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, ranging from diffusion of innovations theory to design-based research to multimedia learning to distance education 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. [And associated articles in this special issue]

Bennedsen, J., & Caspersen, M. E. (2007). Failure rates in introductory programming. ACM SIGCSE Bulletin, 39(2), 32-36.

Bennedsen, J., & Caspersen, M. E. (2019). Failure rates in introductory programming: 12 years later. ACM Inroads, 10(2), 30-36.

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.

Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513.

Caswell, T., Henson, S., Jensen, M., & Wiley, D. (2008). Open content and open educational resources: Enabling universal education. The International Review of Research in Open and Distributed Learning, 9(1).

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.

Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Holt, Rinehart and Winston.

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

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.

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

Downes, S. (2007). Models for sustainable open educational resources. Interdisciplinary Journal of E-Learning and Learning Objects, 3(1), 29-44.

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.

Fincher, S., & Robins, A. (Eds.). (2019). The Cambridge Handbook of Computing Education Research. Cambridge: Cambridge University Press.

Guzdial, M., & du Boulay, B. (2019). The history of computing education research. Fincher, S. A., & Robins, A. V. (Eds.). The Cambridge Handbook of Computing Education Research. Cambridge University Press. 

Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25(3), 167-202.

Hannafin, M., Land, S., & Oliver, K. (1999). Open-ended learning environments: Foundations, methods, and models. In C. M. Reigeluth (Ed.), Instructional design theories and models: Volume II: A new paradigm of instructional theory (pp. 115–140). Mahwah, NJ, USA: Lawrence Erlbaum Associates.

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

Hilton III, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four ‘R’s of openness and ALMS analysis: frameworks for open educational resources. Open Learning: The journal of open, distance and e-learning, 25(1), 37-44.

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

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.

Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133.

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

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.

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.

Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.

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

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.

PMBOK (2017). A guide to the project management body of knowledge. Project Management Institute, 6th edition.

Qian, Y., & Lehman, J. (2017). Students’ misconceptions and other difficulties in introductory programming: A literature review. ACM Transactions on Computing Education (TOCE), 18(1), 1-24.

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.

Richey, R. C., & Klein, J. D. (2014). Design and development research: Methods, strategies, and issues. Routledge.

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.Saettler, P. (2004). The evolution of American educational technology. Information Age Publishing.

Saettler, P. (2004). The evolution of American educational technology. IAP.

Scherer, R., Siddiq, F., & Viveros, B. S. (2020). A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions. Computers in Human Behavior, 109, 106349.

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton, Mifflin and Company.

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.

Van Patten, J., Chao, C. I., & Reigeluth, C. M. (1986). A review of strategies for sequencing and synthesizing instruction. Review of Educational Research, 56(4), 437-471.

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.

Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.

Wiley, D. A. (2001). Instructional use of learning objects. Agency for Instructional Technology.

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.

Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society of London A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725.