The annotated bibliography on this web site prioritizes articles that discuss assessment of student learning in relation to technology. The following citations refer to theoretical and other articles that may be of interest in relation to the following topics: technology and pedagogy, perceptions of technology in higher learning institutions, methodologies related to assessing the use of technology in the classroom, K-12 issues related to technology, assessment, and student learning, and institutional or organizational level impacts of technology. Each citation is followed by a brief synopsis of the article. This synopsis is taken from the article abstract and should not be seen as promoting one article over another.
___. (1999). Instructional effectiveness, the web, and economics.
Social Science Computer Review, 17(3), 275-288.
The article suggests that, although online learning proves more
cost-effective in most cases, university administrators need to
implement policies that encourage faculty to embrace this technology.
Albright,
M. J. and Graf, D.L. (1992). Teaching in the information age:
The role of educational technology. San Francisco: Jossey-Bass.
Examines classroom implementation of technology.
Belanger,
Y. (2000). Laptop computers in the K-12 classroom. ERIC Digest,
ED440644.
The piece reviews how laptop usage has increased in K-12 schools.
Bodzin, A.
and Park, J. (2000). Factors that influence asynchronous discourse
with preservice teachers on a public, Web-based forum. Journal
of Computing in Teacher Education, 16(4), 22-30.
Identifies factors affecting teachers' level of discourse in asynchronous
environments.
Bourne, J.
R., McMaster, E., Rieger, J., & Campbell, O. (1997). Paradigms
for on-line learning: A case study in the design and implementation
of an asynchronous learning networks (ALN) course. Journal
of the Asynchronous Learning Network, 1(2).
Provides an overview regarding the implementation of asynchronous
learning networks.
Boyle, T.
(2002). Toward
a theoretical base for educational multimedia design. Journal
of Interactive Multimedia in Education, 2.
The article offers a theoretical foundation to use in designing
educational multimedia.
Branzburg,
J. (2001). How well is it working? Customizing your technology
assessment. Technology and Learning, 21,(7), 24-32.
Description of three K-12 school districts approaches to technology
assessment.
Broome, B.J.
and Chen, M. (1992). Guidelines for computer-assisted group problem
solving: Meeting the challenges of complex issues. Small Group
Research, 23(2), 216-236.
The article makes an argument for the future of computer-assisted
technology.
Chenoweth,
N.A., Hayes, H.R., Gripp, P., Littleton, E., Steinberg, E.R.,
Van Every, D.A. (1999). Are our courses working? Measuring student
learning. Written Communication, 16, 1, 29-50.
Researchers assessed student performance to assess the achievement
of learning outcomes.
Compton, V. & Harwood, C. (2003). Enhancing technological practice: An assessment framework for technology education in New Zealand. International Journal of Technology and Design Education, 13, 1-26.
Culross, R.R.
(2001). Applying a model of instructional design to web-based
courses for adult learners. Journal of Continuing Higher Education,
49(2), 33-39.
Overviews the design of web-based courses.
Downey, S.
(2001). Strategic
planning of online instructional programs: A practitioner's perspective.
International Journal of Educational Technology.
Provides an outline for planning for, selecting, designing, training,
and administering technology initiatives in the curriculum.
EDUCAUSE Center
for Applied Research (ECAR). (2004). Information technology in
the classroom. ECAR. Retrieved at http://www.educause.edu/ers0905
Assesses student use of and preference for technology in the classroom
through self-report.
Enyedy, N.,
Vahey, P., and Gifford, B. (1997). Designing interactions for
guided inquiry learning environments. Design of Computer Systems:
Cognitive Considerations. Proceedings of the Seventh International
Conference on Human-Computer Interaction, 2, 15
The article discusses various approaches to computer-mediated
instruction.
Epper, R.
M & Bates, A.W. (Eds). (2001). Teaching faculty how to use
technology : Best practices from leading institutions. Westport,
CT: Oryx Press.
Provides best practices for instructing faculty on how to use
technology.
Furr III,
G. C. (2003). 'Paperless
classroom' to 'Deep reading': Five stages in Internet pedagogy.
The Technology Source,
The author outlines five stages of pedagogy through the Internet.
Graham, C.,
Cagiltay, K., Lim, B.R., Craner, J. & Duffy, T.M. (2001).
Seven principles of effective teaching: A practical lens for evaluating
on-line courses. The Technology Source, March/April 2001.
Available on-line from
the archives at
Overviews effective methods in on-line instruction and assessment.
Adaptation of Chickering and Gamson's (1987) seven principles
of good practice for evaluating teaching in undergraduate education.
Gueldenzoph,
L.E.; Guidera, S.; Whipple, D.; Mertler, C.; Dutton, L. (2000).
Faculty use of instructional technology in the university classroom.
Journal of Educational Technology Systems, 28(2), 121-135.
Investigated the relationship between instructional technology
and faculty demographics, teaching styles, and perceptions about
the effectiveness of instructional technology.
Issroff, K.
and Scanlon, E. (2002). Educational technology: The influence
of theory. Journal of Interactive Media in Education, 6.
The article reviews research regarding learning technology and
then discusses two theoretical frameworks commonly used in this
vein of study.
Johnston,
M.A. and Cooley, N. (2001). Toward
more effective instructional uses of technology: The shift to
virtual learning. The Technology Source.
The article reviews a shift in the learning environment to incorporate
more technology.
Jones, C.
and Asensio, M. (2001). Experiences of assessment: Using phenomenography
for evaluation. Journal of Computer-Assisted Learning,
17(3), 314-321.
The paper examines how to use assessment to structure students'
experiences. The paper focuses on the appropriateness of phenomenography.
Kang, S. (2001).
Toward a collaborative model for the design of web-based courses.
Educational Technology, 41(2), 22-30.
Provides an overview about web-based instruction design.
Kapinus, C.
(2001). Combining technology and group learning. The Technology
Source. May/June.
Description of UNC course using computer technology
Kilmurray,
J. (2003). E-Learning:
It's more than automation. The Technology Source.
The author reviews how to assess and then meet adult learners'
need through using technology in pedagogy.
Lawler, P.
A. (2003). Teachers as adult learners: A new perspective. New
directions for adult and continuing education, 98, 15-22.
Presents adult learning model for faculty development.
Lazarus, B.D.
(2003). Teaching courses online: How much time does it take? Journal
of Asynchronous Learning Networks, 7(3).
The researcher tracked the time she spent on each aspects of an
online course. She found that the time spent facilitating online
courses paralleled time spent facilitating face-to-face courses.
McGourty,
J., Shuman, L., Besterfield-Sacre, M., Hoare, R., Wolfe, H., Olds,
B., and Miller, R. (2001). Using technology to enhance outcome
assessment in engineering education. Paper presented at the ASEE/IEEE
Frontiers in Education Conference, Reno, NV.
The paper reviews various ways to incorporate technology into
assessment activities related to engineering.
McGrath, J.E.,
Arrow, H., Gruenfeld, G.H. and Hollingshead, A.B. (1993). Groups,
tasks, and technology: The effects of experience and change. Small
Group Research, 24(3), 406-420.
The article overviews the JEMCO Workshop study, which concluded
that group interaction and performance correlate with the fit
of the task and technology at hand.
Millar, Susan
B. How
Do You Measure Success? Lessons on Assessment and Evaluation from
the LEAD Center.
Provides an overview of lessons learned through Wisconsin-Madison's
Learning through evaluation, adaptation, and dissemination (LEAD)
center.
Moreno, R.
and Mayer, R. E. (2000). A
learner-centered approach to multimedia explanations: Deriving
instructional design principles from cognitive theory. Interactive
Multimedia Electronic Journal of Computer-Enhanced Learning, 2(2).
The article presents a cognitive theory approach to instructional
design involving multimedia.
Morss, D.A.
(1999). A study of student perspectives on web-based learning:
WebCT in the classroom. Internet Research, 9(5), 393-408.
The article provides an overview of WebCT and investigated students'
perceptions about the use of WebCT.
Mullinix,
B.B. and McCurry, D. (2003).
Balancing the learning equation: Exploring effective mixtures
of technology, teaching, and learning. The Technology Source.
The article provides an overview of various courseware packages.
Nachmias,
R. (2002). A research framework for the study of a campus-wide
Web-based academic instruction project. Internet and Higher Education,
5(3), 213-229.
The article presents a theoretical perspective for analyzing campus-wide
instruction using the Web. This framework is then applied to a
University's initiative to integrate the Internet into traditional
learning contexts.
Northrup,
P.T. and Rasmussen, K. (2001). Considerations for designing Web-based
programs. Computers in the Schools, 17(3-4), 33-46.
The article discusses five approaches to course design to achieve
learning outcomes.
O'Hara, S.,
Shandas, V., and Wright, E. (2000). The cost of technology-intensive
education: A preliminary analysis of studio physics. Journal
of Computers in Mathematics and Science Teaching, 19(4), 379-396.
The study compares the costs of teaching a studio physics course
compared to a lecture course and makes suggestions in terms of
reducing the costs of studio physics courses.
O'Reilly,
M. and Newton, D. (2002). Interaction online: Above and beyond
requirements of assessment. Australian Journal of Educational
Technology, 18(1), 57-70.
Research data obtained from social science students at Southern
Cross University over two semesters reveals students' perceptions
of the importance of online discussion whether these are assessable
or not.
Pimentel,
J. (1999). Design
of net-learning systems based on experiential learning. Journal
of Asynchronous Learning Networks, 3(2).
The article overviews experiential learning theory and then applies
the theory to the design of a virtual learning environment.
Pittinsky,
M. (2004). The networked learning environment: Stepping beyond
courses to a more expansive online learning experience. Overview
white paper. Blackboard, Inc.
Describes the networked learning environment and Blackboard's
vision.
Radcliffe,
D. F. (2002). Technological and pedagogical convergence between
work-based and campus-based learning. Educational Technology
and Society, 5(2).
The article investigates the convergence of technology and pedagogy.
Reeves, T.C.
(1996). Evaluating what really matters in computer-based education.
Open Learning Technology Corporation Ltd.
Lists and describes 14 elements of computer-based education.
Schoenfeld-Tacher,
R. and Persichitte, K. A. (2000). Differential
Skills and Competencies Required of Faculty Teaching Distance
Education Courses. International Journal of Educational
Technology, 2(1).
Assessed faculty's perceptions about and abilities to use technology
in their instruction.
Sherrod, L.,
Weaver, B., Park, W., Moss, B., Cartner, J., & Keitzer, R.
(2002). Extending
classrooms over electronic bridges. Clemson University Pilot
Laptop Program Report.
Report on Clemson Uni's pilot laptop program.
Smith, G.
G., Ferguson, D., and Caris, M. (2001). Teaching college courses
online versus face-to-face. T.H.E. Journal, 28(9), 18-26.
Investigates the varying experiences of faculty in traditional
and online learning environments.
Smith, S.
J. & Smith, S. B. (2002). On the right track: technology for
organizing and presenting digital information. Intervention
in School and Clinic, 37, (5), 304-311.
Describes an online resource for K-12 teachers to help integrate
web materials into classes.
Stony, S.
and Wild, M. (1998). Motivation and interface design: Maximising
learning opportunities. Journal of Computer-Assisted Learning,
14(1), 40-50.
The article suggests that faculty need to remain more cognizant
when redesigning their courses to include technology - they need
to be mindful of the effectiveness of that technology in their
courses.
Tabak, C.,
Sandoval, W.A., Smith, B.K., Agganis, A., Baumgahtner, E., and
Reiser, B.J. (1995). Supporting collaborative guided inquiry in
a learning environment for biology. Proceedings from Conference
on Computer Support for Collaborative Learning, Schnase, J.L.
and Cunnius, E. L. (Eds.).
The article provides an overview of a high school biology curriculum
endeavor that provides structure to students' experiments and
encourages collaboration.
Tabak, C.,
Sandoval, W.A., Smith, B.K., Agganis, A., Baumgahtner, E., and
Reiser, B.J. (1995). Supporting collaborative guided inquiry in
a learning environment for biology. Proceedings from Conference
on Computer Support for Collaborative Learning, Schnase, J.L.
and Cunnius, E. L. (Eds.).
The article provides an overview of a high school biology curriculum
endeavor that provides structure to students' experiments and
encourages collaboration.
Torrisi-Steele,
G. and Davis, G. (2000). "A
web site for my subject": The experiences of some academics'
engagement with educational designers in a team based approach
to developing online learning materials. Australian Journal
of Educational Technology, 16(3), 283-301. http://www.ascilite.org.au/ajet/ajet16/torrisi-steele.html
The article explores issues educational designers need to keep
in mind when interacting with faculty.
Volery, T.
(2001). Online education: An exploratory study into success factors.
Journal of Educational Computing Research, 24(1), 77-92.
Explores web-based distance education and the factors associated
with teaching effectiveness online.
Wilcox, B.L.
and Wojnar, L.C. (2000). Best
practice goes online. ERIC Paper.
Presents a best practices model for online teacher education courses.