| Type | Journal Article |
|---|---|
| Author | Heather J Smith |
| Author | Steve Higgins |
| Author | Kate Wall |
| Author | Jen Miller |
| URL | http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2005.00117.x/abstract |
| Volume | 21 |
| Issue | 2 |
| Pages | 91-101 |
| Publication | Journal of Computer Assisted Learning |
| ISSN | 1365-2729 |
| Date | 2005/04/01 |
| DOI | 10.1111/j.1365-2729.2005.00117.x |
| Accessed | 2011-06-28 14:54:29 |
| Library Catalog | Wiley Online Library |
| Language | en |
| Abstract | Abstract This article reviews the literature concerning the introduction of interactive whiteboards (IWBs) in educational settings. It identifies common themes to emerge from a burgeoning and diverse literature, which includes reports and summaries available on the Internet. Although the literature reviewed is overwhelmingly positive about the impact and the potential of IWBs, it is primarily based on the views of teachers and pupils. There is insufficient evidence to identify the actual impact of such technologies upon learning either in terms of classroom interaction or upon attainment and achievement. This article examines this issue in light of varying conceptions of interactivity and research into the effects of learning with verbal and visual information. |
| Short Title | Interactive whiteboards |
| Type | Journal Article |
|---|---|
| Author | Jack Mezirow |
| URL | http://onlinelibrary.wiley.com/doi/10.1002/ace.7401/abstract |
| Volume | 1997 |
| Issue | 74 |
| Pages | 5-12 |
| Publication | New Directions for Adult and Continuing Education |
| ISSN | 1536-0717 |
| Date | 1997/06/01 |
| DOI | 10.1002/ace.7401 |
| Accessed | 2011-06-14 18:38:09 |
| Library Catalog | Wiley Online Library |
| Language | en |
| Abstract | Critical and autonomous thinking must take precedence over the uncritical assimilation of knowledge. Transformative learning is a route to the development of critical thinking. |
| Short Title | Transformative Learning |
| Type | Book |
|---|---|
| Author | David H. Jonassen |
| Author | Susan M. Land |
| Publisher | Routledge |
| ISBN | 9780805832167 |
| Date | 2000 |
| Library Catalog | Google Books |
| # of Pages | 276 |
| Type | Journal Article |
|---|---|
| Author | D. Randy Garrison |
| Author | Heather Kanuka |
| URL | http://www.sciencedirect.com/science/article/B6W4X-4CGMX78-3/2/f0f52711f3be52c39b4fea932a5dd1e5 |
| Volume | 7 |
| Issue | 2 |
| Pages | 95-105 |
| Publication | The Internet and Higher Education |
| ISSN | 1096-7516 |
| Date | 2004 |
| DOI | 10.1016/j.iheduc.2004.02.001 |
| Accessed | 2011-02-15 21:26:00 |
| Library Catalog | ScienceDirect |
| Abstract | The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences. |
| Short Title | Blended learning |
| Type | Journal Article |
|---|---|
| Author | Maureen J. Lage |
| Author | Glenn J. Platt |
| Author | Michael Treglia |
| URL | http://www.jstor.org/stable/1183338 |
| Volume | 31 |
| Issue | 1 |
| Pages | 30-43 |
| Publication | The Journal of Economic Education |
| ISSN | 00220485 |
| Date | January 01, 2000 |
| Extra | ArticleType: research-article / Full publication date: Winter, 2000 / Copyright © 2000 Heldref Publications |
| DOI | 10.2307/1183338 |
| Accessed | 2011-02-15 21:21:52 |
| Library Catalog | JSTOR |
| Abstract | An example is given of an inclusive learning environment built on the cornerstone of new learning technologies that is conducive to reaching students with diverse learning styles. |
| Short Title | Inverting the Classroom |
| Type | Journal Article |
|---|---|
| Author | Maureen Lage |
| Author | Glenn Platt |
| Author | Michael Treglia |
| URL | http://heldref-publications.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,8,16;journal,44,56;linkingpublicationresults,1:119930,1 |
| Volume | 31 |
| Issue | 1 |
| Pages | 30-43 |
| Publication | The Journal of Economic Education |
| ISSN | 0022-0485 |
| Date | 2000 |
| Journal Abbr | The J. of Econ. Educ. |
| DOI | 10.1080/00220480009596759 |
| Accessed | 2011-02-15 21:20:37 |
| Library Catalog | CrossRef |
| Short Title | Inverting the Classroom |
| Type | Journal Article |
|---|---|
| Author | Mark Guzdial |
| Author | Jennifer Turns |
| URL | http://www.jstor.org/stable/1466764 |
| Volume | 9 |
| Issue | 4 |
| Pages | 437-469 |
| Publication | The Journal of the Learning Sciences |
| ISSN | 10508406 |
| Date | January 01, 2000 |
| Extra | ArticleType: research-article / Full publication date: 2000 / Copyright © 2000 Taylor & Francis, Ltd. |
| Accessed | 2011-02-07 03:48:26 |
| Library Catalog | JSTOR |
| Abstract | Computer-mediated discussion forums (such as newsgroups or those in instructional management software environments) are becoming common in higher education. Such forums are interesting because they are not only one of the easiest technologies to add to a class but may also provide an important learning opportunity for students. However, simply making a discussion forum available does not mean that it will be used effectively to enable learning. In this paper, we explore the idea that specific features of a discussion forum may increase the likelihood of effective discussions taking place within the forum. We define effective discussions as those that are sustained and are focused on topics related to class learning goals. We then describe the specifications for an electronic discussion forum-a computer-mediated anchored discussion forum-that we propose makes sustained on-topic discussion more likely. We report on the results of two studies that support this proposal. We end by exploring implications for research into computer-supported discussion tools for learning and their design. |
| Type | Journal Article |
|---|---|
| Author | Robin A Boyle |
| URL | http://heinonline.org/HOL/Page?handle=hein.journals/udetmr81&id=43&div=&collection=journals |
| Volume | 81 |
| Pages | 1 |
| Publication | University of Detroit Mercy Law Review |
| Date | 2003-2004 |
| Journal Abbr | U. Det. Mercy L. Rev. |
| Accessed | 2010-11-24 18:24:08 |
| Short Title | Employing Active-Learning Techniques and Metacognition in Law School |
| Type | Journal Article |
|---|---|
| Author | Iris Tabak |
| Author | Eric Baumgartner |
| URL | http://www.jstor.org/stable/3233884 |
| Volume | 22 |
| Issue | 4 |
| Pages | 393-429 |
| Publication | Cognition and Instruction |
| ISSN | 07370008 |
| Date | 2004 |
| Extra | ArticleType: research-article / Issue Title: Investigating Participant Structures in the Context of Science Instruction / Full publication date: 2004 / Copyright © 2004 Taylor & Francis, Ltd. |
| Accessed | 2010-10-27 16:47:04 |
| Library Catalog | JSTOR |
| Abstract | In this article, we examine the role that different participant structures can play in supporting inquiry-based science learning. We frame mastering scientific inquiry as mastering the "what," "why," and "how" of the cultural tools that scientists employ. We present a participant structure we call the teacher as partner and show how it renders the what, why, and how visible while establishing symmetry between teachers and students. We draw on Wertsch's (1998) distinction between mastery, gaining proficiency with a cultural tool, and appropriation, making a tool one's own, to show that the partner participant structure contributes to both. Thus, we propose that the teacher as partner serve as a generative metaphor for inquiry teaching in responding to current calls to consider identity formation as well as subject-matter learning in formal schooling. We hope that it invites research on instructional moves that can demystify the process of science and help students identify themselves as ratified participants who can contend with scientific issues as citizens. |
| Short Title | The Teacher as Partner |
| Type | Video Recording |
|---|---|
| Contributor | STEELCASETV |
| URL | http://www.youtube.com/watch?v=Vv0saijwYc8&feature=youtube_gdata_player |
| Date | 2010-06-14 |
| Accessed | 2010-10-11 05:06:21 |
| Library Catalog | YouTube |
| Running Time | 181 seconds |
| Abstract | Learn what's really happening in today's classrooms through the eyes of a state-of-the-art school, and how the new Steelcase node classroom chair helped solve their needs. The node chair provides the ultimate in flexibility, allowing the students to learn how they best learn, and the instructors to teach how they want to teach. The node chair provides an active learning environment. Something that is important to what Tribeca Flashpoint is looking to accomplish in their space. |
| Type | Journal Article |
|---|---|
| Author | Robert W. Lissitz |
| Author | Karen Samuelsen |
| URL | http://edr.sagepub.com/content/36/8/437.abstract |
| Volume | 36 |
| Issue | 8 |
| Pages | 437 -448 |
| Publication | Educational Researcher |
| Date | November 01 , 2007 |
| DOI | 10.3102/0013189X07311286 |
| Accessed | 2010-10-01 14:15:12 |
| Library Catalog | Highwire 2.0 |
| Abstract | This article raises a number of questions about the current unified theory of test validity that has construct validity at its center. The authors suggest a different way of conceptualizing the problem of establishing validity by considering whether the focus of the investigation of a test is internal to the test itself or focuses on constructs and relationships that are external to the test. They also consider whether the perspective on the test examination is theoretical or practical. The resulting taxonomy, encompassing both investigative focus and perspective, serves to organize a reconceptualization of the field of validity studies. The authors argue that this approach, together with changes in the rest of the terminology regarding validity, leads to a more understandable and usable model. |
| Type | Book |
|---|---|
| Author | Michael Patton |
| Edition | 3rd ed. |
| Place | Thousand Oaks ;;London ;;New Delhi |
| Publisher | Sage Publications |
| ISBN | 9780803952652 |
| Date | 1997 |
| Short Title | Utilization-focused evaluation |
| Type | Conference Paper |
|---|---|
| Author | R. Webster |
| URL | http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.95.2238&rep=rep1&type=pdf |
| Place | Perth, Australia |
| Pages | 713–720 |
| Date | 2002 |
| Library Catalog | Google Scholar |
| Conference Name | International Conference of the Higher Education Research and Development Society of Australasia (HERDSA) |
| Proceedings Title | Proceedings of the 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia (HERDSA) |
| Short Title | Learning styles and design |
| Type | Journal Article |
|---|---|
| Author | D. Kember |
| Author | K. P Kwan |
| URL | http://www.springerlink.com/content/v7417465wv265615/ |
| Volume | 28 |
| Issue | 5 |
| Pages | 469–490 |
| Publication | Instructional Science |
| Date | 2000 |
| Library Catalog | Google Scholar |
| Type | Journal Article |
|---|---|
| Author | Jennifer K. Knight |
| Author | William B. Wood |
| URL | http://www.lifescied.org/cgi/content/abstract/4/4/298 |
| Volume | 4 |
| Issue | 4 |
| Pages | 298-310 |
| Publication | Cell Biol Educ |
| Date | December 1, 2005 |
| DOI | 10.1187/05-06-0082 |
| Accessed | 2010-09-07 04:29:09 |
| Library Catalog | HighWire |
| Abstract | We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. On the basis of this evidence, we propose a general model for teaching large biology courses that incorporates interactive engagement and cooperative work in place of some lecturing, while retaining course content by demanding greater student responsibility for learning outside of class. |
| Type | Journal Article |
|---|---|
| Author | K. Murray |
| Author | R. Macdonald |
| URL | http://www.springerlink.com/content/n105630743426546/ |
| Volume | 33 |
| Issue | 3 |
| Pages | 331–349 |
| Publication | Higher Education |
| Date | 1997 |
| Library Catalog | Google Scholar |
| Type | Report |
|---|---|
| Author | N. Entwistle |
| Author | V. McCune |
| Author | J. Hounsell |
| Place | Edinburgh, UK |
| Date | 2002 |
| Series Title | ETL Project |
| Institution | University of Edinburgh |
| Library Catalog | Google Scholar |
| Short Title | Approaches to studying and perceptions of university teaching-learning environments |
| Type | Journal Article |
|---|---|
| Author | Noel Entwistle |
| Author | Don Skinner |
| Author | Dorothy Entwistle |
| Author | Sandra Orr |
| URL | http://www.informaworld.com/10.1080/07294360050020444 |
| Volume | 19 |
| Issue | 1 |
| Pages | 5 |
| Publication | Higher Education Research & Development |
| ISSN | 0729-4360 |
| Date | 2000 |
| DOI | 10.1080/07294360050020444 |
| Accessed | 2010-09-07 04:24:35 |
| Library Catalog | Informaworld |
| Short Title | Conceptions and Beliefs About “Good Teaching” |
| Type | Conference Paper |
|---|---|
| Author | N. Entwistle |
| Place | Leicester |
| Date | 2000, November |
| Library Catalog | Google Scholar |
| Conference Name | TLRP Conference |
| Short Title | Promoting deep learning through teaching and assessment |
| Type | Journal Article |
|---|---|
| Author | Jennifer C. Greene |
| Author | Valerie J. Caracelli |
| Author | Wendy F. Graham |
| URL | http://epa.sagepub.com/content/11/3/255.abstract |
| Volume | 11 |
| Issue | 3 |
| Pages | 255 -274 |
| Publication | Educational Evaluation and Policy Analysis |
| Date | 1989 |
| DOI | 10.3102/01623737011003255 |
| Accessed | 2010-09-07 02:59:58 |
| Library Catalog | Highwire 2.0 |
| Abstract | In recent years evaluators of educational and social programs have expanded their methodological repertoire with designs that include the use of both qualitative and quantitative methods. Such practice, however, needs to be grounded in a theory that can meaningfully guide the design and implementation of mixed-method evaluations. In this study, a mixed-method conceptual framework was developed from the theoretical literature and then refined through an analysis of 57 empirical mixed-method evaluations. Five purposes for mixed-method evaluations are identified in this conceptual framework: triangulation, complementarity, development, initiation, and expansion. For each of the five purposes, a recommended design is also presented in terms of seven relevant design characteristics. These design elements encompass issues about methods, the phenomena under investigation, paradigmatic framework, and criteria for implementation. In the empirical review, common misuse of the term triangulation was apparent in evaluations that stated such a purpose but did not employ an appropriate design. In addition, relatively few evaluations in this review integrated the different method types at the level of data analysis. Strategies for integrated data analysis are among the issues identified as priorities for further mixed-method work. |
| Type | Book |
|---|---|
| Author | John Peter Murphy |
| Author | Richard Rorty |
| Place | Boulder, CO |
| Publisher | Westview Press |
| ISBN | 9780813378107 |
| Date | 1990 |
| Library Catalog | Google Books |
| Short Title | Pragmatism |
| # of Pages | 166 |
| Type | Journal Article |
|---|---|
| Author | Richard Rorty |
| Editor | John Peter Murphy |
| Pages | 1–6 |
| Publication | Pragmatism. From Peirce to Davidson |
| Date | 1990 |
| Library Catalog | Google Scholar |
| Type | Book |
|---|---|
| Author | Robert K. Yin |
| Edition | 4 |
| Place | California |
| Publisher | SAGE |
| ISBN | 9781412960991 |
| Date | 2009 |
| Library Catalog | Google Books |
| Short Title | Case study research |
| # of Pages | 240 |
| Type | Book |
|---|---|
| Author | Norman K. Denzin |
| Author | Yvonna S. Lincoln |
| Place | California |
| Publisher | SAGE |
| ISBN | 9780761927570 |
| Date | 2005 |
| Library Catalog | Google Books |
| # of Pages | 1238 |
| Type | Book |
|---|---|
| Author | John W. Creswell |
| Place | California |
| Publisher | SAGE |
| ISBN | 9781412916073 |
| Date | 2007 |
| Library Catalog | Google Books |
| Short Title | Qualitative inquiry & research design |
| # of Pages | 417 |
| Type | Book |
|---|---|
| Author | Brian Fay |
| Place | Ithaca N.Y. |
| Publisher | Cornell University Press |
| ISBN | 9780801494581 |
| Date | 1987 |
| Type | Journal Article |
|---|---|
| Author | Harsh Suri |
| Author | David Clarke |
| URL | http://rer.sagepub.com/content/79/1/395.abstract |
| Volume | 79 |
| Issue | 1 |
| Pages | 395 -430 |
| Publication | Review of Educational Research |
| Date | March 01 , 2009 |
| DOI | 10.3102/0034654308326349 |
| Accessed | 2010-09-06 23:33:01 |
| Library Catalog | Highwire 2.0 |
| Abstract | The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive, critical, and participatory traditions for enhancing trustworthiness, utility, and/or emancipatory potential for research syntheses. Also noted is a paucity of the literature that builds connections between methodologically diverse segments of the literature on research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. The MIRS framework has been conceptualized by distilling and synthesizing ideas, theories, and strategies from the extensive literatures on research synthesis methods and primary research methods. Rather than prescribe how a research synthesis should be conducted or evaluated, this article attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices. |
| Short Title | Advancements in Research Synthesis Methods |
| Type | Journal Article |
|---|---|
| Author | John Heron |
| Author | Peter Reason |
| URL | http://qix.sagepub.com/content/3/3/274.abstract |
| Volume | 3 |
| Issue | 3 |
| Pages | 274 -294 |
| Publication | Qualitative Inquiry |
| Date | 1997 |
| DOI | 10.1177/107780049700300302 |
| Accessed | 2010-09-06 23:30:29 |
| Library Catalog | Highwire 2.0 |
| Abstract | This article starts with a critique of Guba and Lincoln's outline of competing paradigms for research, in particular arguing that the constructivist position fails to account for experiential knowing. The arguments for a participatory worldview are articulated based on a subjective-objective ontology; an extended epistemology of experiential, presentational, propositional, and practical ways of knowing; a methodology based on cooperative relations between coresearchers; and an axiology that affirms the primary value of practical knowing in the service of human flourishing. |
| Type | Book |
|---|---|
| Author | John Stuart Mill |
| URL | http://www.gutenberg.org/etext/16833 |
| Place | Ann Arbor |
| Publisher | The University of Michigan Press |
| Date | 1961 |
| Library Catalog | Google Scholar |
| Type | Book |
|---|---|
| Author | E Durkheim |
| Translator | Sarah Solovay |
| Translator | John Mueller |
| Place | New York |
| Publisher | Free Press |
| Date | 1938 |
| Library Catalog | Google Scholar |
| Type | Book |
|---|---|
| Author | Auguste Comte |
| Place | New York |
| Publisher | Willam Gowans |
| Date | 1868 |
| Library Catalog | Google Books |
| # of Pages | 846 |
| Type | Book |
|---|---|
| Author | S Engel |
| Edition | 4th ed. |
| Place | New York N.Y. |
| Publisher | St. Martin's Press |
| ISBN | 9780312021306 |
| Date | 1990 |
| Type | Book |
|---|---|
| Author | Burke Johnson |
| Edition | 3rd ed. |
| Place | Los Angeles |
| Publisher | Sage Publications |
| ISBN | 9781412954563 |
| Date | 2008 |
| Short Title | Educational research |
| Type | Book |
|---|---|
| Author | D Phillips |
| Author | N Burbules |
| Place | Lanham Md. |
| Publisher | Rowman & Littlefield Publishers |
| ISBN | 9780847691210 |
| Date | 2000 |
| Type | Book |
|---|---|
| Author | H Bernard |
| Place | Thousand Oaks Calif. |
| Publisher | Sage Publications |
| ISBN | 9780761914037 |
| Date | 2000 |
| Short Title | Social research methods |
| Type | Book |
|---|---|
| Author | William Neuman |
| Edition | 3rd ed. |
| Place | Boston |
| Publisher | allyn and Bacon |
| ISBN | 9780205193561 |
| Date | 1997 |
| Short Title | Social research methods |
| Type | Book |
|---|---|
| Author | Isadore Newman |
| Author | Carolyn R. Benz |
| Publisher | SIU Press |
| ISBN | 9780809321506 |
| Date | 1998-01-29 |
| Library Catalog | Google Books |
| Short Title | Qualitative-quantitative research methodology |
| # of Pages | 244 |
| Type | Book |
|---|---|
| Author | Fritjof Capra |
| Publisher | Flamingo |
| ISBN | 9780006547518 |
| Date | 1997-07-01 |
| Library Catalog | Google Books |
| Short Title | The web of life |
| # of Pages | 320 |
| Type | Conference Paper |
|---|---|
| Author | J. Kay |
| Author | J. Foster |
| Date | 1999 |
| Library Catalog | Google Scholar |
| Proceedings Title | proceedings of the HKK Conference, G. Savage and P. Roe (eds.), University of Waterloo |
| Type | Book |
|---|---|
| Author | Ludwig Bertalanffy |
| Edition | Rev. ed., 12. print. |
| Place | New York |
| Publisher | Braziller |
| ISBN | 9780807604533 |
| Date | 1998 |
| Type | Book |
|---|---|
| Author | John W. Creswell |
| Place | California |
| Publisher | SAGE |
| ISBN | 9781412965569 |
| Date | 2009-01 |
| Library Catalog | Google Books |
| Short Title | Research design |
| # of Pages | 297 |
| Type | Book |
|---|---|
| Author | Thomas Kuhn |
| Edition | 3. ed. |
| Place | Chicago |
| Publisher | The University of Chicago Press |
| ISBN | 9780226458083 |
| Date | 1962 |
| Type | Journal Article |
|---|---|
| Author | Ernst Von Glasersfeld |
| URL | http://www.jstor.org/stable/20116670 |
| Volume | 80 |
| Issue | 1 |
| Pages | 121-140 |
| Publication | Synthese |
| ISSN | 00397857 |
| Date | Jul., 1989 |
| Extra | ArticleType: research-article / Issue Title: History, Philosophy, and Science Teaching / Full publication date: Jul., 1989 / Copyright © 1989 Springer |
| Accessed | 2010-09-06 00:42:23 |
| Library Catalog | JSTOR |
| Abstract | The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism's cognitive isolation from 'reality'. This orientation was proposed by Vico at the beginning of the 18th century, disregarded for two hundred years, and then propounded independently by Piaget as a developmentally grounded constructivist epistemology. The paper focuses specifically on the adaptive function of cognition, Piaget's scheme theory, the process of communication, and the subjective perspective on social interaction. In the concluding section it then suggests some of the consequences the shift of epistemological presuppositions might have for the practice of teaching. |
| Type | Book Section |
|---|---|
| Editor | Brent Gayle Wilson |
| Author | John Savery |
| Author | Thomas Duffy |
| Place | New Jersey |
| Publisher | Educational Technology |
| Pages | 135-148 |
| ISBN | 9780877782902 |
| Date | 1996 |
| Library Catalog | Google Books |
| Book Title | Constructivist learning environments: case studies in instructional design |
| Type | Book |
|---|---|
| Author | Brent Gayle Wilson |
| Place | New Jersey |
| Publisher | Educational Technology |
| ISBN | 9780877782902 |
| Date | 1996 |
| Library Catalog | Google Books |
| Short Title | Constructivist learning environments |
| # of Pages | 270 |
| Type | Book Section |
|---|---|
| Author | Leslie Smith |
| Editor | Anastasia Tryphon |
| Editor | Jacques Vonèche |
| Place | East Sussex, UK |
| Publisher | Psychology Press |
| Pages | 107-123 |
| ISBN | 9780863774140 |
| Date | 1996 |
| Library Catalog | Google Books |
| Book Title | Piaget-Vygotsky: the social genesis of thought |
| Type | Book |
|---|---|
| Editor | Anastasia Tryphon |
| Editor | Jacques Vonèche |
| Place | East Sussex, UK |
| Publisher | Psychology Press |
| ISBN | 9780863774140 |
| Date | 1996 |
| Library Catalog | Google Books |
| Short Title | Piaget-Vygotsky |
| # of Pages | 228 |
| Type | Book |
|---|---|
| Author | David H. Jonassen |
| Author | Barbara L. Grabowski |
| Publisher | Routledge |
| ISBN | 9780805814132 |
| Date | 1993 |
| Library Catalog | Google Books |
| # of Pages | 512 |
| Type | Book |
|---|---|
| Author | David H. Jonassen |
| URL | http://portal.acm.org/citation.cfm?id=237789 |
| Publisher | Prentice-Hall, Inc. |
| ISBN | 0-02-361191-X |
| Date | 1996 |
| Accessed | 2010-09-05 22:49:17 |
| Library Catalog | ACM |
| Short Title | Computers in the classroom |
| Type | Journal Article |
|---|---|
| Author | David H. Jonassen |
| Author | Chad Carr |
| Author | Hsiu-Ping Yueh |
| URL | http://www.springerlink.com/content/965k83100u21r034/ |
| Volume | 43 |
| Issue | 2 |
| Pages | 24-32 |
| Publication | TechTrends |
| ISSN | 8756-3894 |
| Date | 3/1998 |
| Journal Abbr | TECHTRENDS TECH TRENDS |
| DOI | 10.1007/BF02818172 |
| Accessed | 2010-09-05 22:45:02 |
| Library Catalog | CrossRef |