Information and Communication Technologies in Education - Further Reading

Further Reading

• "Information and Communication Technology UK Primary Curriculum". National Curriculum on-line. Qualifications and Curriculum Authority. http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00199028/ict.
• "Information and Communication Technology UK Secondary Curriculum". National Curriculum on-line. Qualifications and Curriculum Authority. http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00199065/ict.
• "Survey of Information and Communications Technology". Department for Educationals. 2003-10-30. http://www.dfes.gov.uk/rsgateway/DB/SBU/b000421/index.shtml.
• Wray Bodys (October 2005). "The Integration of Information and Communication Technology in Scottisch Schools". HM Inspectors of Education. http://www.hmie.gov.uk/documents/publication/EvICT%20Final%2018%20Oct.html.
• International Institute for Communication and Development (IICD) (2008). Using ICT in the Education Sector. pp. 4. http://www.iicd.org/files/ICT-in-the-education-sector.pdf.
• Report on Low-Power PC Research Project. Computer Aid International. 2009. pp. 9. http://www.computeraid.org/pdffiles/Report%20on%20Low-Power%20PC%20Research%20Project%20April%202009.pdf.
• Wan Zah Wan Ali, Hajar Mohd Nor, Azimi Hamzah and Hayati Alwi (2009). "The conditions and level of ICT integration in Malaysian Smart Schools". International Journal of Education and Development using Information and Communication Technology. http://ijedict.dec.uwi.edu/viewarticle.php?id=618&layout=html. Retrieved 2009-05-16.
• Aristovnik, A. (2012), "The impact of ICT on educational performance and its efficiency in selected EU and OECD countries: a non-parametric analysis", TOJET: The Turkish Online Journal of Educational Technology – July 2012, 11(3), pp. 144–152.
• Buckleitner, W. (2008), "So young, and so gadgeted".
• Children Now. (2007). The effects of interactive media on preschooler’s learning: A review of the research and recommendations for the future.
• Harlen, W. & James, M. (1996). Creating a positive impact of assessment in learning. Paper presented American Educational Research Association, New York, April 1996, ED 397 137.
• Hawisher, G. & Selfe, C. (1999). Conclusion: Hybrid and transgressive literacy practices on the web. In Hawisher & Selfe (Eds.), Global literacies and the World Wide Web (pp. 279–291). New York: Routledge.
• Hsi, S. (2006). Digital learning and play: A synthesis and elaboration from a CILS Bay Area Institute Roundtable. San Francisco: The Center for Informal Learning and Schools.
• International Society for Technology in Education. (2007). The ISTE national educational technology standards (NET-S) and performance indicators for students. Eugene, OR: ISTE.
• Jenkins, H. (2006). Confronting the challenges of participatory culture: Media education for the 21st century.
• The John D. and Catherine T. MacArthur Foundation. (2005). Digital media and learning fact sheet.
• Mizuko I., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, et al. (2008). Living and learning with new media: Summary of findings from the Digital Youth Project.
• The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning.
• National Association for the Education of Young Children (NAEYC) and National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2002). Early learning standards: Creating the conditions for success. Washington, D.C.: Authors.
• National Association for the Education of Young Children. (2008). Technology and young children – ages 3 through 8.
• National Institute for Early Education Research. (2009). Are new media a boon to young children’s education?
• Rideout, V., Vanderwater, E. & Wartella, E. (2003). Zero to six: Electronic media in the lives of infants, toddlers, and preschoolers. Menlo Park, CA: The Henry J. Kaiser Family Foundation.
• Rogow, F. (adapted from). Choosing media for children checklist. San Francisco: Kids Watch Monthly.
• Scarr, S., & K. McCartney. (1983). How people make their own environments: A theory of genotype—environment effects. Child Development, 54(2), p. 425–35. Seasame Workshop. (2007).
• Shore, R. (2007). The power of Pow! Wham!: Children, digital media & our nation’s future. New York: The Joan Ganz Cooney Center at Sesame Workshop.
• Speer, N., Reynolds, J., Swallow K. & Zacks, J. (2009). Reading stories activates neural representations of visual and motor experiences.
• Swisher K. & Mossberg, W. (2009). All things digital. The Wall Street Journal. Dow Jones & Company, 6/2/09.
• Taffel, R. (2009). Childhood unbound: Saving our kids’ best selves – confident parenting in a world of change. New York: Free Press. US Census Bureau. (2008). US Census Bureau releases TV stats.
• Zacks, J. (2009). Reading creates simulations in minds. Science out of the Box . Washington DC: National Public Radio.