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by Kate Pahl — 2011
The study was of a digital storytelling project with a group of families in North Yorkshire. The study explored meaning-making practices across generations using a number of multimodal tools, including drawing, writing, digital audio, still photographs, and moving image media.

by Mary Kalantzis & Bill Cope — 2011
This chapter explores the implications of the new digital media for communicating and representing meaning. The chapter discusses the possible pedagogical responses to this changing context, with particular reference to the work of teachers participating in the Learning by Design project.

by Lalitha Vasudevan — 2011
In this chapter, the concept of multimodal selves is used to explore the literacies of adolescents as researched within the context of two ethnographic studies. Following a discussion of the multimediated terrains of adolescents’ literacies, the chapter concludes with questions for further consideration that emerge from a critical engagement with multimodality in designing literacy pedagogy.

by Donna Alvermann — 2011
This article is an interpretive analysis of recent research that suggests the following: the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers, institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility, and yet, despite this invisibility, classroom teachers, school library media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people’s uses of multimodal digital texts to construct online literate identities.

by Bronwyn Williams — 2011
This chapter addresses how online multimodal literacy practices are both filtered through and used by popular culture. Through a combination of textual analysis and interviews with first-year university students, the chapter illustrates the intersections of multimodal literacies and popular culture and discusses how they are shaping the ways that identities are constructed and performed in and out of the literacy classroom.

by Sandra Abrams — 2011
This chapter examines intertextual meaning-making across and within virtual and real video game environments, looking to observational and interview data of middle and high school students to illustrate the conflation of real and virtual experiences. The discussion of the associative I/identity helps to distinguish and clarify the interconnected nature of on- and offscreen situated practices that promote meaningful learning

by Kristen Turner — 2011
The language adolescents use in digital spaces often does not adhere to standard written English. Rather, teens experiment in their writing, and the result is digitalk, a complex and fascinating combination of written and conversational languages. This study explores the use of digitalk as an expression of individual identity within a community of norms.

by June Ahn — 2011
This study presents an exploratory, comparative case study of three cyber charter schools. The case analyses introduce new insights concerning educational policy for cyber schools in the areas of authorizers and governance, teacher policy, and student achievement.

by Donna Alvermann, Achariya Rezak, Christine Mallozzi, Michael Boatright & David Jackson — 2011
In this interpretative case study, we examine one prospective science teacher’s reflective practices during an online content literacy course as this teacher struggles to merge the teaching of skills-based instruction (reading) with concept-based instruction (science). In the process, we examine how the discourses emerging from the online content literacy course contradict yet also help to shape the prospective science teacher’s emerging professional identity.

by Daniel McFarland & Eric Klopfer — 2010
This paper describes the educational knowledge domain as having a community structure (form) based in relations of production (authoring) and consumption (referencing), and a cognitive structure (content) based in relations of ideas and concepts. We propose developing an online interactive system whereby the vast array of available knowledge artifacts can be mined for information reflective of these networks, and which can be visualized, measured, and explored over time. Building on the ideas of online communities, network visualizations, e-commerce, and advanced search engines, Scholar Practitioner Information Networks for Education (SPINE) not only facilitates access to education information resources, but also allows the community to view multiple sources of information in a relational context.

by John Collins & Sharon Weiner — 2010
This article calls for the creation of a subdiscipline within the field of education entitled education informatics. Education informatics is the application of technology to discovering and communicating education information.

by Michael Furlough — 2010
Open access is a mode of publication that limits or removes payments, fees, licensing, or other typical requirements for access to research publications or related materials. This article describes open access in more detail, examines its impact on the field of education research, and identifies information management problems that may currently inhibit adoption.

by Jo Ann Carr & Nancy O'Brien — 2010
This concluding article identifies the numerous policy implications of education informatics that are revealed by the other articles in this issue. The design of information systems, the advancement of education informatics, and strategies for anchoring it in within constantly changing technologies are discussed.

by Jo Ann Carr, John Collins, Nancy O'Brien, Sharon Weiner & Carol Wright — 2010
This paper introduces the special issue.

by Kylie Peppler — 2010
This mixed-methods study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

by Claire Major — 2010
This article presents findings from a qualitative synthesis study that examines faculty experiences with online learning.

by Gadi Alexander, Isabelle Eaton & Kieran Egan — 2010
The article describes three ways in which students’ ready engagement in, and quick learning when playing, electronic games have been assumed to provide useful guidance to educators. The authors argue that the least commonly used mode of inference from gaming to education is the only one to hold out significant promise.

by Sara Hennessy & Rosemary Deaney — 2009
This article describes and reflects on a collaboration between practitioners and researchers engaged in analyzing video recordings of classroom practice through applying and recontextualizing key constructs from sociocultural theory.

by Ernst Rothkopf — 2009
The article proposes the development of a massive, goal-focused information resource, called a pedagogic information system (APIS), for teachers in critical courses. An APIS is seen as a loosely organized, highly redundant collection, in polymorphic digital forms, of explanations, demonstrations, simulations, interactive exercises, problems, examples, elaborations, and integrative expositions, as well as a deep, searchable information base.

by Ursula Franklin — 2008
The previous chapters in Section Three dealt with the general patterns or traditions that humans employ to perceive and organize various facets of the human condition. In this chapter Ursula Franklin argues that all of these attempts are challenged by new computer-based technologies that influence the process of making generalities by changing our sense of time and space.

by Mark Warschauer — 2007
This article analyzes the information literacy and research practices in 10 California and Maine K–12 schools with one-to-one laptop programs. The article demonstrates the extensive benefits of wireless laptops for facilitating student research but also demonstrates how social context shapes approaches to information literacy in the laptop classroom.

by Louanne Smolin & Kimberly Lawless — 2007
Although it is clear that efforts to align teaching and learning to the new affordances of information and communication technologies (ICT) are necessary in order to realize their full pedagogical potential, such reform efforts are extremely challenging, particularly for the teachers and teacher educators who must implement them.

by Chris Dede — 2007
This chapter attempts to answer the question: If we were to redesign education not to make historic models of schooling more efficient, but instead to prepare students for the 21st century—simultaneously transforming teaching in light of our current knowledge about the mind— what types of learning environments might sophisticated ICT enable us to create?

by Steve Jones, Camille Johnson-Yale, Francisco Seoane Pérez & Jessica Schuler — 2007
The goal of this chapter is to report key results from this research (which at this time has not yet been published) and to draw conclusions from the data that documents the differences between students’ and professors’ use of and attitudes toward Internet technologies, along with the potential impact of these differences.

by James Pellegrino, Susan Goldman, Meryl Bertenthal & Kimberly Lawless — 2007
Our goal in this chapter is to suggest a strategy for exploring the issues surrounding the preparation of teachers to integrate technology effectively in classrooms to support learning. We do so in the context of our What Works and Why (WWW) project, a multiyear research project that is attempting to examine the instructional and learning experiences of students in eight major teacher preparation programs.

by Charalambos Vrasidas & Gene Glass — 2007
Attempts to integrate ICT into the classroom are influenced by such things as the availability of the necessary technology infrastructure, support for teachers, accessible change models, teachers’ practices, curriculum constraints, assessment practices, education policies, and professional development.

by Geneva Haertel, Barbara Means & William Penuel — 2007
The purpose of this chapter is to examine the ways in which technology is transforming practices of assessment and educational decision making.

by Hilary Goldmann — 2007
How likely is it that most teacher candidates graduate from an institution of higher education and begin their first teaching assignment entering a classroom that is replete with the latest technology tools and digital resources and provided the necessary educational technology mentoring and support they need to master their use of these tools to enhance content and pedagogy?

by Mark Warschauer — 2007
In this chapter, I first explore five types of digital difference that impact teaching and learning, which I call school access, home access, school use, gender gap, and generation gap, and then discuss strategies that teachers and schools can use to help overcome these multiple divides.

by Sharon Tettegah, Eun Whang, Nakia Collins & Kona Taylor — 2007
This chapter will offer a research-based discussion on why it is critical for teacher educators and pre-service and practicing teachers to have the skills and knowledge to engage diversity, multicultural, and social justice activities using technology, and how a web portal designed with this in mind has managed to make a difference.

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  • Free Online Availability Substantially Increases a Paper's Impact
    An examination of citation rates for papers in computer science.
  • The American Journal of Distance Education
    The American Journal of Distance Education is designed for professional trainers; teachers in schools, colleges, and universities; researchers; adult educators; and other specialists in education and communications. Created in 1987, The Journal disseminates information and acts as a forum for criticism and debate about research in and the practice of distance education in the Americas. Distance education describes teaching-learning relationships where the actors are geographically separated and communication between them is through such technologies as audio and video teleconference, audio and video recordings, personal computer, correspondence texts, and multimedia systems.
  • Library and Information Technology Association
    LITA educates, serves, and reaches out to its members, other ALA members and divisions, and the entire library and information community through its publications, programs, and other activities designed to promote, develop, and aid in the implementation of library and information technology.
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    A look at institutional archives as an alternative to academic journals.
  • Information Technology and Libraries
    Information Technology and Libraries is a refereed journal published quarterly by the Library and Information Technology Association, a division of the American Library Association.
  • Collaboratory for Research on Electronic Work
    CREW, the Collaboratory for Research on Electronic Work, is a research unit within the School of Information at the University of Michigan. Research at CREW focuses on the design of new organizations and the technologies of voice, data, and video communication that make them possible.
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    A survey of how scientists retrieve publications.
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    Learned Publishing is the journal of the Association of Learned and Professional Society Publishers, and is published quarterly.
  • The American Center for Distance Education
    The American Center for the Study of Distance Education (ACSDE) was established in 1988, aiming to become a network of scholars who have a common interest in studying, teaching, and doing research in the field of distance education.
  • Teaching High School Science in the Information Age: A Review of Courses and Technology for Inquiry-based Learning
    This report reviews programs designed to improve scientific inquiry in high school classes and identifies promising curricular materials.
  • Computers in Libraries
    Computers in Libraries is a monthly magazine that provides complete coverage of the news and issues in the rapidly evolving field of library information technology.
  • The Center for Distance Learning Research
    The mission of the Center for Distance Learning Research at Texas A&M University is to provide timely and appropriate information on the development, application and maintenance of information technology systems.
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