with learning disabilities: Individual differences associated with adoption level. Journal of Learning Disabilities, 29(5), 461-484.

Bonk, C. J., Reynolds, T. H., & Medury, P. V. (1996). Technology enhanced workplace writing: A social and cognitive transformation. In A. H. Duin & C. J. Hansen (Eds.), Nonacademic writing: Social theory and technology (pp. 281-303). Mahwah, NJ: Lawrence Erlbaum.

Clariana, R. B. (1997). Considering learning style in computer-assisted learning. British Journal of Educational Technology, 28(1), 66-68.

Comber, C., Colley, A., Hargreaves, D., & Dorn, L. (1997). The effects of age, gender and computer experience upon computer attitudes. Journal of Educational Research, 39(2), 123-133.

Corston, R., & Colman, A. (1996). Gender and social facilitation effects on computer competence and attitudes toward computers. Journal of Educational Computing Research, 14(2), 171-183.

Dickson, W. P. (1985). Thought-provoking software: Juxtaposing symbol systems. Educational Researcher, 14(5), 30-38.

Gipson, J. (1997). Girls and computer technology: Barrier or key? Educational Technology, 37(2). 41-43.

Grabe, M., & Grabe, C. (1998). Integrating technology for meaningful learning (2nd ed.). Boston, MA: Houghton Mifflin.

Kay, R. (1989). Gender differences in computer attitudes, literacy, locus of control and commitment. Journal of Research on Computing in Education, 21(3), 307-317.

Kellogg, R. T. (1989). Idea processors: Computer aids for planning and composing text. In B. K. Britton & S. M. Glynn (Eds.), Computer writing environments: Theory, research, and design (pp. 57-92). Hillsdale, NJ: Lawrence Erlbaum.

Koch, M. (1994). No Girls Allowed. Technos, 3(3), 14-19.

Krendl, K., & Broihier, M. (1992). Student responses to computers: A longitudinal study. Journal of Educational Computing Research, 8(2), 215-227.

Lieberman, D. (1985). Research on children and microcomputers: A review of utilization and effects studies. In M. Chen & W. Paisley (Eds.), Children and microcomputers: Research on the newest medium (pp. 59-83). Beverly Hills, CA: Sage.

Linn, M. C. (1985). The cognitive consequences of programming instruction in classrooms. Educational Researcher, 14(5), 14-29.

Martin, C.D., Heller, R.S., & Mahmoud, E. (1992). American and Soviet children’s attitudes toward computers. Journal of Educational Computing Research, 8(2), 155-185.

McLellan, H. (1996a). ‘Being digital’: Implications for education. Educational Technology, 36(6), 5-20.

Nicholson, J., Gelpi, A., Young, S., & Sulzby, E. (1998). Influences of gender and open-ended software on first graders’ collaborative composing activities on computers. Journal of Computing in Childhood Education, 9(1), 3-42.

Okebukola, P. A. (1993). The gender factor in computer anxiety and interest among some Australian high school students. Educational Research,35(2), 181-189.

Proost, K., Elen, J., & Lowych, J. (1997). Effects of gender on perception of the preferences for telematic learning environments. Journal of Research on Computing in Education, 29(4), 371-385.

Rocheleau, B. (1995). Computer use by school-age children: Trends, patterns, and predictors. Journal of Educational Computing Research, 12(1), 1-17.

Sanders, J.S. (1985). Here’s how you can help girls take greater advantage of school computers. American School Board Journal, 172(4), 37-38.

Shashanni, L. (1994). Gender differences in computer experience and its influence on computer attitudes. Journal of Educational Computing Research, 11(4) 347-367.

Sternberg, R. J. (1997). Technology changes intelligence: Societal implications and soaring IQ’s. Technos, 6(2), 12-14.

Sutton, R. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research, 61(4), 465-503.

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Chapter 5: Addressing Cultural and Socioeconomic Diversity

Bransford, J., Sharp, D. M., Vye, N. J., Goldman, S. R., Hasselbring, T. S., Goin, L., O’Banion, K., Liverois, J., Saul, E., & The Cognition and Technology Group at Vanderbilt (1996). MOST environments for accelerating literacy development. In S. Vosniadou, E. De Corte, R. Glaser., & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 223-255). Mahwah, NJ: Lawrence Erlbaum.

Cognition and Technology Group at Vanderbilt (1994). Multimedia environments for developing literacy for at-risk students. In B. Means (Ed.), Technology and educational reform: The reality behind the promise (pp. 23-56). San Francisco, CA: Jossey-Bass.

Fabris, M. E. (1992-1993). Using multimedia in the multicultural classroom. Journal of Educational Technology Systems, 21(2), 163-171.

Freedman, K., & Liu, M. (1996). The importance of computer experience, learning processes, and communication patterns in multicultural networking. Educational Technology Research and Development, 44(1), 1042-1629.

Golub, J. N. (1994). Activities for the interactive classroom. Urbana, IL: National Council of Teachers of English.

Heath, I. A. (1996). The social studies video project: A holistic approach for teaching linguistically and culturally diverse students. The Social Studies, 87(3), 106-112.

Irwin, M., Moore, M. A., & Stevenson, J. (1994). Enhancing a multicultural program through hypertext links. Computers in the Schools, 10(3/4), 255-280.

Kinard, B., & Bitter, G. G. (1997). Multicultural mathematics and technology: The Hispanic math project. Using Technology in the Classroom, 13(_), 77-88.

Liu, M. (1994). Hypermedia assisted instruction and second language learning: A semantic-network-based approach. Computers in the Schools, 10(3/4); 293-312.

Riel, M. (1993). Global Education through learning circles. In L. Harasim, (Ed.), Global Networks (pp. 221-236). Cambridge, MA: MIT Press.

Riel, M. (1996). Cross-classroom collaboration: Communication and education. In T. Koschmann (Ed.), CSCL: Theory and practice (pp. 187-207). Mahwah, NJ: Lawrence Erlbaum.

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Chapter 6: Accommodating Student Variability

Aedo, I., Miranda, P., Panetsos, F., Torra, N., & Martin, M. (1994). A teaching methodology for the hearing impaired using hypermedia and computer animation. Journal of Computing in Childhood Education, 5(3/4), 353-369.

Bonk, C. J., & Reynolds, T. H. (1992). Early adolescent composing within a generative-evaluative computerized prompting framework. Computers in Human Behavior, 8(1), 39-62.

Boone, R., Higgins, K., Notari, A., & Stump, C. S. (1996). Hypermedia pre-reading lessons: Learner-centered software for kindergarten. Journal of Computing in Childhood Education, 7(_), 36-69.

Bruce, B., Peyton, J. K., & Batson, T. (Eds.). (1993). Network-based classrooms: Realities and promises. New York: Cambridge University Press.

Elwell, C. C., Reeve, K., & Hofmeister, A. (1992). Captioning instructional video. Educational Technology, 32(8), 45-50.

Gray, B. A. (1991). Using instructional technology with at-risk youth: A primer. TechTrends, 36(5), 61-63.

Holder-Brown, L., & Parette, Jr., H. P. (1992). Children with disabilities who use assistive technology: Ethical considerations. Young Children, 47(6), 73-77.

Howell, R. (1996). Technological aids for inclusive classrooms. Theory into Practice, 35(1), 58-65.

Kumar, D., & Wilson, C. L. (1997). Computer technology, science education, and students with learning disabilities. Journal of Science Education and Technology, 6(2), 155-160.

Larsen, S. (1995). What is "quality" in the use of technology for children with learning disabilities? Learning Disability Quarterly, 18(2), 118-130.

Leong, C. K. (1995). Effects of on-line reading and simultaneous dectalk auding in helping below-average and poor readers comprehend and summarize text. Learning Disability Quarterly, 18(2), 101-116.

MacArthur, C. (1994). Peers + word processing + strategies = a powerful combination for revising student writing. Teaching Exceptional Children, 27(1), 24-29.

MacArthur, C. A. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29(4), 344-354.

MacArthur, C. A., & Haynes, J. B. (1995). Student assistant for learning from text (SALT): A hypermedia reading aid. Journal of Learning Disabilities, 28(3), 150-159.

Messerer, J. (1997). Adaptive technology. Learning and Leading With Technology, 24(5), 50-53.

Parette, Jr., H. P., Dunn, N. S., & Hoge, D. R. (1995). Low-cost communication devices for children with disabilities and their family members. Young Children, 50(6), 75-81.

Parette, Jr., H. P., Hourcade, J. J., & VanBiervliet, A. (1993). Selection of appropriate technology for children with disabilities. Teaching Exceptional Children, 25(3), 18-22.

Raskind, M. (1993). Assistive technology and adults with learning disabilities: A blueprint for exploration and advancement. Learning Disability Quarterly, 16(3), 185-196.

Ravaglia, R., Suppes, P., Stillinger, C., & Alper, T. (1995). Gifted Child Quarterly, 39(1), 7-13.

Schery, T., & O’Connor, L. (1997). Language intervention: Computer training for young children with special needs. British Journal of Educational Technology, 28(4), 271-279.

Scrase, R. (1997). Using scanners linked to talking computers as tools for teaching children to read. British Journal of Educational Technology, 28(4), 308-310.

Skinner, L., Gillespie, P., & Balkam, L. (1997). Waysiders in America’s classrooms. Technos, 6(1), 29-31.

Snider, S. L, & Badgett, T. L. (1995). "I have this computer, what do I do now?" Using technology to enhance every child’s learning. Early Childhood Education Journal, 23(2), 101-105.

Torgesen, J. K., & Barker, T. A. (1995). Computers as aids in the prevention and remediation of reading disabilities. Learning Disability Quarterly, 18(2), 76-87.

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Chapter 7: Behavioral and Social Learning Theories

Brush, T. A. (1997). The effects of group composition an achievement and time on task for students completing ILS activities in cooperative pairs. Journal of Research on Computing in Education, 30(1), 2-17.

Christmann, E. P., Lucking, R. A., & Badgett, J. L. (1997). The effectiveness of computer-assisted instruction on the academic achievement of secondary students: A meta-analytic comparison between urban, suburban, and rural educational settings. Computer in the Schools, 13(3/4), 31-40.

Clariana, R. B. (1996). Differential achievement gains for mathematics computation, concepts, and applications with an integrated learning system. Journal of Computers in Mathematics and Science Teaching, 15(3), 203-215.

Fletcher-Flinn, C. M., & Gravatt, B. (1995). The efficacy of computer assisted instruction (CAI): A meta-analysis. Journal of Educational Computing Research, 12(3), 219-242.

Frye, B., & Frager, A. M. (1996). Civilization, Colonization, SimCity, simulations for the social studies classroom. Learning and Leading with Technology, 24(2), 21-23, 32.

Fulk, B. M., & Stormont-Spurgin, M. (1995). Spelling interventions for students with disabilities: A review. The Journal of Special Education, 28(4), 488-513.

Ouyang, R., & Shirey, R. (1994). Resource of CAI software packages for geography education in elementary schools. Journal of Computing in Childhood Education, 3(3/4), 371-394.

Taylor, R. P. (Ed.). (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press.

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Chapter 8: Information-Processing Theory

Ayersman, D. J. (1996). Reviewing the research on hypermedia-based learning. Journal of Research on Computing Education, 28(4), 500-525.

Bangert-Drowns, R. L. (1993). The word processor as an instructional tool: A meta-analysis of word processing in writing instruction. Review of Educational Research, 63(1), 69-93.

Bonk, C. J., Hay, K. E., & Fischler, R. B. (1996). Five key resources for an electronic community of elementary student weather forecasters. Journal of Computing in Childhood Education, 7(1/2), 93-118.

Brooks, H. B., & Brooks, D. W. (1996). The emerging role of CD-ROMs in teaching chemistry. Journal of Science Education and Technology, 5(3), 203-215.

Chia, J., & Duthie, B.(1993) Primary children and computer-based art work. Art Education, 46(6), 23-26, 35-41.

Davidson-Shivers, G. V., Rasmussen, K. L., & Bratton-Jeffery, M. F. (1997). Investigating learning strategies generation in a hypermedia environment using qualitative methods. Journal of Computing in Childhood Education, 8(2/3), 247-261.

Engebretsen, A. (1997). Visualizing least-square lines of best fit. The Mathematics Teacher, 90(5), 405-408.

Ferrini-Mundy, J., & Lauten, D. (1994). Learning about calculus learning. The Mathematics Teacher, 87(2), 115-121.

Fletcher-Flinn, C. M., & Suddendorf, T. (1996). Do computers affect ‘the mind’? Journal of Educational Computing Research, 15(2), 97-112.

Hudson, B. (1997). Group work with multimedia in mathematics: The role of the technology and of the teacher. British Journal of Educational Technology, 28(4), 257-270.

Kozma, R. B. (1987). The implications of cognitive psychology for computer-based learning tools. Educational Technology, 27(11), 20-25.

Lehrer, R., & Littlefield, J. (1991). Misconceptions and errors in LOGO: The role of instruction. Journal of Educational Psychology, 83(1), 124-133.

Linn, M C. (1992). Science education reform: Building on the research base. Journal of Research in Science Teaching, 29(8), 821-840.

Linn, M. C. (1997). The role of the laboratory in science learning. The Elementary School Journal, 97(4), 401-417.

Magnusson, S. J. (1996). Complexities of learning with computer-based tools: A case of inquiry about sound and music in elementary school. Journal of Science Education and Technology, 5(4), 297-309.

Meskill, C. (1996). Listening skills development through multimedia. Journal of Educational Multimedia and Hypermedia, 5(2), 179-201.

Morrell, K., Marchionini, G., & Neuman, D. (1993). Sailing Perseus: Instructional strategies for hypermedia in the classics. Journal of Educational Multimedia and Hypermedia, 2(4), 337-353.

Murdick, K. (1996). Short-term sales forecasting. The Mathematics Teacher, 89(1), 48-52.

Nastasi, B. K., & Clements, D. H. (1993). Motivational and social outcomes of cooperative computer education environments. Journal of Computing in Childhood Education, 4(1), 15-43.

Nastasi, B. K., & Clements, D. H. (1994). Effectance motivation, perceived scholastic competence, and higher-order thinking in two cooperative computer environments. Journal of Educational Computing Research, 10(3), 249-275.

Nelson, W., & Palumbo, D. B. (1992). Learning, instruction, and hypermedia. Journal of Educational Multimedia and Hypermedia, 1(3), 287-299.

Neuwirth, C. M., & Wojahn, P. G. (1996). Learning to write: Computer support for a cooperative process. In T. Koschmann (Ed.), CSCL: Theory and practice (pp. 147-170). Mahwah, NJ: Lawrence Erlbaum.

Nicol, M. P. (1997). How one physics teacher changed his algebraic thinking. The Mathematics Teacher, 90(2), 86-89.

Olson, D. R. (1985). Computers as tools of the intellect. Educational Researcher, 14(5), 5-8.

Reed, W. M. (1996). Assessing the impact of computer-based writing instruction. Journal of Research on Computing in Education, 28(4), 418-437.

Reese, S. (1995). MIDI-assisted composing in your classroom. Music Educators Journal, 81(4), 37-40.

Salomon, G., (1993). On the nature of pedagogic computer tools. In S. Lajoie & S. Derry (Eds.), Computers as cognitive tools (pp. 179-196). Hillsdale, NJ: Lawrence Erlbaum.

Salomon, G., Globerson, T., & Guterman, E. (1989). The computer as a zone of proximal development: Internalizing reading-related metacognitions from a reading partner. Journal of Educational Psychology, 81(4), 620-627.

Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2-9.

Shepardson, D. P., & Britsch, S. J. (1996). When dinosaurs roamed: Hypermedia and the learning of mathematics and science. Journal of Computers in Mathematics and Science Teaching, 15(_), 7-18.

Snir, J., Smith, C., & Grosslight, L. (1993). Conceptually enhanced simulations: A computer tool for science teaching. Journal of Science Education and Technology, 2(2), 373-388.

Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991). Knowledge representation, content specification, and the development of skill in situation-specific knowledge assembly: Some constructivist issues as they relate to cognitive flexibility theory and hypertext. Educational Technology, 31(9), 22-25.

Toomey, R., & Ketterer, K. (1995). Using multimedia as a cognitive tool. Journal of Research on Computing in Education, 27(4), 472-482.

Xin, F., Glaser, C. W., & Rieth, H. (1996). Multimedia reading: Using anchored instruction and video technology in vocabulary lessons. Teaching Exceptional Children, 29(2), 45-49.

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Chapter 9: Constructivist Learning Theory, Problem Solving, and Transfer

Barron, B., Vye, N., Zech, L., Schwartz, D., Bransford, J., Goldman, S., Pelligrino, J., Morris, J., Garrison, S., & Kantor, R. (1995). Creating contexts for community-based problem solving: The Jasper challenge series. In C. A. Hedley, P. Antonacci, & M. Rabinowitz (Eds.), Thinking and literacy: The mind at work (pp. 47-71). Hillsdale, NJ: Lawrence Erlbaum.

Cardelle-Elawar, M., & Wetzel, K. (1995). Students and computers as partners in developing students’ problem-solving skills. Journal of Research on Computing in Education, 27(4), 387-401.

Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70.

Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W. (1996). Anchoring science instruction in multimedia learning environments. In S. Vosniadou, E. De Corte, R. Glaser., & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 257-284). Mahwah, NJ: Lawrence Erlbaum.

Gomez, L. M., Fishman, B. J., & Pea, R. D. (in press). The CoVis project: Building a large scale science education testbed. Interactive Learning Environments.

Jarvela, S. (1995). The cognitive apprenticeship model in a technologically rich learning environment: Interpreting the learning interaction. Learning and Instruction, 5(3), 237-259.

Lambrecht, J. (1993). Applications software as cognitive enhancers. Journal of Research on Computing in Education, 25(4), 506-520.

Lehrer, R. (1993). Authors of knowledge: Patterns of hypermedia design. In S. Lajoie & S. Derry (Eds.), Computers as cognitive tools (pp. 197-227). Hillsdale, NJ: Lawrence Erlbaum.

Lehrer, R., Erickson, J., & Connell, T. (1994). Learning by designing hypermedia documents. Computers in the Schools, 10(1/2), 227-254.

Nelson, W., & Palumbo, D. B. (1992). Learning, instruction, and hypermedia. Journal of Educational Multimedia and Hypermedia, 1(3), 287-299.

Oshima, J., Scardamalia, M., & Bereiter, C. (1996). Collaborative learning processes associated with high and low conceptual progress. Instructional Science, 24(1), 125-155.

Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of The Learning Sciences, 1(1), 37-68.

Scardamalia, M. & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice (pp. 249-268). Mahwah, NJ: Lawrence Erlbaum.

Scardamalia, M., Bereiter, C., McLean, R. S., Swallow, J., & Woodruff, E. (1989). Journal of Educational Computing Research, 5(1), 51-68.

Secules, T., Cottom, C., Bray, M., & Miller, L. (1997). Creating schools for thought. Educational Leadership, 54(6), 56-60.

Shrader, G., & Gomez, L. (1997). Inventing interventions: Three successful CoVis cases. Paper presented at the annual Educational Media Conference, Calgary, Alberta, Canada. (ERIC Document Reproduction Service No. 413 166)

Shrader, G., Lento, E., Gomez, L., & Pea, R. (1997). Inventing interventions: Cases from CoVis—An analysis by SES. Paper presented at the Annual meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 412 115)

White, C. S. (1987). Developing information-processing skills through structured activities with a computerized file-management program. Journal of Educational Computing Research, 3(3), 355-375.

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Chapter 10: Approaches to Instruction

American Psychological Association (1997). Learner-centered psychological principles: A framework for school redesign and reform. Available at: http://www.apa.org/ed/lcp.html.

Barab, S. A., Hay, K. E., & Duffy, T. M. (1998). Grounded constructions and how technology can help. TechTrends, 43(2), 15-23.

Barowy, B., & Laserna, C. (1997). The role of the Internet in the adoption of computer modeling as legitimate high school science. Journal of Science Education and Technology, 6(1), 3-13.

Bonk, C. J., & Reynolds, T. H. (1997). Learner-centered web instruction for higher-order thinking, teamwork, and apprenticeship. In B. H. Khan (Ed.), Web-based instruction (pp. 167-178). Educational Technology Publications.

Bradsher, M. (1996). Making friends in the global village: Tips on international collaborations. Learning and Leading With Technology, 23(6), 58-51.

Bradsher, M., & Hagan, L. (1995). The kids network: Students-scientists pool resources. Educational Leadership, 53(2), 38-43.

Copen, P. (1995). Connecting classrooms through telecommunications. Educational Leadership, 53(2), 44-47.

Cognition and Technology Group at Vanderbilt. (1996). Looking at technology in context: A framework for understanding technology and education research. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology (807-840). New York, NY: Simon & Schuster.

Dede, C. (1996). The evolution of distance education: Emerging technologies and distributed learning. The American Journal of Distance Education, 10(2), 4-36.

de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.

Derry, S., & Lesgold, A. (1996). Toward a situated social practice model for instructional design. In Berliner, D. C., & Calfee, R. C. (Ed.), Handbook of Educational Psychology (pp. 787-806). New York: Macmillan Library Reference.

Doerr, H. M. (1996). Integrating the study of trigonometry, vectors, and force through modeling.. School of Science and Mathematics, 96(8), 407-418.

Ehman, L. H., Glenn, A. D., Johnson, V., & White, C. S. (1992). Using computer databases in student problem solving: A study of eight social studies teachers’ classrooms. Theory and Research in Social Education, 20(2), 179-206.

Hannafin, M. J., & Land, S. M. (1997). The foundation and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25(3), 167-202.

Harel, I., & Papert, S. (1990). Software design as a learning environment. Interactive Learning Environments, 1(1), 1-32.

Hawley, C. L., & Duffy, T. M. (1997, March). Student-teacher interaction in "The Chelsea Bank" simulation. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Hirtle, J. S. (1996). Constructing a collaborative classroom (Part 2). Learning and Leading With Technology, 23(8), 27-30.

Jonassen, D. H., & Wang, S. (1993-94). The physics tutor: Integrating hypertext and expert systems. Journal of Educational Technology Systems, 22(1), 19-28.

Kimball, L. (1995). Ten ways to make online learning groups work. Educational Leadership, 53(2), 54-56.

Koedinger, K. R., & Anderson, J. R. (1993). Reifying implicit planning in geometry: Guidelines for model-based intelligent tutoring system design. In S. Lajoie & S. Derry (Eds.), Computers as cognitive tools (pp. 15-45). Hillsdale, NJ: Lawrence Erlbaum.

Landow, G. P. (1992). Bootstrapping hypertext: Student-created documents, Intermedia, and the social construction of knowledge. In E. Barrett (Ed.), Sociomedia: Multimedia, hypermedia, and the social construction of knowledge (pp. 195-217). Cambridge, MA: MIT Press.

Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting project-based science. The Elementary School Journal, 97(4), 341-358.

Meagher, M. E. (1995). Learning English on the Internet. Educational Leadership International, 53(2), 88-90.

Pogrow, S. (1990). A Socratic approach to using computers with at-risk students. Educational Leadership, 47(5), 61-66.

Roschelle, J. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice (pp. 209-248). Mahwah, NJ: Lawrence Erlbaum.

Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.

Sauer, E. (1994). Creative collaboration online. The Computing Teacher, 21(7), 38-40.

Savery, J. R., & Duffy, T. M. (1996). Problem-based learning: An instructional model and its constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135-148). Englewood Cliffs, NJ: Educational Technology Publications.

Scholten, B., & Whitner, J. (1996). Hypermedia projects. Learning and Leading With Technology, 24(3), 59-62.

Van Dusen, L. M., & Worthen, B. R. (1995). Can integrated instructional technology transform the classroom? Educational Leadership, 53(2), 28-33.

Wagner, E. D., & McCombs, B. (1995). Learner-centered psychological principles in practice: Designs for distance education. Educational Technology, 35(2), 32-35.

Woolsey, K., & Bellamy, R. (1997). Science education and technology: Opportunities to enhance student learning. The Elementary School Journal, 97(4), 385-399.

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Chapter 11: Motivation

Barr, H.(1994). Social studies by electronic mail. The Social Studies, 85(6), 281-284.

Becker, D. A., & Dwyer, M. M. (1994). Using hypermedia to provide learner control. Journal of Educational Multimedia and Hypermedia, 3(2), 155-172.

Bergin, D. A., Ford, M. E., & Hess, R. D. (1993). Patterns of motivation and social behavior associated with microcomputer use of young children. Journal of Educational Psychology, 85(3), 437-445.

Bernhard, J. K., & Siegel, L. S. (1994). Increasing internal locus of controls for a disadvantaged group: A computer intervention. Computers in the Schools, 11(1), 59-77.

Carroll, T., Knight, C., & Hutchinson, E. (1995). Carmen Sandiego: Crime can pay when it comes to learning. Social Education, 59(3), 165-169.

Carver, S. M. (1995). Cognitive apprenticeships: Putting theory into practice on a large scale. In C. A. Hedley, P. Antonacci, & M. Rabinowitz (Eds.), Thinking and literacy: The mind at work (pp. 203-228). Hillsdale, NJ: Lawrence Erlbaum.

Chiou, G. (1994-95). Learning rationales and virtual reality technology in education. Journal of Educational Technology Systems, 23(4), 327-336.

Collins, A. (1996). Design issues for learning environments. In S. Vosniadou, E. De Corte, R. Glaser., & H. Mandl (Eds.), International perspectives on the design of technology-supported learning environments (pp. 347-361). Mahwah, NJ: Lawrence Erlbaum.

Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715-730.

Ebert, E., & Strudler, N. (1996). Improving science learning using low-cost multimedia. Learning and Leading With Technology, 24(1), 23-26.

Glasgow, N. J. (1997). Keep up the good work! Part II using multimedia to build reading fluency and enjoyment. Learning and Leading With Technology, 24(5), 22-25.

Gouzouasis, P. (1994). Multimedia constructions of children: An exploratory study. Journal of Computing in Childhood Education, 5(3/4), 273-284.

Haag, B. B., & Grabowski, B. L. (1995). The design of CD-I: Incorporating instructional design principles. Educational Technology, 35(2), 36-39.

Hedberg, J., & Alexander, S. (1994). Virtual reality in education: Defining researchable issues. EMI, 31(4), 214-220.

Jakobsdottir, S., & Hooper, S. (1995). Computer-assisted foreign language learning: Effects of text, context, and gender on listening comprehension and motivation. Educational Technology Research and Development, 43(4), 43-59.

Kearsley, G. (1993). Intelligent agents and instructional systems: Implications of a new paradigm. Journal of Artificial Intelligence and Education, 4(4), 295-304.

Liu, M. (1996). An exploratory study of how pre-kindergarten children use the interactive multimedia technology: Implications for multimedia software design. Journal of Computing in Childhood Education, 7(_), 71-92.

McLellan, H. (1996b). Virtual realities. In D. Jonassen (Ed.), Handbook for Research on Education Communications and Technology (pp. 457-487). Boston, MA: Kluwer-Nijhoff.

Oakes, C. (1996). First grade online. Learning and Leading With Technology, 24(1), 37-39.

Pantelidis, V. S. (1993). Virtual Reality in the Classroom. Educational Technology, 33(4), 23-27.

Rankin, W. (1997). The cyberjournal: Developing writing, researching, and editing skills through e-mail and the world wide web. Educational Technology, 37(4), 29-31.

Schofield, J. W., Eurich-Fulcer, R., & Britt, C. L. (1994). Teachers, computer tutors, and teaching: The artificially intelligent tutor as an agent for classroom change. American Educational Research Journal, 31(3), 579-607.

Small, R. V., & Ferreira, S. M. (1994). Information location and use, motivation, and learning patterns when using print or multimedia information resources. Journal of Educational Multimedia and Hypermedia, 3(3/4), 251-273.

Tinker, R., & Haavind, S. (1996). Netcourses and netseminars: Current practice and new designs. Journal of Science Education and Technology, 5(3), 217-223.

Tyler, D. K., & Vasu, E. S. (1995). Locus of control, self-esteem, achievement motivation, and problem-solving ability: LogoWriter and simulations in the fifth-grade classroom. Journal of Research on Computing in Education, 28(1), 98-121.

White, C. (1995). Two CD-ROM products for social studies classrooms. Social Education, 59(4), 203-207.

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Chapter 12: Classroom Management

Allen, D. (1996). Problem-solving strategies. Teaching PreK-8, 27(3), 14-16.

Callister, T. A., & Dunne, F. (1992). The computer as doorstop: Technology as disempowerment. Phi Delta Kappan, 74(4), 324-326.

Dattilo, D, Stout, C., & Watrous, M. (1991). Super technology time-savers. Instructor, 101(1), 74-76.

Eakin, S. S. (1997). Educators on the edge: Spreading the wise use of technology. Technos, 6(3), 15-22.

Fischer, M. J. (1996). Integrated learning systems: An application linking technology with human factors and pedagogical principles. Educational Technology Research and Development, 44(3), 65-72.

Holzberg, C. S. (1995). Classroom management at your fingertips. Learning, 23(4), 57-59.

Jones, J. A. (1994). Integrated learning systems for diverse learners. Media & Methods, 31(1), 14,16.

Keeler, C. M. (1996). Networked instructional computers in the elementary classroom and their effect on the learning environment: A qualitative evaluation. Journal of Research on Computing in Education, 28(3), 329-345.

Mergendoller, J. R. (1996). Moving from technological possibility to richer student learning: Revitalized infrastructure and reconstructed pedagogy. Educational Researcher, 25(8), 43-46.

Mitchell, P.R. (1996). Stop the world--west Georgia is getting on. Technos, 5(3), 14-15, 19-20.

O’Lone, D. J. (1997). Student information system software: Are you getting what you expected? 81(585), 86-93.

Peck, K. L., & Catello, J. P. (1990). Instructional alternatives for at-risk students. Media & Methods, 26(5), 12, 54-57.

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Chapter 13: Assessment of Classroom Learning

Baugh, I. W. (1994). Hypermedia as a performance-based assessment tool. The Computing Teacher, 21(6), 14-17.

Cheek, D. W. (1993). Plain talk about alternative assessment. Middle School Journal, 25(2), 6-10.

Davey, T., Godwin, J., & Mittelholtz, D. (1997). Developing and scoring an innovative computerized writing assessment. Journal of Educational Measurement, 34(1), 21-41.

Helgeson, S. L., & Kumar, D. D. (1993). A review of education technology in science assessment. Journal of Computers in Mathematics and Science Teaching, 12(3/4), 227-243.

Lavigne, N., & Lajoie, S. (1996). Communicating performance criteria to students through technology. The Mathematics Teacher, 89(1), 66-69.

Mohnsen, B. (1997). Stretching bodies and minds through technology. Educational Leadership, 55(3), 46-48.

Page, E. B. (1994). Computer grading of student prose, using modern concepts and software. Journal of Experimental Education, 62(2), 127-142.

Page, E. B., & Petersen, N. S. (1995). The computer moves into essay grading. Phi Delta Kappan, 76(7), 561-565.

Singley, M. K., & Taft, H. L. (1995). Open-ended approaches to science assessment using computers. Journal of Science Education and Technology, 4(1), 7-20.

Trentin, G. (1997). Computerized adaptive tests and formative assessment. Journal of Educational Multimedia and Hypermedia, 6(2), 201-220.

Zehavi, N. (1997). Diagnostic learning activities using DERIVE. Journal of Computers in Mathematics and Science Teaching, 16(1), 37-59.

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Chapter 14: Understanding and Using Standardized Tests

Altschuld, J. W. (1995). Evaluating the use of computers in science assessment: Considerations and recommendations. Journal of Science Education and Technology, 4(1), 57-64.

Baker, E., & O’Neil, Jr., H. F. (1995). Computer technology futures for the improvement of assessment. Journal of Science Education and Technology, 4(1), 37-45.

Berliner, D. C. (1992). Redesigning classroom activities for the future. Educational Technology, 32(10), 7-13.

D’Ignazio, F. (1994). The classroom as knowledge theme park. The Computing Teacher, 21(7), 35-37, 50.

Dickinson, K. (1997). Distance learning on the Internet: Testing students using web forms and the computer gateway interface. TechTrends, 42(2), 38-42.

Johnson, J. M. (1996-97). Software for an evaluation workshop. Learning and Leading With Technology, 24(4), 96-97.

Kumar, D. D., & Helgeson, S. L. (1995). Trends in computer applications in science assessment. Journal of Science Education and Technology, 4(1), 29-36.

Milone, Jr., M. N. (1995). Electronic portfolios: Who’s doing them and how? Technology & Learning, 16(2), 28-29,32,34,36.

Moersch, C., & Fisher III, L. M. (1995). Electronic portfolios— some pivotal questions. Learning and Leading With Technology, 23(2), 10-14.

Niguidula, D. (1997). Picturing performance with digital portfolios. Educational Leadership, 55(3), 26-29.

Okey, J. R. (1995). Performance assessment and science learning: Rationale for computers. Journal of Science Education and Technology, 4(1), 81-87.

Pate, P. E., Homestead, E., & McGinnis, K. (1993). Designing rubrics for authentic assessment. Middle School Journal, 25(2), 25-27.

Pilcher, J. K. (1993). Characteristics of alternative assessment procedures used in an interdisciplinary middle school curriculum. Middle School Journal, 25(2), 58-60.

Shavelson, R. J., & Baxter, G. P. (1992). What we’ve learned about assessing hands-on science. Educational Leadership, 49(8), 20-25.

Tuttle, H. G. (1997). Electronic portfolios tell a personal story. MultiMedia Schools, 4(1), 32-37.

Vockell, E. L., & Fiore, D. J. (1993). Electronic gradebooks: What current programs can do for teachers. The Clearing House, 66(3), 141-145.

Wiedmer, T. L. (1998). Digital portfolios: Capturing and demonstrating skills and levels of performance. Phi Delta Kappan, 79(8), 586-589.

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Chapter 15: Becoming a Better Teacher by Becoming a Reflective Teacher

Bonk, C. J., Malikowski, S., Angeli, C., & East, J. (1998). Web-based case conferencing for preservice teacher education: Electronic discourse from the field, Journal of Educational Computing Research, 19(3), 267-304.

Fitzgerald, G. E., Wilson, B., & Semrau, L. P. (1997). An interactive multimedia program to enhance teacher problem-solving skills based on cognitive flexibility theory: Design and outcomes. Journal of Educational Multimedia and Hypermedia, 6(1), 47-76.

Krajcik, J. S., Soloway, E., Blumenfeld, P. C., Marx, R.W., Ladewski, B. L., Bos, N. D., & Hayes, P. J. (1996). The casebook of project practices - An example of an interactive multimedia system for professional development. Journal of Computers in Mathematics and Science Teaching, 15(1/2), 119-135.

Lambdin, D. V., Duffy, T. M., & Moore, J. A. (1997). Using an interactive information system to expand preservice teachers’ visions of effective mathematics teaching. Journal of Technology and Teacher Education, 5(2/3), 171-202.

Thurston, C. O., Secaras, E. D., & Levin, J. A. (1997). Teaching telapprenticeships: An innovative model for integrating technology into teacher education. Journal of Research on Computing in Education, 29(4), 385-391.