Digital Pedagogies: An Annotated Bibliography

Boettcher, Judith V., ed. 101 Success Stories of Information Technology in Higher Education: The Joe Wyatt Challenge. n.p.: McGraw Hill, 1996.

The "Joe Wyatt Challenge" is "to identify [and share] success stories" about the uses of computers in higher education (7). There is a section called "Humanities" dealing with literature (Beowulf), Communication, Speech Com, English, Composition, History, and Religion. These are case studies of successful uses of computers in Humanities classrooms.

Bolt, David and Ray Crawford. Digital Divide: Computers and Our Children's Future. New York: TV Books, 2000.

"Words like 'cyberspace,' 'internet,' 'multimedia,' 'on-line,' 'e-mail,' and 'microprocessor' seem commonplace in our media. Yet the stark reality is that tens of millions of Americans are not at all conversant with digital tools, a nd tens of millions more have only a passing familiarity with the most basic of applications: word processing and e-mail. . . . (20-21) Yet, . . . . [e]ven if we gave everyone a computer or internet connection tomorrow, there would still be many issues to resolve in terms of their use. It is not only a question of trying to figure out which communications technologies will dominate the landscape; it is also a (21-22) question of assessing the human dimension of the historic transition to digital technology" (20-22).

Gordon, David T., ed. The Digital Classroom: How Technology is Changing the Way We Teach and Learn. Cambridge, Mass.: Harvard Education letter, 2000.

David Perkins, Commentary: "[T]he pattern of educational practice remains fairly conventional. The reasons for that are complicated, but need for contact is one factor. Research shows that a a rich process of professional development requires a lot of contact. . . . There is some hope that distance education via the World Wide Web can help to crack this terribly tough nut of wide-scale teacher development" (87).

Howard Gardner, "Can Technology Exploit Our Many Ways of Knowing?": "According to Multiple Intelligences (MI) theory, all human beings possess at least eight forms of intelligence, which I call linguistic, logical-mathematical (the two favored in school), musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. (32) / (33) . . . . [T]he process of using technology to mobilize the multiple intelligences of students has already begun. . . . But before declaring victory, it's important to record a few cautionary notes. . . . When plugged in, [technologies] are all too often simply used to 'deliver' the same old 'drill-and-kill' content. . . . Technology is neither good nor bad in itself, nor can it dictate educational goals. A pencil can be used to write Shakespearean sonnets or to copy someone else's homework. The Internet can be used to engender (33) / (34) enlightenment or hatred." (32-4).

Julie M. Wood, "Literacy: Charlotte's Web Meets the World Wide Web": "Is literacy still defined as the ability to produce and understand printed text? Should it be more than that, given the ease with which we can combine video and photo images with whatever we produce on our word processors? . . . (117) / (118) . . . . Researchers . . . contend that knowing how to access information quickly from multiple data sources is one important literacy skill that children will need to learn. . . . (118)/ (119). . . . Part of literacy training will be to teach students how to draw on the expertise of others . . . . , to tap into 'distributed knowledge' -- that is, to figure out who knows what and how to learn from them. . . . The question of what to teach is accompanied by one just as urgent: how to teach. How can literacy instructors take advantage of the multiple forms of information and presentation that multimedia offer? At all grade levels, Internet workshops, collaborative multimedia projects, e-mail, and online chat rooms are changing the way students interact with each other -- i.e., students teaching students. . . . My researchers focuses on exemplary teachers. . . . (119) / (120). . . . In no way did using computers turn children into the academic automatons that techno-critics like Neil Postman seem to fear. In fact, the opposite occurred; as I watched, children worked together more than they normally would to write stories, search the web, or create multimedia presentations. The computers served as gathering places where children could show off their works-in-progress . . . or share their latest discoveries . . . . Publishing software enabled students to make posters, reports, or picture books based on what they were learning . . . . (120) / (121) . . . . The issues identified by Postman, Birkerts, Salomon, and others provide a much-needed counterpoint to the wide-eyed optimism of technology mavens. However, it is worth noting that while children now have unprecedented access to mere information, it is also true that school systems are holding teachers accountable for developing students' higher-order thinking skills, such as summarizing, evaluating, and contrasting ideas. . . . Furthermore, Seymour Papert of [MIT] has demonstrated that well-designed software that encourages abstract thinking can, in fact, accelerate children's cognitive development" (117-21).

Grabe, Mark, and Cindy Grabe. Integrating the Internet for Meaningful Learning. New York: Houghton Mifflin, 2000.

It says to engage students in authentic activities using the Internet, activities that put them in the position of biologist, historians, etc., while teaching them the culture of the practice of that specific academic domain, and then says to encourage students to use "primary" rather than secondary Internet sources (51). The book helpfully points out that the design of educational web projects will deviate substantially from "guidelines for commercial online hypermedia," since the goals of the project are to teach the designers something rather than to grab the (incredibly fickle, allegedly) attention of a viewer (195).

Hamelink, Cees J. The Ethics of Cyberspace. Thousand Oaks, CA: Sage, 2000.

Jonassen, David H. Computers as Mindtools for Schools. Upper Saddle River, N.J.: Prentice-Hall, 2000.

"The ways in which we use technologies in schools should change from their traditional roles of technology-as-teacher to technology-as-partner in the learning process" (8). "Mindtools are computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher order learning, . . . . includ[ing]. . . databases (Chapter 3), semantic networks (computer concept maps)(Chapter 4), . . . expert systems (Chapter 6), . . . intentional information search engines (Chapter 9), . . . visualization tools (Chapter 10), multimedia publishing tools (Chapter 11), live conversation environments (Chapter 12), and computer conferences (Chapter 13)" (9)

Pea, Roy D. The Jossey-Bass Reader on Technology and Learning. San Francisco: Jossey-Bass, 2000.

Includes reports to the President about strengthening U.S. Schools, discussions of the digital divide, and excerpts from critics and proponents of computer education such as Neil Postman and Seymour Papert.

Stephenson, John, ed. Teaching & Learning Online: Pedagogies for New Technologies. The essays collected here are mostly about distance learning.

Shirley Alexander, David Boud, "Learners Still Learn from Experience When Online": "We know that learning is never a passive act. It involves active construction and reconstruction of ideas and experience, usually through a range of carefully designed activities by a teacher who not only has expert knowledge of the content area, but also knows about the ways in which students come to understand that content (Laurillard, 1993). Designing these activities is one of the most important roles undertaken by teachers. . . . (7) / (8) [T]he Internet [should be seen] not as a tool primarily for the dissemination of content (the automation of books, papers, and so forth) but as one to facilitate communication between students, and between students and their teachers. The emergence of online learning strategies such as computer conferencing, including online debates and role-play/simulations, foregrounds communication between people as a critical component of learning that is afforded by the use of the Internet" (7-8; the article continues by examining those strategies just mentioned, as well as others.)

Ron Oliver, Edith Cowan, "Exploring the Development of Critical Thinking Skills Through a Web-supported Problem-based Learning Environment": "Critical thinking describes the process of identifying issues and assumptions in an argument, recognizing important relationships and drawing conclusions based on the available information and data (for example, Kaasboll, 1998). The need for critical thinking skills as an outcome of formal education has emerged as an important issue for universities and institutes of higher education on feedback and advice from employers (for example, Guthrie, 1994) and from considerations of the lifelong learner (for example, Candy, Crebert and O'Leary, 1994). More recently, the growing use of technology for information storage has renewed interest in this notion and has expanded the set of skills in ways that reflect the importance of accessing and using (99/ 100) electronic information (for example, Bruce, 1998). Critical thinking skills are inherent in the ability to make meaningful use of electronic information" (99-100). There are many writers who argue that critical thinking is a process that can be taught by direct instruction (for example, Greenan, Humphreys, and McIlveen, 1997). They posit that there are a number of procedures and steps in the process that can be identified and developed through practice and feedback. In this study we explored the notion that another way to develop these skills might be to practise tasks that involved critical thinking, and through appropriate feedback and reflection, to lead students forward with (109 / 10) these skills" (109-10). "Generally speaking, the outcomes from this study suggest that, although the [online] problem-based learning setting provided many opportunities for the advancement of students' critical thinking skills, for many of the students (108 / 109) these outcomes did not eventuate" (108-9). "The findings from the study have not dampened our enthusiasm for the [online] problem-based learning setting . . . . The setting provides a number of distinct advantages over conventional forms of teaching in terms of creating student-centered settings that make use of the many learning opportunities afforded by the Web and for providing engaging and dynamic learning settings supporting transferable learning. But, as a means for developing critical thinking skills, in its current form, it has not been found to be as successful as we had hoped" (110).

Go to Digital Humanities Home Page

Additional Texts:

Bringing the Internet to school / Schofield, Janet Ward -- LB1044.87 .S34 2002

Computers and technical communication : pedagogical and programmatic perspectives / edited by Stuart (no author) -- T10.5 .C593 1997

Gender and academe : feminist pedagogy and politics / edited by Sara Munson Deats and Lagretta Talle (no author) -- LC197 .G43 1994

Hypermedia as a student tool : a guide for teachers / Ann S. Dana, Jane Peters, Handler, Marianne G -- LB1028.5 .H3166 1995

Supporting new models of teaching and learning through technology / by Johnston, Michelle -- LB1028.3 .J63 2001

Teaching & learning online : new pedagogies for new technologies / edited by John Stephenson (no author) -- LB1044.87 .T41 2001

Technology and teaching / Les Lloyd, editor (no author) -- LB2395.7 .T425 1997