13+Resources+Page

Works Cited American Management Association. (2010). //AMA 2010 critical skills survey: Executive summary//. Retrieved from http://www.p21.org/documents/Critical%20Skills%20Survey%20Executive%20Summary.pdf
 * Results of an AMA survey of over 2000 managers and executives from AMA member firms about the skills they thought absolutely necessary for 21st century employees.
 * Skills: communication, critical thinking, collaboration, and creativity (in that order according to the survey).

Council for Economic Education. (2010). //Voluntary national content standards in economics//, 2nd ed. New York, NY: Author.
 * Discussion of national economics standards for primary and secondary schools.

Darling, C. (1996). Guide to Grammar and Writing. Retrieved July 19, 2011, from [].
 * Self-tutorial website that allows students to take hundreds of different interactive quizzes to improve upon all aspects of their writing from basic sentence structuring to writing essays and research papers.

Doerling, A., Beach, R., & O'Brien, C. (2007). Infusing multi-modal tools and literacies into an English education program. //English Education, 40// (1), 41-60.
 * Article focusing on the changes Web 2.0 tools are causing among the way adolescents communication with one another, ie. blogs, social networking sites, texting, IM'ing, etc.
 * Discusses implications for English curriculum.
 * Focuses on best-practice examples from various MN schools; all examples are relatively high-tech.

Doerling, A., & Veletsianos, G. (2007). An investigation of the use of real-time, authentic geo-spatial data in the K-12 classroom. //Journal of Geography, 106//(6), 217-225.
 * Article outlining the results of a study where three suburban classrooms used geo-spatial data generated from an Arctic exploration to examine climate change.
 * The students used both Google Earth and ArcExplorer Java Education for Educators, two free, geo-spatial web applications.
 * Researchers found that students achieved goals set forth by the NCSS (National Council for the Social Studies) and advocate more teacher training and use of geo-spatial data in middle school classrooms.

Forgrave, K. E. (2002). Assistive technology: Empowering students with learning disabilities. The Clearing House //75// (3), 122-126.
 * Short article discussing focusing on three assistive technologies: text-to-speech software, organizational software, and voice recognition software.
 * Author relies on other research that shows how these technologies can be used to improve performance for students with reading and writing disabilities.

Ghent, L. S., Grant, A., & Lesica, G. (2010). //The economics of seinfeld//. Retrieved from http://yadayadayadaecon.com/
 * A great multimedia website authored by three university professors who have keyed a number of Seinfeld sub-episodes to various key concepts in economics.
 * Site includes descriptions of key concepts and the media clips from Seinfeld episodes.
 * Great for class starters.

Hastie, P. A., Casey, A., & Tarter, A.-M. (March 01, 2010). A case study of wikis and student-designed games in physical education. //Technology, Pedagogy and Education,// //19(//1), 79-91.
 * Case study examining a lesson in a school in the UK where the teacher asked students to develop a new game similar to football, rugby, and soccer.
 * The class was divided into two groups.
 * The team captains of each group used wikis to organize their groups and to manage the communication among group members.
 * Attitudes toward the lesson were measured before and after; there was a significant improvement in attitude toward the lesson and toward participation in similar sports in general.

Jones, K. (2005). Using spreadsheets in the teaching and learning of mathematics: a research bibliography. //Micromath, 21//(1), 30-31. Retrieved July 7, 2011, from ProQuest Central. (Document ID: 1018956811).
 * Research bibliography listing some of the scholarly work on using spreadsheets in the teaching of math.
 * The author opens with a short narrative discussion the various spreadsheet applications for math instruction; he focuses mainly on Algebra.

Kafai, J. B. (2006). Playing and making games for learning: Instructionist and constructionist perspectives for game studies. //Games and Culture 1// (1), 36-40.
 * Brief overview of the quantity and quality of the research done on the use of educational games in schools.
 * The author stresses the need for increased research in light of the popularity of games in children's culture today.

Kajder, S., & Swenson, J. (2004). Digital images in the language arts classroom. //Learning and Leading with Technology, 31//(8), 18-21, 46.
 * The authors - both tech specialists at a Virginia elementary school - document how students use film to learn more about content area in Language Arts & Social Studies classes
 * Authors focus on a cross-curricular project on the Civil War
 * Students must research, write scripts, rehearse, film, and edit short news pieces on different aspects of the Civil War
 * Perfect for middle school

Lam, W. S. E. (October 01, 2000). L2 literacy and the design of the self: A case study of a teenager writing on the internet. //TESOL Quarterly,// //34,// 3, 457-482.
 * Fascinating article where the researcher examines one Asian teen's dialogue on the Internet and the impact that dialogue had on the teen's literacy and writing development
 * Concluded that dialogue on the Internet can play a vital role in the acquisition of language.
 * Warns TESOL teachers though that students develop colloquial Internet language as opposed to what //might// be taught in the ESL classroom.
 * Challenges TESOL teachers to use the power of colloquial language to help students develop literacy.

Lewis, P. (2001). //Spreadsheet magic: Forty lessons using spreadsheets to teach curriculum in K-8 classrooms//. In: Roblyer, M. D., & Doering, A. H. (2010). //Integrating educational technology into teaching.// Boston: Allyn & Bacon.
 * Pamela Lewis' work detailed in our course text.
 * Author highlights using spreadsheets for teaching demonstrations, having students create original work, teaching mathematics, sotring and analyzing data, and helping students to see their predicted grades.

Mayer, R. (1997). Multimedia learning: Are we asking the right questions? //Educational Psychologist, 32// (4), 1-19.

Mills, K. A. (2010). Shrek meets Vygotsky: Rethinking adolescents' multimodal literacy practices in schools. //Journal of Adolescent & Adult Literacy 54//(1), 35-45.
 * Recent article focusing on the importance, but not overuse and overstated importance of using multimodal strategies in the classroom.
 * Author focuses on the concept of the Digital Divide across cultures.

Moreno, R. & Mayer, R. (2002). Verbal redundancy in multimedia learning: When reading helps listening. //Journal of Educational Psychology, 94//(1), 156-163.
 * Simple study with three experiments showing students learn and retain information better when it is presented in an audio-visual format.
 * Authors explain this id due to the way information is processed in memory.

Nelson Laird, T. F., & and Kuh, G. D. (2005). Student experiences with information technology and their relationship to other aspects of student engagement. Research in Higher Education //46//(2), 211-233.
 * Findings on a study conducted to examine the links between student use of informational technology and levels of student engagement.
 * Study suggests a positive relationship between the two under certain circumstances.

Ray, L., & Atwill, K. (2004). The web and special education. //Computers in the Schools, 21// (3/4), 53-67.
 * Article about assistive technologies and Internet use in the schools for use with special education students.
 * Samples websites that 1) offer resources for special education teachers, 2) offer special education students online tools or special software to accommodate their needs, or 3) offer content for special education students.

Rittenberg, L., & Tregarthen, T. (2009). //Principles of microeconomics// (Web Book), Retrieved from []
 * Example of a basic on-line text in economics written by two professors of economics.
 * Web-book includes basic explanations, a wealth of diagrams and questions for comprehension following each chapter section and each chapter.

Roblyer, M. D. (1999). Our multimedia future: Recent research on multimedia’s impact on education. //Learning and Leading with Technology, 26// (6), 51-53.

Roblyer, M. D., & Doering, A. H. (2010). //Integrating educational technology into teaching.// Boston: Allyn & Bacon.
 * The required text for EDTECH 541.

Schrock, K. (1995). //Kathy Schrock's guide for educators.// Retrieved July 19, 2011, from [].
 * Comprehensive, award-winning site maintained by Kathy Schrock since 1995 and now in conjunction with the Discovery Channel.
 * Designed as a multimedia resource site for teachers, parents, and students.

Scot, T., & Harding, D. (2004). Splicing video into the writing process. //Learning and Leading with Technology, 32//(1), 26-31.
 * The authors make a powerful case for using video and photo in the classroom to allow students to either tell their own stories or communicate their current understanding of material.
 * Readers are taking through the four phases of using digital storytelling with students: (1) acquiring words, images and/or footage, (2) analyzing the thought process of putting words to images through the use of storyboards & scripts, (3) creating and editing their digital work and (4) communicating their work to a larger audience of either peers or parents (or both).
 * This is an excellent nuts-and-bolts, how-to article.

Shah, N. (2011). Special ed. pupils find learning tool in iPad applications. //Education Week, 30//(22), 1-17.
 * Cover story that focuses on a 4th grade student with Down's Syndrome and apraxia (a speech disorder) and her success with an iPad application called Proloquo2Go which allows the user to scroll down through menus of actions and pictures which the computer then reads aloud.
 * This can help students with speech deficits to communicate more effectively.

Shmoop Editorial Team. (2011). //Supply and demand game//. Retrieved July 02, 2011 from []
 * A nice little interactive quiz that takes students through basic supply and demand of a perfectly competitive market.
 * Part of a larger Shmoop article on Perfect Competition which students can use to review this concept.

Twigg, C. A. (2003). Improving quality and reducing cost: designs for effective learning. //Change 35// (4), 22-29.
 * Interesting article discussing the Pew Charitable Trusts "Program in Course Redesign" an $8 million grant-based initiative with 30 participating universities to redesign some of their courses, transforming them into more technologically sophisticated college courses.
 * Results were impressive: increased course completion, increased student retention, improved attitudes toward learning, increased motivation AND lower operating costs.

Whitworth, S. A., & Berson, M. J. (2003). Computer technology in the social studies: An examination of the effectiveness literature (1996-2001). //Contemporary Issues in Technology and Teacher Education// [Online serial], //2//(4). Available: []
 * A literature review of the publications relating to the use of computing technology in social studies classrooms.
 * Article includes a sizable works cited section.
 * The authors conclude that most computer technology in social studies classrooms tends toward being web-based (no real surprise there) and has not dramatically altered the traditional social studies classroom, although the authors cite that there is an increase in using applications to increase critical thinking skills.