ICTlogy

Attewell, P. & Ahituv, N. (1999). “Home Computers and School Performance”. In The Information Society, 15 (1), 1-10. Abingdon: Taylor & Francis.

Báez, M., García, J.M. & Rabajoli, G. (Comps.) (2011). El modelo CEIBAL: Nuevas tendencias para el aprendizaje. Montevideo: ANEP/CEIBAL. Retrieved March 08, 2012 from http://www.anep.edu.uy/anepportal/servlet/ampliacion?44748

Baumgartner, P. (2005). “How to choose a Content Management Tool according to a Learning Model”. In elearningeuropa.info, 17 May 2005. Brussels: European Commission. Retrieved May 23, 2005 from http://www.elearningeuropa.info/en/article/How-to-choose-a-Content-Management-Tool-according-to-a-Learning-Model

Bet, G., Cristia, J. & Ibarrarán, P. (2014). The Effects of Shared School Technology Access on Students’ Digital Skills in Peru. IDB Working Paper Series No. IDB-WP-476. New York: Inter-American Development Bank. Retrieved January 18, 2014 from http://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=38351933

Blaschke, L.M. (2012). “Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning”. In International Review of Research in Open and Distributed Learning, 13 (1). Edmonton: Athabasca University. Retrieved February 04, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/1076

Borges, F. (2005). “La frustración del estudiante en línea. Causas y acciones preventivas”. In Universitat Oberta de Catalunya (Ed.), Digithum, Núm. 7. Barcelona: Universitat Oberta de Catalunya. Retrieved June 20, 2005 from http://www.uoc.edu/digithum/7/dt/esp/borges.pdf

Brown, J.S. & Adler, R.P. (2008). “Minds on Fire: Open Education, the Long Tail, and Learning 2.0”. In Educause Review, January/February 2008, 43 (1), 16–32. Boulder: Educause. Retrieved January 20, 2008 from http://www.educause.edu/ir/library/pdf/ERM0811.pdf

Brunsell, E. & Cimino, C. (2009). “Investigating the impact of weekly weblog assignments on the learning environment of a secondary biology course”. In in education, 15 (2). Regina: University of Regina. Retrieved January 01, 2010 from http://www.ineducation.ca/article/investigating-impact-weekly-weblog-assignments-learning-environment-secondary-biology-course

Castañeda, L. & Adell, J. (Eds.) (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.

Castañeda, L. & Adell, J. (2013). “La anatomía de los PLEs”. In Castañeda, L. & Adell, J. (Eds.), Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red, Capítulo 1, 11-27. Alcoy: Marfil.

Castaño, J. (2010). “Digital Inequality Among University Students in Developed Countries and its Relation to Academic Performance”. In Revista de Universidad y Sociedad del Conocimiento (RUSC), Monograph: Framing the Digital Divide in Higher Education, 7 (1). Barcelona: Universitat Oberta de Catalunya. Retrieved January 18, 2010 from http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v7n1_castano/v7n1_castano

Cohn, E.R. & Hibbits, B.J. (2004). “Beyond the Electronic Portfolio: A Lifetime Personal Web Space”. In Educause Quarterly, 27 (4), 7-10. Boulder: Educause. Retrieved April 12, 2007 from http://www.educause.edu/ir/library/pdf/EQM0441.pdf

Collins, A. & Halverson, R. (2009). “The second educational revolution: rethinking education in the age of technology”. In Journal of Computer Assisted Learning, 26 (1), 18–27. Boston: Blackwell.

Cuban, L. (2001). Oversold and Underused: Computers in the Classroom. Cambridge: Harvard University Press.

Cyranek, G. (Ed.) (2009). En el camino del Plan CEIBAL: referencias para padres y educadores. Montevideo: UNESCO. Retrieved September 01, 2011 from http://www.unesco.org.uy/ci/publicaciones/Ceibal-2009-web.pdf

Cyranek, G. (Ed.) (2010). Movilización social para CEIBAL. Miradas al contexto nacional e internacional de proyectos de un computador por niño. Montevideo: UNESCO. Retrieved December 02, 2011 from http://www.unesco.org.uy/ci/publicaciones/CeibalLibroColor.pdf

D'Antoni, S. (Ed.) (2008). Open Educational Resources: the Way Forward. Paris: UNESCO. Retrieved May 23, 2011 from http://oerwiki.iiep.unesco.org/images/4/46/OER_Way_Forward.pdf

D'Antoni, S. & Savage, C. (Eds.) (2009). Open Educational Resources: Conversations in Cyberspace. Paris: UNESCO. Retrieved May 23, 2011 from http://oerwiki.iiep.unesco.org/index.php/Open_Educational_Resources:_Conversations_in_Cyberspace

DiMaggio, P., Hargittai, E., Celeste, C. & Shafer, S. (2004). “From Unequal Access to Differentiated Use: A Literature Review and Agenda for Research on Digital Inequality”. In Neckerman, K. (Ed.), Social Inequality, 355-400. New York: Russell Sage Foundation.

Dumont, H., Istance, D. & Benavides, F. (Coords.) (2010). The Nature of Learning. Using Research to Inspire Practice. Paris: OECD. Retrieved October 28, 2015 from http://dx.doi. org/10.1787/9789264086487-en

European Commission (2008). The use of ICT to support innovation and lifelong learning for all - A report on progress. Brussels: European Commission. Retrieved March 01, 2009 from http://ec.europa.eu/education/lifelong-learning-programme/doc/sec2629.pdf

Evans, V. (2007). Networks, Connections and Community: Learning with Social Software. Brisbane: Australian Flexible Learning Framework. Retrieved November 20, 2007 from http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/users/cpickles/public/Final_Report_Social_Software_for_Learning17April.pdf

Franklin, T. & Van Harmelen, M. (2007). Web 2.0 for Learning and Teaching in Higher Education. London: The Observatory of Borderless Higher Education. Retrieved May 14, 2008 from http://www.obhe.ac.uk/resources-new/pdf/651.Pdf

Fuchs, T. & Wößmann, L. (2005). Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School. Ifo Working Paper No. 8. Munich: CESifo Group. Retrieved July 17, 2010 from http://www.cesifo-group.de/pls/guest/download/Ifo%20Working%20Papers%20(seit%202005)/IfoWorkingPaper-8.pdf

Garcia, E., Elbeltagi, I., Brown, M. & Dungay, K. (2014). “The implications of a connectivist learning blog model and the changing role of teaching and learning”. In British Journal of Educational Technology, Articles in Press. London: Wiley-Blackwell.

Gray, L., Thomas, N. & Lewis, L. (2010). Educational Technology in U.S. Public Schools: Fall 2008. Washington, DC: IES/NCES. Retrieved October 27, 2010 from http://nces.ed.gov/pubs2010/2010034.pdf

Gray, L., Thomas, N. & Lewis, L. (2010). Teachers’ Use of Educational Technology in U.S. Public Schools: 2009. Washington, DC: IES/NCES. Retrieved October 27, 2010 from http://nces.ed.gov/pubs2010/2010040.pdf

Gurstein, M. & Taylor, W. (2007). Evaluation of the Information for All Programme (IFAP). Paris: UNESCO. Retrieved July 30, 2007 from http://unesdoc.unesco.org/images/0015/001518/151807E.pdf

Hargittai, E. (2002). “Second-Level Digital Divide: Differences in People’s Online Skills”. In First Monday, April 2002, 7 (4). Retrieved August 28, 2006 from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/942/864

Hargittai, E. & Walejko, G. (2008). “The participation Divide: Content creation and sharing in the digital age”. In Information, Communication & Society, March 2008, 11 (2), 239 - 256. London: Routledge.

Hase, S. & Kenyon, C. (2000). “From Andragogy to Heutagogy”. In ultiBASE In-Site, December 2000. Melbourne: RMIT.

Helsper, E.J. & Eynon, R. (2010). “Digital natives: where is the evidence?”. In British Educational Research Journal, 36 (3), 503-520. London: Routledge.

Hollands, F.M. & Tirthali, D. (2014). MOOCs: Expectations and Reality. New York: Center for Benefit-Cost Studies of Education Teachers College, Columbia University. Retrieved May 18, 2014 from http://cbcse.org/wordpress/wp-content/uploads/2014/05/MOOCs_Expectations_and_Reality.pdf

Horrigan, J.B. (2016). Lifelong Learning and Technology. Washington, DC: Pew Internet & American Life Project. Retrieved April 15, 2016 from http://www.pewinternet.org/2016/03/22/lifelong-learning-and-technology/

Huang, W.D. & Nakazawa, K. (2010). “An empirical analysis on how learners interact in wiki in a graduate level online course”. In Interactive Learning Environments, 18 (3), 233-244. London: Routledge.

Jones, C. & Shao, B. (2011). The Net Generation and Digital Natives: Implications for Higher Education. Milton Keynes: Open University/Higher Education Academy. Retrieved February 23, 2014 from http://www.heacademy.ac.uk/assets/documents/learningandtech/next-generation-and-digital-natives.pdf

Junco, R., Heiberger, G. & Loken, E. (2010). “The effect of Twitter on college student engagement and grades”. In Journal of Computer Assisted Learning, 27 (2), 119–132. Boston: Blackwell.

Junco, R., Elavsky, C.M. & Heiberger, G. (2012). “Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success”. In British Journal of Educational Technology, Articles in Press. London: Wiley-Blackwell.

López-Bonilla, L.M. & López-Bonilla, J.M. (2016). “Explaining the discrepancy in the mediating role of attitude in the TAM”. In British Journal of Educational Technology, Early view. London: Wiley-Blackwell.

Mascheroni, G. & Ólafsson, K. (2015). “The mobile Internet: Access, use, opportunities and divides among European children”. In New Media & Society, OnlineFirst, January 14, 2015. London: SAGE Publications.

Meneses Naranjo, J. & Mominó de la Iglesia, J.M. (2010). “Putting Digital Literacy in Practice: How Schools Contribute to Digital Inclusion in the Network Society”. In The Information Society, 26 (3), 197–208. Abingdon: Taylor & Francis.

Meneses Naranjo, J., Fàbregues, S., Rodríguez-Gómez, D. & Ion, G. (2012). “Internet in teachers’ professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools”. In Computers & Education, 59 (3), 915–924. London: Elsevier.

Menou, M.J. (2002). Information Literacy in National Information and Communications Technology (ICT) policies: The Missed Dimension, Information Culture. July 2002, White Paper prepared for UNESCO, the U.S. National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic. Washington, DC: National Commission on Libraries and Information Science. Retrieved October 05, 2008 from http://www.nclis.gov/libinter/infolitconf&meet/papers/menou-fullpaper.pdf

Murphy, R., Gallagher, L., Krumm, A.E., Mislevy, J. & Hafter, A. (2014). Research on the Use of Khan Academy in Schools: Implementation Report. Menlo Park: SRI International. Retrieved June 20, 2014 from http://www.sri.com/sites/default/files/publications/khan-academy-implementation-report-2014-04-15.pdf

Murphy, R., Gallagher, L., Krumm, A.E., Mislevy, J. & Hafter, A. (2014). Research on the Use of Khan Academy in Schools: Research Brief. Menlo Park: SRI International. Retrieved June 20, 2014 from http://www.sri.com/sites/default/files/publications/2014-03-07_implementation_briefing.pdf

Murua, I. (2015). Las cibercomunidades de aprendizaje y la formación del profesorado. Madrid: UNED.

Neuman, S.B. & Celano, D. (2006). “The Knowledge Gap: Implications of Leveling the Playing Field for Low-Income and Middle-Income Children”. In Reading Research Quarterly, 41 (2), 176–201. Newark: International Reading Association.

OECD (2010). Are the new millennium learners making the grade. Technology and educational performance in PISA. Paris: OECD.

OECD (2013). Innovative Learning Environments. Educational Research and Innovation. Paris: OECD. Retrieved October 28, 2015 from http://dx.doi.org/10.1787/9789264203488-en

OECD (2014). Measuring Innovation in Education. A New Perspective. Paris: OECD Publishing. Retrieved August 16, 2014 from http://dx.doi.org/10.1787/9789264215696-en

OECD (2015). Schooling Redesigned. Towards Innovative Learning Systems. Paris: OECD. Retrieved October 28, 2015 from http://dx.doi.org/10.1787/9789264245914-en

OECD (2015). Students, Computers and Learning. Making the Connection. Paris: OECD. Retrieved September 19, 2015 from http://dx.doi.org/10.1787/9789264239555-en

Paniagua, A. & Istance, D. (2018). Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies. Paris: OECD. Retrieved April 09, 2018 from http://dx.doi.org/10.1787/9789264085374-en

Peña-López, I., Córcoles Briongos, C. & Casado Martínez, C. (2006). “El Profesor 2.0: docencia e investigación desde la Red”. In UOC Papers, (3). Barcelona: UOC. Retrieved October 10, 2006 from http://www.uoc.edu/uocpapers/3/dt/esp/pena_corcoles_casado.pdf

Peña-López, I. (2010). “From laptops to competences: bridging the digital divide in higher education”. In Revista de Universidad y Sociedad del Conocimiento (RUSC), Monograph: Framing the Digital Divide in Higher Education, 7 (1). Barcelona: UOC. Retrieved January 18, 2010 from http://dx.doi.org/10.7238/rusc.v7i1.659

Peña-López, I. & Cerrillo i Martínez, A. (2011). “Herramientas 2.0 para el desarrollo de competencias profesionalizadoras”. In Cerrillo i Martínez, A. & Delgado García, A.M. (Coords.), Las TIC al servicio de la docencia del Derecho en el marco del EEES, 89-102. Actas de la II Jornada sobre Docencia del Derecho y Tecnologías de la Información y la Comunicación, 6 de junio de 2011. Barcelona: Huygens. Retrieved June 06, 2011 from http://ictlogy.net/presentations/20110606_ismael_pena-lopez_agusti_cerrillo_-_herramientas_2.0_desarrollo_competencias_profesionalizadoras.pdf

Peña-López, I. (2013). “Heavy switchers in translearning: From formal teaching to ubiquitous learning”. In On the Horizon, 21 (2), 127-137. Lincoln: NCB University Press.

Purcell, K., Heaps, A., Buchanan, J. & Friedrich, L. (2013). How Teachers Are Using Technology at Home and in Their Classrooms. Washington, D.C.: Pew Internet & American Life Project. Retrieved February 28, 2013 from http://pewinternet.org/Reports/2013/Teachers-and-technology

Rivera Pastor, R. & Tarín Quirós, C. (2015). Learning and teaching technology options. Brussels: European Parliament. Retrieved May 17, 2015 from http://www.europarl.europa.eu/RegData/etudes/STUD/2015/547407/EPRS_STU(2015)547407_EN.pdf

Rivoir, A. & Pittaluga, L. (2010). El Plan Ceibal. Impacto comunitario e inclusión social. 2009-2010. Montevideo: Observatic. Retrieved May 02, 2013 from http://www.observatic.edu.uy/wp-content/uploads/2011/04/Informe-Final-CEIBAL-inclusi%C3%B3n-social-Rivoir-Pittaluga.pdf

Rizza, C. (2011). ICT and Initial Teacher Education: National Policies. OECD Education Working Papers, No. 61. Paris: OECD Publishing. Retrieved October 10, 2011 from http://dx.doi.org/10.1787/5kg57kjj5hs8-en

Selwyn, N. (2002). Defining the ‘Digital Divide’: Developing a Theoretical Understanding of Inequalities in the Information Age. Occasional Paper 49. Cardiff: Cardiff University. Retrieved August 06, 2006 from http://www.cf.ac.uk/socsi/ict/definingdigitaldivide.pdf

Selwyn, N. (2004). “Reconsidering political and popular understandings of the digital divide”. In New Media & Society, Vol 6 (3), 341–362. London: SAGE Publications. Retrieved July 10, 2006 from http://nms.sagepub.com/cgi/content/abstract/6/3/341

Selwyn, N., Gorard, S. & Furlong, J. (2005). “Whose Internet is it Anyway?: Exploring Adults' (Non)Use of the Internet in Everyday Life”. In European Journal of Communication, 17 (1). London: SAGE Publications.

Selwyn, N. & Facer, K. (2007). Beyond the digital divide. Opening Education Reports. Bristol: Futurelab. Retrieved October 24, 2007 from http://www.futurelab.org.uk/resources/documents/opening_education/Digital_Divide.pdf

Selwyn, N. (2010). “Degrees of Digital Division: Reconsidering Digital Inequalities and Contemporary Higher Education”. In Revista de Universidad y Sociedad del Conocimiento (RUSC), Monograph: Framing the Digital Divide in Higher Education, 7 (1). Retrieved January 18, 2010 from http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v7n1_selwyn/v7n1_selwyn

Severin, E. & Capota, C. (2011). One-to-One Laptop Programs in Latin America and the Caribbean. Technical Notes No. IDB-TN-273. New York: Inter-American Development Bank.

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. [online]. Retrieved April 24, 2007 from http://www.elearnspace.org/Articles/connectivism.htm

Stork, C. & Schmidt, J.P. (2009). Towards Evidence Based ICT Policy and Regulation: eSkills. Johannesburg: Research ICT Africa. Retrieved May 07, 2009 from http://www.researchictafrica.net/new/images/uploads/ria%20policy%20paper%20vol1paper3%20-%20eskills.pdf

Tinio, V.L. (2003). ICT in Education. New York: UNDP. Retrieved March 28, 2010 from http://www.apdip.net/publications/iespprimers/eprimer-edu.pdf

Valiente, Ó. (2010). 1-1 in Education. Current Practice, International Comparative Research Evidence and Policy Implications. Paris: OECD. Retrieved November 16, 2010 from http://www.oecd-ilibrary.org/1-1-in-education_5kmjzwfl9vr2.pdf;jsessionid=15jeenmtmv4bj.delta?contentType=/ns/WorkingPaper&itemId=/content/workingpaper/5kmjzwfl9vr2-en&containerItemId=/content/workingpaperseries/19939019&accessItemIds=&mimeType=applicatio

Van Deursen, A., Helsper, E.J. & Eynon, R. (2014). Measuring Digital Skills. From Digital Skills to Tangible Outcomes project report. Oxford: London School of Economics, University of Twente, Oxford Internet Institute. Retrieved October 07, 2014 from http://www.oii.ox.ac.uk/research/projects/?id=112

Wainer, J., Dwyer, T., Silveira Dutra, R., Covic, A., Magalhães, V.B., Ribeiro Ferreira, L.R., Alves Pimenta, V. & Claudio, K. (2008). “Too much computer and Internet use is bad for your grades, especially if you are young and poor: Results from the 2001 Brazilian SAEB”. In Computers & Education, 51 (4), 1417-1429. London: Elsevier.

Warschauer, M. (2002). “Reconceptualizing the Digital Divide”. In First Monday, 7 (7). Retrieved May 10, 2005 from http://firstmonday.org/issues/issue7_7/warschauer/index.html

Warschauer, M. (2003). Technology and Social Inclusion. Rethinking the Digital Divide. Cambridge: The MIT Press.

Warschauer, M., Knobel, M. & Stone, L. (2004). “Technology and Equity in Schooling: Deconstructing the Digital Divide”. In Educational Policy, 18 (4), 562-588. London: SAGE Publications.

Warschauer, M. (2007). “Information Literacy in the Laptop Classroom”. In Teachers College Record, 109 (11), 2511-2540. New York: Columbia University.

Warschauer, M. (2008). “Laptops and Literacy: A Multi-Site Case Study”. In Pedagogies: An International Journal, 3 (1), 52-67. Abingdon: Taylor & Francis.

Warschauer, M. & Matuchniak, T. (2010). “New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes”. In Review of Research in Education, 34 (1), 179-225. London: American Educational Research Association.

Warschauer, M. & Ames, M. (2011). “Can One Laptop Per Child Save the World’s Poor”. In Journal of International Affairs, 64 (1), 33-51. New York: Columbia University. Retrieved January 16, 2011 from http://jia.sipa.columbia.edu/files/jia/033-051_Warschauer_bluelines.pdf

Xing, W. & Fei, G. (2018). “Exploring the relationship between online discourse and commitment in Twitter professional learning communities”. In Computers & Education, 126, 388-398. London: Elsevier. Retrieved August 31, 2018 from https://doi.org/10.1016/j.compedu.2018.08.010

Xu, D. & Jaggars, S.S. (2013). Adaptability to Online Learning: Differences Across Types of Students and Academic Subject Areas. CCRC Working Paper No. 54. New York: Columbia University. Retrieved February 22, 2013 from http://ccrc.tc.columbia.edu/index.php?option=com_k2&id=1705_46e928381d217071b783e6ba53fb5753&lang=en&task=download&view=item

Zheng, B., Warschauer, M., Lin, C. & Chang, C. (2016). “Learning in One-to-One Laptop Environments. A Meta-Analysis and Research Synthesis”. In Review of Educational Research, Published online before print February 5, 2016. London: SAGE Publications.