Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94 (2), 416-427.
Atkinson, R. K., Mayer, R. E., & Merrill, M. M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent's voice. Contemporary Educational Psychology, 30 (1), 117-139.
Baylor, A. L. (2001). Permutations of control: Cognitive considerations for agent-based learning environments. Journal of Interactive Learning Research, 12 (4), 403-425.
Baylor, A. L. (2002). Expanding preservice teachers' metacognitive awareness of instructional planning through pedagogical agents. Educational Technology Research and Development, 50 (2), 5-22.
Baylor, A. L., & Kim, Y. (2005). Simulating instructional roles through pedagogical agents. International Journal of Artificial Intelligence in Education, 15 (1), 95 - 115.
Baylor, A. L., Rosenberg-Kima, R. B., & Plant, E. A. (2006). Interface agents as social models: The impact of appearance on females’ attitude toward engineering. Paper presented at the Conference on Human Factors in Computing Systems, April 22-27, 2006, Montreal, Canada.
Baylor, A. L., Ryu, J., & Shen, E. (2003b). The effects of pedagogical agent voice and animation on learning, motivation, and perceived persona. Paper presented at the Annual World conference of Educational Multimedia, Hypermedia, & Telecommunication, June 23-28, 2003, Honolulu, Hawaii.
Becker, H. J. (2000, January). Findings from the teaching, learning and computing survey: Is Larry Cuban right? Paper presented at the School Technology Leadership Conference of the Council of Chief State School Officers, Washington, D.C.
Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60 (1), 3-7.
Bradshaw, L. K. (1997). Technology-supported change: A staff development opportunity. National Association of Secondary School Principals, 81 (593), 86-92.
Brush, T., Glazewski, K., Rutowski, K., & Berg, K. (2003). Integrating technology in a field-based teacher training program: the PT3@ASU Project. Educational Technology, Research and Development, 51 (1), 57-72.
Cardelle-Elawar, M., & Wetzel, K. (1995). Students and computers as partners in developing students’ problem-solving skills. Journal of Research on Computing in Education, 27(4), 387-401.
Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34 (4), 411-433.
Clark, R. E. (1983). Reconsidering the research on media. Review of Educational Research, 53 (4), 445-459.
Clifford, P., & Friesen, S. (2001). The stewardship of the intellect: Classroom life, educational innovation and technology. In B. Barrell (Ed.), Issues in the integration of technology into teaching, learning, and school culture(s). Calgary, AB: Detselig Enterprises.
Cobb, P., & Bowles, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28, 4-15.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38 (4), 813-834.
Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology? Journal of Research on Technology in Education, 35 (3), 342-361.
McCombs, B. L. (2003). Learner-Centered Principles: A Framework for Teaching [Symposium]. Theory into Practice, 4 (2), 93-158.
Ellsworth, J. B. (2000). Surviving Change: A Survey of Educational Change Models, New York, NY: ERIC Clearing house on Information and Technology.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53 (4), 25-39.
Flick, L., & Bell, R. (2000). Preparing tomorrow's science teachers to use technology: Guidelines for Science educators. Contemporary Issues in Technology and Teacher Education, 1 (1).
Grabinger, R. S. (1996). Rich environments for active learning. In D. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 665-692). New York: Simon & Schuster Macmillan.
Gustafson, K. L., & Branch, R. M. (1997). Survey of instructional development models (3rd ed.). Syracuse: ERIC Clearinghouse on Information & Technology.
Hawkes, M., & Romiszowski, A. (2001). Examining the reflective outcomes of asynchronous computer-mediated communication on inservice teacher development. Journal of Technology and Teacher Education, 9 (2), 285-308.
Henriques, L. (2002). Preparing tomorrow’s science teachers to use technology: An example from the field. Contemporary Issues in Technology and Teacher Education, 2(1), 3-18.
Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302.
Hughes, J. (2004). Technology learning principles for preservice and in-service teacher education. Contemporary Issues in Technology and Teacher Education, 4 (3), 345-362.
International Society for Technology in Education. (2008). National Educational Technology Standards for Teachers (2nd Ed.).
Jacobsen, M., Clifford, P., & Friesen, S. (2002). Preparing teachers for technology integration: Creating a culture of inquiry in the context of use. Contemporary Issues in Technology and Teacher Education, 2 (3), 363-388.
Jerald, C. D., & Orlofsky, G. F. (1999). Raising the bar on school technology. Education Week. Retrieved January 2000 from http://www.edweek.org/sreports/tc99/articles/up-intro.htm
Johnson, D. W., & Johnson, R. T. (1996). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 1017-1044). New York: Macmillan.
Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River: Merrill.
Kim, Y., & Baylor, A. L. (2006a). Pedagogical agents as learning companions: The role of agent competency and type of interaction. Educational Technology Research & Development, 54 (3), 223-243.
Kim, Y., & Baylor, A. L. (2006b). A social cognitive framework for designing pedagogical agents as learning companions. Educational Technology Research and Development, 54 (6), 569-596.
Kim, Y., Baylor, A. L., & Reed, G. (2003). The impact of image and voice with pedagogical agents. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, November 7-11, 2003, Phoenix, Arizona.
Kim. C., & Baylor, A. L. (2008). A virtual change agent: Motivating pre-service teachers to integrate technology in their future classrooms. Educational Technology & Society, 11 (2), 309-321.
Llorens, S., Salanova, M., & Grau, R. (2002). Training to technological change. Journal of Research on Technology in Education, 35 (2), 206-212.
Maor, D. (2003). The teacher’s role in developing interaction and reflection in an online learning community. Education Media International, 40 (1/2), 127-137.
McDonald, J., & Gibson, G. C. (1998). Interpersonal dynamics and group development in computer conferencing. The American Journal of Distance Education, 12 (1), 7-25.
Mills, S. C., & Tincher, R. C. (2003). Be the technology: A developmental model for evaluating technology integration. Journal of Research on Technology in Education, 35 (3), 382-401.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108, 1017-1054.
Molebash, P. E. (2002). Commentary: Phases of collaborative success: A response to Shoffner, Dias, and Thomas. Contemporary Issues in Technology and Teacher Education, 2 (1), 63-72.
Moreno, K. N., Person, N. K., Adcock, A. B., van Eck, R. N., Jackson, G. T., & Marineau, J. C. (2002). Etiquette and efficacy in animated pedagogical agents: The role of stereotypes. Paper presented at the AAAI Symposium.
Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19 (2), 177-213.
Morrison, G. R., & Lowther, D. L. (2005). Integrating computer technology into the classroom (3rd ed.). Columbus, OH: Merrill.
National Center for Education Statistics. (2000). Teachers' tools for the 21st century: A report on teachers' use of technology (NCES 2000-102). Washington, D.C.: Department of Education. Retrieved January 2000 from the World Wide Web:http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000102
National educational technology standards for teachers (2000). Eugene, OR: ISTE. Retrieved January 2000 from the World Wide Web: http://cnets.iste.org/index3.html
Parr, J., & Ward, L. (2006). Building on foundations: creating an online community. Journal of Technology and Teacher Education, 14(4), 775-793
Peters, M. T., & Heron, T. E. (1993). When the best is not good enough: An examination of best practice. Journal of Special Education, 26 (4), 371-386.
Pringle, R. M. (2002). Developing a community of learners: Potentials and possibilities in web mediated discourse. Contemporary Issues in Technology and Teacher Education, 2 (2), 218-233.
Rich, P. J., & Hannafin, M. (2009). Video annotation tools: Technologies to scaffold, structure, and transform teacher reflection. Journal of Teacher Education, 60 (1), 52-67.
Roblyer, M. D., & Edwards, J. (2000). Integrating educational technology into teaching (2nd ed.). Upper Saddle River, NJ: Merril.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
Roth, W. M. (1998). Designing communities. Dordrecht: Kluwer Academic.
Rovai, A. P., & Childress, M. D. (2002). Explaining and predicting resistance to computer anxiety reduction among teacher education students. Journal of Research on Technology in Education, 35 (2), 226-235.
Ryu, J., & Baylor, A. L. (2005). The psychometric structure of pedagogical agent persona. Technology, Instruction, Cognition & Learning, 2 (4), 291-319.
Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
Science teachers' perspectives. British Journal of Educational Technology, 32 (5), 619-622.
Seidman, I. (1998). Interviewing as qualitative research (2nd ed.). New York: Teachers College Press.
Shuell, T. J. (1996). Teaching and learning in a classroom context. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 726-764). New York: Simon & Schuster Macmillian.
Sliva, J. (2002). Developing a mathematical community using an electronic discussion forum in an elementary mathematics methods course. Contemporary Issues in Technology and Teacher Education, 2 (1), 79-94.
Sorensen, E. K. (2005). Networked eLearning and collaborative knowledge building: Design and facilitation. Contemporary Issues in Technology and Teacher Education, 4 (4), 446-455.
Spector, J. M., & Koszalka, T. A. (2004). The DEEP methodology for assessing learning in complex domains, Final report to the National Science Foundation Evaluative Research and Evaluation Capacity Building, Syracuse, NY: Syracuse University.
Thompson, A. D., Schmidt, D. A., & Davis, N. E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Development, 51 (1), 73-89.
Ward, J. R., West, L. S., & Isaak, T. J. (2002). Mentoring: a strategy for change in teacher technology education. Journal of Technology and Teacher Education, 10 (4), 553-569.
Weidmann, W., & Humphrey, M. B. (2002). Building a network to empower teachers for school reform. School Science and Mathematics, 102 (2), 88-93.
Wilder, H., & Malone, T. (2005). Intercultural technology education for preservice teachers in Namibia and New Jersey. Contemporary Issues in Technology and Teacher Education, 4 (4), 456- 464.
Willis, J. (2001). Foundational assumptions for information technology and teacher education. Contemporary Issues in Technology and Teacher Education, 1(3), 305-320.
Wright, V. H., Wilson, E. K., Gordon, W., & Stallworth, J. B. (2002). Master technology teacher: A partnership between preservice and inservice teachers and teacher educators. Contemporary Issues in Technology and Teacher Education, 2 (3), 353-362.
Zemelman, S., Daniels, H., & Hyde, A. (1998). Best practice: New standards for teaching and learning in America's schools (2nd ed.). Portsmouth, NH: Heinemann.
Zimmerman, B. J. (1990). Self regulated learning and academic achievement. American Educational Research Journal, 25, 3-17.