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4.4.3 References/ Links to Further Resources

References for 4.4 Implications of Digital Literacy for Practice

Anderson, P. (2007) What is Web 2.0? Ideas, technologies and implications for education, JISC Accessed 12/02/12 at http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf,

Ball S. (1990) Introducing Monsieur Foucault. In Foucault and Education: Disciplines and Knowledge (Ball S. ed.), Routledge, London and New York, pp. 1-8.

Bateson, G. (1972). Steps to an Ecology of Mind: Collected Essays in Anthropology, Psychiatry, Evolution, and Epistemology. University Of Chicago Press

Buckingham, D., & Jones, K. (2001). New Labour’s cultural turn: some tensions in contemporary educational and cultural policy. Journal of education policy, 16(1), 1-14.

Burnett, C. (2011): Pre-service teachers’ digital literacy practices: exploring contingency in identity and digital literacy in and out of educational contexts, Language and Education, 25:5, 433-449

Cavazos, L. The Members of WEST. (2001). Connected conversations: Forms and functions of teacher talk. Talking shop: Authentic conversation and teacher learning, 137-171.

Cooke, R. (2008) On-line Innovation in Higher Education, Report to the Department for Innovation, Universities and Skills, Accessed 21/02/12 at: http://www.dius.gov.uk/policy/documents/online_innovation_in_he_131008.pdf

Cook-Sather, A. (2001). Between student and teacher: learning to teach as translation. Teaching Education, 12(2), 177-190.

Cotton, A.H., (2001) Private thoughts in public spheres: issues in reflection and reflective practices in nursing, Journal of Advanced Nursing, 36(4), 512-519

Davis, B., & Sumara, D. J. (1997). Cognition, complexity, and teacher education. Harvard Educational Review, 67(1), 105-126

Dewey J. (1933) How We Think: a Restatement of the Relation of Reflective Thinking to the Educative Process. Henry Regnery, Chicago.

Guo, R. X., Dobson, T., & Petrina, S. (2008). Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research, 38(3), 235-254.

Friedman and Kajdar

Giddens, A. (1991), Modernity and self-identity: self and society in the late modern age, Cambridge (Polity Press), 202.

Herrington, J. and Oliver, R. (2000).  An Instructional Design Framework for Authentic Learning Environments.  In Educational Technology, Research and Development, Vol. 48, No. 3, pp23-47.

Kafai, Y., Nixon, A., & Burnam, B. (2007). Digital dilemmas: How elementary preservice teachers reason about appropriate computer and Internet use and their predictions of students’ judgments and justifications. Journal of Technology and Teacher Education, 15(3), 409-424.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.

Merchant, G. (2005). Electric involvement: identity performance in children’s informal digital writing. Discourse: studies in the cultural politics of education, 26(3), 301-314.

Mercer, N. (2000). Words and minds: How we use language to think together. Routledge.

O’Brien, D., & Scharber, C. (2010). Teaching old dogs new tricks: The luxury of digital abundance. Journal of Adolescent & Adult Literacy, 53(7), 600-603.

O’Reilly, T. (2006) What Is Web 2.0: Design Patterns and Business Models for the Next Generation of Software, Accessed 1/11/12 at: http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html

Palmer, J. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. Routledge.

Paulsson, F. (2008) Modularisation of the learning architecture: supporting learning theories by learning technologies, unpublished PhD Thesis, Umea University.

Pountney, R. and Aspden, L. (2005) Community and constructivism: implicit pedagogical models in virtual learning, proceedings of E-learn 2005, Montreal

Ramírez Orellana, E., Cañedo Hernández, I., & Clemente Linuesa, M. (2012). Las actitudes y creencias de los profesores de secundaria sobre el uso de Internet en sus clases. Comunicar, 38, 20.

Ramsden, P. (2008) The Future of Higher Education Teaching and the Student Experience, Report to the Department for Innovation, Universities and Skills, Accessed 12/10/11 at: http://www.dius.gov.uk/policy/teaching_and_student_exp.html

Rudd, P., Teeman, D., Marshall, H., Mundy, E., White, K., Lin, Y., … & Cardozo, V. (2009). Harnessing Technology Schools Survey 2009: analysis report.

Sandford, R., Ulicsak, M., Facer, K. & Rudd, T. (2006). Teaching with games: using commercial off-theshelf computer games in formal education. Bristol: Futurelab.

Schmoeller, S. (2008) Fortnightly Mailing (Blog), Accessed 12/11/11 at: http://fm.schmoller.net/2008/11/, last visited 12/02/2009].

Schon D.A. (1987) Educating the Reflective Practitioner. Jossey-Bass, San Francisco, CA.

Swan E. (2008) Let’s not get too personal: critical reflection, reflexivity and the confessional turn, Journal of European Industrial Training, 32 (5), pp. 385-399

Swidler, A. (2001). What anchors cultural practices. The practice turn in contemporary theory, 74-92.

Tosey, P. (2002). Teaching at the Edge of Chaos. In Teaching & Learning Forum for Colleagues in the School of Educational Studies, Surrey, UK.

Underwood, J., & Dillon, G. (2011). Chasing dreams and recognising realities: teachers’ responses to ICT. Technology, Pedagogy and Education, 20(3), 317-330.

Vannatta, R. A. (2000). Evaluation to planning: Technology integration in a school of education. Journal of Technology and Teacher Education, 8(3), 231-246.

Westheimer, J. (1992). School Reform for the Nineties: Opportunities and Obstacles for Experiential Educators. Journal of Experiential Education, 15(2), 44-49.

Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14(1), 173-207.

Zellermayer, M. (2001). Resistance as a catalyst in teachers’ professional development. Talking shop: Authentic conversation and teacher learning, 40-63.

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