Volume I: Envisioning the Field--The Foundations of Educational Technology Theory and Practice Part 1: Perspectives on the Nature of Technology and its Place in Human Lives in the Modern World 1. Langdon Winner, ''Do Artifacts Have Politics?'', Daedalus , 1980, 109, 1, 121-36. 2. M. Castells, ''Informationalism, Networks and the Network Society: A Theoretical Blueprint'', The Network Society: A Cross-cultural Perspective (Edward Elgar, 2004), pp. 3-48. 3. Martin Oliver, ''Technological Determinism in Educational Technology Research: Some Alternative Ways of Thinking About the Relationship Between Learning and Technology'', Journal of Computer Assisted Learning , 2011, 27, 15, 373-84.

Part 2: Forming and Configuring the Field of Educational Technology 4. Seymour Papert, ''Computers and Computer Cultures'', Mindstorms: Children (Basic Books, 1980), pp. 19-37. 5. Larry Cuban, ''Computers Meet Classroom: Classroom Wins'', Teachers College Record , 1993, 95, 2, 185-210. 6. Richard E. Clark, ''Media Will Never Influence Learning'', Educational Technology Research and Development , 1994, 42, 2, 21-9.

7. Hank Bromley, ''The Social Chicken and the Technological Egg: Educational Computing an the Technology/Society Divide'', Educational Theory , 1997, 47, 1, 51-65. 8. Kenneth R. Koedinger, John R. Anderson, William H. Hadley, and Mary A. Mark, ''Intelligent Tutoring Goes to School in the Big City'', International Journal of Artificial Intelligence in Education , 1997, 8, 30-43.

9. A. Anohina, ''Analysis of the Terminology Used in the Field of Virtual Learning'', Educational Technology & Society , 2005, 8, 3, 91-102. 10. L. Czerniewicz, ''Distinguishing the Field of Educational Technology'', Electronic Journal of e-Learning , 2008, 6, 3, 171-8. 11. Neil Selwyn, ''Making the Most of the "Micro": Revisiting the Social Shaping of Micro-computing in UK Schools'', Oxford Review of Education , 2014, 40, 2, 170-88.

Part 3: Foundational Theories and Perspectives on the Capacity of Technology to Transform Learning 12. B. F. Skinner, ''Teaching Machines'', Science , 1958, 128, 3330, 969-77. 13. J. J. Gibson, ''The Theory of Affordances'', The Ecological Approach to Visual Perception (Erlbaum, 1979), pp.

127-43. 14. Marlene Scardamalia and Carl Bereiter, ''Computer Support for Knowledge-Building Communities'', Journal of Learning Sciences , 1994, 3, 3, 265-83. 15. Roy D. Pea, ''Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications'', Journal of the Learning Sciences , 1994, 3, 3, 285-99. 16. N.

Mercer, ''The Quality of Talk in Children''s Joint Activity at the Computer'', Journal of Computer Assisted Learning , 1994, 10, 24-32. 17. C. Crook, ''Children as Computer Users: The Case of Collaborative Learning'', Computers and Education , 1998, 30, 3-4, 237-47. 18. James Paul Gee, ''Semiotic Domains: Is Playing Video Games a "Waste of Time"'', What Video Games Have to Teach Us About Learning and Literacy (Palgrave Macmillan, 2003), pp. 13-50. 19.

G. Siemens, ''Connectivism: A Learning Theory for the Digital Age'', International Journal of Instructional Technology and Distance Learning , 2005, 2, 1, 1-8. Part 4: Theories of Learning and Teaching Underpinning Educational Technology Practice 20. Lev Vygotsky and Alexander Luria, ''Tool and Symbol in Child Development'', in M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Mind and Society: The Development of Higher Psychological Processes (Harvard University Press, 1978), pp.

19-30. 21. Fred S. Keller, ''"Goodbye Teacher ."'', Journal of Applied Behavior Analysis , 1968, 1, 1, 79-89. 22. J. Lave, ''Situated Learning in Communities of Practice'', in Lauren B.

Resnick, John M. Levine, and Stephanie D. Teasley (eds.), Perspectives on Socially Shared Cognition 2 (1991), pp. 63-82. 23. D. H.

Jonassen, ''Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm?'', Educational Technology Research and Development , 1991, 39, 3, 5-14. 24. Anna Sfard, ''On Two Metaphors for Learning and the Dangers of Choosing Just One'', Educational Researcher , 1998, 27, 2, 4-13. 25. Pierre Dillenbourg, ''What Do You Mean by Collaborative Learning?'', in Dillenbourg (ed.), Collaborative-Learning: Cognitive and Computational Approaches (Elsevier, 1999), pp. 1-19. Volume II: Research into Technology and Learning Sciences, and Associated Theoretical and Methodological Issues Part 1: The Science of Learning and Instruction Meets Computer Science 26.

Vannevar Bush, ''As We May Think'', The Atlantic Monthly , July 1945, 1-19. 27. G. Pask, ''Conversational Techniques in the Study and Practice of Education'', British Journal of Educational Psychology , 1976, 46, 12-25. 28. Arthur C. Graesser, Shulan Lu, George Tanner Jackson, Heather Hite Mitchell, Matthew Ventura, Andrew Olney, and Max M. Louwerse, ''AutoTutor: A Tutor with Dialogue in Natural Language'', Behaviour Research Methods, Instruments, & Computers , 2004, 36, 2, 180-92.

29. Yanghee Kim and Amy L. Baylor, ''A Social-Cognitive Framework for Pedagogical Agents as Learning Companions'', Educational Technology Research and Development , 2006, 54, 6, 569-90. 30. Edys S. Quellmalz and James W. Pellegrino, ''Technology and Testing'', Science , 2009, 2, 75-9. Part 2: Users and Contexts in Designing Technology for Learning 31.

Ann L. Brown, ''Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings'', Journal of the Learning Sciences , 1992, 2, 2, 141-78. 32. N. Dahlbäck, A. Jönsson, and L. Ahrenberg, ''Wizard of Oz Studies: Why and How'', Knowledge Based Systems , 1993, 6, 4, 258-66. 33.

Kari Kuutti, ''Activity Theory as a Potential Framework for Human-Computer Interaction Research'', in B. Nardi (ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction (MIT Press, 1995), pp. 17-44. 34. Richard E. Mayer and Roxana Moreno, ''A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory'', Journal of Educational Psychology , 1998, 90, 2, 312-20. 35.

Allison Druin, ''The Role of Children in Design of New Technology'', Behaviour and Information Technology , 2002, 21, 1, 1-25. 36. Sasha Barab and Kurt Squire, ''Design Based Research: Putting a Stake in the Ground'', Journal of the Learning Sciences , 2004, 13, 1, 1-14. Part 3: Techniques for Analysing Learning Behaviour Online 37. F. Henri and B. Pudelko, ''Understanding and Analysing Activity and Learning in Virtual Communities'', Journal of Computer Assisted Learning , 2003, 19, 474-87. 38.

B. De Wever, T. Schellens, M. Valcke, and H. Van Keer, ''Content Analysis Schemes to Analyze Transcripts of Online Asynchronous Discussion Groups: A Review'', Computers & Education , 2006, 46, 1, 6-28. 39. Caroline Haythornthwaite and Maarten de Laat, ''Social Networks and Learning Networks: Using Social Network Perspectives to Understand Social Learning'', in L. Dirckinck-Holmfeld, V.

Hodgson, C. Jones, M. de Laat, D. McConnell, and T. Ryberg (eds.), Proceedings of the 7th International Conference on Networked Learning (2010), pp. 183-90. 40.

Cristobal Romero and Sebastian Ventura, ''Educational Data Mining: A Review of the State of the Art'', IEEE Transactions on Systems, Man, and Cybernetics--Part C: Applications And Reviews , 2010, 40, 6, 601-18. 41. Simon Buckingham Shum and Rebecca Ferguson, ''Social Learning Analytics'', Educational Technology & Society , 2011, 15, 3, 3-26. 42. Lori Lockyer, Elizabeth Heathcote, and Shane Dawson, ''Informing Pedagogical Action: Aligning Learning Analytics with Learning Design'', American Behavioral Scientist , 2013, 57, 10, 1439-59. Volume III: Educational Technology Theory and Practice Contextualized Part 1: Underpinning Theories in the Field: Sociocultural Dimensions 43. John Seely Brown, Allan Collins, and Paul Duguid, ''Situated Cognition and the Culture of Learning'', Educational Researcher , 1989, 18, 1, 32-42. 44.

Barbara Rogoff, ''Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship'', in J. V. Wertsch, P. del Rio, and A. Alvarez (eds.), Sociocultural Studies of Mind (Cambridge University Press, 1995), pp. 209-29. 45.

Sasha A. Barab and Jonathan A. Plucker, ''Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning'', Educational Psychologist , 2002, 37, 3, 165-82. 46. Roger Säljö, ''Learning and Technologies, People and Tools in Co-ordinated Activities'', International Journal of Educational Research , 2004, 41, 6, 489-94. 47. Gerry Stahl, ''Group Cognition in Computer-assisted Collaborative Learning'', Journal of Computer Assisted Learning , 2005, 21, 79-90. 48.

Caroline Haythornthwaite, ''Learning Relations and Networks in Web-based Communities'', International Journal of Web Based Communities , 2008, 4, 2, 140-58. Part 2: Role of Technology in Learners'' Lives 49. N. Kent and K. Facer, ''Different Worlds? A Comparison of Young People''s Home and School ICT Use'', Journal of Computer Assisted Learning , 2004, 20, 440-55. 50. Marc Prensky, ''Listen to the Natives.