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. Dahlback, A. Joensson, 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 Saljoe, `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', Educational Leadership, 2005, 63, 4, 8-13. 51. Danah Boyd, `Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life' (Berkman Center for Internet & Society Research Publication Series, 2007), pp. 119-42. 52. Bennet et al., `The "Digital Natives" Debate: A Critical Review of the Evidence', British Journal of Educational Technology, 2008, 39, 5, 775-86. 53. Sonia Livingstone, `Taking Risky Opportunities in Youthful Content Creation: Teenagers' Use of Social Networking Sites for Intimacy, Privacy and Self-expression', New Media & Society, 2008, 10, 3, 393-411. 54. Ola Erstad, Gilje Oystein, Julian Sefton-Green, and Kristin Vasbo, `Exploring "Learning Lives": Community, Identity, Literacy and Meaning', Literacy, 2009, 43, 2, 100-6. 55. Catherine Ashcraft, `Technology and Sexuality: What's the Connection? Addressing Youth Sexualities in Efforts to Increase Girls' Participation in Computing, Learning, Media and Technology' (DOI, July 2014). Part 3: Perspectives on the Role of Technology Within Contexts of Teaching and Learning 56. Michael W. Apple and Susan Jungck, `"You Don't Have to Be a Teacher to Teach this Unit": Teaching, Technology, and Gender in the Classroom', American Educational Research Journal, 1990, 27, 2, 227-51. 57. David F. Noble, `Digital Diploma Mills: The Automation of Higher Education', Science as Culture, 1998, 7, 3, 355-68. 58. Shazia Mumtaz, `Factors Affecting Teachers' Use of Information and Communications Technology: A Review of the Literature', Technology, Pedagogy and Education, 2000, 9, 3, 319-42. 59. Diana Laurillard, Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (RoutledgeFalmer, 2002) pp. 86-90. 60. Peggy A. Ertmer, `Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?', Educational Technology Research and Development, 2005, 53, 4, 25-39. 61. Punya Mishra and Matthew J. Koehler, `Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge', Teachers College Record, 2006, 108, 6, 1017-54. 62. Jennifer M. Brill and Chad Galloway, `Perils and Promises: University Instructors' Integration of Technology in Classroom-based Practices', British Journal of Educational Technology, 2007, 38, 1, 95-105. 63. Henry Jenkins, `Executive Summary', in Jenkins et al. (eds.), Confronting the Challenges of Participatory Culture: The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning (MIT Press, 2008), pp. xi-xv. 64. Christine Greenhow and Beth Robelia, `Informal Learning and Identity Formation in Online Social Networks', Learning, Media and Technology, 2009, 34, 2, 119-40. 65. Charles Crook, `The "Digital Native" in Context: Tensions Associated with Importing Web 2.0 Practices into the School Setting', Oxford Review of Education, 2012, 38, 1, 63-80. 66. Marthe Blikstad-Balas, `Digital Literacy in Upper Secondary School: What Do Students Use Their Laptops For During Teacher Instruction?', Nordic Journal of Digital Literacy, 2012, 7, 2, 81-96. 67. Gert J. J. Biesta, `Giving Teaching Back to Education: Responding to the Disappearance of the Teacher', Phenomenology & Practice, 2012, 6, 2, 35-49. Volume IV: Critical Issues in the Ongoing Development of the Field Part 1: Digital Divides and Social Inclusion 68. Jan van Dijk, and Kenneth Hacker, `The Digital Divide as a Complex and Dynamic Phenomenon', The Information Society, 2003, 19, 315-26. 69. Neil Selwyn, `Reconsidering Political and Popular Understandings of the Digital Divide', New Media and Society, 2004, 6, 3, 341-62. 70. Mark Warschauer, Michele Knobel, and Leeann Stone, `Technology and Equity in Schooling: Deconstructing the Digital Divide', Educational Policy, 2004, 18, 4, 562-88. 71. M. Ananny and N. Winters, `Designing for Development: Understanding One Laptop Per Child in its Historical Context, Information and Communication Technologies and Development', International Conference on ICTD, 2007, pp. 1-12. 72. Laura Robinson, `A Taste for the Necessary: A Bourdieuian Approach to Digital Inequality', Information, Communication & Society, 2009, 12, 4, 488-507. 73. Leon Tikly and Angeline M. Barrett, `Social Justice, Capabilities and the Quality of Education in Low Income Countries', International Journal of Educational Development, 2011, 31, 3-14. Part 2: Questions of Evidence: Beyond Instrumentalism 74. Paul A. Kirschner, John Sweller, and Richard E. Clark, `Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-based, Experiential, and Inquiry-based Teaching', Educational Psychologist, 2006, 41, 2, 75-86. 75. Norman Friesen, `Critical Theory: Ideology Critique and the Myths of E-learning', Ubiquity, 2008, 2, 1-15. 76. Neil Selwyn, `Looking Beyond Learning: Notes Towards the Critical Study of Educational Technology', Journal of Computer Assisted Learning, 2010, 26, 65-73. 77. Rana M. Tamin, Robert M. Bernard, Eugene Borokhovski, Philip C. Abrami, and Richard F. Schmid, `What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study', Review of Educational Research, 2011, 81, 1, 4-28. Part 3: The Rise of Data and Learning at Scale 78. Sharon Slade and Paul Prinsloo, `Learning Analytics: Ethical Issues and Dilemmas', American Behavioral Scientist, 2013, 57, 10, 1509-28. 79. Lori Breslow, David E. Pritchard, Jennifer DeBoer, Glenda S. Stump, Andrew D. Ho, and Daniel T. Seaton, `Studying Learning in the Worldwide Classroom Research', Research & Practice in Assessment, 2013, 8, 13-25. 80. Anoush Margaryan, Manuela Bianco, and Allison Littlejohn, `Instructional Quality of Massive Open Online Courses (MOOCs)', Computers & Education, 2014, 80, 77-83. 81. Ben Williamson, `Governing Software: Networks, Databases and Algorithmic Power in the Digital Governance of Public Education', Learning, Media and Technology, 2015, 40, 1, 83-105. Part 4: Perspectives on the Future 82. Chris Bigum and Jane Kenway, `New Information Technologies and the Ambiguous Future of Schooling: Some Possible Scenarios', in Andy Hargreaves (ed.), Extending Educational Change: International Handbook of Educational Change (Springer, 2005), pp. 95-115. 83. Keri Facer, `Taking the 21st Century Seriously: Young People, Education and Socio-technical Futures', Oxford Review of Education, 2012, 38, 1, 97-113.