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Selected Research on Behavioral Sciences in Educational Technology:
An Annotated Bibliography

The purpose of this annotated bibliography is to gather and analyze an ordered list
of resources to use for my final synthesis paper in EDTech 504: Foundations of
Educational Technology. My final paper will focus on behavioral sciences in
Educational Technology, specifically focusing on the constructivist approach in
student-centered learning environments and how technology enhances this learning
approach. Each resource noted below has been peer-reviewed or highly
recommended by a credible institute. Each resource provides extensive research on
not only the constructivist approach in educational technology, but compares this
approach with other viewpoints such as the behaviorist and cognitivist. The
resources below have been strategically chosen in order to develop an even
understanding of the major learning theories involved in educational technology.
These resources will be referenced and incorporated heavily in the process of
completing my final class paper.


Azevedo, R., Behnagh, R.F., Duffy, M., Harley, J.M., & Trevors, G. (2012).
Metacognition and self-regulated learning in student-centered learning
environments. In Jonassen, D. & Land, S. (Eds.), Theoretical foundations of
learning environments (171-197). New York: Routledge.
In authors of this chapter define the correlation between metacognition and a self-
regulated learner within a student-centered learning environment (SCLE). The
authors argue that without these two critical components, and constant interaction
between the two, a SCLE is not possible. As each of the article above argue and
depict the benefits of a student taking ownership of his/her learning, this chapter
also focuses on the necessity of this viewpoint in educational technology. It
specifically highlights the connections between the SCLE and the cognitive
approach. Unlike some of the previous articles noted in this bibliography, the
authors provide the reader with insight on what and how a self-regulated learner
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may think while undergoing instruction. Similar to the articles above, we are
taken through four brief scenarios of SCLE programs: MetaTour, Bettys Brain,
Thinker Tools, and Crystal Island. As all of this instruction is completely student-
centered, this article provides excellent explanation of educational technology
enhancing a SCLE.
Bevevino, M.M., Dengel, J., & Adams, K. (1999). Constructivist theory in the
classroom. Professional Development Collection, 72(5), 275-278. Retrieved from:
http://bit.ly/12YejZJ
Bevevino, Dengel, and Adams, professors of education at the Edinboro University
in Pennsylvania, share a research-based report and reflection on a format called
the Learning Cycle. The Learning Cycle is based off the constructivist theory and
focuses intensely on constructing knowledge via inquiry learning. The authors
provide an explicit example of how the Learning Cycle looks within classroom
inquiry learning. In comparison to _____ this article takes the reader, step by step,
through an actual Learning Cycle lesson. The breakdown of this style of learning
is simple and clear, allowing the reader to easily adapt major principles to his or
her own lesson planning.
Bitter, G., Lajeane, T., Kneek, D.G., Friske, J., Taylor, H., Weibe, J., & Kelly, M.G.
(Nov 19797). National association of secondary school principals: developing
new learning environments for classrooms today. NASSP Bulletin. (52-58).
Retrieved from: http://goo.gl/P03XP
This article, from the NASSP Bulletin, points out the standards for technology
education today. As each of the resources noted in this bibliography are focused
on specific theories and the implementation of the theories in classrooms and
among students, this article provides the reader with the projected direction of
technology today. This article provides a completely different perspective on the
topic of the behavioral sciences in educational technology. It allows the reader to
see the purpose behind choosing a specific school of thinking in order to engage
student thinking with the use of technology. In relationship to the course
outcomes for EDTech 504, this article gives insight on the practical development
of educational technology.
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Ely, D.P. (2008). Frameworks of educational technology. British Journal of
Educational Technology. 39(2), 244-250. Retrieved at: http://goo.gl/HI2Xt
Ely, professor emeritus of Instructional Design, Development and Evaluation in
the School of Education, and the founding director of the ERIC clearinghouse on
Information and Technology at Syracuse University, writes and article on the
framework and early development of Educational Technology. This article uses
extensive research to explain and support the expansion of technology in
correlation to education. He covers the overall growth of the field of technology
on its own as well as the impact it has had on psychological theories of learning
within education. As this article does not focus primarily on technology within
classrooms, it gives a broader outtake on the development of the field of
technology across many areas.
Ertmer P. A., & Newby T.J. (1993). Behaviorism, cognitivism, constructivism:
comparing critical features from an instructional design perspective. Performance
Improvement Quarterly, 6(4). Retrieved from:
http://edtech.mrooms.org/file.php/517/EDTECH504_Module2/504Module2_Ertm
erNewby.pdf
Ertmer and Newby, Purdue University, coordinate extensive research in this
critical comparison of three instructional design perspectives: behaviorism,
constructivism, and cognitivism. Each of these viewpoints plays crucial parts in
how classroom instruction is constructed and should be strategically used. The
authors use research-based evidence to support specific examples of when each
viewpoint is best used throughout educational technology instruction and to meet
the needs of the level of individual learners.
Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and
Instruction, 15(4), 485-529. Retrieved from:
http://www.jstor.org.libproxy.boisestate.edu/stable/3233776?seq=6
David Hammer is a noted professor at universities on the east coast, and currently
serves as the Chair of Education for Tufts University. Hammer is highly involved
in physics and astronomy, and engineering. He has produced many articles and
publications on discovery learning. This article in particular focuses on a high
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school physics class and the weekly instruction that took place under the
umbrellas of discovery learning and teaching. It captures detailed dialogue
between a teacher and student and outlines what a teachers role looks like in this
type of learning environment. Though the content is focused on a high school
course, the outline of teacher duties within an inquiry learning unit are clear and
well explained and represented.
Horton, R.M., & Marshall, J.C. (2011). The relationship of teacher-facilitated,
inquiry-based instruction to student higher-order thinking. School Science
and Mathematics, 111(3), 93-101. Retrieved from:
http://onlinelibrary.wiley.com.libproxy.boisestate.edu/doi/10.1111/j.1949-
8594.2010.00066.x/abstract
Dr. Rober Horton and Dr. Jeff Marshall, Clemson University, together observe
and analyze inquiry-based instruction from middle school science and math
classes. Similar to the Bevevino, Dengel, and Adams article above, Horton and
Marshall collaborate on extensive observations (over 100 classrooms) and
research of inquiry-based learning within these classrooms. In contrast to the
Bevevino article, which takes the reader through a high school level inquiry based
lesson, Horton and Marshall take the readers through lessons presented at a
middle school level. This provides wider perspective across the K-12 board. The
authors discuss major connections between order of instruction and cognitive
level of student engagement.
McLeod, S. (2008). Bruner. Simply Psychology. Retrieved from:
http://www.simplypsychology.org/bruner.html
Simply Psychology is a website designed by Saul McLeod, a psychology
professor at Wigan and Leigh College. The purpose of this site, as per McLeod
was originally designed for A-level psychology students from the UK.
McLeod focuses on cognitive and constructive approaches in education.
Although he does not necessarily spend his him dissecting educational
technology, it is obvious that he speaks as an advocate for educational
technology enhancing and extending learning. In contrast to the other
articles noted above, McLeod does not give explicit scenarios of a learning
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theories used within classrooms. His approach focuses on the background of
the learning theory and the development of the individual learner;
specifically via the constructivist and cognitivist approaches.