Readings: Education & technologies



  • Ball, K; Berch DB, Helmers KF, et al. (2002). Effects of cognitive training interventions with older adults: a randomized controlled trial. JAMA 288 (18): 2271–81.
  • Barlett, C. P., Anderson, C. A., & Swing, E. L. (2009). Video game effects confirmed, suspected and speculative: A review of the evidence. Simulation & Gaming, 40, 377-403.
  • Bavelier, D., Green, C.S., Dye, M.W. (2010). Children, wired: for better and for worse. Neuron, 9, 67, 5, 692-701.
  • British Library & University College London Information behavior of the researcher of the future, 2007.
  • Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., Gratton, G. (2008). The effects of video game playing on attention, memory, and executive control. Acta Psychologica, 129, 3, 387-398.
  • Buschman,T.J., Siegel, M., Roy, J.E. and Miller, E.K. (2011) Neural substrates of cognitive capacity limitations. Proceedings of the National Academy of Sciences. 108(27):11252-5.
  • Byron, T. (2008). Safer Children in a Digital World: The Report of the Byron Review.
  • Carr, N. (2008). Is Google making us stupid? What the Internet is doing to our brains. The Atlantic Magazine, July/August.
  • Casati, R. (2013). Contre le colonialisme numérique. Paris: Albin Michel. 
  • Centre d’analyse stratégique - Note d’analyse N° 201 - Novembre 2010: Jeux vidéo: quelle régulation des contenus et des pratiques?’analyse-201-jeux-video-quelle-regulation-des-contenus-et-des-pratiques-0
  • Chabris, C. and Simons, D. (2010). Google is not making us stupid, PowerPoint is not destroying literature, and the Internet is not really changing our brains. Digital alarmists are wrong. Los Angeles Times.
  • Cognition and Technology Group at Vanderbilt (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19 (5), 2-10.
  • Cognition and Technology Group at Vanderbilt (1992). Anchored instruction in science and mathematics: Theoretical basis, developmental projects, and initial research findings. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of Science, cognitive psychology, and edcuational theory and practice (pp. 244-273). Albany, NY: State University of New York Press.
  • Dux, P. E., Tombu, M. N., Harrison, S., Rogers, B. P., Tong, F., & Marois, R. (2009). Training improves multitasking performance by increasing the speed of information processing in human prefrontal cortex. Neuron, 63(1), 127-138.
  • Floridi, L. (2007). A look into the Future Impact of ICT on Our Lives, The Information Society, 2007, 23.1, 59-64.
  • Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan.
  • Gee, J. P. (2005). Learning by Design: good video games as learning machines. E-Learning 2 (1): 5–16.
  • Gopher, D., Weil, M., and Bareket, T. (1994). Transfer of skill from a computer game trainer to flight. Hum. Factors 36, 387–405.
  • Green, C.S. & Bavelier, D. (2008). Exercising your brain: A review of human brain plasticity and training induced learning. Psychology and Aging, Special Issue on Plasticity, 23, 4, 692-701.
  • Halverson, R. (September, 2005) What Can K-12 School Leaders Learn from Video Games and Gaming? Innovate 1.6
  • Media Awareness Network Canada. What is digital literacy and why it is important? E, Nass CI, Wagner AD. Cognitive control in media multitaskers. Proc Natl Acad Sci USA. 2009;106:15583–15587.
  • Owen, A.M., Hampshire, A., Grahn, J.A., Stenton, R., Dajani, S., Burns, A.S., Howard, R.J., and Ballard, C.G. (2010). Putting brain training to the test. Nature 465, 775–778.
  • Papp, K. V., Walsh, S. J. & Snyder, P. J. Alzheimers Dement. 5, 50-60 (2009). 
  • Pasquinelli, E. (2012). Irresistibili schermi. Fatti e misfatti della realtà virtuale. Mondadori Università.
  •  Pasquinelli, E. (2012). Toute ressemblance ne saurait être que fortuite. Illusion de réalité, crédibilité et réalisme face aux nouveaux media. Paris: Vrin.
  • Pasquinelli, E. (2011). Les sciences cognitives jettent un pont entre éducation et jeux sérieux. Revue d'Intelligence Artificielle, 25, 2, 147-174.
  •  Pasquinelli, E. (2012). Les jeux vidéo: du gâteau pour le cerveau. Revue Argos.
  •  Pasquinelli, E. (2012). What Happens to infoteachers and infostudens after the information turn? In: Demir, H. (ed.), Luciano Floridi's philosophy of technology. Critical reflections. Springer. 
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved April 30, 2003, from,%20Digital%20Immigrants%20-%20Part1.pdf
  • Resnick, M. (2007). Sowing the Seeds for a More Creative Society. Learning and Leading with Technology, December 2007
  • Resnick, M. (2002). Rethinking Learning in the Digital Age. In The Global Information Technology Report: Readiness for the Networked World, edited by G. Kirkman. Oxford University Press.
  • Robertson, D. (2009).  Using a games console in the primary classroom: Effects of the `Brain Training' programme on computation and self-esteem,  British Journal of Educational Technology, 41(2), 242-255.  
  • Rosser, J.  C., et al.  (2007).  The Impact of Video Games on Training Surgeons in the 21st Century,  Arch Surg. , 142(2), 181-186. 
  • Rowlands, I., Nicholas, D., Williams, P., Clark, D. (2010). Google generation research: a report. CIBER, 2010.
  • Shaffer, D. W., Squire, K., Halverson, R., & Gee, J. P. (in press). Video Games and the Future of Learning. Phi Delta Kappan.
  • Shaffer, D. W. (2005). Epistemic games. Innovate 1.6
  • Skinner, B.F. (1958). Teaching machines. Science, 128, 969-977.
  • Squire, K.D. (2005). Changing the game: What happens when videogames enter the classroom?. Innovate 1.6

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