Ackerman, E. (1995). Construction and transference of meaning through form. In L. P. Steffe and J. Gale (Eds.), Con- structivism in education (pp. 341-354). Hillsdale, NJ: Lawrence Erlbaum Associates.

Aichele, D. B., and Coxford, A. F. (Eds.) (1994). Professional development for teachers of mathematics. Reston, VA: National Council of Teachers of Mathematics.

Ayersman, D. J. (1996). Reviewing the research on hypermedia-based learning. Journal of Research on Computing in Education 28 (4), 500-525.

Bagley, C., and Hunter, B. (1992). Restructuring constructivism and technology: Forging a new relationship. Educational Technology, 32 (7) 22-27.

Barrows, H. S. (1988). The Tutorial Process. Revised Edition. Springfield, IL: Southern Illinois University School of Medicine.

Barrutia, R., Bissell, J., Rodriguez, E., and Scarcella, R. (1993). The language and cognitive development of Hispanic middle school students. Final Report Submitted to the University of California Linguistic Minority Research Institute. Irvine, CA: Department of Education, University of California, Irvine.

Bauersfeld, H. (1995). The structuring of the structures: Development and function of mathematizing as a social practice. In L. P. Steffe and J. Gale (Eds.), Constructivism in Education (pp. 137-158). Hillsdale, NJ: Lawrence Erlbaum Associates.

Becker, H. J. (1992). Computer-based integrated learning systems in the elementary and middle grades: A critical review and synthesis of evaluation reports. Journal of Educational Computing Research, 8 (1), 1-41.

Bednar, A. K., Cunningham, D., Duffy, T. M., and Perry, J. D. (1992). Theory into practice: How do we link? In T. M. Duffy and D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 17-34). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29(1), 3-12.

Bielaczyc, K., Pirolli, P. L., and Brown, A. L. (1995). Training in self-explanation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13 (2), 221-252.

Boethel, M. F. (1996, November). The promise and challenges of constructivist professional development: A review of the literature and of the SCIMAST approach. Unpublished draft. Austin, TX: Southwest Educational Development Laboratory.

Bonk, C. J., Hay, K. E., Fischler, R. B. (1996). Five key resources for an electronic community of elementary student weather forecasters. Journal of Computing in Childhood Education, 7 (1/2), 93-118.

Borko, H., and Putnam, R. T. (1995). Expanding a teacher's knowledge base: A cognitive psychological perspective on professional development. In T. R. Guskey, and M. Huberman (Eds.), Professional Development in Education: New Paradigms and Practices (pp. 35-65). New York: Teachers College Press.

Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., and Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix and R. Spiro (Eds.), Cognition, Education and Multimedia: Exploring Ideas in High Technology (pp. 115-142). Hillsdale, NJ: Lawrence Erlbaum.

Brooks, J. G., and Brooks, M. G. (1993). The case for construc-tivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Brown, A. L., and Palinscar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.) Knowing, Learning, and Instruction (pp. 393-451). Hillsdale, NJ: Lawrence Erlbaum.

Brown, J. S., Collins, A., and Daguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-41.

Bruckman, A., and Resnick, M. (1995). The MediaMOO Project: Constructivism and professional community. Convergence, 1 (1), 94-109.

Center for Applied Special Technology (1996). The role of on-line communications in schools: a national study. [On-line]. Available: http://www.cast.org/udl/index.cfm?i=121.

Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22 (1), 17-31.

Cognition and Technology Group. (1992). Some thoughts about constructivism and instructional design. In T. M. Duffy and D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 115-119). Hillsdale, NJ: Lawrence Erlbaum Associates.

Cognition and Technology Group at Vanderbilt (CTGV) (1991a). Designing learning environments that support thinking: The Jasper Series as a case study. In T. M. Duffy, J. Lowyck, D. H. Jonassen and T. M. Welsh (Eds.), Designing Environments for Constructive Learning (pp.10-36). New York: Springer-Verlag.

Cognition and Technology Group (CTGV) (1991b). Some thoughts about constructivism and instructional design. Educational Technology, 31 (9), 16-18.

Cohen, M., and Riel, M. (1989). The effect of distant audiences on students' writing. American Educational Research Journal, 26 (2), 143-59.

Deal, N. (1995). Is the medium the message? Comparing student perceptions of teacher responses via written and e-mail forms. Paper presented at the annual National Educational Computing Conference, Baltimore, MD. (ERIC Document Reproduction Service No. ED 392 432)

DeVries, R., and Kohlberg, L. (1990). Constructivist early education: Overview and comparison with other programs. Washington, DC: National Association for the Education of Young Children.

Dillenbourg, P., and Schneider, D. (1995). Mediating the mechanisms which make collaborative learning sometimes effective. International Journal of Educational Telecommunications, 1 (2/3), 131-146.

Dimock, K. V. (1996). Building Relationships, Engaging Students: A Naturalistic Study of Classrooms Participating in the Electronic Emissary Project. [On-line]. Available: http://www.tapr.org/emissary/

Dimock, K. V., and Rood, M. (1996). The Emergence on an On-line Learning Community: The Use of Computer Mediated Communication to Support Implementation of Problem-Based Learning. Paper presented at the Annual Meeting of the American Educational Research Association, New York.

Dolence, M. G., and Norris, D. M. (1995). Transforming higher education: A vision for the 21st century. Ann Arbor, MI: Society for College and University Planning.

Dreeben, R. (1968). On what is learned in school. Reading, MA: Addison-Wesley.

Driver, R. (1995). Constructivist approaches to science teaching. In Steffe, L. P., and Gale, J. (Eds.), Constructivism in Education (pp. 385-400). Hillsdale, NJ: Lawrence Erlbaum Associates.

Duffy, T. M., and Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology (pp. 170-198). New York: Simon Schuster Macmillan.

Duffy, T. M., and Jonassen, D. H. (1992). Constructivism: New implications for instructional technology. In T. M. Duffy and D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 1-16). Hillsdale, NJ: Lawrence Erlbaum.

Duffy, T. M., and Jonassen, D. H. (Eds.). (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, NJ: Lawrence Erlbaum Associates.

Duffy, T. M., and Bednar, A. K. (1991). Attempting to come to grips with alternative perspectives. Educational Technology, 31 (9), 12-15.

Duit, R. (1995). The constructivist view: A fashionable and fruitful paradigm for science education research and practice. In L. P. Steffe and J. Gale (Eds.), Constructivism in Education (pp. 271-285). Hillsdale, NJ: Lawrence Erlbaum Associates.

Duit, R. (1991). Students' conceptual frameworks: Consequences for learning science. In S. M. Glynn, R. H. Yeany, and B. K. Britton (Eds.), The Psychology of Learning Science. Hillsdale, NJ: Lawrence Erlbaum Associates.

Edelson, D. C., Pea, R. D., and Gomez, L. (1995). Con-structivism in the Collaboratory. In B. G. Wilson (Ed.), Constructivist Learning Environments: Case Studies in Instructional Design. Englewood Cliffs, NJ: Educational Technology Publications.

Entwistle, N., Entwistle, A., and Tait, H. (1991). Academic understanding and context to enhance it: A perspective from research on student learning. In T. M. Duffy, J. Lowyck, D. H. Jonassen, and T. M. Welsh (Eds.), Designing Environments for Constructive Learning (pp. 331-357). New York: Springer-Verlag.

Falk, B. (1996). Teaching the way children learn. In M. W. McLaughlin and I. Oberman (Eds.), Teaching learning: New politics, New Practices (pp. 22-29). New York: Teachers College Press.

Ferneding-Lenert, K. F., and Harris, J. B. (1994). Redefining expertise and reallocating roles in text-based asynchronous teaching/learning environments. Machine Mediated Learning, 4 (2/3), 129-148.

Feldman, A. H., and Nyland, H. (1994). Collaborative Inquiry in Networked Communities: Lessons From the Alice Testbed. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Forman, G. (1988). Making intuitive knowledge explicit through future technology. In G. Forman and P. B. Pufall (Eds.), Constructivism in the Computer Age (pp. 83-101). Hillsdale, NJ: Lawrence Erlbaum.

Forman, G., and Pufall, P. B. (1988). Constructivism in the computer age: A reconstructive epilogue. In G. Forman and P. B. Pufall (Eds.), Constructivism in the computer age (pp. 235-250). Hillsdale, NJ: Lawrence Erlbaum.

Fosnot, C. (1992). Constructing constructivism. In T. M. Duffy and D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 167-176). Hillsdale, NJ: Lawrence Erlbaum Associates.

Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.

Gergen, K. J. (1995). Social construction and the educational process. In L. P. Steffe and J. Gale (Eds.), Constructivism in education (pp. 17-39). Hillsdale, NJ: Lawrence Erlbaum Associates.

Hannafin, M. J., Hannafin, K. M., Land, S. M., and Oliver, K. (1997). Grounded practice and the design of constructivist learning environments. ETRandD, 45(3), pp. 101-117.

Harasim, L. (1989). On-line education: a new domain. In R. Mason and A. Kaye (Eds.), Mindweave: Communication, Computers and Distance Education (pp. 50-62). Oxford: Pergamon Press.

Harris, K. R., and Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57 (5), 392-404.

Harris, K. R., and Graham, S. (1994). Constructivism: Principles, paradigms, and integration. The Journal of Special Education, 28 (3), 233-247.

Hodas, S. (1993). Technology refusal and the organizational culture of schools. Education Policy Analysis Archives [On-line serial], 1 (10), 1354 lines.

Honebein, P. C., Duffy, T. M., and Fishman, B. J. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. In T. M. Duffy, J. Lowyck, D. H. Jonassen, and T. M. Welsh (Eds.), Designing Environments for Constructive Learning (pp. 87-108). New York: Springer-Verlag.

Honey, M., and Henriquez, A. (1996). Union City Interactive Multimedia Education Trial: 1993-95 Summary Report. CCT Reports Issue No. 3. [On-line] Available: http://www.edc.org/CCT/

Irving, A. (1991). The educational value and use of on-line information services in schools. Computers in Education 17 (3), 213-225.

Jonassen, D. H. (1996). Computers in the Classroom: Mindtools for Critical Thinking. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Knapp, L. R., and Glenn, A. D. (1996). Restructuring Schools with Technology. Boston: Allyn and Bacon.

Knuth, R. A., and Cunningham, D. J. (1993). Tools for con- structivism. In T. M. Duffy, J. Lowyck, D. H. Jonassen, and T. M. Welsh (Eds.), Designing Environments for Constructive Learning (pp. 163-188). New York: Springer-Verlag.

Knuth, R. A., and Cunningham, D. J. (1991). Tools for constructivism. In T. M. Duffy, and D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 163-187). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kozma, R. B. (1991). Learning with media. Review of Educational Research. 61 (2), 179-211.

Kulik, J. A. (1994). Meta-Analytic studies of findings on computer-based instruction. In E. L. Baker and H. F. O'Neill (Eds.), Technology Assessment in Education and Training. Hillsdale, NJ: Lawrence Erlbaum Publishers.

Lewin, P. (1995). The social already inhabits the epistemic: A discussion of Driver; Wood, Cobb and Yackel; and von Glasersfeld. In L. P. Steffe and J. Gale (Eds.), Constructivism in Education (pp. 423-432). Hillsdale, NJ: Lawrence Erlbaum Associates.

Li, N. K. (1990, July). Writing with pen or computer? A study on ESL secondary school learners. Paper presented at the Annual World Conference on Computers in Education.

Loucks-Horsley, S., Kapitan, R., Carlson, M.O., Kuerbis, P. J., Clark, R. C., Nelle, G. M., Sachse, T. P., and Walton, E. (1990). Elementary school science for the 90s. Andover, MA.: The NETWORK.

Lowry, M., Koneman, P., Osmand-Jouchoux, R., and Wilson, B. (1994). Electronic discussion groups: using e-mail as an instructional strategy. Tech Trends, 39 (2), 22-24.

Mabrito, M. (1992). Computer-mediated communication and high-apprehensive writers: Rethinking the collaborative process. The Bulletin, 26-30.

Maddux, C. D., Johnson, D. L., and Willis, J. W. (1997). Educational Computing: Learning with Tomorrow's Technologies, Second Edition. Boston: Allyn and Bacon.

Market Data Retrieval, (1997). Technology Explosion: Key Trends Found in Public Schools [On-line]. Available: http://www.schooldata.com/

Mason, R. (1989). An evaluation of CoSy on an Open University course, In R. Mason and A. Kaye (Eds.), Mindweave: Communication, Computers and Distance Education (pp. 115-145). Oxford: Pergamon Press.

Mayfield-Stewart, C., Moore, P., Sharp, D., Hasselbring, T., Goldman, S. R., and Bransford, J. (1994). Evaluation of multimedia instruction on learning and transfer. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

McClintock, R. (1992). Power and pedagogy: Transforming education through information technology. New York: Institute for Learning Technologies, Teachers College Press.

McDaniel, E., McInerney, W., and Armstrong, P. Computers and School Reform. Educational Technology Research and Development, 41 (1), 73-78.

Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C. C., Remz, A. R., and Zorfass, J. (1993). Using technology to support education reform. Washington, D.C.: U. S. Department of Education.

Means, B., and Olson, K. (1995). Technology's role in education reform: Findings from a national study of innovating schools. Menlo Park, CA: SRI International.

Means, B., and Olson, K. (1997). Technology and education reform: Washington, D. C.: U. S. Department of Education.

Mehlinger, H. D. (1996). School reform in the Information Age. Phi Delta Kappan, 77 (6), 400-407.

Mercer, C. D., Jordan, L., and Miller, S. P. (1994). Implications of constructivism for teaching math to students with moderate disabilities. The Journal of Special Education, 28 (3), 290-306.

Merrill, M. D. (1992). Constructivism and instructional design. In T. M. Duffy and D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 99-114). Hillsdale, NJ: Lawrence Erlbaum Associates.

Merrill, P. F., Tolman, M. N., Christensen, L., Hammons, K., Vincent, B. R., and Reynolds, P. L. (1986) Computers in education. Englewood Cliffs, New Jersey: Prentice-Hall.

Moore, M. A., and Karabenick, S. A. (1992). The effects of computer communications on the reading and writing performance of fifth-grade students. Computers in Human Behavior, 8, 27-38.

Naiman, D. W. Telecommunications and an interactive approach to literacy in disabled students. New York: New York Univ. (ERIC Document Reproduction Service No. ED 316 995)

National Center for Education Statistics (1998). Issue Brief: Internet Access in Public Schools. [On-line] Available: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=98031

Neuburg, M. (1997). Inspiration 5.0: Surprising Survivor. Tidbits, Number 410. [On-line] Available: http://www.tidbits.com/tb-issues/TidBITS-410.html

Newman, D., Griffin, P., and Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.

O'Connor, B. (1992). Planning for the technology-rich learning environments of the future. In Council of Chief State School Officers. Learning Technologies: Essential for Education Change (pp. 53-61). Washington, DC: Council of Chief State School Officers.

Olaniran, B. A. (1994). Group performance in computer- mediated and face-to-face communication media. Management Communication Quarterly, 7 (3), 256-281.

Osterman, K. F., and Kottkamp, R. B. (1993). Reflective Practice For Educators: Improving Schooling Through Professional Development. Newbury Park, CA: Corwin Press.

Pea, R. (1985). Beyond amplification: using the computer to reorganize mental functioning. Educational Psychologist, 20, 176-182.

Perkins, D. N. (1993). Person-plus: a distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognition: Psychological and Educational Considerations (pp.188-228). New York: Cambridge University Press.

Perkins, D. N. (1992). Technology meets constructivism: Do they a marriage make? In T. M. Duffy and D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 45-55). Hillsdale, NJ: Lawrence Erlbaum.

Powell, M. J. (1994, September). Equity in the reform of mathematics and science education: A look at issues and solutions. Austin, TX: Southwest Educational Development Laboratory.

Recker, M. (1997). Appropriate use of educational technologies: a layered approach. Educational Technology Review (Summer, 1997). Number 7, 9-12.

Resnick, L. (1987). Learning in school and out. Educational Researcher, 16, 13-20.

Resnick, L. B. (1989). Introduction. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 1-23). Hillsdale, NJ: Lawrence Erlbaum.

Resnick, M. (1996, July). Distributed constructivism. Paper presented at the International conference of the Learning Sciences Association for the Advancement of Computing in Education. Northwestern University.

Resnick, M. (1994). Changing the centralized mind. Technology Review, 97 (5) 32-41.

Resnick, M. (1991). Xylophones, hamsters, and fireworks: The role of diversity in constructivist activities. In I. Harrel and S. Papert. (Eds.), Constructivism. Norwood, NJ: Ablex.

Riddle, E. M. (1995). Communication through multimedia in an elementary classroom (Report No. 143). Charlottesville, VA: Curry School of Education, University of Virginia. (ERIC Document Reproduction Service No. ED 384 346)

Riel, M. (1994). Education change in a technology-rich environment. The Journal of Research on Computing in Education, 5, 261-274.

Riel, M. (1996). Cross-classroom-collaboration: Communication and education. In Koschmann, T. (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 187-207). Mahwah, NJ: Lawrence Erlbaum Associates.

Roschelle, J. (1996). What should collaborative technology be? A perspective from Dewey and situated learning.

Ross, S. M., Morrison, G. R., Smith, L. J., and Cleveland, E. (1990). An evaluation of distance tutoring models for at-risk elementary school children. Computers in Human Behavior, 6, 247-259.

Ryser, G. R., Beeler, J. E., McKenzie, C. M. (1995). Effects of a computer-supported intentional learning environment (CSILE) on students' self-concept, self-regulatory behavior, and critical thinking ability. Journal of Educational Computing Research, 13 (4), 375-385.

Sandholtz, J. H., Ringstaff, C., Dwyer, D. C. (1997). Teaching with Technology: Creating Student-Centered Classrooms. New York: Teachers College, Columbia University.

Scardamalia, M., and Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1 (1), 37-68.

Scardamalia, M., Bereiter, C., McLean, R. S., Swallow, J., and Woodruff, E. (1989). Computer-supported intentional learning environments. Journal of Educational Computing Research, 5, (19), 51-68.

Schifter, D. (1996, March). A constructivist perspective on teaching and learning mathematics. Phi Delta Kappan,, 492-499.

Seliger, H. (1991). Strategies and tactics in second language acquisition. In MalavŽ, L.M., and Duquette, G. (Eds.), Language, culture and cognition (pp. 36-54). Avon, England and Bristol, PA: Multilingual Matters, Ltd.

Shapiro, B. (1994). What children bring to light: A constructivist perspective on children's learning in science. New York: Teachers College Press.

Sivin-Kachala, J., and Bialo, E. R. (1996). Educational technology, teaching, and the development of complex skills.

Sivin-Kachala, J., and Bialo, E. R. (1997). Report on the Effectiveness of Technology in Schools, '90-'97. Washington, DC: Software Publishers Association.

Simons, P. R. J. (1992). Constructive learning: The role of the learner. In T. M. Duffy, J. Lowyck, D. H. Jonassen, and T. M. Welsh (Eds.), Designing Environments for Constructive Learning (pp. 291-313). New York: Springer-Verlag.

Spiro, R. J., and Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix and R. Spiro (Eds.), Cognition, Education and Multimedia: Exploring Ideas in High Technology (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum.

Spiro, R. J., Feltovich, P. J., Jacobson, M. J., and Coulson, R. L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T. M. Duffy and D. H. Jonassen (Eds.), Constructivism and the Technology of Instruction: A Conversation (pp. 58-75). Hillsdale, NJ: Lawrence Erlbaum.

Stanovich, K. E. (1994). Constructivism in reading education. The Journal of Special Education, 28 (3), 259-274.

Stefansdottir, L., and Thurber, B. (1996). Our earth--Our place. Telecommunications in Education News, 7 (4), 13-16.

Steffe, L. P., and Gale, J. (Eds.) (1995). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates.

Strommen, E. F., and Lincoln, B. (1992). Constructivism, technology and the future of classroom learning. [On-line] Available: http://www.itl.columbia.edu/iltweb/k12/livetext/

Swan, K. (1994). History, hypermedia, and criss-crossed conceptual landscapes. Journal of Educational Multimedia and Hypermedia, 3 (2), 120-139.

Swan, K., and Mitrani, M. (1993). The changing nature of teaching and learning in computer-based classrooms. Journal of Research on Computing in Education, 26, 40.

Taylor, P. C., Fraser, B. J., and Fisher, D. L. (In press). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 1-11.

Teague, M., and Teague, G. (1995). Planning with computers--a social studies simulation. Learning and Leading with Technology, 23 (1), 20-22.

Tinzmann, M. B., Jones, B. F., Fennimore, T. F., Bakker, J., Fine, and Pierce, J. (1990). What is the collaborative classroom? Oak Brook, IL: North Central Regional Educational Laboratory.

U.S. Congress, Office of Technology Assessment (1995). Teachers and technology: Making the connection. (OTA-EHR-616). Washington, DC: U.S. Government Printing Office.

Valeri-Gold, M., and Deming, M. P. (1991). Computers and basic writers: A research update. Journal of Developmental Education, 14 (3), 10-14.

Velayo, R. S. Computer conferencing as an instuctional tool: exploring student perceptions of use, cognitive and motivational characteristics, and frequency of interation (Cognition, motivation). PhD. Dissertation, The University of Michigan. Dissertation Abstracts AAC 9409831.

Vockell, E. L., and Schwartz, E. M. (1992) The computer in the classroom (Second Edition) New York: Mitchell McGraw-Hill.

von Glasersfeld, E. (1995). A constructivist approach to teaching. In L. P. Steffe and J. Gale (Eds.), Constructivism in Education, (pp. 3-15). Hillsdale, NJ: Lawrence Erlbaum Associates.

von Glasersfeld, E. (1995). Sensory experience, abstraction, and teaching. In L. P. Steffe and J. Gale (Eds.), Constructivism in Education, (pp. 369-383). Hillsdale, NJ: Lawrence Erlbaum Associates.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.

Wheatley, G. H. (1991). Constructivist perspectives on science and mathematics learning. Science Education, 75, (1).

Williams, M. (1989, February). Vygotsky's social theory of mind. Harvard Educational Review, 108-126.

Williams, A. (1995). Long-distance collaboration: A case study of science teaching and learning. In Speigel, S. A., Collins, A., and Lappert, J. (Eds.), Action Research: Perspectives from Teachers' Classrooms. Southeastern Regional Vision for Education, 101-116.

Wilson, K., and Tally, W. (1991). Designing for discovery: Interactive multimedia learning environments at Bank Street College. New York: Bank Street College for Technology in Education. (ERIC Document Reproduction Service No. ED 337 147)

Winn, W. D., and Bricken, W. (1992). Designing virtual worlds for use in mathematics education: The example of experimental algebra. Educational Technology, 32 (12), 12-19.

Wood, T. (1995). From alternative epistemologies to practice in education: Rethinking what it means to teach and learn. In L. P. Steffe and J. Gale (Eds.), Constructivism in Education, (pp. 331-339). Hillsdale, NJ: Lawrence Erlbaum Associates.

Wood, T., Cobb, P., and Yackel, E. (1995). Reflections on learning and teaching mathematics in elementary school. In L. P. Steffe and J. Gale (Eds.), Constructivism in Education, (pp. 401-422). Hillsdale, NJ: Lawrence Erlbaum Associates.

Yager, R. E. (1991, September). The constructivist learning model. Science Teacher, 58 (6), 52-57.

Zucchermaglia, C. (1991, May). Toward a cognitive ergonomics of educational technology. Paper presented at the NATO Advanced Research Workshop on the Design of Constructivist Learning Environments, Leuven, Belgium.