(3.238.186.43) 您好!臺灣時間:2021/02/26 12:31
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:蕭速農
研究生(外文):Su-nung Hsiau
論文名稱:科技/權力/教育--資訊科技對國小教學意涵與潛藏影響之研究
論文名稱(外文):Technology/Power/Education: The Research for Teaching Meanings and Hidden Influences of Information Technology in Elementary Schools
指導教授:尹玫君尹玫君引用關係
指導教授(外文):Mei-chun Yin
學位類別:博士
校院名稱:國立臺南大學
系所名稱:國民教育研究所(83~93.7.31)
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2004
畢業學年度:92
語文別:中文
論文頁數:267
中文關鍵詞:教學意涵權力資訊科技潛藏影響
外文關鍵詞:Hidden InfluenceInformation TechnologyTeaching MeaningPower
相關次數:
  • 被引用被引用:17
  • 點閱點閱:853
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:170
  • 收藏至我的研究室書目清單書目收藏:4
資訊科技的普遍化、生活化與精緻化,似乎為學校教育開啟了許多的可能性。但就當前資訊科技在學校教育中的建置與使用,慣以科技化關注,將問題簡化成技術性的手段,而忽略或隱匿批判性、政治性和道德上的理解和討論。本研究專注於資訊科技在學校教育中所呈現的科技政治的討論,及其知識/權力運作與教師實踐歷程的探討,欲以教育化與政治化的視野,關注資訊科技在教育上的使用與影響,以揭露資訊科技在課程改革下的知識選擇與傳遞,及其在教學脈絡中被思考、組織以及使用的複雜性與潛藏意涵。為達此研究目的,本研究主要採文獻分析法,論析資訊科技在教育上應用之實質內涵及其方法論基礎,及探析資訊教育真理政權運作下的教師定位。另佐以觀察、訪談及文件分析等質性研究方法,瞭解高雄市三所國民小學中教師資訊科技的使用、影響及其回應,以揭露電腦等教師資訊科技使用的深層結構與潛藏意涵。針對資訊科技對國小教學意涵與潛藏影響之探析,本研究主要獲致以下結論:一、資訊科技在教育中具有:組織與選擇的政治性本質、賦予多重思維的辯證與拉鉅、審思既有合法性知識與權力關係、促成轉化互動的發展與實踐等實質意涵與發展。二、資訊科技在學校中的建置與運作,是透過國家層級的資訊教育基礎建設,達成教育、經濟與社會的糾結與共構。並意圖過全國性的課程標準的制定與實施,賦予合法化的安置與傳播,達成科技與課程、權力與利益的共生關係。如此所造成的可能是實踐歷程的戕害與權力/論述的不平等。三、在科技資源、情境、教師及課程與教學等因素影響下,教師資訊科技使用,呈現:統整性課外學習活動展現資訊科技在學習上的可能性、資訊相關知能學習無法適切與學科知識學習相配合、教室電腦多成為教師的幫手而非學生學習上的夥伴、未經常性且積極地使用資訊科技融入教學等不同層次的資訊科技使用情形。四、教師資訊科技使用,隱匿著教學信念與技藝的挑戰、教室運作效率與教學效能掌控的弱化、既有運作機制的框限、基本能力訴求的轉向、及教師角色與教學本質的轉變等衝突的本質,造成當教師面對資訊科技的使用,呈現消極抗拒、妥協掙扎及反省創新發展等不同作為的回應。五、在當前資訊科技在教學上呈現非融入使用,無法適切展現轉型時間與空間、科技配置、知識結構、學習內容、師生角色、教師信念與實作等深層結構的潛能,其所造成的結果,極可能是既有教育問題的加劇與教育依附的再生產。最後依據研究發現與結果,提出幾點建議,俾供教師、行政機構、資訊教育發展及教學科技未來研究參酌。
The research emphasizes on the politics of technology in education and the implementation of teaching processes. From educational and political points of view, this research focuses on the hidden influences of information technology on education, disclosing the selection and transmission of information technology in the process of curriculum reforms as well as the complex utilization of information technology in the process of teaching. Based on the result of literature review, the author identifies the meaning and methodology basis of information technology in education, and verifies the position of teachers under the regime of technology in education. Further, this study also uses the methods of observation, interview, and document analysis to approach the teachers’ use and attitude of information technology in three Kaohsiung elementary schools, disclosing the situation and implication of information technology by teachers. This research has arrived the following conclusions in terms of the teaching meanings and hidden influences of information technology in elementary schools: 1. Information technology has the nature of organization and selection, provides multi-faceted logics of reasoning, re-thinks the existing legitimate knowledge and power relationships, and enhances the development and implementation of interactive transformation. 2. The investment of information technology is completed by nation-level National Information Infrastructure to achieve the cooperation of education, economy, and society. Through the establishment and implementation of nationwide curriculum standard, legitimate transmission builds up the interrelationship of technology and power/interest, thus jeopardizing the implementation processes and the equality of discourses. 3. Because of the technology resources, contexts, staffs, and curricula, teacher using information technology presents that the integrated extracurricular activities show the educational possibilities while the school knowledge fails to meet the need. Not properly and actively used in various levels of teaching, the classroom computers don’t help students a lot, but the teachers. 4. Teachers using information technology involves the challenge of beliefs sand skills, the decline in classroom efficiency and effectiveness, the limitations of existing mechanism, the change in basic abilities, and the conflicts between teacher roles and teaching transformation. 5. The elementary teachers non-integration use in teaching fail to transform the potential of schoolings, and may worsen the educational problems and the reproduction of teacher’s attachment. Based upon the findings of this study, some recommendations have been made as follows for the reference of teachers, information education practitioners and future research of instructional technology.
中文摘要......................... i
英文摘要......................... ii
誌謝........................... iii
目次........................... iv
表次........................... vi
圖次........................... vii
第一章 緒論....................... 1
第一節 研究動機與問題背景.................. 1
第二節 研究目的、研究問題與名詞界定............. 8
第三節 研究取向、研究架構與研究方法............. 11
第四節 教學科技研究方法論上的反省.............. 17
第五節 研究範圍與研究限制 .................. 29
第二章 科技與教育的建構--資訊科技在教育中的實質意涵與發展
........................ 33
第一節 科技的本質與意涵的深化................. 33
第二節 全球化變遷下的資訊科技發展............... 39
第三節 資訊科技在教育改革上的定位............... 45
第四節 資訊科技使用與意識形態選擇............... 51
第五節 轉化互動的契機..................... 56
第六節 本章小節......................... 78
第三章 改革論述的形成--資訊科技在學校教育中的建置與運作
....................... 81
第一節 資訊教育基礎建設中國家的角色與利益折衝........ 82
第二節 資訊教育課程改革下的知識生產與選擇.......... 97
第三節 資訊教改真理政權運作下之教師定位與出路........ 114
第四節 本章小節........................ 129
第四章 實踐與意義--教師在教育現場資訊科技使用情形...
........................ 131
第一節 進出田野歷程...................... 131
第二節 個案學校與主要行動者相關概況分析........... 140
第三節 教師資訊科技使用之個案描述與分析........... 149
第四節 資訊科技在學校教育的期待與實際展現.......... 164
第五節 教師資訊科技使用的影響因素.............. 171
第六節 教師對資訊科技引進教室的回應............. 203
第七節 本章小節........................ 206
第五章 教育的科技化運作--資訊科技在國小教育的深層結構與
潛藏意涵..................... 208
第一節 教師資訊科技使用隱匿的衝突本質............ 208
第二節 透過資訊科技轉型學校教育?.............. 216
第三節 既有問題的加劇與教育依附的再生產之疑慮........ 225
第四節 期許未來發展方向.............. ..... 229
第五節 本章小節.................. ..... 231
第六章 結論與建議.................... 233
第一節 結論.......................... 233
第二節 建議.......................... 239
參考文獻......................... 245
附錄一............................ 266
附錄二............................ 267
表次
表1-1 不同教師資訊科技使用領域研究派典差異比較....... 12
表1-2 研究目的、研究問題與研究方法關係之描述........ 17
表2-1 歷史取向的科技觀............... .... 36
表2-2 互動式教育媒體可能發展方向.............. 46
表2-3 教育在工業社會與教育在資訊社會所期望的轉變...... 48
表2-4 科技實施於教室中的障礙與可能的解決之道... .... 60
表2-5 電腦為獨立學科教學與電腦融入學科教學之比較...... 71
表2-6 建構主義與傳統式教學實作的比較............ 75
表3-1 各國重要資訊基本建設投資與課程規畫一覽... .... 83
表3-2 新自由主義取向與發展取向之國家資訊基礎建設發展.... 88
表3-3 九年一貫資訊教育課程內容概覽..... ........ 101
表3-4 應用科技與資訊基本能力與學習領域的關係........ 103
表3-5 不同時期資訊教育課程與基礎建設規畫.. ........ 104
表4-1 研究對象與主要行動者個人資料..... ......... 132
表4-2 質化研究資料檢核準則..... ............. 138
表4-3 個案學校基本資料..... ............... 143
表4-4 主要行動者對資訊科技與教學信念一覽表.......... 148
表4-5 研究個案運用資訊科技於教學之層級分析.......... 158
表4-6 研究個案資訊科技使用層級分析.............. 159
表4-7 教學過程中所涉及的知識內容與認知運作之分析....... 162
表4-8 個案學校資訊設備一覽表... .............. 172
表4-9 Pin國小授權軟體一覽表... .............. 174
表4-10 Pin國小資訊設備放置地點一覽表............. 177
表4-11 Pin國小電腦數量一覽表.... ............. 178
表4-12 洪老師社會科教學實務運作分析.............. 195
表4-13 八十二年版課程標準之任教科目與節數分配......... 197
表4-14 個案學校任教科目與節數分配一覽............. 198
圖次
圖1-1 研究概念圖........................ 14
圖3-1 國家在建立資訊教育基礎建設蘊含的目標.......... 90
圖3-2 教育改革真理政權可能產生的正反功效........... 116
圖3-3 Bernstein跨場域之論述建構................ 120
圖4-1 影響教師資訊科技使用的概念圖.............. 202
圖5-1 信念的連續體...................... 210
尹玫君(民87)。網路合作式寫作教學成效之研究。國科會專題研究計畫:NSC87。
尹玫君(民89)。網路科技對國小教育影響之個案研究--自老師教學的觀點探討。國科會專題研究計畫:NSC89。
尹玫君(民90)。資訊科技融入國小各科教學的實施模式。載於洪碧霞(主編):九年一貫課程新思維(193-210頁)。台南:翰林。
方德隆(民89)。九年一貫課程學習領域之統整。課程與教學,3(1),1-18。
方德隆(民90)。課程改革的社會學分析。載於國立中正大學教育研究所(主編):課程與教學論壇(I-I -1-13)。嘉義:國立中正大學教育研究所。
王元凱(民90)。資訊網路科技與人文互動之迷思。應用心理研究,10,18-25。
王佳煌(民87)。商品拜物教與資訊拜物教--資本主義電腦化與資訊社會意識型態之批判。思與言,36(3),203-260。
王佳煌(民89)。資訊社會學。台北:學富文化。
王佳煌(民90)。資本主義國家與國家資訊基礎建設--政治經濟的比較分析。思與言,39(1),89-143。
王國聰(民87)。我國近六年來視聽教育論文及引用文獻分析之研究以較學科技媒體期刊所刊載之論文為例。淡江大學教育資料科學碩士論文,未出版。

王瑞賢(民90)。課程知識社會學--聲音與差異政治之外。載於國立中正大學教育研究所(主編):課程與教學論壇(I-II-1-13)。嘉義:國立中正大學教育研究所。
王慧蘭(民88)。教育政策社會學初探。教育研究資訊,7(3),87-108。
王麗雲(民90)。中文拼音政策在拼什麼?--中文拼音正政策的爭議與課程政治面的反省。載於國立中正大學教育研究所(主編):課程與教學論壇(I-III-1-17)。嘉義:國立中正大學教育研究所。
卯靜儒(民90)。台灣近十年來課程改革之政治社會學分析。台灣教育社會學研究,創刊號,79-101。
卯靜儒(民91)。個人的/政治的:艾波的權力、知識與教育。載於蘇峰山(主編):意識、權力與教育--教育社會學理論導讀(77-116頁)。嘉義:南華大學教社所。
田耐青(民80)。近十四年國內視聽教育論文分析。視聽教育,33(3),83-92。
任伯江(民86)。教育傳意與科技:概念、定位與影響。教學科技與媒體,37,3-15。
朱則剛(民83)。建構主義知識論與情境認知對教育科技的意義。視聽教育,35(4),1-15。
朱則剛(民89)。教育傳播與科技。台北:師大書苑。
朱湘吉(民83)。教學科技的發展理論與方法。台北:五南。
何榮桂(民87)。從教育部之資訊教育推展策略看未來中小學資訊教育的願景,資訊與教育,68,2-13。
何榮桂(民90)。他山之石可以攻錯--亞太地區資訊教育的發展與前瞻。資訊與教育,81,1-6。
何榮桂(民91)。台灣資訊教育的現況與發展─兼論資訊科技融入教學。資訊與教育,87,22-48。
何榮桂、王益緒和徐蕙君(民86)。網際網路教學活動設計。資訊與教育,65,39-47。
何榮桂、吳正已、賴錦緣和籃如玉(民88)。各國資訊課程概況及其對九年一貫課程的啟示。課程與教學,2(4),43-60。
何榮桂、陳麗如(民90)。中小學資訊教育總藍圖的內涵與精神。資訊與教育,85,22-28。
吳鐵雄(民90)。台灣地區中小學網路應用環境調查報告。中等教育,52(1),4-14。
吳鐵雄、梁恆正(民82)。臺灣地區中小學資訊教育現況與困難。中等教育,44(6),6-31。
宋文里(民84)。批判教育學的問題陳顯。通識教育季刊,2(4),頁1-15。
志開國小(民89)。[線上資料],取自http://www.att.virtualclassroom.org/vc99/vc_19/
李文瑞(民81)。視聽教育?教育工學?教育科技?。教育科技與媒體,1,12-19。
李英明(民78)。科學社會學。台北:桂冠。
周珮儀(民88a)。文化研究及其在教育上的啟示。研習資訊,16(1),76-84。
周珮儀(民88b)。從社會批判到後現代:季胡課程理論之研究。台北:師大書苑。
周淑卿(民87)。國定課程:徘徊在自由與控制之間。課程與教學,1(4),13-28。
周淑卿(民89)。九年一貫課程之課程統整設計與問題探討。載於財團法人國立台南師院校務發展文教基金會(主編):九年一貫課程:從理論、政策執行(81-98)。高雄:復文。
周淑卿(民90)。市場自由化與國家介入--論全國課程架構的建立。國立台北師範學院學報,14,57-74。
周淑卿(民91)。課程政策與教育革新。台北:師大書苑。
林生傳(民88)。台灣教育改革的新趨勢:探索與評析。教育研究,7,1-17。
邱瓊慧(民91)。中小學資訊科技融入教學之實踐。資訊與教育,88,3-9。
姜添輝(民89)。結構功能主義的缺失與權力的特性。初等教育學刊,8,81-106。
范信賢(民90)。擁擠的樂園:再思九年一貫課程融入議題課程。財團法人國立台南師範學員校務發展文教基金會、台灣教育社會學學會(主編):九年一貫課程與教育改革議題:教育社會學取向的分析(393-406頁)。高雄:復文。
夏漢民(民85)。我國NII執行現況與展望。電工資訊雜誌,70,74-77。
海德格(民85)。海德格爾的技術問題及其他文章(宋祖良譯)。台北市:七略出版社。(原著出版年:1955年)
高雄市教育局(民92)。高雄市國民小學校務系統說明。[線上資料],取自http://ap5.kh.edu.tw/sas/sasdoc/function_readme.htm
崔夢萍(民90)。國小教師電腦融入教學態度及其相關因素之研究。台北市立師範學學報,32,169-194。
張佳琳(民91)。課程改革:政治社會取向。台北:師大書苑。
張建成(民91)。批判的教育社會學研究。台北:學富文化。
張霄亭(民65)。教育工學研究--教育工學在教學上的應用。台北:國立教育資料館。
張霄亭(民89)。我國教學科技的發展與趨勢。教學科技與媒體,49,9-12頁。
教育百科辭典編審委員會(民83)。教育百科辭典。台北:五南。
教育部(民82)。國民小學課程標準。台北:編者。
教育部(民86)。資訊教育基礎建設計畫內容概要。[線上資料],取自http://www.edu.tw/information/infpln/base.htm
教育部(民87)。資訊教育基礎建設擴大內需方案。[線上資料],取自http://www.edu.tw/information/expand/expand.html.
教育部(民88)。國民中小學教師資訊基本素養指標。[線上資料],取自http://www.hhps.tp.edu.tw/edu/teacher/teacher1.html
教育部(民90a)。國民中小學九年一貫課程暫行綱要。台北:編者。
教育部(民90b)。國民中小學資訊教育總藍圖。[線上資料],取自http://masterplan.educities.edu.tw/conference/index1.shtml
教育部(民91)。二OO一年教育改革之檢討與改進會議實錄。台北:編者。
教育部(民92)。國民中小學九年一貫課程綱要。台北:編者。
教育部網路推行委員會(民90)。中小學網路學習推動現況。[線上資料],取自http://www.edu.tw/moecc/ii7205/overviews/school_init.htm
莊明貞(民90)。當前台灣課程重建的可能性:一個批判教育學的觀點。國立台北師範學院學報,14,141-162。
郭丁熒(民91)。教師角色轉化模式之建構。國民教育研究所集刊,7,183-252。
陳立祥(民88)。我國資訊教育推動現況與展望。載於教育電子計算機中心(主編)TANET 99邁向網路新世紀研討會。台北:教育部。
陳伯璋(民88)。九年一貫課程的理念與理論分析。載於吳明清(主編)國民教育九年一貫課程理念與實務。(16-26頁)。台北:編者。
陳伯璋(民90)。新世紀課程的省思與挑戰。台北:師大書苑。
陳勇延(民83)。資訊科技的本質與演進之研究。國立南灣師範大學工藝教育研究所碩士論文。未出版。

陳姚真(民88)。教育傳播與科技的理論與研究主題舉隅。載於中正大學教育研究所(主編):教育學研究方法(355-363頁)。高雄:麗文。
陳美玉(民88)。教師專業實踐理論與應用。台北:師大書苑。
黃宗顯(民84)。從制御權到促進權--學校行政對話權力運用的革新取向。初等教育學報,8,125-153.
黃宗顯(民85)。學校行政對話的權力運用策略--以國小校長為例(一)。國科會專題研究計畫:NSC85-2413-H024-008。
黃宗顯(民90)。「真理政權」與教育改革:權力社會學的觀點。載於財團法人台南師範學院校務發展文教基金會、台灣教育社會學學會(主編)九年一貫課程與教育改革議題:教育社會學取向的分析(109-124頁)。高雄:復文。
黃厚銘(民90)。Heidegger的哲學思想與資訊科技。資訊社會研究,1,1-31。
黃政傑(民85)。質化研究的原理與方法。載於黃政傑(主編):質的教育研究:方法與實例(1-46頁)。台北:漢文。
黃嘉雄(民78)。柏恩斯坦分類與架構概念及其再課程研究上之意義。國立台灣師範大學教育研究所碩士論文。未出版。

黃嘉雄(民90)。新的權力分配與社會控制原則--論九年一貫課程改革的社會深層意義。載於國立中正大學教育研究所(主編):課程與教學論壇(I-XIII-1-15)。嘉義:國立中正大學教育研究所。
黃慧櫻(民88)。台灣網際網路的變遷:一個政治經濟角度的初步考察。國立政治大學新聞研究所碩士論文。未出版。
溫嘉榮(民88)。資訊與電腦網路科技對教師的衝擊。資訊與教育,72,10-14。
溫嘉榮、吳明隆(民88)。新時代資訊教育的理論與實務應用。台北:松崗。
經濟部(民87)。國家資訊運通信基本建設應用推動四年計畫(第三年度)。台北:經濟部。
資訊工業策進會(民86)。亞太資訊產業與市場發展趨勢。台北:資訊工業策進會資訊市場情報中心。
資訊教育藍圖座談會會議記錄(民90)。[線上資料],取自http://msterplan.educities.edu.tw/conference/a3_4_2.shtml
甄曉蘭(民85)。從典範轉移的再思論質的研究崛起的意義,嘉義師院學報,10,119-146。
翟本瑞(民90)。網路文化。台北市:揚智。
劉靜怡(民86)。網路科技與隱私權焦慮--誰有權塑造我的網路形象。當代,124,78-91。
歐用生(民79)。我國國民小學社會科潛在課程分析。國立台灣師範大學教育言教所博士論文。未出版。

歐用生(民88a)。新學校的建立--九年一貫課程的展望。載於吳明清(主編)國民教育九年一貫課程理念與實務。(16-26頁)。台北:編者。
歐用生(民88b)。九年一貫課程之潛在課程評析。載於楊益風(主編)九年一貫課程手冊。(4-13頁)。台北:中華民國全國教師會。
歐陽教(民77)。教學的觀念分析。載於黃光雄(主編):教學原理(1-28頁)。台北:師大書苑。
歐陽誾(民89)。網路科技對國小學生學習的影響之個案研究。台南師院學報,33,153-178。
歐陽誾(民90)。國小實施網路融入自然科教學之觀察與省思。台南師院學報,34,195-229。
蔡清田(民91)。學校整體課程經營--學校課程發展的永續經營。台北:五南。
戴曉霞(民90)。從福特主義到後福特主義:生產模式的改變及其對高等教育課程之意義。載於國立中正大學教育研究所(主編):課程與教學論壇(I-VIII-1-15)。嘉義:國立中正大學教育研究所。
韓善民(民90)。我國資訊教育發展現況與展望。資訊與教育,81,7-12。
簡紅珠(民81)。教學研究的主要派典及其啟示之探析。高雄:光復。
羅文基、施文玲(民92)。邁向知識經濟時代的教育新境界。資訊與教育,94,82-87。
Adler, P. A. & Adler, P. (1994). Observational techniques. In N.K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research(pp377-392). CA: Sage.
Agalianos, A., Noss, R. and Whitty, G.(2001). Logo in mainstream schools: the struggle over the soul of an educational innovation. British Journal of Sociology of Education, 22(4), 479-500.
Albion, P.A. & Ertmer, P. A.(2002). Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology. TechTrends, 46(5), 34-38.
Ambron, S. & Hooper, K. (1990). Learning with interactive multimedia: developing and using multimedia tools in education. WA: Microsoft.
Anderson, J. R. (1983). The architecture of cognition. Cambridge: Harvard UP.
Anderson, L. & Krathwohl, D.(2000). A Taxonomy for Learning, Teaching and Assessing. A Revision of Bloom’s Taxonomy of Educational Objectives. Boston: Addison-Wesley-Longman
Anderson, R. E. (2002). International studies of innovative uses of ICT in schools. Journal of Computer Assisted Learning, 18, 381-386.
Apple, M.W.(1982). Ideology and Curriculum. New York: Routledge.
Apple, M. W. (1992). Computers in school: Salvation or social disaster? Educational Digest, 57(2), 47-51.
Apple, M. W.(1993). Official Knowledge: Democratic Education in a Conservative Age. New York: Routledge.
Apple, M. W.(1996). Cultural Politics and Education. New York: Teachers College, Columbia University.
Apple, M.W.(1997). Justifying the Conservative Restoration: Morals, Genes and Educational Policy, Educational Policy, 11(2), 167-182.
Apple, M. W.(1998). Teaching and technology: The hidden effects of computers on teachers and students. In L. E. Beyer & M.W. Apple (2nd ed.), The curriculum: Problems, politics, and possibilities (pp. 314-336). Albany: State University of New York Press.
Apple, M.W.(1999). Between neo and post: Critique and transformation in critical educational studies. In C.A. Grant(Eds.), Multicultural Research: A Reflective Engagement with Race, Class, Gender and Sexual Orientation. London: Famler.
Apple, M. W.(2000). Between neoliberalism and neoconservatism: Education and conservatism in a global context. In N. C. Burbules and C. A. Torres(Eds.), Globalization and Education: Critical Perspectives. New York: Routledge.
Aronowitz, S. & Giroux, H. A. (1991). Postmodern Education: Politics Culture and Social Criticism. Minnesota : University of Minnesota Press.
Aronowitz, S. & Giroux, H. A.(1985). Education under Siege: The Conservative, Liberal and Radical Debate over Schooling. Massachusette: Bergin & Garvey.
Atkinson, P. & Hammersley, M. (1994). Ethnography and participant observation. In N.K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research(pp.248-261). CA: Sage.
Althusser, L. (1971) Lenin and Philosophy and Other Essays. London: NLB.
Baker, C.(1983). The microcomputer and the curriculum. Journal of Curriculum Studies, 15(2), 207-214.
Baker, C.(1985). The microcomputer and the curriculum: A further critique. Journal of Curriculum Studies, 17(4), 449-451.
Ball, S.(1990). Politics and policy making in education: Exporations in policy schooling. London: Routledge.
Ball, S. J..Bowe, R. & Gewirtz, S.(1994) Competitive schooling: values, ethics, and cultural engineering. Journal of curriculum and supervision, 9, 350-389.
Baudrillard, J. (1999). Simulacra and Simulation. Ann Arbor: The University of Michigan Press.
Bauman, Z. (1994). Postmodern Ethic. Oxford: Blackwell.
Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. New York: Teacher College Press.
Becker, A. D. (1977). Alternative methodologies for instructional media research. AV Communication Review, 25, 181-194.
Becker, H. J. (1986). Instructional uses of school computers. Reports of the 1985 National Survey, 1, 2-13.
Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51), 1-31.
Becker, H. J. & Ravitz, J.(1999). The influence of computer and internet use on teachers’ pedagogical practices and perceptions, Journal of Research on Computing in Education, 31(4), 356-379.
Beck , H. J. & Reil, M. M. ( 2000). Teacher professional engagement and constructivist-compatible computer use [on line]. Available at: http://www.crito.uci.edu/tic/findings.html
Becker, H. J. & Ravitz, J.(2001). Computer use by teachers: Are Cuban’s predictions correct? AERA Annual Meeting 2001. New Mexico.
Bell, D.(1976). The Coming of Post-Industrial Society: A Venture in Social Forecasting. Harmondsworth: Peregrine Books.
Berenfeld, B. (1997). Linking students to the infosphere. In T. King (Eds.), Technolofy in the Classroom: a Collection of Articles (pp.15-30). New York: SkyLight.
Berg, M. (1980). The machinery question and the making of political economy:1815-1848. Cambridge, UK: Cambridge University Press.
Berliner, D. (2002). Educational research: The hardest science of all. Educational researcher, 31(8), 18-20.
Bernard, H. R. (1988). Research methods in cultural anthropology. CA: Ablex.
Bernstein, B.(1975). Class, Code and Control. Vol.3, Toward a Theory of Educational Transmissions. London: Routledge.
Bernstein, B.(1990). The structure of pedagogic discourse. Vol. 4, Class, codes and control. London: Routledge.
Beynon, J. & Mackay, J. M.(1989). Information technology into education: Toward a critical perspective. Journal of Education Policy, 4, 245-257.
Beynon, J.(1993). Technological literacy: Where do we go from here?. Journal of Information Technology for Teacher Education, 2(1), 7-35.
Bhabha, H.(1994). The Location of Culture. London: Routledge.
Bogdan, R. C. & Biklen, S. K. (1998). Qualitative research for education: an introduction to theory and method, 3rd ed. MA: Allyn & Bacon.
Borg, W. R.& Gall, M. D. (1989). Educational research: an introduction, 5th ed. New York: Longman.
Bourdieu, P. & Passeron, (1977). Reproduction in education, socirty and culture. London: SAGE.
Bourdieu, P.(1992). Reproduction in education, society and culture. London: Sage.
Bowers, C. A. (1988). The cultural dimensions of educational computing: Understanding the non-neutrality of technology. New York: Teachers College.
Brah, A.(1996). Cartographies of Diaspora: Contesting Identities. London: Routledge.
Brich, T.(1995). The teacher and the computer: A case study of the everyday issues in one primary school. School Organisation, 15(1), 43-51.
Brickner, D.(1995). The effects of first and second order barriers to change on the degree and nature of computer usage of secondary mathematics teachers: A case study. Unpublished doctoral dissertation.
Bromley, H.(1998). Data-driven democracy? Social assessment of educational computing. In H. Bromley & M. W. Apple(Eds.), Education/Technology/Power: Educational Computing as a Social Practice(pp1-28). New York: State University of New York Press.
Brooks, J.G. & Brooks, M. G.(1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, Association for Supervision and Curriculum Development.
Brosnan, M.(1997). The fourth ‘R’ : Are teachers hindering computer literacy in school children?. BPS Educational Section Review,21(1), 29-37.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Brunner, C.(1992). Integrating Technology into the Curriculum Teaching the Teachers. New York: Bank Street College of Education.
Brynon, J.(1992). Learning to read technology. In J. Beynon & H. Mackay (Eds.), Technological Literacy and the Curriculum (pp. 1-37).London: The Falmer Press.
Bryson, M. & de Castell, S.(1998). New technologies and the cultural ecology of primary schooling: Imagining teachers as Luddites in/deed. Educational Policy, 12(5), 542-567.
Burbules, N. C.(1995). Forms of ideology-critique: A pedagogical perspective. In P. L. Mclaren & J. M. Giarelli(Eds.), Critical Theory and Educational Research(pp.. 53-69). New York: State University of New York Press.
Callister, T. A. & Dunne, E.(1992). The computer as doorstop: Technology as disempowerment. Phi Delta Kappan, 74, 324-326.
Carney, J. M. (1998). Integrating technology into constructivist classrooms: an examination of one model for teacher development. Journal of Computing in Teacher Education, 15, 7-15.
Casey, P. J.(1996). Computing as educational innovation: a Model of distributed expertise. Journal of Information Technology for Teacher, 5, 13-23.
Castells, M. (2000).The information age: Economy, society and culture, volume I: The rise of the network society. Massachusetts: Blackwell.
Clark, R. E. & Estes, F. (1998). Technology or craft: What are we doing? Educational Technology, 38(5), 5-11.
Clark, R. E. (1983) . Reco nsidering research on learning from media. Review of Education Research, 53(4), 445-459.
Clark, R. E. (1989). Current progress and future directions for research instructional technology, Educational Technology Research and Development, 37(1), 57-66.
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.
Cochrane, Younhouse, Sorflaten and Molek, 1980
Collins, B. A. (1991). The role of computer technology in restructuring schools Phi Delta Kappan, September, 21-30.
Collis, B. A. (1996). Computers in education. In Plomp, T & Ely, D. P. (2nd ed.). International Encyclopedia of Educational Technology (pp.402-407). Cambridge : Cambridge University Press.
Conlon, T. (2000). Visions of change: Information technology, education and postmodernism. British Journal of Educational Technology. 31(2), 109-116.
Cox, M. , Preston, C. & Cox, K. (1999). What factors support or prevent teachers from using ICT in their classroom? Paper presented at the British Educational Research Association Annual Conference, University of Sussex, Brighton.
Cradler, J. (2003). Technology’s impact on teaching and learning. Learning and Leading with , 30(7), 813-834.
Cuban, L.(1986). Teacher and machines: The classroom use of technology since 1920. New York: Teachers College Press.
Cuban, L.(1988). Constancy and change in schools (1880s to the present). In P. W. Jackson(Eds.), Contributing to Educational Change. Berkeley: McCutchan.
Cuban, L.(1993). Computers meet classrooms: classroom wins. Teachers College Record, 95, 185-210.
Cuban, L.(1999). High-tech schools, Low-tech teaching. Education Digest, 64(5), 53-55.
Cuban, L.(2000). Is spending money on technology worth it? Educational Week, 19(24), 42-45.
Cuban, L.(2001). Oversold and Underused: Computers in the Classroom. Cambridge: Harvard University Pres.
Curry, B. K. & Davis, J. E. (1995). Representing : The obligations of faculty as researcher. Academe, Sept- Oct, 40-43.
Davis, N. E. (1999). Teacher education in the information age: working with ICT’s influence. Paper presented at the IFUT conference Towards 2010: Teacher Education in Ireland Over the Next Decade, Dublin.
Dawes, D & Selwyn, N. (1999). Teaching with the dream machines: the representation of teachers and computers in information technology advertising. Journal of Information Technology for Teacher Education, 8(3), 289-302.
Dawes, L. (1999). Chalky and the interactive whiteboard: media representation of teachers and technology. Paper presented at the British Educational Research Association, London.
Dawes, L. (2001). What stops teachers using new technology. In M. Leask (Eds.), Issues in Teaching using ICT (pp. 61-80). New York: RoutledgeFalmer.
Dede, C. (2000). Emerging influences of information technology on school curriculum. Curriculum Studies, 32(2), 281-303.
DeLorme, D. E., Zinkhan, G. M. & French, W. (2001). Ethics and the internet: Issues associated with qualitative research. Journal Business Ethics, 33(4), 271-286.
Dening, P., Comer, D., Gries, D. Mulder, M., Tucker, A., Turner, J., and Young, P. (1989). Computing as a discipline. Communications of the ACM, 32(1), 9-23.
Dexter, S.L., Anderson, R.E. and Becker. H.J.(1999). Teachers’ views of computersas catalysis for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 1-14.
Dillon, A. & Gabbard, R. (1998). Hypermedia as an educational technology: a review of the quantitative research literature on learner comprehension, control and style. Review of Educational Research, 68(3), 322-349.
Doll, R. C. (1996). Curriculum improvement. Boston: Allyn & Bacon
Driscoll, M P. (1995). Paradigms for research in instructional systems. In Anglin(Eds.), Instructional technology: past, present and future, 2nd ed.,(pp322-329). New York: Libraries Limited.
Duffy, T M. & Jonassen, D. H. (1991). Constructivism: New implication for instructional technology?, Educational technology, 31(5), 7-12.
Duin, A. H. & Hansen, C. (1994). Reading and writing on computer networks as social construction and social interaction. In C. L. Selfe & S. Hilligoss (Eds.), Literacy and computers: The Complications of teaching and learning with technology (pp. 89-112). New York: MLA.
Dutton, W. H. (1990). The political implications of information technology: challenge to power? In J. Berleur, A. Clement, R. Sizer & D. Whitehouse (Eds.), The Information Society: Evolving Landscapes(pp173-195). New York: Springer-Verlag.
Dwyer, D. C., Ringstaff, C. & Sandholtzl, J. H. ( 1991). Changes in teachers’ beliefs and practices in technology-rich classrooms. Educational Leadership, 48(8), 45-52.
Edwards, R. & Usher, R.(2000). Globalization and Pedagogy: Space, Place and Identity. London: Routledge.
Edwards, R.(1997). Changing Places? Flexibility, Lifelong Learning and a Learning Society. London: Routledge.
Elam, D.(1994). Feminism and Deconstruction: Ms en Abyme. London: Routledge.
Eldred, J. C. & Hawisher, G. E. (1995). Researching electronic networks. Written Communication, 12, 333-359.
Ellul, J. (1980). The Technological System. New York: The Continuum Publishing Corporation.
Eraut, M.(1991). The Information Society-A Challenge for Education Policies? Policy Options and Implementation Strategies. London: Cassell.
Erlandson, D. A., Harris, E. L., Skipper, B. L. & Allen, S. D. (1993). Doing naturalistic inquiry: a guide to methods. CA: Sage.
Ertmer, P. A., Addison, P. Lane, M. Ross, E. and Woods, D. (1998). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
Ertmer, R.A., Addison, P., Lane, M., Ross, E. and Woods, D.(1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-66.
Estes, F. & Clark, R. E.(1999). Authentic educational technology: the lynchpin between theory and practice. Education Technology, 39(6), 5-22.
Eurich-Fulcer, R. & Schofield, J. W.(1995). Wide-area networking in K-12 education: issue shaping implementation and use. Computers & Education, 24, 211-220.
Evans-Andris, M. (1995). Barrier to computer integration: micro-interaction among computer co-ordinators and classroom teachers in elementary schools. Journal of Research on Computing in Education, 28 ,29-45.
Fabos, B. & Young, M. D. (1999). Telecommunication in the classroom: rhetoric versus reality. Review of Educational Research, 69(3), 217-259.
Featherstone, M.(1995). Undoing Culture: Globalisation, Postmodernism and Identity. London: Sage.
Feenberg, A. (1995). Subversive rationalization: Technology, power, and democracy. In A. Feenberg & A. Hannay (eds), Technology and the politics of knowledge. Bloomington : Indiana University Press, 3-22.
Feenberg, A. (1999). Questioning technology. New York: Routedge.
Ferderick, H.(1993). Computer Networks and the Emergence of Global Civil Society. in L. M. Harasim (Eds.), Global Networks: Computer and International Communication (pp.284-295). Cambridge: MIT Press.
Foucault, M.(1977). Discipline and Punish, tans A. Sheridan. New York: Pantheon.
Foucault, M. (1980). The History of Sexuality. New York: Vintage Books.
Foucault, M. (1983). The Subject and Power. In H. Dreyfus, P. Rabinow & M. Foucault(2nd ed.), Beyond Structuralism and Hermeneutics(pp.208-226). Chicago: Chicago University Press.
Franklin, U.(1990). The Real World of Technology. Montreal: CBC Enterprise.
Freire, P.(1970). Pedagogy of the oppressed. London:Penguin.
Freire, P.(1976). A few nations about the world concientizaton. In R. Dale(Eds,). Schooling and Capitalism. London: Rouledge.
Fullan, M. (1991). The new meaning of educational change. London: Cassell.
Furlong, J & Furlong, R(2000). The National Grid for learning: a curriculum without walls? Cambridge Journal of Education, 30(1), 91-111.
Garnger, Morbey, Lotherington, Owston and Wideman, 2002
Giddens, A.(1990). The Consequences of Modernity. Cambridge: Polity.
Giddens, A.(1998). The Third Way: The Renewal of Social Democracy. Cambridge: Polity.
Giroux, H. A.(1981). Hegemony, resistance and the paradox of educational reform. In H. Giroux, A. N. Penna, & W. F. Pinar,(eds.), Curriculum & Instruction (pp. 400-430). California: McCutchan.
Giroux H. A.(1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. Minneapolis: University of Minnesota Press.
Giroux, H. A.(1991). Border Pedagogy in the age of Postmodernism. In S. Aronowitz & H. A. Giroux(Eds.), Postmodern Education: Politics Culture and Social Criticism(pp.114-135). Minnesota : University of Minnesota Press.
Giroux, H. A. (1992). Border crossing: Cultural workers and the politics of education. New York: Routledge.
Giroux, H. A.(1997). Pedagogy and the politics of hope: Theory, culture and schooling: A critical read. Colorade: Westview Press.
Goetz, J. P. & LeCompt, M. D. (1984). Ethnography and qualitative design in educational research. CA: Academic.
Goodson, I. F. & Mangan, J. M.(1995). Subject culture and introduction of classroom computers. British Educational research Journal, 21(5), 613-625.
Gramsci, A.(1971). Selections from the prison notebooks of Antonio Gramsci. New York: International publishers
Griffin, J. A. & Davies, S.(1990). Information technology in the National Curriculum. Journal of Computer Assisted Learning, 6, 255-264.
Grint, K. & Woolgar, S.(1997). The Machine at Work: Technology, Work and Organization. Cambridge: Polity Press.
Habermas, J.(1970). Toward a Rational Society. trans J.Shapiro. Boston: Beacon Press.
Habermas, J. (1984). Observations on "the spiritual situation of the age" : contemporary German perspectives. Cambridge, Mass. : MIT Press.
Hadley, M. & Sheingold, K. ( 1993). Commonalities and distinctive patterns in teachers’ integration of computers. American Journal of Educational, 101, 261-315.
Hammersley, M. (1990). Reading ethnographic research: a critical guide. London: Longman.
Hannafin, M. J., Hannafin, K. M., Hooper, S. R., Rieber, L. P. & Kini, A. S. (1996). Research on and research with emerging technologies. In D. H Jonassen(Eds.), Handbook of research for educational communications and technology (pp.378-402). New York : Macmillan LIBRARY Reference.
Harasim, L. M.(1993). Networlds: Network as Social Space. in L. M. Harasim (Eds.), Global Networks: Computer and International Communication (pp.15-34). Cambridge: MIT Press.
Harasim, L. M. (1996). ComputerNetworking for Education. In Plomp, T & Ely, D. P. (2nd ed.). International Encyclopedia of Educational Technology (pp.484-489). Cambridge : Cambridge University Press.
Hargreaves, A.(1994). Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. London: Cassell.
Harvey, D.(1989). The Condition of Postmodernity: An Enquiry into the Origins of Cultural Change. Oxford: Blackwell.
Harvey, D. & Myers, M. D. (1995). Scholarship and practice: the contribution of ethnographic research methods to bridging the gap. Information Technology and People, 8(3), 13-34.
Hawkridge, D. (1990). Machine-mediated learning in third-world schools?, Machine-Mediated Learning, 3(4), 319-328.
Heidegger, M. (1977). The question concerning technology and other essays, translated by W. Lovitt. New York: Harper & Row. (Original work published 1954)
Heinich, R. (1984). The proper study of educational technology. Educational Communication and Technology Journal, 32, 67-87.
Hlynka , D. & Belland, J. C., eds. (1991). Paradigms regained: the uses of illuminative, semiotic and post-modern criticism as modes of inquiry in educational technology. New York: Educational Technology.
Hodas, S.(1993). Technology refusal and the organizational culture of schools. Educational Policy Analysis Archives, 1(10), 1-19.
Hruskory, C., Cennamo, K. S., Ertmer, P. A. & Johnson, T. (2000). Creating a community of technology users: students become technology experts for teachers and peers. Journal of Technology and Teacher Education, 8, 69-84.
Huffman, B.(1996). What drives successful technology planning?. Journal of Information Technology for Teacher Education, 5, 43-45.
Hughes, K. P. (1995). Feminist pedagogy and feminist epistemology: an overview. International Journal of Lifelong Education, 14(3), 214-230.
Humm, M. (1989). The dictionary of feminist theory. New York: Prentice Hall.
Ihde, D. (1979). Teachnics and praxis. Dordrecht, Holland: D. Reidel.
Interrogate the Internet(1996). Contradictions in Cyberspace: Collective Response. In P. Shields(Eds.), Cultures of the Internet. London:Sage.
Jenks, C.(1993). Culture. London:Routledge
Jonassen, D. H.(1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research & Development, 39(3), 5-14.
Jonassen, D. H. (1999). Computers in the Classroom: Mindtools for Critical Thinking. New Jersey: Prentice-Hall.
Jordon, T.(1999). Cyberpower: The Culture and Politics of Cyberspace and the Internet. New York: Routledge.
Kaplan, N. (1991). Ideology, technology, and the future of writing instruction. In G. E. Hawisher & C. Self (Eds.), Evolving perspectives on computers and compposition studies: Questions for the 1990s (pp.11-42). Urbaba: NCTE.
Kearsley, G. (1998). Educational technology: a critique. Educational Technology, March-April, 47-51.
Kent, T. W. & McNergeney, R. F.(1999). Will technology really change education? From blackboard to web. California: SAGE
Kenway, J.(1996). The information superhighway and postmodernity: The social promise and the social price. Comparative Education, 32, 217-231.
Kerr, S. T. (1985). Asking new questions about technology and the social world of education. Educational Communications and Technology Journal, 33, 3-8.
Kerr, S. T.(1996). Visions of sugarplums: the future of technology, education and the schools. In S. T. Kerr(Eds.), Technology and the future of schooling: Ninety fifth yearbook of the National Society for the Study of education, part 2(pp1-27). Chicago: University of Chicago Press.
Kirk,D. & Macdonld, D.(2001). Teacher voice and ownership of curriculum change. Curriculum Studies, 33(5), 551-567.
Kommer, P. A., Jonassen, D. H., & Mayes, T. M. (1992). Cognitive tools for learning. Heidelberg: Springer-Verlag.
Kozma, R. (2000). Reflections on the state of educational technology research and development. Educational Technology Research and Development, 48(1), 5-15.
Kozma, R. B. & Anderson, R. E.(2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18, 387-394.
Lankshear, C., Pteters, M. & Knobel, M.(1996). Critical pedagogy and cyberspace. In H.A. Giroux, C. Lankshear, P. McLaren & M. Peters(Eds.), Counternarrative. London: Routledge.
Lauzon, A.C.(1999). Situating cognition and crossing borders: Resisting the hegemony of mediated education. British Journal of Educational Technology, 30(3), 1-12.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. N.Y.: Cambridge University Press.
Lawson, T. & Comber, C.(2000). Introducing information and communication technologies into schools: The blurring of boundaries. British Journal of Sociology of Education, 21(3), 419-433.
Lecourt, D. (1999). The ideological consequences of technology and education: The case for critical pedagogy. In M. Selinger & J. Pearson (Eds.), Telematics in education: Trends and issues (pp.51-75). New York : Pergamon.
Leggett , M. & Roberston, S.(1996). Curriculum fragmentation impedes students understanding of technology and the environment. Journal of Educational Policy, 11(6), 681-691.
Leggett, W. P. & Persichitte, K. A.(1998). Blood, sweat, and TEARS: 50 years of technology implementation obstacles. TechTreads, 43(3), 33-39.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. CA: Sage.
Lipietz, A.(1987). Mirages and Miracles: The Crises of Global Fordism. New York: Verso.
Loetie, D.(1975). Schoolteacher. Chicago: University of Chicago Press.
Loveless, T.(1996). Why aren’t computer used more in schools?. Educational Policy, 10(4), 448-468.
Lyotard, J. (1984). The Postmodern Condition: A Report on Knowledge. Trans. G. Bennington and B. Massumi. Minneapolis: University of Minnesota Press.
Lyotard, J. F. (1988). The differend: phrases in distute. Manchester University Press.
Mann, C. & Stewart, F. (2000). Internet communication and qualitative research: A handbook for researching online. CA: Sage.
Marcuse, H.(1964). One-Dimensional Man. Boston: Beacon Press.
Marx, Freeman, Krajcik & Blumenfeld, 1998
Mason, R.(1995). The Educational Value of ISDN. In N. Heap, R. Thomas, G. Einon, R. Mason & H. Mackay(Eds.), Information Technology and Society. London: Sage.
McCarthy, T. (1991). Ideals and illusions: on reconstruction and deconstruction in contemporary critical theory. Cambridge MA: MIT Press.
Mccormick, R.& Scrimshaw, P.(2001). Information and communication technology, knowledge and pedagogy. Education, Communication and Information, 1(1), 37-57.
McDougall, A. & Squires, D. (1997). A framework for reviewing teacher professional development programmes in information technology. Journal of Information Technology for Teacher Education, 6, 115-126.
Mcluhan, M.(1964). Understanding Media. New York: McGrew Hill.
Meltzer, J. & Sherman, T. M.(1997). Ten commandments for successful technology implementation and staff development. National Association of Secondary School Principles Bulletin, 81(585), 23-32.
Menser, M. & Aronowitz, S. (1996). On cultural studies, science and technology. In S. Aronowitz, Martinsona, B. and M. Menser (Eds.), Technosciene and cyberculture (pp.7-28). New York: Routledge.
Mickelson, R. A. (1999). International business machinations: A case study of corporate involvement in local school reform. Teacher college record, 20, 237-273.
Miles , M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. 2nd ed. CA: Sage.
Mitchell, W. J.(1999). E-topia: Urban Life, Jim-but not as We Know It. Cambridge: The T Press.
Moersch, C. (1995). Levels of technology implementation: a framework for measuring classroom technology use. Learning and Leading with Technology, 23(3), 40-42.
Moonen, J. C. M. M., & Collis, B. A. (1991). Multimedia in het onderwis: Een verkenning. Zeotemeer: Ministry of Education.
Morrow, R. A. & Torres, C. A.(1995). Social Theory and Education: A Critical of theories of Social and Cultural Reproduction. New York: State University of New York Press.
Moseley, D. & Higgins, S. (1999). Ways forward with ICT: effective pedagogy using information and communications technology for literacy and numeracy in primary schools. London: Teacher Training Agency.
Muffoletto, R.(1996). Technology and school reform in the US. Journal of Information Technology for Teacher Education, 5, 139-153.
Muller , J.& Taylor, N.(2000). The first and last interpreters. In J. Muller(Eds.), Reclaiming Knowledge─Social Theory, Curriculum and Educational Policy.(pp.9-24). London: Routledge.
Mumtaz, S. ( 2000). Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-341.
Myers, D. J.(1994). Communication Technology and Social Movement: Contributions of Computer Networks to Activism. Social Science Computer Review, 12(2), 256-260.
Nardi, B. A., & O’Day, U. L. (1999). Information ecologies: Using technology with heart. Cambridge, MA: MIT Press.
National Council for Accreditation of Teacher Education (1997). The New Professional Teacher[on line]. Available at: http://www.ncate.org/specfoc/techrpt.html
Newman, D.(1990). Opportunities foe research on the organizational impact of school computers. Educational Research, 19, 8-13.
Nichols, R. G. & Allen-Brown, V. (1996). Critical theory and educational technology. In D. H Jonassen (Eds.), Handbook of research for educational communications and technology (pp.226-251). New York : Macmillan LIBRARY Reference.
Nissenbaum, H. & Walker, D.(1998). Will computers dehumanize education? A grounded approach to values at risk. Technology in Society, 20, 237-273.
Noble, D.(1995). Progress without people. Toronto: Between the Lines.
Noble, D. (1998). The regime of technology in education. In L. E. Beyer & M.W. Apple (2nd ed.), The curriculum: Problems, politics, and possibilities (pp. 314-336). Albany: State University of New York Press.
Norris, C., Sullivan, T., Poirot, J. and Soloway, E.(2003). No access, no use, no impact: Snapshot surveys of educational technology in K-12. Journal of Research on Technology in Education, 36(1), 15-27.
Oliver, E. L. (1992). Interaction at a distance: mediated communication in televised courses.Unplished doctoral dissertation. Northn Illinois University, DeKalb, IL.
Olson, J. (2000). Trojan horse or teacher’s pet? Computers and the culture of the school. Curriculum Studies, 32(1), 1-8.
Olson, J., James, E. & Lang, M. (1999). Changing the subject: the challenge of innovation to teacher professionalism in OECD countries. Curriculum Studies, 31(1), 69-82.
Orlikowski, W. J. & Baroudi, J. (1991). Studying information technology in organizations: research approaches and assumptions. Information System Research, 2(1), 1-28.
Pachler, N. (2001). Connecting schools and pupils: to what end? Issues related to the use of ICT in school-based learning. In M. Leask (Eds.), Issues in Teaching using ICT (pp.15-30). New York: RoutledgeFalmer.
Papert, S.(1980). Mindstroms: Children, computers, and powerful ideas. New York: Basic Books.
Papert, S.(1993). The children''s machine: rethinking school in the age of the computer. New York : BasicBooks
Pea, R. D. (1985). Beyond amplication: Using the computer to recognize mental functioning. Educational Psychologist, 20(4), 167-182.
Pea, R.(1996). Seeing what we built together: Distributed multimedia learning environment for transformative communications. In T. Koschmann(EDS.), CSCL: Theory and practice of an emerging paradigm(pp.171-186). New York:Lawrence Erlbaum.
Peck, C., Cuban, L. & Kirkpatrick, H.(2002). High-tech’s high hopes meet student realities. Education Digest, 67(8), 47-55.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computer & Education, 37,153-178.
Pelgrum, W. J., ten Brummelhuis, A. C. A., Collis, B. A., Plomp, T. J. & Janssen Reinen, I. A. M. (1997). The application of multimedia technologies in schools: technology assessment of multimedia systems for pre-primary and primary. Luxembourg: European Parliament, Directorate General for Research.
Pelto, P. & Pelto, G. (1978). Anthropological research: The structure of inquiry, 2nd ed. Cambridge, MA: Cambridge university press.
Pepi, D. & Scheurman, G.(1996). The emperor’s new computer: A critical look at our appetite for computer technology. Journal of Teacher Education, 47(3), 229-236.
Plomp, T. & van de Woulde, J.(1985). New information technologies in education: Lessons learned and trends observed. Eur. J. Dduc., 20(2-3): 243-256.
Plomp, T., & Reinen, J. (1996). Computers literacy. In Plomp, T & Ely, D. P. (2nd ed.). International Encyclopedia of Educational Technology (pp.626-630). Cambridge : Cambridge University Press.
Popkewitz, S. (2000). Curriculum as a problem of knowledge, governing and the social administration of the soul. In B. M. Franklin(ed.), Curriculum & Consequence: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press.
Popkewitz, S. T.(1983). Change and Stability in Schooling: the Dual Quality of Educational Reform. Australia: Deakin University Press.
Popkewitz, S. T.(1991). A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education and Research. New York: Teacher College Press.
Popkewitz, S. T.(1998). Struggling for Soul: the Politics of Schooling and the Construction of the Teacher. New York: Teachers College Press.
Portelli, J.P.(1993). Exposing the hidden curriculum. Curriculum Studies, 25(4), 343-358.
Poster, M.(1990). The Mode of Information: Poststructuralism and Social Context. Cambridge: Polity.
Poster, M.(1994). A second media age?. Arena Journal, 3, 49-91.
Postman, N. (1995). The end of education: Redefining the vaule of school. New York :Knopf.
Postman, N.(1993). Technology: The Surrender of Culture to Technology. New York: Vintage Books.
Poulantzas, N. (1979). Classes in Contemporary Capitalism. London: NLB.
Prawat, , R.(1992). Teachers beliefs about teaching and learning: a constructionist perspective. American Journal of Education, 100, 354-395.
Preissle, J. (1999). An educational ethnographer comes of age. Journal of Contemporary Ethnography, 28(6), 650-659.
Reeves, T. C. (1993). Pseudoscience in computer-based instruction: the case of learner control research. Journal of Computer-based Instruction, 20(2), 39-46.
Reeves, T. C. (1995). Questioning the questions of instructional technology research. In M. R. Simonson (Eds.), Proceedings of the Annual Conference of the Association for Educational Communication and Technology, (pp.459-470). CA: Anaheim.
Reeves, T. C. (2000). Socially responsible educational technology research. Educational Technology, November-December, 19-28.
Reid, W. A.(1992). The Pursuit of Curriculum─schooling and the Public Interest. New Jersey: Ablex.
Reingold, H.(1994). The Virtual Community: Finding Connection in a Computerised World. London: Seeker and Warburg.
Reiser, R. A. (2001). A history of instructional design and technology: Part I: a history of instructional media, Educational Technology Research and Design, 49(1), 53-64.
Reister, R. A. & Ely, D. P. (1997). The field of educational technology as reflected through its definitions. Educational Technology Research and Development, 45(3), 63-72.
Rice, M. L., Wilson, E. K. & Bagley, W. (2001). Transforming learning with technology: Lessons from the field. Journal of Technology and Teacher Education, 9(2), 211-230.
Robertson, R.(1992). Globalisation: Social Theory and Global Culture. New York: SAGE.
Roblyer, M. D. & Knezek, G. A. (2003). New Millennium research for educational technology: A call for a national research agenda. Journal of Research on Technology in Education, 36(1), 60-71.
Robins, K. & Webster, F. (1989). The technical fix: Education, computers and Industry. London: Macmillan Education.
Robinson, R. S. & Ong, L. D. (1988). Naturalistic inquiry in educational technology. ERIC Document: ED 295660
Robinson, R. S. (1994). Investigating channel one: a case study report. In De vaney, ed. Watching channel one. Albany, New York: Suny Press.
Roszak, T. (1986). The cult of information: The folklore of computers and the true art of thinking. New York: Pantheon.
Rowland, C.(2000). Accessibility of the internet in postsecondary education: Meeting the challenge. [Online]. Available: http://www.webaim.org/articles/whitepaper.htm.
Russell, M., Bebell, D., O’Dwyer, L., and O’Connor, K.(2003). Examining teacher technology use: Implications for perservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297-310.
Rust, V. D.(1991). Postmodernism and its comparative education implication. Comparative Education Review, 35, 610-626.
Saettler, L. P. (1990). The evolution of American educational technology. New York: Libraries Limited.
Said, E. W. (1979). Orientalism. New York:Vintage Books.
Salomon, G. (1993). On the nature of pedagogic computer tools: The case of the writing partner. In S. P. LaJoie & J. Derry (Eds.), Computers as cognitive tools. New York: Lawrence Erlbaum Associates.
Salomon, G.(1998). Technology’s promises and dangers in a psychological and educational context. Theory into Practice, 37(1), 4-10.
Sandholtz, J. H., Ringstaff, C. & Dwyer, D. C. ( 1997). Teaching with technology: creating student-centered classrooms. New York: Teachers College Press.
Savenye, W. C. & Robinson. R. S. (1996). Qualitative research issues and methods: An introduction for educational technologists. In D. H Jonassen (Eds.),. Handbook of research for educational communications and technology (pp.1171-1195). New York : Macmillan LIBRARY Reference.
Schiller, H. I. (1990). Publish information goes corporate. Library Journal, 1, 42-45.
Schiller, H. I.(1985). Breaking the west’s media monopoly. The Nation, 21, 248-251.
Schlechty, P. (1990). School for the Twenty-First Century. CA: Jossey-Bass.
Schofield, J.(1995). Computers and Classroom Culture. New York: Cambridge.
Scrimshaw, P.(1997). Preparing for information age: Synoptic Report of the Education Department’s Superhighways Initiative, http://vtc.ngfl.gov.uk/reference/edsi/mindex.html.
Seels, B.B. & Richey, R. C. (1994). Instructional technology: the definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.
Selfe, C. (1992). Preparing English teachers for the virtual age: The case for technology ceitics. In G. E. Hawisher & P. Leblanc (Eds.), Re-imageining computers and composition: Teaching and research in the virtual age (pp. 24-42). Portsmouth, NH: Boynton/Cook.
Selfe, C. L. (1999). Technology and Literacy in the Twenty-First Century. Urbana, Ill.:National Council of Teachers of English.
Selwyn, N. & Brown, P.(2000). Education, nation states and the globalization of information networks. Education Policy, 15(6), 661-682.
Selwyn, N.(1999). Differences in educational computer use: the influence of subject cultures. the Curriculum Journal, 1(1), 29-48.
Selwyn, N.(2000). The national Grid for learning: panacea or panopticon?. British Journal of Society of Education, 21(2), 1-12.
Shashaani, L.(1993). Gender based differences in attitudes toward computers. Computers and Education, 20, 169-181.
Sheingold, K. & Hadley, M. (1990). Accomplished teachers: integrating computers into classroom practice. New York: Center for Technology in education.
Slevin, J.(2000).The Internet and Society. Cambridge: Polity.
Smith, B.O.(1987). Definition of teaching. In M. J. Dunkin(Eds.), The international encyclopedia of teaching and teacher education(pp.11-15). New York: Pergamon.
Smith, D. (1990). Texts, facts, and femininity: Expploring the relations of ruling. New York: Routledge.
Solomon,D. L. (2000). Toward a post-modern agenda in instructional technology. Educational Technology Research and Design, 48(4), 5-20.
Spivak, G.(1993). Outside in the Teaching Machine. London: Routledge.
Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart and Winston.
Stager, G. S. (1995). Laptop schools: lead the way in professional development. Educational Leadership, 53(2), 78-81.
Stonier, T. & Conlin, C.(1985). The Three C’s: Children, Computers and Communication. London: Wiley.
Strauss, A. L. & Corbin, J. M. (1994). Grounded theory methodology: an overview. In N. K. Denzin & Y. S. Lincoln, (Eds,). Handbook of qualitative research.(pp. 273-285). Thousand Oaks, CA: Sage.
Suppes, P.(1966). The uses of computers in education. Scientific American, 215, 207-220.
Takayoshi, P. (1994). Building new networks from the old: Women’s experiences with electronic communications. Computers and composition, 11, 21-35.
Tapscott, D. (1998). Growing up digital: the rise of the net generation. New York: McGrew-Hill.
Taylor, S. J. & Bogdan, , R. C. (1984). Introduction to qualitative research and methods: the search for meaning. New York: Wiley.
Technology Counts 1999, 1999
Tillich, P. (1988). The Spiritual Situation in Our Technical Society. Georgia: Mercer University Press.
Trilling, B. & Hood, P.(2001). Learning technology, and education reform in the knowledge age or ‘we’re wired, webbed, and windowed, now what? In C. Paechter, R. Edwards, R. Harrison & P. Twining(Eds,). Learning, Space and Indentity(pp7-30). New York: SAGE.
Vallance, E.(1974). Hiding the hidden curriculum. Curriculum Theory Network, 6, 1-15.
Veen, W. (1993). How teachers use computers in instructional practice: four case studies in a Dutch secondary school. Computers and Education, 21(1/2), 1-8.
Vickers, M. H. (1999). Information technology development methodologies towards a non-positivist, development paradigm. The Journal of Management Development, 18(3), 255-272.
Vygotsky, L. L.(1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Watabe, K., Hanen, M & Whinston, A. B.(1995). An internet based collaborative distance learning system: CODILESS. Computers & Education, 24, 141-155.
Weber, M.(1958). The Protestant Ethic and the Spirit of Capitalism, trans T. Parsons. New York: Scribners.
Webster, F.(1995). Theories of the Information Society. New York: Routledge.
Weedon, C. (1987). Feminist practice & Poststructuralist Theory. Oxford: Blackwell.
Wellington, J.(1993). The Work Related Curriculum. London: Kogan Page.
Weston, J.(1997). Old Freedoms and New Technologies: The Evolution of Community Networking. Information Society, 13(2), 195-201.
Wheatly & Greer, 1995
Wheeler, S.(2001). Information and Communication Technologies and the Changing Role of the Teacher. Journal of Educational Media, 26(1), 7-17.
Wild, M.(1996). Technology refusal: Rationalising the failure of student and beginning teachers to use computers. British Journal of Educational Technology, 27, 134-143.
Williams, R. (1976) Base and Superstructure in Marxist Cultural Theory. in R. Dale, et al. (Eds.) Schooling and Capitalism. London: Routledge & Kegan Paul.
Williams, R. & Edge, D.(1996). The social shaping of technology. Researcher Policy, 25, 865-899.
Wills, J. Thompson, A. & Sadera, W.(1999). Research on technology and teacher education: current status and future directions. Educational Technology Research and Development, 47(4), 29-45.
Wilson, F.(1999). Cultural Control within the Virtual Organization. The Sociological Review, 47(4), 672-694.
Windschitl, M. & Sahl, K.(2002). Tracing teachers’ use of technology in a laptop computer school: the interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165-205.
Winn, W. (1989). Toward a rationale and theoretical basis for educational technology, Educational Technology Research and Development, 37(1), 35-46.
Winner, L.(1985). Do Artifacts have Politics?. In D. Mackenzie & J. Wajcman. (Eds.), The Social Shaping of Technology. Buckinghan: Open University.
Yeaman, A. R., Hlynka, D., Anderson, J. H., Damarin, S. K. & Muffoletto, R. (1996). Postmodern and poststructural theory. In D. H Jonassen (Eds.), Handbook of research for educational communications and technology (pp.253-295). New York : Macmillan LIBRARY Reference.
Zizek, S.(1994). Mapping Ideology. New York: Verso.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 夏漢民(民85)。我國NII執行現況與展望。電工資訊雜誌,70,74-77。
2. 邱瓊慧(民91)。中小學資訊科技融入教學之實踐。資訊與教育,88,3-9。
3. 周淑卿(民87)。國定課程:徘徊在自由與控制之間。課程與教學,1(4),13-28。
4. 張霄亭(民89)。我國教學科技的發展與趨勢。教學科技與媒體,49,9-12頁。
5. 周珮儀(民88a)。文化研究及其在教育上的啟示。研習資訊,16(1),76-84。
6. 宋文里(民84)。批判教育學的問題陳顯。通識教育季刊,2(4),頁1-15。
7. 何榮桂、陳麗如(民90)。中小學資訊教育總藍圖的內涵與精神。資訊與教育,85,22-28。
8. 何榮桂(民91)。台灣資訊教育的現況與發展─兼論資訊科技融入教學。資訊與教育,87,22-48。
9. 何榮桂(民90)。他山之石可以攻錯--亞太地區資訊教育的發展與前瞻。資訊與教育,81,1-6。
10. 何榮桂(民87)。從教育部之資訊教育推展策略看未來中小學資訊教育的願景,資訊與教育,68,2-13。
11. 任伯江(民86)。教育傳意與科技:概念、定位與影響。教學科技與媒體,37,3-15。
12. 王慧蘭(民88)。教育政策社會學初探。教育研究資訊,7(3),87-108。
13. 王佳煌(民90)。資本主義國家與國家資訊基礎建設--政治經濟的比較分析。思與言,39(1),89-143。
14. 王佳煌(民87)。商品拜物教與資訊拜物教--資本主義電腦化與資訊社會意識型態之批判。思與言,36(3),203-260。
15. 王元凱(民90)。資訊網路科技與人文互動之迷思。應用心理研究,10,18-25。
 
系統版面圖檔 系統版面圖檔