Key Readings

While the rate of information production in the information age is increasing at an exponential rate, there are still key readings that emerge as important to the theory and practice of educational technology. I have compiled a list of these reading to assist my students in achieving their professional goals. You can find the citations to these readings on this page. These readings are based on some of my own personal interests, range from diffusion of innovations theory to design-based research to multimedia learning to the history of our field.

Antonenko, P. D. (2014). The instrumental value of conceptual frameworks in educational technology research. Educational Technology Research and Development, 63(1), 53-71.

Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1-14.

Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset , M. & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.

Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.

Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. Teachers College Press.

Dick, W., Carey, L., & Carey, J.O., (2005). The systematic design of instruction. Boston, MA.: Pearson.

Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4), 50-72.

Ertmer, P. A., Quinn, J., & Glazewski, K. D. (2014). The ID casebook: Case studies in instructional design. 4th edition. Merrill: Boston, MA.

Heinich, R. (1984). The proper study of instructional technology. Educational Technology Research and Development, 32(2), 67 – 87.

Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. Routledge.

Jonassen, D. H. (Ed.). (2004). Handbook of Research on Educational Communications and Technology. Taylor & Francis.

Kirschner, P. A., & van Merriënboer, J. J. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169-183.

Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.

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

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43 – 59.

Reeves, T. C., Herrington, J., & Oliver, R. (2005). Design research: A socially responsible approach to instructional technology research in higher education. Journal of Computing in Higher Education, 16(2), 96-115.

Reiser, R. A. (2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53-64.

Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67.

Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational technology research and development, 44(2), 43-58.

Rogers, E. M. (2010). Diffusion of innovations. Simon and Schuster.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 5(1).

Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.

Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243.