Un estudio sobre internet en las aulas. ¿Qué nos dicen los profesores de secundaria sobre el uso de estos recursos en sus prácticas?

Referencias bibliográficas

• ALMERICH, G., SUÁREZ, J. M.., ORELLANA, N., BELLOCH, C., BO, R. y GASTALDO, I. (2005). Diferencias en los conocimientos de los recursos tecnológicos en profesores a partir del género, edad y tipo de centro. Relieve, 11 (2), 127-146. http://www.uv.es/RELIEVE/v11n2/RELIEVEv11n2_3.htm, consultado en noviembre 2008.
• BECKER, H.J.(2001).How are teacher using computers in instruction? Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, Wa.
• CATTAGNI, A. y FARRIS, E. (2001), Internet access in U.S. public schools and classrooms: 1994-2000. Washington, DC: National Center for Educational Statistics.
• CLARKE, D. y HOLLINGSWORTH, H. (2002). Elaborating a model of teacher professional growth. Teacher and Teaching Education, 18, 947-967.
• CUBAN, L. (1993), Computers meet classrooms: classrooms wins, Teachers College Record, 95, pp. 185-210. CUBAN, L. (2001), Oversold and underused. Computers in the classroom, Cambridge, MA: Harvard University Press.
• EGBERT, J. PAULUS, T.M. y NAKAMICHI, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology, 6 (3), 108-126.
• EPPER, R. M. (2001). The new economy meets the ivory tower. En R. M. Epper y A. W. Bates (eds.), Teaching faculty how to use technology: Best practices from leading institutions (pp. 1-18). Westport, CT: The American Council on Education, ORYX Press.
• FULLAN, M.G.(1991), The new meaning of educational change, London: Cassel Educational Limited.
• GOBBO, C. y GIRARDI, M. (2001). Teachers’ beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10 (1/2), 63-86.
• GROSSMAN, P. L. (1989). Learning to teach without teacher education. Teachers College Record, 91, 191-207
• GROSSMAN, P. L., WILSON, S. M. y SHULMAN, L. S. (1989): Teachers of substance: Subject matter knowledge for teaching. En
• HENNESSY, S., RUTHVEN, K. y BRINDLEY, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution and change. Journal of curriculum studies, 37 (2), 155-192.
• HILLOCKS, G. (1999). Ways of thinking. Ways of Teaching. New York: Teachers College Press.
• KENNEWELL, S., PARKINSON, J. y TANNER, H. (2000). Developing the ICT capable school. London: Routledge Falmer.
• KERR, S. T. (1991). Lever and fulcrum: educational technology in teachers’ thought and practice. Teachers College Record, 93 (1), 114-136.
• LAWLESS, K. AL y PELLEGRINO, J.W. (2007). Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. Review of Educational Research, 77; 575
• LOVELESS, A. M. (2003). The interaction between primary teachers’ perceptions of ICT and their pedagogy, Education and Information Technologies, 8 (4), 313-326.
• M. C. REYNOLDS (Ed.). Knowledge Base for the Beginning Teacher. Oxford, Pergamon Press, 23-36.
• MEHLINGER, H. D. y POWERS, S. M. (2002). Technology and teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin Company.
• MUELLER, J., WOOD, E., WILLOUGHBY, T., ROSS, C. y SPECHT, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers and Education, doi: 10.1016/j.compedu.2008.02.003.
• MUMTAZ, S. (2000). Factors affecting teachers’ use of information and communication technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-341.
• OFSTED, S. (2002). ICT in Schools: effect of Government initiatives: Progress report, April 2002. http://www.ofsted.gov.uk/publications/docs/19.pdf.
• SHULMAN, J. H. (1986). Those who understand: Knowledge growth in teaching. The Educational Researcher, 15(2), 4–14.
• SHULMAN, L.S. (1987), Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.
• SIGALÉS, C., MOMINÓ, J. M., MENESES, J. & BADÍA, A. (2009). La integración de Internet en la educación escolar española. Situación actual y perspectivas de futuro. Madrid: Ariel, Fundación Telefónica.
• ZHAO, Y. y CZIKO, G.A. (2001). Teacher adoption of technology: A perceptual control theory perspective. Journal of Technology and Teacher Education, 9(1), 5-30.
• ZHAO, Y., FRANK, K. A. y ELLEFSON, N.C. (2006), Fostering meaningful teaching and learning with technology: characteristics of effective professional development, en E.A. Ashburn y R. E. Floden (eds): Meaningful learning using technology. What educators need to know and do. New York: Teachers College Press, 161-179.