March 31: Introduction
April 2 to April 9: Theories of Development
Readings:
Case, R. (1992). Neo-Piagetian theories of child development. In R.J. Sternberg & C.A. Berg (Eds.), Intellectual development (pp. 161-196). New York, NY: Cambridge University Press.
Kail, R., & Bisanz, J. (1992). The information-processing perspective on cognitive development in childhood and adolescence. In R.J. Sternberg & C.A. Berg (Eds.), Intellectual development(pp. 229-260). New York, NY: Cambridge University Press.
Fosnot, C.T. (1996). Constructivism: A psychological theory of learning. In C.T. Fosnot (ed.), Constructivism: Theory, perspectives, and practice (8-33). New York, NY: Teachers College Press.
April 14 to April 20: Three Approaches to Classroom Design
Readings:
Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
The Cognition and Technology Group at Vanderbilt. (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In K. McGilly (ed), Classroom lessons: Cognitive theory and classroom practice (pp. 157-200). Cambridge, MA: MIT Press/Bradford Book. Amy Pape
Foreman, G. (1996). The project approach in Reggio Emilia. In C.T. Fosnot (ed.), Constructivism: Theory, perspectives, and practice (171-181). New York, NY: Teachers College Press. Alli Kraus
Readings:
Griffin, S.A., Case, R., & Siegler, R.S. (1994). Rightstart: Providing the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In K. McGilly (ed), Classroom lessons: Cognitive theory and classroom practice (pp. 25-49). Cambridge, MA: MIT Press/Bradford Book.Karla Alcala, Mike Broom
Schifter, D. (1996). A constructivist perspective on teaching and learning mathematics. In C.T. Fosnot (ed.), Constructivism: Theory, perspectives, and practice (73-91). New York, NY: Teachers College Press.Erik Svenson, Linda Keeler
Readings:
Julyan, C., & Duckworth, E. (1996). A constructivist perspective on teaching and learning science. In C.T. Fosnot (ed.), Constructivism: Theory, perspectives, and practice (55-72). New York, NY: Teachers College Press.Shana Johnson, Liz Scott
Brown, A.L., Campione, J.C., Metz, K.E., & Ash, D.B. (1997). The development of science learning abilities in children. In K. Harnqvist & A. Burgen (Eds.), Growing up with science: Developing early understanding of science (pp. 7-40). London, England: Jessica Kingsley Publishers.Page Hayton, Anders Rosenquist
May 5 to May 7: Measuring the cognitive and emotional impact of television
Readings:
Lovelace, V. (1990). Sesame Street as a continuing experiment. Educational Technology Research Journal, 38 (4), 17-24. Amy Wertheimer, Sandi Weingart
Huston, A.C., Alvarez, M., Truglio, R., Fitch, M., & Piemyat, S. (1995). Perceived television reality and children's emotional and cognitive responses to its social content. Journal of Applied Developmental Psychology, 16, 231-251.Summer Moore, Demetria Malloy, Davonna Wadlington
Student presentations and analysis of children's television
May 19: Designing and Evaluating Interactive Technology
Readings:
Strommen, E.F., & Revelle, G.L. (1990). Research in interactive technologies at the Children's Television Workshop. Educational Technology Research Journal, 38 (4), 65-80.Pauline Brutlag, Loren Bentley
Lehrer, R., & Randle, L. (1987). Problem solving, metacognition and composition: The effects of interactive software for first-grade children. Journal of Educational Computing Research, 3, (4), 409-427.Elizabeth Marcus, Carmel Levitan
Student presentations and analysis of children's software
May 28 to June 2: Project Presentations