Computers, the Internet, and new media for learning (Goldman-Segall & Maxwell)

Goldman-Segall, R. & Maxwell, J. W. (2002). Computers, the Internet, and new media for learning. In W. M. Reynolds & G. E. Miller (Eds.) Handbook of Psychology. Volume 7: Educational Psychology (pp. 393-427). New York: John Wiley & Sons. This article was a very nice summary and wrap-up of all the readings we did for … Continue reading

Gender and digital media in the context of a middle school science project (Goldman-Segall)

Goldman-Segall, R. (1998). Gender and digital media in the context of a middle school science project. Meridian, An Online Journal on Middle School Education1(1), http://www.ncsu.edu/meridian/jan98/feat_3/gender.html. This article describes a two-year ethnographic study of middle school students participating in a science and social studies curriculum in boys and girls conducted a “socio-scientific” investigation of an endangered … Continue reading

What Video Games Have to Teach Us About Learning and Literacy (Gee)

Gee, J.P. (2003). What Video Games Have to Teach Us About Learning and Literacy. ACM Computers in Entertainment. In this brief article (a summary of his much more comprehensive book) Gee makes the case that good games incorporate many learning principles that are supported by research in cognitive science. Furthermore, he feels that games should … Continue reading

Actual minds, possible worlds (Bruner)

Bruner, J. (1986). Actual minds, possible worlds. Cambridge: Harvard University Press, p. 3-20. Bruner reflects on the advent of the cognitive revolution in psychology, in which theorists began to “consider the question of how knowledge and experience in their  myriad forms were organized” (p.8). Also, by the mid-70s, there was a move away from positivism … Continue reading

Affective learning — a manifesto (Picard et al.)

Picard, R.W., Papert, S., Bender, W. , Blumberg, C., Cavallo, D., et al. (October 2004). Affective learning: A manifesto. Technology Journal 22(4), 253-269. AI and the use of computers to model thinking has tended to frame thinking and learning as information processing, with no attention paid to the role of affect on such processes. The … Continue reading

The Triumph of Tinkering (Turkle)

Chapter 2: The Triumph of Tinkering by Sherry Turkle Turkle discusses the marginalization-to-rightful-ascension of “bricolage”– a “soft” style of working and understanding the world that involves processes akin to sculpting and montaging. She connects this to the advent of powerful personal computers, which allowed for manipulation of digital objects as opposed to code, thus lowering … Continue reading

Situated Support for Learning: Storm’s Weekend with Rachael (Bruckman)

Bruckman, A. (2000). Situated support for learning: Storm’s weekend with Rachael. Journal of the Learning Sciences 9(3), 329-372. The author makes a case for “situated support,” reminding designers and researchers that the context of support (i.e., the identity of the source of support and the connectedness of that support to other elements of the learning … Continue reading

Towards Caring Machines (Bickmore & Picard)

Bickmore, T. W. & Picard, R. (2004). Towards Caring Machines, CHI 2004, Late Breaking Results Paper, 24-29. Vienna, Austria. This paper examines interface behaviors that elicit the perception of caring. Results from a longitudinal study of simulated caring by a computer are presented, in which 60 subjects interacted with a computer agent daily for a … Continue reading

Anchored Instruction and Situated Cognition Revisited (CTGV)

CTGV (Cognition and Technology Group at Vanderbilt) (1993). Anchored instruction and situated cognition revisited. Educational Technology 33(3), 52-70. This article is a follow-up to a piece the group wrote three years earlier, in which they discussed the use of  information-rich videodisc environments (The Young Sherlock Program and The Jasper Woodbury Problem Solving Series) to anchor … Continue reading

Teachers as Designers: Pre- and In-Service Teachers Authoring of Anchor Video as a Means to Professional Development

Petrosino, A.J. and Koehler, M.J. (2007). Teachers as designers: Pre- and in-service teachers authoring of anchor video as a means to professional development. In Goldman, R., Pea, R., Barron, B., & Derry, S. (Eds.) Video research in the learning sciences. Mahwah, NJ: LEA. In this article, the authors present three cases in which pre- and … Continue reading