I am trying something a little different with my course readings for the Master of Education summer course I am teaching, Language Learning and Technology, a living reading list.
We are required to list the course readings in our syllabus. This helps keep everyone organized and allows students to be fully prepared for their course. The problem is that many of our students are eager change agents who often bring in additional resources that everyone finds useful. So in addition to including a basic set of readings in the course outline, I will update this post throughout the course as a living list of readings, with contributions of gems we find along the way to promote co-creation of knowledge with and along side these very capable graduate students.
Official course materials (as posted in the syllabus)
This page contains a list of all your course readings. One of the readings is no longer freely available on the Internet, but I have posted it below as a .pdf, under Fair Dealing, as approved by the University of Calgary Copyright office.
Publication Manual of the American Psychological Association. (2010). (Sixth ed.). Washington, D.C: American Psychological Association.
Week 3 Readings
Benson, S. K. & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48 (2), 153-172. doi:10.2190/EC.48.2.c
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’; curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. Retrieved from http://files.eric.ed.gov/fulltext/EJ918905.pdf
Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18. Retrieved from http://files.eric.ed.gov/fulltext/EJ839143.pdf
Mishra, P., Koehler, M. J., & Kereluik, K. (2009). Looking back to the future of educational technology. TechTrends, 53(5), 48-53.
Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Online Learning: Official Journal Of The Online Learning Consortium, 18(2). Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/435
van Olphen, M. (2008). World language teacher education and educational technology: A look into CK, PCK, and TPACK. Annual meeting of the American Educational Research Association (AERA).
Week 4 Readings
Gaebel, M. (2013). MOOCs: Massive open online courses. European University Association Occasional Papers, 2-17. Retrieved from http://www.eua.be/news/13-02-25/Massive_Open_Online_Courses_MOOCs_EUA_to_look_at_development_of_MOOCs_and_trends_in_innovative_learning.aspx
Ham, J.J., & Schnabel, M.A. (2011). Web 2.0 virtual design studio: social networking as facilitator of design education. Architectural Science Review, (54)2, 108-116. Doi: 10.1080/00038628.2011.582369.
Marshall, S. (2014.) Exploring the ethical implications of MOOCs. Distance Education, (35)2, 250-262. doi: 10.1080/01587919.2014.917706.
U.S. Department of State Bureau of Educational and Cultural Affairs. (n.d.). MOOC for English-Teaching Professionals. Retrieved from http://www.americanenglish.state.gov/mooc-english-teaching-professionals
Week 5 Readings
Cornillie, F., Thorne, S. L., & Desmet, P. (eds.) (2012). Digital games for language learning: Challenges and opportunities. ReCALL Journal, 24(3).doi:10.1017/S0958344012000134
deHaan, J., Kuwada, K., & Ree, W. M. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language, Learning & Technology, 14(2), 74+. Retrieved from http://www.lltjournal.org/item/2689
Mifsud, C. L., Vella, R., & Camilleri, L. (2013). Attitudes towards and effects of the use of video games in classroom learning with specific reference to literacy attainment. Research In Education, 90(90), 32+.
Reinders, H. & Wattana, S. (2014). Can I say something? The effects of digital game play on willingness to communicate. Language Learning and Technology, 18(2). Retrieved from http://www.lltjournal.org/item/2858
This part of the list contains the additional resources that the students and I collaboratively added throughout the course:
Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teacher presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
Common Sense Media. (2018). Digital Citizenship. Retrieved July 18, 2018, from https://www.commonsense.org/education/digital-citizenship
Eaton, S. E. (2011). The Need For Increased Integration of Technology and Digital Skills in the Literacy Field in Canada Retrieved from https://files.eric.ed.gov/fulltext/ED526087.pdf
Eaton, S. E. (2012). Why some teachers will never love technology (and that’s O.K.). Retrieved from https://drsaraheaton.wordpress.com/2012/04/24/why-some-teachers-will-never-love-technology-and-thats-o-k/
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1). doi:10.1080/08923640109527071
Garrison, D. R., & Akyol, Z. (2013). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 17, 84-89.
Hai-Jew, S. (2010). An instructional design approach to updating an online course curriculum. Educause Review Online. Retrieved from http://www.educause.edu/ero/article/instructional-design-approach-updating-online-course-curriculum
Korda, R J, Clements, M S, & Dixon, J. (2011). Socioeconomic inequalities in the diffusion of health technology: Uptake of coronary procedures as an example. Social Science & Medicine 72(2). 222-22. Doi: https://doi.org/10.1016/j.socscimed.2010.11.002
Kumar Basak, S., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191-216. doi:10.1177/2042753018785180
Prensky, M. (2001). Digital natives, digital immigrants (part 1). On the Horizon, 9(5), 1-6. doi:https://doi.org/10.1108/10748120110424816
Rogers, E. (1997). Diffusion of human factors design: Resistances and how to overcome them. Proceedings of the human factors and ergonomics society…annual meeting, 1(1). Retrieved from http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/pdf/10.1177/107118139704100101
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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.
Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.