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Resources
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CILT Publications
Visualization and Modeling
Ubiquitous Computing
- Beyond the Graphing Calculator. Jeremy Roschelle. There are many conceivable reduced-function computers that could address specific educational issues at very low cost. Can we define sets of low-cost requirements that would provide valuable functionality in specific educational settings? What are the current and near-term costs? This concept paper will address this general issue and identify one or more particularly attractive examples. (Rich Text Format/MS Word compatible)
- Datagotchi Deep Dive. This report provides scenarios illustrated with color sketches and a summary the outcomes from a small workshop organized by Jeremy Roschelle of CILT/SRI and Michael Mills of IDEO to generate new ideas and designs for low-cost handheld mathematical tools for collaborative learning. The scenarios show different possible uses of handheld computers for teaching and learning mathematics. (PDF format)
- Smart Probes. Stephen Bannasch and Bob Tinker. With the advent of RISC microcontrollers costing a dollar, it is now possible to migrate intelligence into probes and sensors. This paper will describe possible near and long-term implementations and their educational applications. (Rich Text Format/MS Word compatible)
- Soloway, E., Grant, W., Tinker, R., Roschelle, J., Mills, M., Resnick, M., Berg, R., & Eisenberg, M. (1999). Science in the palm of their hands. Communications of the ACM, 42(8), 21-26.
Community Tools
- Pea, R.D., & Hay, K. (November 25-26, 2002). CILT Workshop on Digital Video Inquiry in Learning and Education. This report documents a workshop on the use of digital video in the study of learning and teaching, held at Stanford University's Wallenberg Hall (PDF format).
- Pea, R.D., Tinker, R., Linn, M., Means, B., Bransford, J., Roschelle, J., Hsi, S.,
Brophy, S., & Songer, N. (1999).
Toward a learning technologies knowledge network.
Educational Technology Research and Development. Vol. 47, No. 2.
- Penuel, B., & Roschelle, J. (2000). Designing
learning: Cognitive science principles for the innovative organization. First
in a paper series: Designing learning principles and technologies. A.L. Cohen (Series
Editor). Menlo Park, CA: SRI International. This paper examines how innovative
companies can use principles from cognitive science and use them to design training and
learning environments supported by technology. Key principles from the cognitive science
of learning are reviewed as they can be observed in the way people participate in different
workplace activities.
- Penuel, B., Trondsen, E., Patton, K. (2000). New workplace learning technologies:
Activities and exemplars. Second in a paper series: Designing learning
principles and technologies. A.L. Cohen (Series Editor). Menlo Park, CA: SRI
International. Workplace training programs are now beginning to see the power and
usefulness of technology to make company learning ubiquitous and cost-effective. For
workers to benefit from them, these new technologies must be designed to support the
work practices of a company. These practices and activities in turn must be designed
in accordance with the principles of the cognitive science of learning as discussed
in our first paper. In this paper, the second in a series, we present some ways that
innovative companies have used technology to support more effective and powerful
learning for workers and their organizations.
- Penuel, B. (2000). Coming to the crossroads of knowledge, learning, and technology:
Integrating knowledge management and workplace learning. Third in a paper
series: Designing learning principles and technologies. A.L. Cohen (Series
Editor). Menlo Park, CA: SRI International. As the global economy continues to
transform itself at a rapid pace, companies have come to focus more and more on the
importance of creating and managing knowledge. In this paper, we aim to draw attention
to examples of companies that have integrated an understanding of how people learn into
their knowledge management strategies. We pay particular attention to the ways that
collaborative technologies have supported companies in developing integrated learning
and knowledge management solutions. We recognize that technology has played a critical
role in both knowledge management and in workplace learning, as we discussed in our
second paper "New Workplace Learning Technologies: Activities and Exemplars".
- Roschelle, J., & Pea, R. D. (1999, in press). Trajectories from today's WWW to a powerful educational infrastructure. Educational Researcher.
- A Flying Circus on the Collaborative Tailoring of Educational Objects. Roy Pea, Patti Schank, Jeremy Roschelle, Chris DiGiano.
- White paper: The Next Generation of
Teacher Online Learning: Sue Doubler, Therese Laferriere,
Mary Lamon, Raymond Rose with Michael Jay, Nancy W. Hass, Linda Polin,
& Mark Schlager. This paper was written as a product of a 1999
Community Tools seed grant.
Cross Theme Publications
- Pea, R.D. (2001). Technology, Equity and K-12 Learning. Bridging the
Digital Divide: California Public Affairs Forum. Published by the
California Council on Science and Technology, March 2001, pp. 39-51.
- Means, B. (2000). Technology in America's Schools: Before and After
Y2K. In R. Brandt (Ed.), ASCD Yearbook 2000. Alexandria, VA:
Association for Supervision and Curriculum Development.
- Roschelle, J., Hoadley, C., Pea, R., Gordin, D., & Means, B. (2000,
Fall/Winter). Changing how and what children learn in school with
collaborative cognitive technologies. Children and Computer Technology
issue of The Future of Children, 10(2), pp. 76-101. Los Altos, CA: The
David and Lucile Packard Foundation.
- Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A
simple proposal
with interesting implications. In A. Iran-Nejad & P. D. Pearson
(Eds.), Review of
Research in Education, 24, 61-101. Washington DC: American Educational
Research Association.
- Brophy, S. P., Biswas, G., Katzlberger, T., Bransford, J. D. & Schwartz,
D. L. (1999). Teachable Agents: Combining insights from learning theory
and computer science. Proceedings of the 1999 Artificial Intelligence
in Education Annual Conference, Le Mans, France.
- Linn, M. C., Bell, P. & Hsi, S. (1999). Lifelong science learning on the Internet: The Knowledge Integration Environment. Interactive Learning Environments, 6(1-2), 4-38.
- Linn, M. C., Shear, L., Bell, P., & Slotta, J. D. (1999). Organizing principles for science education partnerships: Case studies of students' learning about 'Rats in Space' and 'Deformed Frogs.' Educational Technology Research and Development, 47(2), 61-85.
- Pea, R. D., (1999). New media communication forums for improving education research and practice. In E. C. Lagemann & L. S. Shulman (Eds.), Issues in education research: Problems and possibilities (pp. 336-370). San Francisco, CA: Jossey Bass.
- Hsi, S. (1998). Review of Software Goes to School: Teaching for understanding with new technology. Journal of Educational Computing Research, 18(1), 99-104.
- Hsi, S. (1998, Summer). A teacher's reflection on the Virtual High School Cooperative. Learning Technology Review, 4, 4-16.
- Hsi, S., & Soloway, E. (1998). Learner-centered design: Specifically addressing the needs of learners. A CHI 98 workshop. ACM Special Interest Group on Computer-Human Interaction, SIG CHI Bulletin, 30(4), 53-55.
Books
- Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science
learning partners. Mahwah, NJ: Lawrence Erlbaum Associates.
- Bransford, J. D., Brown, A . L., & Cocking, R. R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. (Pea, R. D., & Means, B. M., coauthors.)
- Donovan, M. S., Bransford, J. D., & Pellegrino, J. (Eds.). (1999, June). How people learn: Bridging research and practice. Washington, DC: National Academy Press. (Pea, R. D., coauthor.)
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