Reading+List

Books
A Designer's Log: Case Studies in Instructional Design by Michael Power This book will be very useful if I am on the ID committee for the SI program.

Emerging Technologies in Distance Education by Georgi Veletsianos

Mobile Learning: Transforming the Delivery of Education and Training by Mohamed Ally

The Theory and Practice of Online Learning

http://www.tonybates.ca/2010/09/07/reforming-the-university-evolution-or-revolution/

=Changing Cultures in Higher Education= Moving Ahead to Future Learning Ehlers, Ulf-Daniel; Schneckenberg, Dirk (Eds.) http://www.springer.com/computer/general+issues/book/978-3-642-03581-4 is available online in pdf through "springer link" have login: kh

, two books have been required reading, //Leadership on the Line// and //The Global Achievement Gap//.

Journals
The Journal of Distance Education

The International Review of Research in Open and Distance Learning--Athabasca University

http://drscavanaugh.org/distlearn/DL-journals.htm

Blogs
Terry Anderson's Virtual Canuck: Teaching and Learning in a Net-centric World Lisa Dawley's Online Educator: Teaching and Learning in the Global Network Barbara Schroeder's Technology Teacher: Using Technology in the Classroom and Beyond

http://tip.psychology.org/theories.html

jonassen's modeling with technology

http://www.learningandteaching.info/

http://www.i-learnt.com/Paradigm%20home.html "Robert Branson offers an argument for systemic school reform, suggesting that schools are operating at near peak efficiency and must be redesigned from the top down using technological interventions."

http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm -- fabulous wealth of info. looks credible.

Driscoll, M. (1993). //Psychology of learning for instruction//. Needham Heights, MA: Allyn & Bacon

Jerome Bruner, The Process of Education howard gardner's unschooled mind

Joseph Schwab, 1978, The practical: Arts of the eclectic http://ts.isil.westga.edu/login?url=http://proquest.umi.com/pqdlink?did=1039251361&sid=1&Fmt=6&clientId=30336&RQT=309&VName=PQD//

//New Media Reader//

//http://net.educause.edu/ir/library/pdf/PUB7102.pdf (downloaded to home computer, too)//

//**http://drscavanaugh.org/distlearn/**// //**http://www.edweek.org/media/educationweek_e-learning_2010_specialreport.pdf**//


 * A history of public education in Georgia, 1734-1976 / Oscar H. Joiner, general editor ; James C. Bonner, H. S. Shearouse, T. E. Smith ; introduction and epilogue by Claude Purcell. ||
 * ~ Publisher: || Columbia, S.C. : R. L. Bryan Co., c1979. ||
 * ~ Description: || xxxvi, 604 p., [24] leaves of plates : ill. ; 24 cm. ||
 * ~ Notes: || Bibliography: p. 561-580. ||
 * ~ Subject(s): || [| Education --Georgia --History.] ||
 * ~ Subject(s): || [| Education --Georgia --History.] ||


 * ~ : || [| Fleischmann, Arnold.] ||
 * ~ Title: || Politics in Georgia / Arnold Fleischmann and Carol Pierannunzi. ||
 * ~ Online Text: || [|Table of contents only] ||
 * ~ Edition: || 2nd ed., Rev. and updated. ||
 * ~ Publisher: || Athens : University of Georgia Press, c2007. ||
 * ~ Description: || xiv, 376 p. : ill., maps ; 24 cm. ||
 * ~ Notes: || Includes bibliographical references (p. 351-368) and index. ||
 * ~ Subject(s): || [| Georgia --Politics and government.] ||

//Report:// Problems With the Use of Student Test Scores to Evaluate Teachers .... http://www.epi-data.org/education/ Favorite Passages from Report: Nonetheless, there is broad agreement among statisticians, psychometricians, and economists that student test scores alone are not sufficiently reliable and valid indicators of teacher effectiveness to be used in high-stakes personnel decisions, even when the most sophisticated statistical applications such as value-added modeling are employed.

VAM results should not serve as the sole or principal basis for making consequential decisions about teachers. There are many pitfalls to making causal attributions of teacher effectiveness on the basis of the kinds of data available from typical school districts. We still lack sufficient understanding of how seriously the different technical problems threaten the validity of such interpretations.

And finally, it is important for the public to recognize that the standardized tests now in use are not perfect, and do not provide unerring measurements of student achievement. Not only are they subject to errors of various kinds—we describe these in more detail below—but they are narrow measures of what students know and can do, relying largely on multiple-choice items that do not evaluate students’ communication skills, depth of knowledge and understanding, or critical thinking and performance abilities. These tests are unlike the more challenging openended examinations used in high-achieving nations in the world.4 Indeed, U.S. scores on international exams that assess more complex skills dropped from 2000 to 2006, even while state and local test scores were climbing, driven upward by the pressures of test-based accountability.

School districts should be given freedom to experiment, and professional organizations should assume greater responsibility for developing standards of evaluation that districts can use. Such work, which must be performed by professional experts, should not be pre-empted by political institutions acting without evidence. The rule followed by any reformer of public schools should be: “First, do no harm.”

What is now necessary is a comprehensive system that gives teachers the guidance and feedback, supportive leadership, and working conditions to improve their performance, and that permits schools to remove persistently ineffective teachers without distorting the entire instructional program by imposing a flawed system of standardized quantification of teacher quality.

Politics of Education -- Freire