The Scaffolded Knowledge Integration Framework for Instruction (Linn, Davis, & Eylon, 2004)

Linn, M.C., Davis, E.A., & Eylon, B. (2004). The Scaffolded Knowledge Integration Framework for Instruction. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 47–72). Mahwah, NJ: Lawrence Erlbaum Associates. The authors translate their “knowledge integration perspective” into concrete, actionable principles for designers of science inquiry projects. … Continue reading

Instructional Design — Ch. 2 (Smith & Ragan)

Smith & Ragan (1999). Instructional Design. New York: Wiley. This chapter provides an overview of the philosophies and theories underlying the practice of instructional design. Includes brief descriptions of constructivism, empiricism/objectivism, pragmatism, behaviorism, information processing theory, and various developmental and instructional theories.

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

Computers and Computer Cultures

Papert, S. (2000). Computers and computer cultures. In Jossey-Bass /Reader on Technology and Learning. San Francisco: Jossey-Bass, pp.229-246 In most educational situations involving computers, the program teaches or trains the child. Papert feels this relationship should be reversed, because “in teaching the computer how to think, children embark on an exploration about how they themselves … Continue reading