Computers and Education Course

University of Massachusetts at Boston
Graduate College of Education
Teacher Education Program

Computers, Technology and Education
Ed 610
Spring 2001

Syllabus (version 13 Feb. '01 -- please alert me to glitches)

Instructor: Peter Taylor, Critical & Creative Thinking Program
Email: peter.taylor@umb.edu
Phone: 617-287-7636
Office: Wheatley 2nd flr 143.09 (near Counseling & School Psychology)
Classroom W-1-040 (except when noted)
Office/phone call hours: M 2-3.30, Tu 4.30-6, or by arrangement (Tuesdays preferred)
Course Website: http://omega.cc.umb.edu/~ptaylor/610-01.html
Additional links and material: http://omega.cc.umb.edu/~ptaylor/610-01p.html
Class email list: Emails sent to ed610@egroups.com will go to everyone in the course
E-clippings: Send course-related items you find on the web to Ed610Clips@egroups.com. These can be viewed at www.egroups.com/group/Ed610Clips

CATALOG DESCRIPTION
An introduction to using computers and technology in education. The various uses of computers and technology in education are examined in depth as participants are introduced to a wide variety of K-12 educational software and the Internet, and explore pedagogical issuess raised by the use of computers for students, teachers and school administrators. These include the consequences for learning; problem-solving; organizing data; creativity; and an integrated curriculum. Finally, the course looks at ways in which technology may be used as a tool to facilitate changes in the ways teachers teach and students learn, and ultimately to stimulate reform in education. The course has a field component where students observe computers being used in the classroom.

PREREQUISITES: None

Sections to follow in syllabus
Texts and Materials
Assessment and Requirements
Course Objectives/Overview
Schedule of classes
Key Teaching/Learning Tools
Bibliography

TEXTS: Xeroxed readings. Expected cost for xeroxing and copyright permissions, $45, payable to instructor.
On reserve in Healey -- A binder of clippings; Folders of additional readings and additional materials (incl. CDs that can be viewed in the Healey computer labs).

ASSESSMENT & REQUIREMENTS:
(Detail on these requirements is provided later in the syllabus and in handouts.)

Written assignments and presentations, 2/3 of grade
A. Briefing Project on a topic that concerns you about the use of computers and educational technology to aid thinking, learning, communication and action in classrooms or other educational settings: A sequence of 5 assignments is required--initial description, notes on research and planning, work-in-progress presentation, complete draft, and final briefing (1200-2000 word webpage or powerpoint file).
B. Four thought-pieces extracted from reflections/journal entries in your notebook (see E below).
C. Report analyzing fieldwork observations (500-1000 words).

Participation and contribution to the class process, 1/3 of grade.
D. Prepared participation and attendance at class meetings (=14 items)
E. Notebook for perusal mid-semester (3/13) & end (5/8) (=2 items)
= Notes and reflections on homework tasks, readings, class discussions, clippings (including copies of items posted on Ed610Clips), websites, progress in your briefing project, etc.
F. Minimum of two in-office or phone conferences on your assignments and project, before 3/13 and 4/24 (=2 items)
G. Peer commentary on another's draft website (copy submitted to PT with Notebook).
H. End-of-semester Process Review on the development of your work.

Rubric
B+ is earned automatically for 80% of Written items (=8 of 10, including Final Report) marked OK/RNR (=OK/ Revision-reflection-resubmission Not Requested) and 80% of Participation items fulfilled (=16 of 20).
The qualities below will determine whether a higher grade is earned. If you show half of the qualities to follow, you earn an A-. If you show almost all of these, you earn an A:
A sequence of assignments paced more or less as in syllabus, often revised thoroughly and with new thinking in response to comments
Briefing project well planned and innovative, carried out with considerable initiative
Final briefing clear, well structured, detailed, indicating that you can guide others to use educational technology effectively and with critical thinking
Final report professionally presented, with supporting references
Active participation in all classes and homework
Notebook entries and Process Review that shows deep reflection on your process of development through the semester and indicating future directions to develop

If you do not reach the B+ level, the grade for Written assignments & presentations is pro-rated from B+ down to C for 50% of assignments OK/RNR. Similarly the Participation & process grade goes down to C for 50% of participation items.

ACCOMMODATIONS: Sections 504 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center (287-7430). The student must present these recommendations to each professor within a reasonable period, prefeably by the end of the Drop/Add period.

Students are advised to retain a copy of this syllabus in personal files for use when applying for certification, licensure, or transfer credit.

This syllabus is subject to change. (Version 28 Jan 01)

COURSE OVERVIEW and OBJECTIVES

The Internet is expanding in amazing ways the information potentially available to us. Yet, as the poet T. S. Eliot asked, "Where is the knowledge we have lost in information?" As teachers you need to provide tools for yourselves and for students to ensure that educational technology genuinely enhances learning. Among other things this means--as always in education--adressing the diversity of students' intelligences, backgrounds, and interests. In this multi-faceted endeavor, teachers face complexity, change and uncertainty about best practices. Unfortunately, training, support, and opportunities for ongoing professional development rarely keep up with purchases of new software and hardware and new initiatives to promote computers in education.

Taking note of these considerations, the first goal of this course is to engender in teachers a commitment to and capacity for ongoing professional development. This can be thought of as a journey, in that journeys take us into unknown areas or allow us to see familiar areas in a fresh light; involve risk; require support; create more experiences than can be integrated at first sight; and yield personal changes. For support we start from the very first class to build a Learning Community. I intend you to learn a lot from each other and from teaching others what you know. I also intend you to transfer this learning community model into how you help students learn and into how you find technology "mentors" to guide and support your future, self-directed learning.

There are two strands to the classes:
Strand I. You establish ways that work for you and your students to learn to use computers and educational technology to aid thinking, learning, communication and action in classrooms and beyond. Class activities are designed to acquaint you with specific computer-based tools, the ideas and research behind them, and themes for critical thinking about these ideas and tools. By mid-semester you will have started individual projects on topics related to your individual concerns. At the end of the semester you showcase your projects on a webpage linked to the course website.
Note: Ed610 as I teach it does not aim to maximize the software tools covered in a semester but rather to help you learn to think about whether in and what ways the tools that are introduced can help students learn better.

Strand II. You consider possible future changes in computers and related technology that may feed into education and our lives more generally, as well as to themes for critical thinking about these visions of the future. These themes concern where we have come from and alternative possibilities about where we are going.

There is a fieldwork component in addition to the classes, through which you a) observe how the tools are used in actual classrooms or interact with people who have considerable experience in using the tools (ref: Hubbard and Power), and b) reflect on and analyze that experience. Expectations and some fieldwork opportunities will be listed on a handout, with later additions posted to the course website.

Finally, there are homework tasks. These are designed so that the ideas and practices you ingest in the course you also digest, that is, incorporate into your own mind and body.

In summary, the course as a whole aims for you--as a teacher or educational professional--to better fulfill the needs of your school, community or organization, address the information explosion, adapt to social changes, and collaborate with others to these ends.

See also the Description of Key Teaching/Learning Tools after the Schedule of Classes

SCHEDULE OF CLASSES
Additional information about classes, assignments, and other tasks will be provided in regular handouts and posted on the course website.

Strand I. Establish ways that work for us and our students to learn to use computers

Class 1 (1/30). The course as a learning community/ Intro to online resources
**meet in Center for Library Instruction, 4th floor, Healey Library**
Learning objectives:
Begin to build a Learning Community, so that you can learn a lot from each other and from teaching others what you know.
Learn or refresh your knowledge of internet resources and begin to address the challenge of making them accessible to you and your students in educationally effective ways.
Activities:
Students input information into spreadsheet
Gallery walk (ice breaker)
Orientation by Sara Baron to on-line resources for educators, especially regarding use of computers and educational technology.
Small group work: a) design an ideal web portal; b) preview & initial work on homework tasks

Homework tasks:
1. Establish email account (for new users); View mail on web (for existing users with non-web-based emails, e.g., via www.webinbox.com)
2. Send at least one clipping from tonight's explorations on WWW to Ed610Clips@egroups.com. Include your initials followed by an informative title on the subject line
3. Review syllabus and send at least one query or comment to Ed610@egroups.com
4. Establish an organized system (e.g., a 3 ring workbinder with dividers and pockets, an accordion file, or file folders) to store the syllabus, xeroxed readings, handouts, loose research materials, and your handwritten notes
5. Establish access to a computer on which you can edit, and from which you can send and receive attached files, and from which you can print. Receive and printout file to be sent by PT on 2/1
6. Get a disk to back up and transport work you have done (the UMB labs have zip drives only) and organize your Notebook (either on a computer or on paper).
7. Ascertain where and when you can conveniently access the WWW off-campus. View the course website and its linked sites.
8. View the site for archived clippings--www.egroups.com/group/Ed610Clips
9. Preparatory reading for class 2. Record in your notebook 5 points from the reading that struck you (positively or negatively), puzzled you (you want more explanation), or connected with your own experience and work. Bring notes to class 2 for discussion.
10. Thought-piece 1. Suggested focus: Adapting the group-designed web portal to your own specific situation.

Class 2 (2/6) Software that facilitates Group Interaction
**meet in W-1-040**
Reading: Snyder, "Blinded by science."
Learning objectives:
Introduce the model of educational software that facilitates interaction among students in a classroom, and does not involve drill, mastery of software-specific commands, or working in isolation.
Activities:
Small group review of syllabus & homework tasks and reporting back to PT (who will answer queries during the week on Ed610@egroups.com).
Decisions, Decisions simulation from Tom Snyder Productions (software for "teachers who love to teach"). Guest instructor: Greg Palmer (GJP2424@aol.com)
Review the experience in light of Snyder's educational philosophy

*A* Asmt due: Thought-piece 1 (on paper or by email attachment).

Homework tasks:
1. Complete unfinished tasks from week 1.
2. Review clipping binder (on reserve) to see the range of issues that appear in the media.
3. Get notebook and clipping collecting underway.
4. View the sampler CD of Tom Snyder software (on reserve) plus other Tom Snyder applications installed in MacLabs D (UL in Healey). Look for TimeLine, Research Paper writer, Lying etc (in the Decisions, Decisions series), and others. (Details to be confirmed by Greg Palmer.)

Class 3 (2/13) Computer models of Global Change
**meet in MacLab D, upper level, Healey Library**
After-class Reading: Taylor, "How do we know"
Learning objectves:
Explore how computer programs (including computer models) build in rules that restrict the user's options. Explore ways that this restrictiveness can be exposed.
Preparation of simple spreadsheets
Activities:
Spreadsheet exercise to predict future populations
The two islands game on inequality
Identifying moral-technocratic language in text

Additional readings:
Meadows, et al. The Limits to Growth, 157-197 (on reserve).
Glantz, "Societal Responses" (on reserve)

Homework tasks:
1. Identify moral-technocratic language in additional readings
2. Play around with electoral college recount spreadsheet (sent as attachment)

Class 4 (2/20) Feedback and System Dynamics
**meet in MacLab C, upper level, Healey Library**
Reading: Richmond, "The bare essentials"
Learning objectves:
Use of computers to aid thinking about the consequences of feedbacks and time delays in systems.
Explore assumptions built into computer use about the complexity of phenomena.
Preparation of more complex spreadsheets
Activities:
Hyperactive thermostat
Economic management game
Demonstration of STELLA software for system dynamics

Additional readings:
Richmond, "Systems thinking" (on reserve)
High Performance Systems, Inc., "Five learning processes" (on reserve)

*A* Asmt due: Thought-piece 2

Class 5 (2/27) Software for Problem-posing, Problem-solving, and Persuasion Guest instructor: Brian White, Biology
**meet in W-2-031 (first corridor on left off catwalk)**
Reading: Peterson and Jungck, "Problem-posing" Also review Mendelian genetics in any introductory biology book.
Learning objectves:
Through working with the Genetic Construction Kit (GCK) software, to introduce you to the 3P's philosophy of student learning in science, which has been implemented in GCK and other software compiled by the BioQuest consortium (www.bioQUEST.org).
Activities:
Genetic Construction Kit.
Review of the experience in light of the 3 P's educational philosophy.
Additional readings:
Cartier, �A modeling approach" (on reserve)
Eisenhart, "Learning science" (on reserve)

Homework tasks:
1. Follow-up activity from week 1: Translate ideas about ideal web portals into specifics for your areas of teaching
2. Review briefings from previous classes, making notes about where you would modify or develop them
3. Digest your experience with the GCK by reading the additional readings by Cartier (more science oriented) and/or Eisenhart (more classroom-management oriented).

Class 6 (3/6) Communicating knowledge
**meet in TBA**
Readings: Briefings from previous classes
Learning objectves:
Explore what is needed to ensure audiences learn from presentations using new educational technologies
Introduction to preparation of powerpoint presentations and simply coded websites
Activities:
Guest presentation (Steve Ackerman)
Designing a Web page or Powerpoint presentation, with peer tutoring
Initial formulation of student projects.

*A* Asmt due: Thought-piece 3
Homework tasks:
1. Follow up activity formulating your projects by reading Elbow, chaps. 2 & 3 on opening up your ideas and sharing your work.

Strand II starts: Where have we come from? Where might we be going?--Consider alternatives
Strand I continues

Class 7 (3/13) Achieving equitable access
**meet in W-1-040**
Readings: Meyer & Rose, "Universal design," Anon, "Universal design," GenTech reading (TBA)
Learning objectives:
To understand principles of universal design, i.e., considering access for all in the design of educational technology, not only in its use.
To appreciate the social dimensions of equitable access.
Activities:
Universal design (guest TBA)
Video on GenTech project to prevent middle school girls leaving technology to boys

*A* Notebooks collected (or emailed) for mid-semester perusal
*A* Before 3/13: First in-office or phone conferences on your assignments and project

3/20 Spring break at UMass = a good time for fieldwork in actual classrooms
Homework task: Locate additional articles to support the positions(s) you favor in the readings for class 8 and counter those you oppose.
*A* Asmt due by email: Revised initial description of your project (see Key Teaching/Learning Tools)

Class 8 (3/27) Reinforcing and dismantling barriers and inequalities
**meet in W-1-040**
Readings = selections from: Newspaper clippings on internet usage and depression, Van Gelder, "The strange case," Turkle, "Computational Reticence," Turkle, Life on the Screen, 9-26, Sclove and Scheuer, "For the architects of the Info-Highway,� Kling, "Social controversies"
Learning objectives:
Going beyond equating technology with progress, to develop a frameowrk for analyzing effects for particular people in specific situations
Activities:
Roundtable discussion/debate about the internet's role in reinforcing or dismantling gender, class, and other social barriers and inequalities
Verbal reports on participant observation of computers in classrooms

*A* Asmt due: Fieldwork report or Thought-piece 4

Strand II emphasized for weeks 9, 12-14
Strand I continues in form of students' evolving briefing projects
Class 9 (4/3) Enhancing artistic creativity or workshop on student projects (TBA)
**meet at W-1-040 (to be confirmed)**
Reading: TBA
Learning objective:
To think about computers as aids to intelligences other than logico-mathematical
Activities:
Demonstration by Guest computer artist (to be confirmed)

*A* Asmt due: Notes on research and planning for your project (see Key Teaching/Learning Tools)

Class 10 (4/10) Work-in-progress presentations by students I
**meet in W-1-040**
*A* Asmt due: Presentation (or next class)

Class 11 (4/17) Work-in-progress presentations by students II
**meet in W-1-040**
*A* Asmt due: Presentation (or previous class)

*A* Asmt due on or before this date: Fieldwork report or Thought-piece 4

Class 12 (4/24) Artificial "intelligence" and Robots--Educating students to think about possible futures
**meet at MIT Museum, 265 Mass Av. (opposite NECCO factory; 10 mins walk from Central Sq T stop) -- to be confirmed**
Readings: TBA
Learning objectives:
Introduce the basic ambitions/claims and concepts of the AI program, namely, that intelligence can be understood in terms of formal systems in which "symbols," or representations of aspects of the world, are manipulated or processed according to rules. Computers are fast, automated formal systems and thus facilitate research on systems of rules proposed for various aspects of intelligence, such as problem solving. Playing with computers also renders plausible a rule-based way of thinking about thinking.
Explore ways to supply students with critical tools when listening to computer visionaries
Activities:
Visit to AI and Robots exhibit at MIT Musem
Rough out a guide to the exhibit
*A* Asmt due before 4/24: Second in-office or phone conferences on your assignments and project

Class 13 (5/1) Interpreting the history of computing I
**meet in W-1-040**
Reading: Edwards, The Closed World, chaps 1,9,10, epilogue (begin)
Learning objectives:
Explore ways in which the wider social setting shaped and continues to shape the development and application of computers--and reciprocally, ways that computers have influenced that wider social setting.
Activities:
Discussion of metaphor, discourse, and social/cultural/historical interpretation
Interpreting a science fiction video clip

*A* Asmt due: Complete draft of briefing by email or on disk

Homework tasks:
1. Comment on at least two of the draft briefings (linked to the course website by 5/3)
2. Select video clip. Bring video cued and ready to interpret

Class 14 (5/8) Interpreting the history of computing II
**meet in W-1-040**
Reading: Edwards, The Closed World, chaps 1,9,10, epilogue (complete)
Learning goals: same as class 13
Activity:
Students interpret SciFi and other videos on computers and AI.
*A* Notebooks collected (or emailed) for mid-semester perusal

Class 15 (5/15) Taking Stock of Course: Where have we come and where do we go from here?/ Showplace for Websites
**meet in Center for Library Instruction, 4th floor, Healey Library** (to be confirmed)
Learning Objective:
To feed into your future learning (and other work), you (course participants) take stock of your process(es) over the semester
To feed into instructor's future teaching (and future learning about how students learn), take stock of how you, the students, have learned.
Activities:
Historical scan
Written evaluations
*A* Project reports: due 5/14 by email or on disk (in html code if possible)
*A* Process review due, with self-addressed, stamped envelope for its return

KEY TEACHING/LEARNING TOOLS
Simulations and other class activities (see descriptions in Schedule of Classes and weekly handouts)

Notebook, journalling and thought pieces
Your notebook should include notes and reflections on homework tasks, readings, class discussions, clippings (including copies of items posted to Ed610Clips@egroups.com), websites, progress in your briefing project, etc. Through writing in your notebook, you will be better able to weave the course material into your own thinking, and to bring your own thinking into class activities. In preparation for class, you might write in your notebook a commentary on readings, or, after class, review the readings and the class activities. In either case explore, when appropriate, the relationship between, on one hand, your interests and possible projects and, on the other hand, the readings and activities.

These notes should be organized for efficient retrieval of information. You are encouraged to keep your notes in electronic form (in a folder of files or in a database), provided you bring printouts when needed for class discussion. Hardcopy appendices to an electronic notebook or paper notebooks are, however, acceptable.

The bibliographic database I recommend is Endnote, which can be downloaded for a 30 day trial from www.endnote.com

Journal excerpts are to be fashioned into thought-pieces and submitted 4 times during the semester, and then revised and resubmitted in response to my comments. Notebooks as a whole will be perused twice during the semester. Indicate any journal entries you do not want me to look at. A notebook should, if you are using it effectively, convey your developing process of critical thinking about course readings, activities, and discussions.

Clippings
Include with your notebook clippings, xeroxes, or electronic forms of articles from newspapers, magazines, journals, and websites. The goal is that you get in the habit of keeping up with current developments. Make sure the full citation on each article is included. Add your own reflections on specific points in the articles you choose.

Dialogue around written work
I try to create a dialogue with each student around written work, that is, around your writing, my responses, and your responses in turn. I am still learning how to engage students in this, given your various backgrounds and dispositions, and my own. Central to this teaching/learning interaction are requests to "Revise and Resubmit." The idea is not that you make changes to please the teacher or to meet some standard, but that as a writer you use the eye of others to develop your own thinking and make it work better on readers. I may continue to request revision when I judge that the interaction can still yield significant learning--such a request does not mean your (re)submission was "bad." Even when the first submissions of written assignments are excellent, angles for learning through dialogue are always opened up.

Rationale for the Assessment system
The rationale for not grading the different assignments and granting an automatic B+ for 80% satisfactory completion is to keep the focus of our teaching/learning interactions on your developing through the semester. It allows more space for students and instructor to appreciate and learn from what each other is saying and thinking. My goal is to work with everyone to achieve the 80% satisfactory completion level. Students who progress steadily towards that goal during the semester usually end up producing work that meets the criteria for a higher grade than a B+ (see rubric).

Stages of development for course project
The course project should not be seen as a "term paper," but as a process of development that involves dialogue with the instructor and other students and revision (re-seeing) in light of that dialogue. To facilitate that process, a sequence of five assignments and peer commentary is required. Brief descriptions below will be supplemented in later handouts.
Initial description
Building on your in-class draft and comments back from me, compose an initial overview of your project--one or two paragraphs that may, several revisions later, end up setting the scene in the introduction of your briefing.
Notes on research and planning
Pull together notes on your reading and your thinking and present it in a form that will elicit useful comments from me. Record the citations (incl. URLs) for your sources.
Work-in-progress presentation
Preparing presentations, hearing yourself deliver them, and getting feedback usually leads to self-clarification of the overall direction of your project and of your priorities for further work. In this spirit, presentations are scheduled early in your projects and are necessarily on work-in-progress. I encourage you to indicate where additional investigation is needed and where you think it might lead you. A website or powerpoint presentation is not needed at this stage.
Complete draft briefing
Whatever kinds of resources and organization you choose, should Grab readers' attention, Orient them, and move through Steps so that they appreciate what you, the writer, have accomplished. Your briefing should also include material that conveys your process of development during the semester and in the future. The draft must get to the end to count, even if some sections along the way are only sketches.
Final report (1200-2000 words, plus bibliography of references cited)
For the final briefing to be counted as final, you must have revised in response to comments from instructor and peers on complete draft. Allow time for the additional investigation and thinking that may be entailed.

Peer commentary
After the draft briefing is completed I require you to comment on at least two other students' drafts. Keep Elbow's chapters 3 and 13 in mind when you decide what approaches to commenting you ask for as a writer and use as a commentator. In the past I made lots of specific suggestions for clarification and change in the margins, but in my experience, such suggestions led only a minority of students beyond touching up into re-thinking and revising their ideas and writing. On the other hand, I believe that all writers value comments that reassure them that they have been listened to and their voice, however uncertain, has been heard.

Taking stock at end of semester involves multiple angles on course evaluation (including written evaluations and Process review portfolios--see below):
a) to feed into your future learning (and other work), you take stock of your process(es) over the semester;
b) to feed into my future teaching (and future learning about how students learn), I take stock of how you, the students, have learned.

Process review portfolios
These should contain 4-6 examples that capture the process of development of your work and thinking about environmental education and critical thinking, not simply the best products. Journal entries, freewriting, drafts, etc. may be included. Explain your choices in a cover page and through annotations (large post-its are a good way to do this).

BIBLIOGRAPHY (* on reserve)
Anon (1999). �Universal design: Ensuring access to the general education curriculum.� Research Connections in Special Education 5(Fall): 1-8.
Becker, H. J. (1994). �A truly empowering technology-rich education�How much will it cost?� Educational IRM Quarterly 3(1): 31-35.* Cartier, J. L. and J. Stewart (2000). �A modeling approach to teaching high school genetics.� BioQuest Notes 10(2): 1-4, 10-12.* Eisenhart, M. A. and E. Finkel (1998). "Learning science in an innovative genetics course," in Women's Science: Learning and Succeeding from the Margins. Chicago: University of Chicago Press, 61-90.* Edwards, P. N. (1996). The Closed World: Computers and the Politics of Discourse in Cold War America. Cambridge, MA: MIT Press, chaps 1,9,10, epilogue (begin)
Elbow, P. (1981). Writing with Power. New York: Oxford Univ. Press.*
Glantz, M. H. (1989). "Societal Responses to Regional Climatic Change," in M. H. Glantz (Ed.), Societal Responses to Regional Climatic Change: Forecasting by analogy. Boulder and London: Westview Press, Inc., 1-7, 407-428.*
High Performance Systems, Inc. (1997). "Five learning processes: The role of systems thinking and the STELLA software in building world citizens for tomorrow," in STELLA: Introduction to System Thinking Guide. Hanover, NH: High Performance Systems.
Hubbard, R. S. and B. M. Power (1993). "The artist's toolbox: Strategies for data collection," in The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Portsmouth, NH: Heinemann, 9-49.*
R. Kling (Ed.), Computerization and Controversy, NY: Academic Press.*
Kling, R. (1996). "Social controversies about computerization," in R. Kling (Ed.), Computerization and Controversy. New York: Academic, 10-15.*
Meadows, D., D. L. Meadows, J. Randers and W. W. Behrens (1972). "The State of Global Equilibrium," in The Limits to Growth. New York, NY: Universe Books, 157-197.*
Meyer, A. and D. H. Rose (2000). �Universal design for individual differences.� Educational Leadership(November): 39-43.
Peterson, N. S. and J. R. Jungck (1988). "Problem-posing, problem-solving, and persuasion in biology." www.bioquest.org/note21.html
Richmond, B. (?). �Bare essentials.� source to be supplied
Richmond, B. (1993). "Systems thinking: Critical thinking skills for the 1990s and beyond." System Dynamics Review 9(2): 1-21.*
Sclove, R. and J. Scheuer (1994). "For the architects of the Info-Highway, Some lessons from the Corporate Interstate" (www.amherst.edu/~loka/alerts/loka.1.6.txt; May 29, 1994). A slightly expanded version appeared as -----(1996) "On the road again? If information highways are anything like interstate highways--watch out!," in Kling, 606-612 (on reserve).
Snyder, T. (1994). "Blinded by science." The Executive Educator
Taylor, P. J. (1997). "How do we know we have global environmental problems? Undifferentiated science-politics and its potential reconstruction"
Turkle, S. (1988). "Computational Reticence: Why women fear the intimate machine," 41-61 in C. Kramarae (Ed.), Technology and Women's Voices. New York: Routledge & Kegan Paul.
Turkle, S. (1995). Life on the Screen: Identity in the Age of the Internet. New York: Simon and Schuster, 9-26.
Van Gelder, L. (1996). "The strange case of the electronic lover," in Kling, 364-375. (See also the whole section of Kling on "social relations in electronic communities.")
Various (1998) Newspaper clippings on internet usage and depression (xerox).