Proposal for a Masters in Education (ICT)
By Laura Czerniewicz and Dick Ng’ambi (Centre for Educational Technology) and Jo Hardman
(School of Education)
INTRODUCTION ...................................................................................................................................... 2
THEORETICAL FRAMEWORK .................................................................................................................. 2
RATIONALE ........................................................................................................................................... 3
INTERNATIONAL SITUATION .................................................................................................................. 3
LOCAL CONTEXT ................................................................................................................................... 4
Policy framework.............................................................................................................................. 4
Curriculum requirements ................................................................................................................. 4
Commitment on the ground .............................................................................................................. 4
TARGET AUDIENCE ................................................................................................................................ 4
COMPETITION ........................................................................................................................................ 5
PROPOSED FORMAT ............................................................................................................................... 5
CURRICULUM ........................................................................................................................................ 6
CONCERNS ............................................................................................................................................ 7
LETTERS OF SUPPORT ............................................................................................................................ 7
SELECTED REFERENCES ........................................................................................................................ 7
LETTER FROM AMC LOWENHERZ, CO-ORDINATOR: ICT KNOWLEDGE MANAGEMENT UNIT:
CURRICULUM DEVELOPMENT DIRECTORATE ........................................................................................ 9
EMAIL FROM PAM MILLER; CT CONVENOR FOR PRETORIA MASTERS PROGRAMME........................... 10
1
Introduction
This proposal makes the case for a new programme based in the School of Education, focusing on ICTs
in Education. The proposal locates the need for a new programme firmly in the key issues and theories
of the field. The proposal outlines a number of additional reasons for such a new programme.
The international situation is briefly described, illustrating the prevalence of such programmes across
the world. The South African context is described with the emphasis being on the lack of such a
programme in the Western Cape. Two electronic letters of support are provided.
The target audience for the new course is described, and some concerns are raised. The proposed
format for the course is explained. The course outlines for the two core courses for the new programme
are then provided.
Theoretical framework
Key questions asked in the literature in ICTs in education are ‘What is the impact of ICTs on
education?’ and ‘What effect do computers have on teaching and learning?’ While these are important
questions which we will consider in the course, they suggest a determinist approach to understanding
ICTs and education which will simultaneously be interrogated in the course. On the other hand there is
a strong discourse in the literature which foregrounds technology as merely a tool, a neutral one, linked
to powerful arguments that the agency lies entirely with the pedagogical processes and actors. This
position too will be explored, especially as it may be closely aligned with the social constructivism so
prevalent in the current literature. It will also be problematised. This course will be framed by a view
which sees ICT and education as co-constructed and deeply inter-woven (Brey 2003) and which takes a
consciously critical view of the debates (see Feenberg 1999).
Brey’s position that technology is socially shaped and that society is simultaneously shaped by
technology. Given that education is a social process, we assume that education and networked
computers too are co-constructed. Unlike determinist approaches to technology which portray
educational as a linear process resulting from an internal technological logic, Brey argues that,
“Technologies become part of the fabric of society, part of its very social structure and culture,
transforming it in the process. … [and] seriously affect[ing] social roles and relations; political
arrangements; organizational structures; and cultural beliefs, symbols and experiences” (Brey, 2003:
52-53). Feenberg’s critical approach sees technology as determined in its meaning and content by the
social world, and thus subject to conscious social control. Feenberg’s view of technology as a
“parliament of things” (Feenberg, 1991: 3) provides a way for curriculum design issues to be fore
grounded. His critical approach also ensures that developmental and power-related agendas become
part of the discussion, a crucial element in a developing and divided context such as our own.
These perspectives will allow for a more complex discussion of, for example, the relationships between
the digital culture in which students are growing up, the digital practices they bring to the educational
context, and the academic practices they need to acquire in the formal system; the affordances of the
technologies themselves and their fit with educational challenges being addressed by students and
academics in a developing context; the tensions between technological design trends and learning
theories. These and other tensions will be addressed in the core course on ICT and Education Issues
and Debates through three themes through three themes: Underpinnings of Educational technology;
ICTs in the classroom; and ICTs, Education and Change
These macro level debates frame a crucial micro level issue, that of the interaction between the nature
of the new technologies (especially and networked computers) and the processes of learning and
cognition themselves. At a time where scientists are suggesting that digital culture changes the way
learning takes place (Seely-Brown, J 2002) and the way the brain functions (Greenfield 2006), this is
an issue which must receive detailed attention. Although there are a variety of different theoretical
frameworks mobilised in educational technology settings to explore this interaction, these can be
narrowed down to central theories that permeate the field. These are explored on the core course
Learning Cognition and Technology, with the key theories addressed being cognitive constructivism,
socio-cultural (activity theory) and situated and distributed (community of practice) approaches.
2
Cognitive constructivism, arising out of the work of Piaget, usefully views learning as an active process
in which learners transact with the environment in order to construct knowledge (Piaget, 1992). While
Piaget’s cognitive constructivism provides insight into how an individual’s interactions with his/her
environment facilitate the development of cognitive structures, the theory is relatively silent in relation
to the role cultural context plays in development. This is especially troubling in relation to
understanding the role played by socio-historical artefacts (such as computers) in the development of
human cognition. With its focus on the mediating nature of tools (both material and ideal), Vygotsky’s
socio-cultural learning theory overcomes the narrow focus on the decontextualised individual of
Piaget’s theory. Building on the basic Vygotksian ideas of mediation of consciousness in context, the
programme introduces students to a powerful analytical framework, which is currently gaining favour
in educational technology settings: Activity Theory (AT). We rely in this programme on the analytic
framework developed from Activity Theory in order to understand the process of transformation within
a system (such as a classroom/institution) and how different systems interact with, and transform each
other over time (Engestrom, 1987). The strength of Activity Theory in this programme is that it enables
one to understand development as the complex result of tool mediated interactions, rather than as
something opaque which happens in an individual’s mind. Finally, Situated and Distributed
(Community of Practice) approaches theories are concerned with highlighting the situated nature of
cognition and illustrating how it is distributed in tools as well as practices. In common with AT,
distributed cognition theorists extend the unit of analysis from the individual operating in isolation to a
culturally constituted functional group or a community of practice
The intention of this programme is to generate a view of human computer interaction that incorporates
current approaches to computer mediated development with a view to understanding and theorising
potential shifts in practices arising from the introduction of novel technology into institutional settings.
While this programme equips students’ with the requisite skills to engage with issues and debates of
educational technologies, the focus of the programme is to develop students’ theoretical stance in
relation to understanding educational technology.
Educational technology is a growing area of enquiry. Through print and online databases UCT library
has 57 journals relating specifically to ICTs and education, and there are others online which are not
yet in the formal databases. (Examples of the latter include the Open University’s innovative JIME, and
Lankshear’s new E-learning). There is a broad knowledge domain on which to draw.
Rationale
Why is there a need for a Masters in Education (ICT) stream or specialisation at UCT? There are a
number of reasons:
 There are important intellectual debates emerging in the education, ICT and educational
technology fields which need to be aired and incorporated into existing formal discussions as
well as into current reflective practices.
 There is a need for research into emergent practices of ICTs in education, but few channels
existing to undertake it.
 There is a shortage of skilled and appropriately qualified professionals to work in this field (as
evidenced by the difficulty departments like CET have in filling posts).
 There is need to attract black and female graduates into the educational technology profession.
 There is a need for a formal qualification which will reward and recognise the effort which is
being required to acquire appropriate skills and understandings in this new terrain.
 ICT integration in the curriculum in schools is now required through specific learning
outcomes and assessment criteria. Teachers are not prepared.
 Universities promise graduates with competencies which prepare them for the “information
society”. Local academics have no access to qualifications which support them in such
preparation.
 While Gauteng, KZN and the Eastern Cape have programmes in place to support the need for
such qualifications, there is nothing offered in the Western Cape.
 This offering could tap a new and different pool of students from those who are currently
drawn to Education Masters’ programmes.
International situation
Masters in Educational Technology programmes are now commonplace amongst Masters offerings at
English-speaking universities throughout the world. Known by various names - including Masters in E-
3
learning, Masters in ICTs in Education, Masters in Computer-based learning - they all accept that
technology in education is a fast growing area of both practice and research.
Programmes are too numerous to list. A few international examples include:
United Kingdom
 Masters in E-learning, Oxford University; MSc IT in Education, Trinity College; MA
Educational Technology, University of Bath; MEd E-learning, Sheffield; MA ICT in
Education, London Institute of Education.
United States
 Masters in Educational Technology, Columbia &South Carolina; Masters in Learning Design
and Technology, Stanford
Australia
 Masters of ICT in Education, Monash; Masters in Educational Technology University of
Queensland, Masters in IT in Education, University of Sydney;
Many programmes are fully based in education departments, with a great many of them drawing on
other faculties, such computer science, digital media studies and so on. Some courses are set up as
inter-disciplinary joint programmes (for example Stanford University’s Learning Design &
Technology, Trinity College’s MSc; Brown University)
Local context
Policy framework
In South Africa, policy level support for ICTs in education is manifest in numerous documents
including the National Plan for Higher Education (2001), the White Paper on e-education (2003 ), the
Strategy for Information and Communication Technology in Education (2001) and the National
Research and Development Strategy (2002) to mention but four.
Curriculum requirements
ICT integration into the curriculum has essentially become compulsory in schools as the National
Curriculum Statement for Grades 10-12 explicitly includes ICTs in the learning outcomes and
assessment standards in several school subjects. This is now being implemented, starting with Grade 10
in 2006.
Commitment on the ground
National, provincial and institutional expenditure on computers in education is growing (see
Czerniewicz and Hodgkinson 2005; Czerniewicz, Ravjee and Mlitwa 2006 for details). There are active
provincial projects supporting practice with the Western Cape particularly active through the WCED’s
Khanya Project and the Western Cape Schools Network.
Target audience
There are a range of possibilities in both schools and tertiary institutions including:
 teachers
 heads of department responsible for computers–in-the–curriculum implementation
 online designers
 government officials and administrators at different levels (regional and provincial)
responsible for ICTs in education
 aspirant academics
 people working in e-learning NGOs
 tertiary educators engaged in pre-service teacher training
 inset teacher educators.
 electronic publishers
 software developers
4
Competition
The main competition locally is in Gauteng at the University of Pretoria which has the most well
established programme. It is run through “block lectures” with complementary online components. It
states that its target includes the business community.
The universities of Johannesburg (ex-RAU) and Rhodes offer Masters in Computer-based Education
and IT in Education respectively by dissertation only.
The University of Johannesburg offers a postgraduate BEd Honours in Computer-based Education,
with the aim of “providing educators with applied competence”. Rhodes offers an Advanced Certificate
in Education (ACE).
The University of KwaZuluNatal offers a programme in digital media which awards the qualifications
MA, Advanced Diploma, Honours and Post grad Certificate. The core modules are Research, Digital
Media Development and ICTs and Education.
The closest qualification in the Western Cape is Stellenbosch University’s MPhil in Hypermedia for
Language Learning offered through the Department of Modern Foreign Languages. Being Languagebased, it has an entirely different focus from our proposal.
Proposed format
The new Masters stream will be co-convened by the School of Education and the Centre for
Educational Technology (CET).
The programme will have two components: Core modules and Elective modules
i) Core modules
The first core course would be Learning, Cognition and Technology, already offered in the School of
Education and taught by Joanne Hardman.
The second core course would be Key issues and Debates in Educational Technology. This would be a
new course taught by members of the Centre for Educational Technology. Responsibility will lie with
Dr Dick Ng’ambi and Associate Professor Laura Czerniewicz, although other members of CET will
also be drawn into the teaching and learning design.
ii) Elective modules
Elective courses can be drawn from the numerous other courses offered by the School of Education.
Details of electives are covered in the next section.
In addition, there are courses in other departments which would be suitable for a Masters in
Educational Technology. While a close investigation of curriculum and administrative matters is
needed, an initial scan of the possibilities suggests the following:
Department at UCT
Computer Science
Centre for Film and Media
Studies
Department of Information and
Library Studies
Course
Human Computer Interaction
Online Material
Cyberlaw and ethics
Media Creative Production
Information and knowledge management
Databases and database production
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Curriculum
INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN EDUCATION
(Offered full/part-time 2007/2008)
Co-ordinators: Dr. Dick Ng’ambi (CHED) and Jo Hardman (School of Education)
Who should seek admission to this curriculum?
Teachers and heads of department responsible for computers–in-the–curriculum implementation,
Government officials and administrators at different levels (regional and provincial) responsible for
ICTs e-learning educators in all sectors, inset teacher educators, electronic publishers, online designers,
software developers
Technical competence
This programme assumes that students are computer literate. Educational technologies will be used as
part of the courses.
General aims:
This Masters stream sets out to enable educators, policy makers and designers to engage with the key
issues and debates of ICTs in education. It specifically aims to interrogate the crucial intersections of
technology, learning and cognition. Graduates from the course will be able to reflect critically on their
practice and the take up of technology which is increasingly pervasive in education and broader
society.
Compulsory core courses:
EDN XXXY
ICTs in Education: Key Issues and Debates
EDN677X
Learning, Cognition and Technology
Elective courses:
Select two of the following:
EDN6001Z
Pedagogy, Knowledge and Society
EDN6004Z
Changing frameworks of curriculum: policy, implementation and evaluation.
EDN6005Z
Knowledge, Learning and the organisation of work
EDN6002Z
Researching Teaching
EDN6009Z
Assessment and Evaluation in Higher Education
Elective motivation:
The five (5) electives are proposed on the basis of their alignment with the objectives of the masters in
education (ICT). At the end of the course, students will be able to critically engage with and provide
both theoretical and intellectual arguments on the following issues:
Issues 1: How can the use of ICTs in the classroom be understood? What is the relationship between
the use of ICTs and teaching and learning?
Issues 2: How do students develop computer related practices? Debate: competencies or literacies?
What are the implications?
Issues 3: How does CMC facilitate collaborative learning practices? Does computer mediated
communication result in shifts in power relationships and identity?
Issues 4: Debate: learning objects or learning design? Implications for teaching, learning and design.
Issues 5: What is the role of ICTs in educational transformation? How can the relationship between
ICTs and education be understood?
Issues 6: Do ICTs exacerbate or ameliorate existing societal divides especially in educational settings?
How can the digital divide be understood in relation to teaching and learning practices?
Issues 7: What are the premises underpinning ICTs in Education? How is the use of ICTs changing the
way education is understood?
Issues 8: How does one evaluate the value and impact of ICTs in Education? What can we learn from
evaluations to date?
Thus, the electives provide solid foundational premise for meeting the envisaged objectives.
EDN6001Z and EDN6004Z both provide awareness of the pedagogy, knowledge, curriculum and
policy issues which are critical for educators, instructional designers, policy makers, educational
managers etc. EDN6005Z has a focus on globalisation and teaching/learning in higher education. These
are important issues if ICTs are to be appropriated in local contexts, an increasing challenge in
developing countries. EDN6009Z creates an awareness of the issues of assessment and evaluation.
These issues are pertinent in ICT mediated teaching/learning and the course should therefore appeal to
educators at different levels. It is envisaged that the elective, EDN6002Z Researching Teaching, will
appeal are those who seek to understand how to research either their own practice or the practice of
6
others. We envisage that the knowledge gained from these electives will enrich the debates and allow
students to have a solid base on general issues relating to education and the associated challenges when
ICTs are introduced.
Any approved course offered in the School of Education, by other Departments in the Faculty of
Humanities, in any other faculty of the University, or at another university. Courses in the Centre for
Information Literacy, centre for Film and Media Studies and Department of Computer Science at the
University of Cape Town may be particularly appropriate.
Please consult the Supplementary Graduate School in Humanities Elective Handbook for descriptions
of elective courses.
Concerns
Any new programme will have to address challenges. Specific concerns in this case are:
1. Will it be possible for sufficient students to be accepted for a Masters degree, or is a feed-in
Honours required?
2. Students undertaking such a programme will be likely to expect the use of educational technology
as part of the learning design. While this will be true of core courses, there may be disjuncture with
other courses, specifically in the School of Education.
3. Students may also expect to be taught specific practical multimedia skills.
4. As presently conceptualised this programme is not targeted at e-learning in the corporate sector.
Should it be?
Letters of Support
1.
2.
3.
A Lowenherz, Co-ordinator, ICT Knowledge Management Unit: Curriculum Development
Directorate, Westen Cape Department of Education
P Miller; Cape Town Convenor for Pretoria Masters Programme
P Vinjevold, Deputy Director General, Further Education and Training, National Department
of Education
Selected References
Brey, P. (2003). ‘Theorizing Technology and Modernity,’ Modernity and Technology. Eds. Thomas
Misa, Philip Brey and Andrew Feenberg. MIT Press, 33-71. Misa, T., Brey, P. and Feenberg,
A. (eds.) (2003). Modernity and Technology. MIT Press.
Brey, P. 2004. Feenberg on Modernity and Technology. [Electronic] Available:
http://www.rohan.sdsu.edu/faculty/feenberg/brey.htm
Czerniewicz, L. and Hodgkinson-Williams, C. 2005. Editorial: Education in South Africa-what have
ICTs got to do with it?. Perspectives In Education, 23(4): vii-xiv.
Czerniewicz, L; Ravjee, N and Mlitwa, N (2006, in press) Information And Communication
Technologies (ICTs) and South African Higher Education: Mapping The Landscape, Report
commissioned by Council for Higher Education
Department of Arts, Culture, Science and Technology (2002). Foresight Synthesis Report: Dawn of the
African Century. [Online] Available: http://www.dst.gov.za/reports/foresight_reports/
FORESIGHT%20SYNTHESIS%20REPORT.doc
Department of Arts, Culture, Science and Technology (2002). South Africa’s National Research and
Development (R&D) Strategy, August 2002,Government Printers, Government of the
Republic of South Africa, Pretoria.
Department of Education & Department of Communication (2001) A strategy for information and
communication technology in education. Available at
http://www.gov.za/documents/combsube.htm
Department of Education (DoE) (2003) Draft White Paper on e-Education: Transforming learning
and teaching through Information and Communication Technologies. Pretoria: Department of
Education.
Department of Education (DoE). (2001) The National Plan for Higher Education Online [Available]:
http://www.polity.org.za/html/govdocs/misc/higheredu
Department of Education (DoE). (2003) Draft White Paper On e-Education Transforming Learning
and Teaching through ICT, available at http:www.info.gov.za/whitepapers/2003/eeducation.pdf
7
Department of Science and Technology (1999) Foresight ICT Report. Available at
http://www.dst.gov.za/reports/forsight_reports.htm
Feenberg, A. (1991) Critical Theory of Technology. New York, USA and Oxford, England: Oxford
University Press.
Feenberg, A. 1999. Questioning Technology. London and New York: Routledge.
MacLeod, D 2006 ‘Greenfield: IT culture is changing children's brains’, Education Guardian,
Thursday April 20, 2006http://education.guardian.co.uk/schools/story/0,,1757811,00.html
Seely Brown , J (2002) Growing Up Digital, How the Web Changes Work, Education, and the Ways
People Learn, USDLA Journal Volume 6, Number 2 February 2002
8
Letter From Amc Lowenherz, Co-Ordinator: ICT Knowledge
Management Unit: Curriculum Development Directorate
Dear Professor Czerniewicz
PROPOSED M.Ed EDUCATIONAL TECHNOLOGY AT UCT
The National Curriculum Statement for Grades 10-12 is currently being implemented in
schools throughout South Africa, beginning with Grade 10 in 2006. In a number of the
subjects, digital technologies are explicitly mentioned in the learning outcomes and
assessment standards. This means that learners must interact with them in order to achieve
the outcomes required in their preparation for the National Senior Certificate from 2008
onwards. In the past, ICT enrichment of curriculum has been optional.
In preparation for this new emphasis, the Khanya Technology in Education Project of the
WCED has ensured that all public secondary schools in the province are equipped with at
least one computer laboratory. Within the Curriculum Development Directorate and Khanya,
curriculum websites, teacher training, the development of ICT integration guidelines, software
evaluation, demonstration and development have been ongoing for some time, particularly
regarding disadvantaged schools.
Nevertheless, although this province has a greater depth of experience and a better
infrastructure to support curriculum through ICTs than any of the other provinces, it is very
clear that far more knowledgeable people are needed in the education system to enable ICTs
to take on the central role necessary in schools to maximise the effectiveness of scarce good
teachers. Expertise is required at all levels of the system, from teachers to education
department officials, and to tertiary educators engaged in pre-service teacher training.
In the past, people wishing to undertake postgraduate studies in this field have been
compelled to register at tertiary institutions in other parts of the country. The introduction of a
MEd course at UCT would deliver much-needed expertise for provincial and national
education, but it would also inform and enrich educational debate around currently unresolved
issues regarding iCT as a tool for achieving curriculum goals.
Although the faculty of education at UCT is already engaged in research with the Khanya
project, further capacity for research is urgently needed in order to inform developmental
processes within the project and the education department relating to ICT curriculum support.
Informed Masters students could play a meaningful role in this while satisfying the academic
demands of their studies.
I have consulted with colleagues in the Khanya Project as well as in the Curriculum
Development Directorate, and we unreservedly support the proposal that an MEd in
Educational Technology should be offered at UCT.
AMC
LOWENHERZ
CO-ORDINATOR:
ICT
KNOWLEDGE
MANAGEMENT
UNIT:
CURRICULUM
DEVELOPMENT DIRECTORATE
SENIOR CURRICULUM PLANNER: ICT INTEGRATION WITH CURRICULUM
DATE: 2006-02-10
9
Email from Pam Miller; CT Convenor for Pretoria Masters
Programme
A M.Ed. in Educational Technology at UCT is long overdue. Computers
have been introduced in schools by the WCED and other institutions
and are now the norm. White boards, sensors, PDAs, etc. are becoming
common. Teachers and educators need to have an understanding of
these technologies that can enhance learning and the associated
theoretical underpinning. Educators need to know how to manage
educational technologies to enhance learning.
In South Africa, to the best of my knowledge only Pretoria, Rhodes
and Johannesburg offer similar masters programs. There is nothing in
the Western Cape. At least one of the four local universities should
be offering such a course.
Time and again one hears of the importance of using technology to
enhance education. UCT should be contributing to the development of
Africa using technology to enhance learning.
Teachers,
education
people in
course as
on such a
lecturers, electronic publishers, software developers and
administrators would benefit from such a course. There are
Cape Town and surrounding areas who would like to do such a
an M.Ed. in Educational Technology. I often have enquiries
subject.
I have been teaching the M.Ed. (Computer Integrated Education) for
the University of Pretoria in Cape Town during 2005 and now 2006. We
hire a venue at the MTN Science Centre and usually meet weekly. I
have 7 students who completed their computer modules and are now
completing their thesises. I have another 3 M. and 1 PhD who have
joined the thesis group. The UP course has a number of modules and
then a thesis. I commuted from Cape Town to Pretoria in 1995-1997
when I did my M.Ed. under a slightly different system where we met
once a month for 4 days at a time.
Problems envisaged are that a M. degree requires an Honours degree as
an entry qualification. Many of those who want to do the course do
not have that qualification. Another problem experienced is that
many students do not have enough computer skills or experience to
fully benefit from the program – they are so busy learning basic
skills such as PowerPoint or Access that they miss much of the theory
being taught. A solution would be to structure an Honours and a
M.Ed. – the Honours focussing on applications and software, and the
M. focusing on theory with software. The M.Ed. course would use cooperative learning so that those with computer skills from B. Ed.
Hons. in Educational Technology would feed into the groups with
academic learning in another field.
Good luck. At last!
late than never.
At least 10 years behind the times.
Better
Pam
Pam Miller, Ph.D.
Phone 072 247 9047 (after school hours) 27.72.247.9047
(international)
pam@miller.wcape.school.za (home) and pmiller@phs.org.za (work)
http://www.wcape.school.za/subject/CS/PHS/index.htm
10
Information And Communication Technologies (ICTs)
In Education: Issues And Debates
INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN EDUCATION:
ISSUES AND DEBATES MASTERS MODULE:
EDNXXX ICTs in EDUCATION: ISSUES AND DEBATES
Framework: This course critically investigates the role of ICTs in teaching and learning, specifically
focusing on the theoretical underpinnings of changing possibilities and practices. Through selected
topical debates in educational technologies, the course explores a range of issues framed by and
feeding into ICT innovation, educational transformation, context, pedagogy and socio-cultural histories
of learners pertinent for education in developing countries.
The course distinguishes between teaching and learning ICTs and using ICTs for teaching and learning.
While appreciating the importance of the former, and the tight linkage between the two, the course
predominately focuses on the latter. Thus, the objective of the course is to develop graduates who can
make sound pedagogical and educationally efficacious choices on integration strategies on ICTs in a
classroom in context, cognisant of the issues and debates both at macro and micro levels.
Course Requirements:
Three pieces of work are expected:
1. Seminar engagement (20%)
You will be marked on seminar presentation (15%) and active participation in seminar discussions
both face to face and online (5%)
2. Assignments (60%)
There will be two essay papers (30% each) assigned.
3. Curriculum project (20%)
The project will require designing a curriculum intervention or integrating technology into
practice, or reflecting on the use of an existing educational technology intervention into practice.
The project will be done possibly in groups.
Themes: The course is structured around the following inter-related themes:
Educational technology: Underpinnings
ICTs in the classroom
ICTs, Education and Change
At the end of the course you should be able to:
 Conceptualise educational challenges and formulate key assumptions about educational
technology.
 Critically engage with the role of ICTs in education in general and educational technologies in
particular.
 Research and write a rigorous academic essay and present at a research seminar.
Seminar 1 Using ICTs
Theme: ICTs in and for the classroom
Issues: How can the use of ICTs in the classroom be understood? What is the relationship between the
use of ICTs and teaching and learning?
11
Core readings
Twining, P. (2002) Conceptualising Computer Use in Education: introducing the Computer Practice
Framework (CPF), British Educational Research Journal, Volume 28, Number 1 / February 01,
2002
Watson, D. M. 2001. Pedagogy before Technology: Re-Thinking the Relationship between ICT and
Teaching. Education and Information Technologies. 6(4): 251-266.
McCormick, R. & Scrimshaw, P. 2001. Information and Communications Technology: Knowledge
and Pedagogy. Education, Communication and Information. 1(1): 37-57.
Additional readings
Stivers, R. 1999. The Computer and Education: Choosing the Least Powerful Means of Instruction.
Bulletin of Science, Technology and Society. 19(2): 99-104
Laurillard, D. (1993). Rethinking University Teaching: A framework for the effective use of
educational technology. London: Routledge
Johnson, H. C. 1999. Full Screens and Empty Students: Questioning Technology as an Educational
Medium. Bulletin of Science, Technology and Society. 19(4): 286-295
Lundall, P and Howell, C (2000) Computers in Schools, A National Survey of Information
Communication Technology in South African Schools, Education Policy Unit, University of the
Western Cape
Seminar 2: New literacies
Theme: ICTs in and for the classroom
Issues: How do students develop computer related practices? Debate: competencies or literacies? What
are the implications?
Core readings
Lankshear, C. and Bigum, C. (1999) Literacies and New Technologies in School Settings in
Pedagogy, Culture and Society , Volume 7, Number 3 / October 1999, Routledge,
part of the Taylor & Francis Group
http://taylorandfrancis.metapress.com/media/3aa8lu4dyr7rnve8trw6/
contributions/v/4/u/7/v4u7274r83533265.pdf
Bruce, B.C. (1997) Literacy technologies: what stance should we take? Journal of Literacy Research.
Vol. 29.
Tully, C. J. 2003. Growing Up in Technological Worlds: How Modern Technologies Shape the
Everyday Lives of Young People. Bulletin of Science, Technology & Society. 23(6): 444-456.
Additional readings
Lankshear, C. & Snyder, I., with Green, B. (2000). Teachers and Techno-literacy. Managing Literacy,
Technology and Learning in Schools. St Leonards, Australia: Allen and Unwin.
Seminar 3: Educational Computer Mediated Communication
(CMC)
Theme: ICTs in and for the classroom
Issues: How does CMC facilitate collaborative learning practices? Does computer mediated
communication result in shifts in power relationships and identity?
Core readings
Berge, Z. & Collins, M. (1995, March 1). Computer-Mediated Communication and the Online
Classroom in Higher Education. Computer-Mediated Communication Magazine. 2.3. Retrieved 24
March 2000 from the World Wide Web: http://metalab.unc.edu/cmc/mag/1995/mar/berge.html.
12
Romiszowski, A. J., & Mason, R. (1996). Computer-mediated communication. In D. H. Jonassen (Ed.)
Handbook of Research for Educational Communications and Technology, New York: Macmillian
LIBRARY Reference USA, 438-456.
Ellis, A. 2001. Student-Centred Collaborative Learning via Face-To-Face and Asynchronous Online
Communication: What’s The Difference? [WWW document]. URL
http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/ellisa.pdf. 5 May 2006.
Additional readings
Mantovani G (1994) Is computer-mediated communication intrinsically apt to enhance democracy in
organizations? Human Relations 47, 1, 45–62.
Morse, K. (2003). Does one size fit all? Exploring asynchronous learning in a multicultural
environment. Journal of Asynchronous Learning Networks, 7 (1), 37-55.
Rheingold H (1994) The virtual community Minerva, London.
Salmon G (2004) E-moderating: the key to teaching and learning online Routledge Falmer, London.
Wenger E (1998) Communities of practice: learning, meaning and identity Cambridge University
Press, New York.
Ess, C. (ed), 1996. Philosophical Perspectives on Computer Mediated Communication. New York:
State University of New York Press.
Pfister, Hans-Rüdiger, Müller, Werner & Holmer, Torsten (2004) Learning and Re-Learning from
Net-Based Cooperative Learning Discourses. In: Cantoni, Lorenzo & McLoughlin, Catherine
(Ed.): Proceedings of the Conference on Educational Multimedia, Hypermedia &
Telecommunications (ED-MEDIA 2004). Norfolk, 2720-2724.
Lea M and Spears R (1991) Computer-mediated communication, de-individuation and group decision
making International Journal of Man-Machine Studies 43, 283-301
Seminar 4: Learning Design
Theme: ICTs in and for the classroom
Issue: Debate: learning objects or learning design? Implications for teaching, learning and design.
Core readings
Wiley, D. 2003. The coming collision between automated instruction and social constructivism. In C.
M. Gynn & S. R. Acker (ed.), Learning objects: contexts and connections/, pp 17-28. The
Ohio State University: Columbus. http://telrresearch.osu.edu/learning_objects/documents/Wiley.pdf
Squires, D (1999), Educational Software and Learning: Subversive Use and Volatile Design,
Proceedings of the 32nd Hawaii International Conference on System Sciences – 1999
Oliver, R., Wirski, R., Wait, L. & Blanksby, V. (2005). Learning designs and learning objects: where
pedagogy meets technology. . In (C. Looi, D. Joassen & M. Ikeda,(Eds). Towards Sustainable and
Scalable Educational Innovations Informed by the Learning Sciences. (pp. 330-337). Amsterdam:
IOS Press.
Additional readings
Bork, A. 2001. Tutorial Learning for the New Century. Journal of Science Education and Technology,
10(1) http://www.ics.uci.edu/~bork/tutorial_learning.pdf
Fischer, G. "Beyond "Couch Potatoes": From Consumers to Designers and Active Contributors." First
Monday, 2002.
Fischer, G., and et al. "Meta-Design: A Manifesto for End-User Development." Communications of the
ACM 47, no. 9 (2004): 33-37.
Nicol, Anne. "Interfaces for Learning: What Do Good Teachers Know that We Don't?" in Brenda
Laurel (ed.) The Art of Human-Computer Interface Design (Addison Wesley, 1990), pp.113-122
Seminar 5: ICTs and educational transformation
Theme: ICTs and change
13
Issues: What is the role of ICTs in educational transformation? How can the relationship between ICTs
and education be understood?
Core readings
McClintock, R. 1992. Transforming Education through Information Technology. ILTWeb
Publications. [Electronic] Available: http://www.ilt.columbia.edu/publications/mcclintock.html
[2004/08/03]
Conlon, T. 2000. Visions of Change: Information Technology, Education and PostModernism. British
Journal of Educational Technology. 31(2): 109-116.
Burbules, N & Callister, C. Universities in Transition 2000 The Promise and the Challenge of New
Technologies, The Teachers College Record Volume 102 P 271, April 2000
Mcdonald, H. & Ingvarson, L. 1997. Technology: A Catalyst for Educational Change. Journal of
Curriculum Studies. 29(5): 513-528.
Additional readings
Noll, A. M. Technology and the Future of The University. Information, Communication & Society.
3(4): 645-647.
Laurillard, D . (1996). The Changing University. ITFORUM paper.
http://itech1.coe.uga.edu/itforum/paper13/paper13.html
Clegg, Sue, Alison Hudson and John Steel (2003) The Emperor's New Clothes: globalization and elearning in higher education. British Journal of Sociology of Education. 24(1): 39-53.
Uys, P. & Molelu, G. 2004. Technological Innovation and Management Strategies for Higher
Education in Africa: Harmonizing Reality and Idealism. Educational Media International 41(1):
67-80.
Dutton, William H. and Brian D. Loader (2002) “New Media And Institutions Of Higher Education
And Learning,” in Dutton and Loader. (eds.) Digital Academe: The New Media and Institutions of
Higher Education and Learning, London and New York: Routledge: pp. 1-38.
Seminar 6: The digital divide
Theme: ICTs and change
Issues: Do ICTs exacerbate or ameliorate existing societal divides especially in educational settings?
How can the digital divide be understood in relation to teaching and learning practices?
Core readings
Harper, V. (2003). "The digital Divide (DD): A reconceptualisation for Educators", Educational
Technology Review, vol. 11, no. 1, pp. 96-103.
Attewell, P 2001, The First and Second Digital Divides. Sociology of Education, Jul2001, Vol. 74
Issue 3, p252-259, 8p; (AN 5020127)
Natriello, G 2001. Bridging the Second Digital Divide: What Can Sociologists of Education
Contribute? Sociology of Education, Vol. 74, No. 3 (Jul., 2001) , pp. 260-265
Additional readings
Selwyn, N, Gorard, S & Williams, S. 2001. Digital Divide or Digital Opportunity? The Role of
Technology in Overcoming Social Exclusion in U. S. Education. Educational Policy. 15(2): 258-277.
Alden, Christopher. "Let Them Eat Cyberspace: Africa, the G8 and the Digital Divide." Millennium:
Journal of International Studies 32, no. 3 (2003): 457-476.
Barraket, J., and Scott,G. (2001). Virtual equality? Equity and the use of information technology in
higher education. Australian Academic and Research Libraries 32:3
Broekman, I, Enslin, P. & Pendlebury, S. 2002. Distributive Justice and Information Communication
Technologies in Higher Education in South Africa. South African Journal of Higher Education.
16(1): 29-35.
Digital divide: A collection of papers from the Toshiba/Becta digital divide seminar: 19 February 2002.
British Educational Communications and Technology Agency, Coventry.
Englebright, L and Sheldrake, S (Eds) 2003, Overcoming social exclusion through online learning,
Literature Review, Open University and Niace
14
Seminar 7: The foundations of educational technology
Theme: Underpinnings of educational technology
Issues: What are the premises underpinning ICTs in Education? How is the use of ICTs changing the
way education is understood?
Core readings
Ely, D. 1999. Toward a Philosophy of Instructional Technology: Thirty Years On. British Journal of
Educational Technology. 30(4): 305-310.
Engle, R. K. 2001. The Mythos of Educational Technology. Bulletin of Science, Technology & Society.
21(2): 87-94.
C. Lankshear, M. Peters & M. Knobel (2000) Information, Knowledge and Learning: Some Issues
Facing Epistemology and Education in a Digital Age Journal of Philosophy of Education, Volume
34 Page 17 - February 2000
Additional readings
Burbules, N and Callister, T (2000) Watch It Westview Press
Anderson, T and Elloumi, F( Editors) 2004, Theory and Practice of Online Learning Athabasca
University, 2004, (online book), 421 pp. ISBN 0-919737-59-5
Feenberg, A. 1999. Questioning Technology. London and New York: Routledge.
Beebe, M; Magloire, K; Banji, K; Oyeyinka, O and Rao, M (2003a) Africa dot edu. IT Opportunities
and higher education in Africa. New Delhi: Tata McGraw-Hill.
Jones, C (2004) Theory and the Practices of Learning Technology, presented at the Networked
Learning Conference 2004 University of Sheffield and Lancaster University 2004
http://www.shef.ac.uk/nlc2004/home.htm
Turkle, S., and S. Papert. "Epistemological Pluralism." Signs 16, no. 1 (1990)
Seminar 8: Researching ICTs in Education
Theme: Underpinnings of educational technology
Issues: What are the key questions in educational technology research? The debate about comparing
ICT and non-ICT use in education as a research investigation
Core readings
Pollard, C. and Pollard, R. 2005. Research Priorities in Educational Technology: A Delphi Study.
37(2). 145-160
Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
Twigg, C 2001, Innovations in online learning- moving beyond no significant difference
Additional readings
Clinchy, Evans. "The New Technologies and the Continuing Questions," in Clinchy (ed.) Transforming
Public Education (Teachers College Press, 1997), pp. 132-142.
Reeves, C. T. Questioning the questions of instructional technology research
http://it.coe.uga.edu/~treeves/edit6900/deanlecture.pdf
Russell, T 2001 The No Significant Difference Phenomenon IDECC Website:
http://www.nosignificantdifference.org/
Joy, H & Garcia, F 2000. Measuring Learning Effectiveness: A New Look at No Significant
Difference Findings JALN Vol 4 ( 1)
Seminar 9: Evaluating impact of ICTs in Education
15
Theme: Underpinnings of educational technology
Issues: How does one evaluate the value and impact of ICTs in Education? What can we learn from
evaluations to date?
Core readings
Reeves, C. T. Enhancing the Worth of Instructional Technology Research through “Design
Experiments” and other development research strategies
http://it.coe.uga.edu/~treeves/AERA2000Reeves.pdf
Zemsky, R. and Massy, W. Thwarted Innovation: What Happened to elearning and Why. A Final
Report for The Weatherstation Project of The Learning Alliance at the University of Pennsylvania
in cooperation with the Thomson Corporation, June 2004. p. 51. Available:
http://www.irhe.upenn.edu/Docs/Jun2004/ThwartedInnovation.pdf
Reeves, C. T. The Impact of Media and Technology in Schools
http://www.athensacademy.org/instruct/media_tech/reeves0.html
Additional readings
Agostinho, S., Oliver, R., Harper, B., Hedberg, J. & Wills, S. (2002). A tool to evaluate the potential
for an ICT-based learning design to foster high quality learning. In A. Williams, C. Gunn, A.
Young & T. Clear (Eds.), Proceedings of the 19th Annual Conference of ASCILITE. Auckland, NZ:
UNITEC University of Auckland, (pp 29-38).
McMahon, M. & Oliver, R. (2004). Design experiments as a research methodology for innovation in
ICT. In L. Cantoni & C. McLoughlin (Eds). Proceedings of Ed-Media 2004, World Conference on
Educational Multimedia, Hypermedia & Telecommunications . (pp. 2026-2033). Norfolk, USA:
Association for the Advancement of Computing in Education.
Kennedy, G. 2003. An Institutional Approach to the Evaluation of Educational Technology.
Educational Media International. 40(3): 187-199.
Quinones, Sherri, and Kirshstein, Rita. An Educator's Guide to Evaluating The Use of Technology in
Schools and Classrooms (American Institutes for Research, 1998).
http://www.ed.gov/pubs/EdTechGuide/.
16
Edn677x Learning, Cognition & Technology
Framework: This course will investigate the inter-related issues of learning, technology and cognitive
change. The course focuses on theories of learning and cognitive change as well as developing an
understanding of the effects of technology on cognition. Course members will be involved in
constructing/designing curricula that incorporate technology, informed by the theories of learning that
we cover during the course. The intention of the course is to generate a view of learning and learners
that incorporates current approaches to computer mediated teaching and learning with a view to
understanding and theorising potential shifts in pedagogical practices arising from the introduction of
novel technology into classrooms.
The course is structured around the following core themes:
1. Cognition: How can we theorise about learning? What theoretical issues underlie learning today?
2. Learning and development: Learning how to think and learn
3. Understanding learning as the use of tools
4. Theorising the impact of novel technology (in this instance computer based learning) on activity
systems
5. Tracking shifts in pedagogical practices by using the notion of the 'object' as a methodological
concept.
At the end of the course you should be able to:
 Learn to identify and follow a line of argument
 Examine practical applications of learning theories
 Use theory to construct understandings of cognitive change
 Theorise about practical applications of educational technology.
Course Requirements:
3 pieces of work are expected:
4. Seminar engagement: You will be marked on 1) your seminar presentation and 2) your active
participation in seminar discussions (20% of final mark: 5% for participation and 15% for seminar
presentation).
5. Academic Paper. These papers comprise the academic essay portion of the course (50% of final
mark).
6. Curriculum quest: Integrating technology into your own practice (group work project) 30%
Seminar 1: What does it mean for knowledge to be constructed?
 Contributions from Cognitive Developmentalists: Piaget- Endogenous Constructivism
o Organisation and Schemes
o Adaptation
Piaget, J. (1992) Development and Learning, in Gauvain, M. And Cole, M. (eds.) Readings on the
Development of Children, New York, W.H. Freeman & Co.
Piaget, J (2001) The Stages of Intellectual Development of the child, in Gauvain, M. and Cole, M.
(eds.) Readings on the Development of Children, New York, W.H. Freeman & Co.
Bidell, T.R. and Fischer, K.W. Beyond the stage debate: Action, structure and variability in Piagetian
theory and research,
Seminar 2: Contributions from Cognitive Developmentalists cont.:
 Vygotsky- Sociocultural theory
o External to internal
o Tools and signs
o ZPD
Chaiklin, S (2003) The zone of proximal development in Vygotsky's analysis of learning and
instruction, In Kozulin,A., Gindis, B., Ageyev, V.V., Miller S.M., Vygotsky's educational theory in
cultural context. Cambridge, Cambridge university press.
17
Kozulin, A (2003). Psychological tools and mediated learning. In Kozulin,A., Gindis, B., Ageyev,
V.V., Miller S.M., Vygotsky's educational theory in cultural context. Cambridge, Cambridge
University press.
Vygotsky, L. (1992). Interaction between Development and Learning. in Gauvain, M. and Cole, M.
(eds.) Readings on the Development of Children, New York, W.H. Freeman & Co.
Seminar 3: A sociocultural approach to mediated action
The following core issues will be covered:
 Mediated action
 Agency and culture
Karpov, Y. (2003). Vygotsky's doctrine of scientific concepts. In Kozulin,A., Gindis, B., Ageyev,
V.V., Miller S.M., Vygotsky's educational theory in cultural context. Cambridge, Cambridge
university press.
Miller, R. 1984. (1989b). Conceptual Issues in theorising about cognition. South African Journal of
Higher Education 3 (1): 154-159.
Miller, R. (1984). Reflections of mind and culture. Inaugural lecture. Pietermaritzburg: University of
Natal Press.
Wertsch, J. (1998). Properties of mediated action in Wertsch, J. Mind As Action. Oxford: Oxford
University Press.
Seminar 4: MLE- From Theory to Practice?
Feuerstein, R., Rand, Y., Hoffman, Ma. Hoffman, Me.& Miller, R. (1979). Cognitive modifiability in
Retarded Adolescents: Effects of Instrumental Enrichment. The American Journal of Mental
Deficiency, 83(6): 539-550
Kozulin, A (2002) Sociocultural Theory and the Mediated Learning Experience, School Psychology
International Vol. 23 (1): 5-30
Seminar 5 & 6: Activity theory 1: Quo vadis ZPD?
 First, second and third generation activity theory
 Situated cognition, distributed cognition and sociocultural theory
Kozulin, A (1986) The concept of Activity in Soviet Psychology, American Psychologist 41: 264-74
(1995) The Learning Process: Vygotsky's theory in the mirror of its interpretations. School Psychology
international 16: 117-129
Daniels, H (2001) Current approaches to sociocultural and activity theory in Vygotsky and Pedagogy
London: Routledge
Hardman, J. (2005). Activity theory as a potential framework for technology research in an unequal
terrain. South African Journal of Higher Education. 19(2).
Nardi, B (Ed.) (1996). Studying context: a comparison of activity theory, situated action models and
distributed cognition in Nardi (ed) Context and consciousness: Activity theory and human-computer
interaction. Cambridge, MA: MIT Press
Engestrom, Y & Miettinen, R (1999) Introduction: activity theory: a well kept secret in Engestrom, Y,
Miettinen, R and Punamaki R-L (eds). Perspectives on activity theory, Cambridge, Cambridge
University press.
Seminar 7: Activity theory 2: towards a theoretical framework for computer mediated learning?
18
Saljo, R. Learning as the use of tools: a sociocultural perspective on the human technology link.
Kuutti, K (1996). Activity theory as a potential framework for human computer interaction research
Nardi (ed) Context and consciousness: Activity theory and human-computer interaction. Cambridge,
MA: MIT Press
Russell, D. (2002) Looking beyond the interface: Activity theory and distributed learning. M Lea and
K Nicoll (eds) Distributed Learning, London: RoutledgeFalmer
Halvernson, C. (2002) Activity Theory and Distributed Cognition: Or what does CSCW need to DO
with theories? Computer supported co-operative work 11: 243-267
Hardman, J (2002). Evaluating the impact of computers in schools: A literature review prepared for the
Khanya project 1-35
Hardman. J. (2004). How do teachers use computers to teach mathematics? Khanya project report: 1-26
For those of you who want to take the journey a step further, here are some additional readings to
illuminate the path:
Additional readings:
Chaiklin, S. & Lave, J. (Eds.) (1993). Understanding practice: Perspectives on activity and context.
New York: Cambridge University Press
Cole, M. (1996). Cultural psychology: a once and future discipline. Cambridge, MA: Harvard
University Press
Cole, M. and Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G.
Saloman (ed) Distributed cognition: psychological and educational considerations. Cambridge:
Cambridge University Press
Cole, M. (1985) The zone of proximal development: Where culture and cognition create each other. In
J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives. Cambridge:
Cambridge University Press.
Daniels, H (2001) Vygotskain Theory and education in Vygotsky and Pedagogy London: Routledge
Davydov, V.V. and Markova, A.A. (1983) A concept of educational activity for school
children. Soviet Psychology, 2(2), 50-76.
Dewey, J. (1963). Education and experience. New York: Macmillan
Díaz, R. M., Neal, C. J., and Amaya-Williams, M. (1990). The social origins of self-regulation. In L. C.
Moll (ED.), Vygotsky and education: Instructional implications and applications of sociohistorical
psychology. Cambridge: Cambridge University Press.
Engestrom, Y. (1987). Learning by expanding An activity -theoretic approach to developmental
research. Helsinki: Orienta-Konsultit Oy
Engstrom, Y. Meiettinen, R & Punamaki, R.J. (1999) Perspectives on Activity Theory, Cambridge:
Cambridge University Press
Ginsburg & Opper (1979) Biography and Basic Ideas in Piaget's Theory of Intellectual Development,
New Jersey, Prentice- Hall
Ilyenkov, E. V. (19 77). The concept of the ideal. In Philosophy in the USSR: Problems of dialectical
materialism (pp. 71-99) (R. Daglish Trans.). Moscow: Progress Publishers
19
Jauss, H. J. (1989). Question and answer: Forms of dialogical understanding. Minneapolis, MN:
University of Minnesota Press.
Kaptelinin, V. (1996) Computer mediated activity: functional organs in social and developmental
contexts. In Nardi, B. (ed) Context and consciousness: Activity theory and human-computer
interaction. Cambridge, MA : MIT Press
Kozulin, A. (1990). Vygotsky's psychology: A biography of ideas. Cambridge, MA: Harvard University
Press
Leontiev, A (1978) Activity, Consciousness, and Personality, Engelwood Cliffs, NJ: Prentice Hall
Mercer, N. & Cole, C. (Eds.) (1994). Explorations in socio-cultural studies, Vol. III. Teaching,
learning, and interaction. Madrid: Foundacion Inf ancia y Aprendizaje
Mercer, N. and Fisher, E. (1997) 'The Importance of Talk', in Wegerif, R. and Scrimshaw, P. (eds.)
Computers and Talk in the Primary Classroom, Clevedon, Multilingual Matters. pp 13 - 22
Mercer, N. and Wegerif, R (1998) Is 'exploratory talk' productive talk? In Littleton, K. and Light, P,
Learning with computers: analysing productive interactions. London: Routledge
Middleton, D. And Edwards, D. (Eds.) (1990). Collective remembering. London: Sage Publications
Moll, I. (1994). Reclaiming the natural line in Vygotsky's theory of cognitive development. Human
Development, 37, 33-342.
Overholster, J. C. (1994). Elements of the Socratic method: III. Universal definitions. Psychotherapy,
31, 286-293.
Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational
Psychologist, 26, 73-98.
Palincsar, A. S (1998) Social constructivist perspectives on teaching and learning, Annual review of
Psychology, 49: 345-75
Radzikhovskii, L. A. (1987). Activity: Structure, genesis, and unit of analysis. Soviet Psychology,
25(4), 82-98.
Radzikhovskii, L. A. (1991). Dialogue as a unit of analysis of consciousness. Soviet Psychology, 29(2),
8-21.
Tulviste, P. (1991). The cultural-historical development of verbal thinking. Commack, NY: Nova
Science Publisher
Valisner, J. (1988). Developmental psychology in the Soviet Union. Bloomington, IN: Indiana
University Press
Valsiner, J. (1998) The Guided Mind: A sociogenetic approach to personality. Cambridge MA:
Harvard University Press
Van Der Veer, R. & Valsiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Camb ridge,
MA: Blackwell Publishers
Van Der Veer, R. & Valsiner, J. (1994). The Vygotsky reader. Cambridge, MA: Blackwell Publishers
Volosinov, V. N. (1973). Marxism and the philosophy of language. Cambridge, MA: Harvard
University Press
Vygotsky, L. S. (1981). The genesis of higher mental functions. J. V. Wert sch (Ed. and Trans.), The
concept of activity in soviet psychology. Armonk: M. E. Sharpe.
20
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Reiber and A. S. Carton (Eds.), (Trans., N.
Minick), The collected works of L. S. Vygotsky. Vol. 1: Problems of General Psychology. New York,
NY: Plenum.
Vygotsky, L. & Luria, A. (1994). Tool and symbol in child development. In Van der Veer, R. and
Valsiner, J. (eds.) The Vygotsky Reader. Oxford: Blackwell
Vygotsky, L. & Luria, A. (1994). Tool and symbol in child development. In R. van der Veer, & J.
Valsiner (Eds.), The Vygotsky reader. Oxford: Blackwell.
Wegerif, R., and Scrimshaw, P. (eds.). (1997). Computers and Talk in the Primary Classroom,
Clevedon, Multilingual Matters.
Wertsch, J. V. (1980). The significance of dialogue in Vygotsky's account of social, egocentric, and
inner speech. Contemporary Educational Psychology, 5, 150-162.
Wertsch, J. V. (1991). Voices of the Mind: A sociocultural approach to mediated action. Cambridge,
MA: Harvard University Press.
Wertsch, J. (1985). Vygotsky's Genetic Method in Wertsch, J. Vygotsky and the Social Formation of
Mind Cambridge: Harvard University Press
Wertsch, J. (1985) Social origins of higher mental functions in Wertsch, J. Vygotsky and the Social
Formation of Mind Cambridge: Harvard University Press
Zinchenko, V. (1996). Developing activity theory: the zone of proximal development and beyond. In
Nardi, B. (ed) Context and consciousness: Activity theory and human-computer interaction.
Cambridge, MA : MIT Press
21