References

1. Alchin, G. (1993). Increasing self esteem and creativity of people with a developmental disability through the use of computer technology. Australian Educational Computing, 8, 19-24.
2. Alexander, D. (1984). Mathematical, geometric and spatial reasoning. In E.G. Pitcher, S.G. Feinburg, & D. Alexander (Eds.), Helping young children learn (4th ed.) (pp. 185-207). Columbus, OH: Charles E. Merrill.
3. Allen, J., Watson, J.A., & Howard, J.R. (1993). The impact of cognitive styles on the problem solving strategies used by preschool minority children in Logo microworlds. Journal of Computing in Childhood Education, 4, 203-217.
4. American Academy of Pediatrics. (1999). Media education. Pediatrics, 104, 341-343.
5. Anderson, G.T. (2000). An empirical comparison of the proportion of cooperative play of 4-year-old preschool children observed as they interact in four centers: block, computer, housekeeping, and manipulative. Atlanta, GA: National Association for the Education of Young Children.
6. Bangert-Drowns, R.L. (1989). Research on word processing and writing instruction. San Francisco: American Educational Research Association.
7. Bangert-Drowns, R.L. (1993). The word processor as an instructional tool: A meta-analysis of word processing in writing instruction. Review of Educational Research, 63(1), 69-93.
8. Barnes, B.J., & Hill, S. (1983, May). Should young children work with microcomputers—Logo before Lego™ The Computing Teacher, 10, 11-14.
9. Becker, H.J. (1990). How computers are used in United States schools: Basic data from the 1989 I.E.A. Computers in Education Survey. Journal of Educational Computing Research, 7, 385-406.
10. Becker, H.J. (1994). Analysis and trends of school use of new information technologies: Unpublished manuscript, Dept. Of Education, University of California, Irvine.
11. Becker, H.J. (2000). Who’s wired and who’s not: Children’s access to and use of computer technology. The Future of Children, 10(2), 44-75.
12. Behrmann, R.E. (2000). Children and computer technology [Special issue]. The Future of Children, 10(2).
13. Bergin, D., Ford, M.E., & Meyer-Gaub, B. (1986). Social and motivational consequences of microcomputer use in kindergarten. San Francisco, CA: American Educational Research Association.
14. Bergin, D.A., Ford, M.E., & Hess, R.D. (1993). Patterns of motivation and social behavior associated with microcomputer use of young children. Journal of Educational Psychology, 85, 437-445.
15. Bernhard, J.K., & Siegel, L.S. (1994). Increasing internal locus of control for a disadvantaged group: A computer intervention. Computers in the Schools, 11(1), 59-77.
16. Binder, S.L., & Ledger, B. (1985). Preschool computer project report. Oakville, Ontario, Canada: Sheridan College.
17. Blanton, W.E., Moorman, G.B., Hayes, B.A., & Warner, M.L. (2000). Effects of participation in the Fifth Dimension on far transfer. Boone, NC: Laboratory on Technology and Learning, Appalacian State University, College of Education.
18. Bowman, B.T. (1985). Computers and young children. New Orleans: National Association for the Education of Young Children.
19. Bradley, V.N. (1982). Improving students’ writing with microcomputers. Language Arts, 59(7), 732-743.
20. Campbell, P.F. (1987). Measuring distance: Children’s use of number and unit. Final report submitted to the National Institute of Mental Health Under the ADAMHA Small Grant Award Program. Grant No. MSMA 1 R03 MH423435-01. College Park, MD: University of Maryland, College Park.
21. Campione, J.C., Brown, A.L., & Jay, M. (1992). Computers in a community of learners. In E. De Corte, M.C. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving (pp. 163188). New York: Springer-Verlag.
22. Carmichael, H.W., Burnett, J.D., Higginson, W.C., Moore, B.G., & Pollard, P.J. (1985). Computers, children and classrooms: A multisite evaluation of the creative use of microcomputers by elementary school children. Toronto, Ontario, Canada: Ministry of Education.
23. Chang, L.L., & Osguthorpe, R.T. (1990). The effects of computerized pictureword processing on kindergartners’ language development. Journal of Research in Childhood Education, 5, 73-84.
24. Char, C.A. (1989). Computer graphic feltboards: New software approaches for young children’s mathematical exploration. San Francisco: American Educational Research Association.
25. Clements, D.H. (1984). Training effects on the development and generalization of Piagetian logical operations and knowledge of number. Journal of Educational Psychology, 76, 766-776.
26. Clements, D.H. (1985). Technological advances and the young child: Television and computers. In C.S. Mcloughlin & D.F. Gullo (Eds.), Young children in context: Impact of self, family and society on development (pp. 218-253).
27. Clements, D.H. (1989). Computers in elementary mathematics education. Englewood Cliffs, NJ: Prentice-Hall.
28. Clements, D.H. (1991). Enhancement of creativity in computer environments. American Educational Research Journal, 28, 173-187.
29. Clements, D.H. (1993). Computer technology and early childhood education. In J.L. Roopnarine & J.E. Johnson (Eds.), Approaches to early childhood education (2nd ed.), pp. 295-316. New York: Merrill.
30. Clements, D.H. (1994). The uniqueness of the computer as a learning tool: Insights from research and practice. In J.L. Wright & D.D. Shade (Eds.), Young children: Active learners in a technological age (pp. 31-50). Washington, DC: National Association for the Education of Young Children.
31. Clements, D.H. (1999). Concrete manipulatives, concrete ideas. Contemporary Issues in Early Childhood, 1(1), 45-60.
32. Clements, D.H., & Battista, M.T. (1989). Learning of geometric concepts in a Logo environment. Journal for Research in Mathematics Education, 20, 450-467.
33. Clements, D.H., Battista, M.T., Sarama, J., & Swaminathan, S. (1996). Development of turn and turn measurement concepts in a computer-based instructional unit. Educational Studies in Mathematics, 30, 313-337.
34. Clements, D.H., Battista, M.T., Sarama, J., Swaminathan, S., & McMillen, S.(1997). Students’ development of length measurement concepts in a Logobased unit on geometric paths. Journal for Research in Mathematics Education, 28(1), 70-95.
35. Clements, D.H., & Burns, B.A. (2000). Students’ development of strategies for turn and angle measure. Educational Studies in Mathematics, 41, 31-45.
36. Clements, D.H., & Gullo, D.F. (1984). Effects of computer programming on young children’s cognition. Journal of Educational Psychology, 76, 10511058.
37. Clements, D.H., & McMillen, S. (1996). Rethinking “concrete” manipulatives. Teaching Children Mathematics, 2(5), 270-279.
38. Clements, D.H., & Nastasi, B.K. (1985). Effects of computer environments on social-emotional development: Logo and computer-assisted instruction. Computers in the Schools, 2(2-3), 11-31.
39. Clements, D.H., & Nastasi, B.K. (1992). Computers and early childhood education. In M. Gettinger, S.N. Elliott, & T.R. Kratochwill (Eds.), Advances in school psychology: Preschool and early childhood treatment directions (pp. 187-246). Hillsdale, NJ: Lawrence Erlbaum.
40. Clements, D.H., & Nastasi, B.K. (1993). Electronic media and early childhood education. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 251-275). New York: Macmillan.
41. Clements, D.H., Nastasi, B.K., & Swaminathan, S. (1993). Young children and computers: Crossroads and directions from research. Young Children, 48(2), 56-64.
42. Clements, D.H., & Sarama, J. (1997). Research on Logo: A decade of progress. Computers in the Schools, 14(1-2), 9-46.
43. Clements, D.H., & Sarama, J. (1998). Building blocks—Foundations for mathematical thinking, pre-kindergarten to grade 2: Research-based materials development [National Science Foundation, grant number ESI-9730804; Buffalo, NY: State University of New York at Buffalo [Online]. Available: www.gse.buffalo.edu/org/buildingblocks/
44. Clements, D.H., & Sarama, J. (1999). Preliminary report of building blocks— Foundations for mathematical thinking, pre-kindergarten to grade 2: Research-based Materials Development (NSF Grant No. ESI-9730804). Buffalo, NY: State University of New York at Buffalo. Clements, D.H., & Sarama, J. (in press). Learning and teaching with computers in early childhood education. In B. Spodek (Ed.), Contemporary Perspectives in Early Childhood Education. Greenwich, CT: Information Age. Clements, D.H., Sarama, J., & DiBiase, A.M. (Eds.) (in press). Engaging young
45. Cochran-Smith, M., Kahn, J., & Paris, C.L. (1988). When word processors come into the classroom. In J.L. Hoot & S.B. Silvern (Eds.), Writing with computers in the early grades (pp. 43-74). New York: Teachers College
46. Cohen, R., & Geva, E. (1989). Designing Logo-like environments for young children: The interaction between theory and practice. Journal of Educational Computing Research, 5, 349-377.
47. Cordes, C., & Miller, E. (2000). Fool’s gold: A critical look at computers in childhood. Alliance for Childhood. Retrieved November 7, 2000, from: http://www.allianceforchildhood.net/projects/computers/computers_reports.htm
48. Cosden, M.A. (1988). Microcomputer instruction and perceptions of effectiveness by special and regular education elementary teachers. The Journal of Special Education, 22, 242-253.
49. Cuban, L. (2001). Oversold and underused. Cambridge, MA: Harvard University Press.
50. Cunningham, A.E., & Stanovich, K.E. (1990). Early spelling acquisition: Writing beats the computer. Journal of Educational Psychology, 82, 159-162.
51. Daiute, C. (1988). The early development of writing abilities: Two theoretical perspectives. In J.L. Hoot & S.B. Silvern (Eds.), Writing with computers in the early grades (pp. 10-22). New York: Teachers College Press.
52. Dewey, J. (1963). Experience and education. New York: Collier Books.
53. Dickinson, D.K. (1986). Cooperation, collaboration, and a computer: Integrating a computer into a first-second grade writing program. Research in the Teaching of English, 20, 357-378.
54. Doran, L.A., & Kalinowski, M.F. (1991). Reducing adult computer anxiety: Lessons from preschool child tutors. Journal of Computing in Childhood Education, 2(3), 41-50.
55. Downes, T., Arthur, L., Beecher, B., & Kemp, L. (1999). Appropriate EdNA services for children eight years and younger. University of Western Sydney, Macarthur. Report commissioned by Education.AU Limited for the EdNA Online Pathways Project.
56. Du Boulay, B. (1986). Part II: Logo confessions. In R. Lawler, B. Du Boulay, M. Hughes, & H. Macleod (Eds.), Cognition and computers: Studies in learning (pp. 81-178). Chichester, England: Ellis Horwood Limited.
57. Elkind, D. (1987, May). The child yesterday, today, and tomorrow. Young Children, 6-11.
58. Elkind, D. (1998). Computers for infants and young children. Child Care Information Exchange, 123, 44-46.
59. Elliott, A. (1993). Effects of gender on preschoolers’ play and learning in Logo environments. Journal of Computing in Childhood Education, 4, 103-124.
60. Emihovich, C., & Miller, G.E. (1988). Talking to the turtle: A discourse analysis of Logo instruction. Discourse Processes, 11, 183-201.
61. Enkenberg, J. (1994). Situated programming in a LEGOLogo environment. Computers and Education, 22(1-2), 119-128.
62. Escobedo, T.H. (1992). Play in a new medium: Children’s talk and graphics at computers. Play and Culture, 5, 120-140.
63. Fatouros, C. (1995). Young children using computers: Planning appropriate learning experiences. Australian Journal of Early Childhood, 20(2), 1-6.
64. Flake, J.L. (1990). An exploratory study of Lego Logo. Journal of Computing in Childhood Education, 1(3), 15-22.
65. Fletcher, J.D., Hawley, D.E., & Piele, P.K. (1990). Costs, effects, and utility of microcomputer assisted instruction in the classroom. American Educational Research Journal, 27, 755-782.
66. Fletcher-Flinn, C.M., & Gravatt, B. (1995). The efficacy of computer assisted introduction (CAI): A meta-analysis. Journal of Educational Computing Research, 12, 219-242.
67. Forman, G. (1985). The child’s understanding of record and replay in computer animated graphics. Chicago, IL: American Educational Research Association.
68. Forman, G. (1986). Computer graphics as a medium for enhancing reflective thinking in young children. In J. Bishop, J. Lochhead, & D.N. Perkins (Eds.), Thinking (pp. 131-137). Hillsdale, NJ: Lawrence Erlbaum.
69. Foster, K.C., Erickson, G.C., Foster, D.F., Brinkman, D., & Torgesen, J.K. (1994). Computer administered instruction in phonological awareness: Evaluation of the DaisyQuest program. Journal of Research and Development in Education, 27, 126-137.
70. Fowler, C. (1988). Can we rescue the arts for America’s children. New York: American Council for the Arts.
71. Frazier, M.K. (1987). The effects of Logo on angle estimation skills of 7th graders. Unpublished master’s thesis, Wichita State University.
72. Garaigordobil, M., & Echebarria, A. (1995). Assessment of a peer-helping game program on children’s development. Journal of Research in Childhood Education, 10, 63-69.
73. Gardner, C.M., Simmons, P.E., & Simmons, R.D. (1992). The effects of CAI and hands-on activities on elementary students’ attitudes and weather knowledge. School Science and Mathematics, 92, 334-336.
74. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
75. Gelman, R., & Baillargeon, R. (1983). A review of some Piagetian concepts. In P.H. Mussen (Ed.), Handbook of child psychology (4th ed., Vol. 3, pp. 167-230). New York: John Wiley & Sons.
76. Gelman, R., & Williams, E.M. (1997). Enabling constraints for cognitive development and learning: Domain specificity and epigenesis. In D. Kuhn & R. Siegler (Eds.), Cognition, perception, and language. Volume 2: Handbook of Child Psychology (Fifth ed., pp. 575-630). New York: John Wiley &
77. Ginsburg, H., & Opper, S. (1979). Piaget’s theory of intellectual development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
78. Goodwin, L.D., Goodwin, W.L., & Garel, M.B. (1986). Use of microcomputers with preschoolers: A review of the literature. Early Childhood Research Quarterly, 1, 269-286.
79. Goodwin, L.D., Goodwin, W.L., Nansel, A., & Helm, C.P. (1986). Cognitive and affective effects of various types of microcomputer use by preschoolers. American Educational Research Journal, 23, 348-356.
80. Gore, D.A., Morrison, G.N., Maas, M.L., & Anderson, E.A. (1989). A study of teaching reading skills to the young child using microcomputer assisted instruction. Journal of Educational Computing Research, 5, 179-185.
81. Graybill, D., Kirsch, J.R., & Esselman, E.D. (1985). Effects of playing violent vs. Nonviolent video games on the aggressive ideation of aggressive and nonaggressive children. Child Study Journal, 15, 199-205.
82. Green, L.C. (1991). The effects of word processing and a process approach to writing on the reading and writing achievement, revision and editing strategies, and attitudes towards writing of third-grade Mexican-American students, Dissertation Abstracts International 52-12, 4245.
83. Gustafsson, K., Mellgren, E., Klerfelt, A., & Samuelsson, I.P. (1999). Preschool teachers—Children, computers, and IT: An exploratory study. Gothenburg, Sweden: EARLI 99: The 8th European Conference for Research and Learning.
84. Haugland, S.W. (1992). Effects of computer software on preschool children’s developmental gains. Journal of Computing in Childhood Education, 3(1), 15-30.
85. Hawisher, G.E. (1989). Research and recommendations for computers and composition. In G.E. Hawisher & C.L. Selfe (Eds.), Critical perspectives on computers and composition instruction (pp. 44-69). New York: Teachers
86. Hine, M.S., Goldman, S.R., & Cosden, M.A. (1990). Error monitoring by learning handicapped students engaged in collaborative microcomputer-based writing. The Journal of Special Education, 23(4), 407-422.
87. Hlawati, B. (1985). Effects of Logo and problem-solving CAI on the cognitive processes of gifted children. Unpublished doctoral dissertation, Kent State University.
88. Holmes, D.J., & Godlewski, J.B. (1995). The attitude toward writing of first grade students using computers with the help of peer coaches. Paper presented at the The Twelfth International Conference on Technology and Education, Orlando, FL.
89. Hoover, J.M., & Austin, A.M. (1986). A comparison of traditional preschool and computer play from a social/cognitive perspective. San Francisco, CA: American Educational Research Association.
90. Horton, J., & Ryba, K. (1986). Assessing learning with Logo: A pilot study. The Computing Teacher, 14(1), 24-28.
91. Howard, J., Greyrose, E., Kehr, K., Espinosa, M., & Beckwith, L. (1996). Teacher-facilitated microcomputer activities: Enhancing social play and affect in young children with disabilities. Journal of Special Education Technology, 13, 36-47.
92. Howard, J.R., Watson, J.A., & Allen, J. (1993). Cognitive style and the selection of Logo problem-solving strategies by young black children. Journal of Educational Computing Research, 9, 339-354.
93. Howland, J., Laffey, J., & Espinosa, L.M. (1997). A computing experience to motivate children to complex performances. Journal of Computing in Childhood Education, 8, 291-311.
94. Hungate, H. (1982, January). Computers in the kindergarten. The Computing Teacher, 9, 15-18.
95. Hutinger, P.L., & Johanson, J. (2000). Implementing and maintaining an effective early childhood comprehensive technology system. Topics in Early Childhood Special Education, 20(3), 159-173.
96. Ishigaki, E.H., Chiba, T., & Matsuda, S. (1996). Young children’s communication and self expression in the technological era. Early Childhood Development and Care, 119, 101-117.
97. Jones, I. (1998). The effect of computer-generated spoken feedback on kindergarten students’ written narratives. Journal of Computing in Childhood Education, 9(1), 43-56.
98. Jones, I., & Pellegrini, A.D. (1996). The effect of social relationships, writing media, and microgenetic development on first-grade students’ written narratives. American Educational Research Journal, 33, 691-718.
99. Karmiloff-Smith, A. (1990). Constraints on representational change: Evidence from children’s drawing. Cognition, 34, 57-83.
100. Kelly, A.E., & O’Kelly, J.B. (1994). Extending a tradition: Teacher designed computer-based games. Journal of Computing in Childhood Education, 5, 153-166.
101. Kent, J.F., & Rakestraw, J. (1994). The role of computers in functional language: A tale of two writers. Journal of Computing in Childhood Education, 5(3/4), 329-337.
102. Kieran, C. (1986). Logo and the notion of angle among fourth and sixth grade children. In C. Hoyles & L. Burton (Eds.), Proceedings of the Tenth Annual Meeting of the International Group for the Psychology in Mathematics Education (pp. 99-104). London, England: City University.
103. Kieran, C., & Hillel, J. (1990). It’s tough when you have to make the triangles angles: Insights from a computer-based geometry environment. Journal of Mathematical Behavior, 9, 99-127.
104. King, J.A., & Alloway, N. (1992). Preschooler’s use of microcomputers and input devices. Journal of Educational Computing Research, 8, 451-468.
105. Klinzing, D.G., & Hall, A. (1985). A study of the behavior of children in a preschool equipped with computers. Chicago, IL: American Educational Research Association.
106. Kokish, R. (1994). Experiences using a PC in play therapy with children. Computers in Human Services, 11(1-2), 141-150.
107. Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukopadhyay, T., & Scherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being. American Psychologist, 53, 1017-1031.
108. Kromhout, O.M., & Butzin, S.M. (1993). Integrating computers into the elementary school curriculum: An evaluation of nine Project CHILD model schools. Journal of Research on Computing in Education, 26(1), 55-69.
109. Kull, J.A. (1986). Learning and Logo. In P.F. Campbell & G.G. Fein (Eds.), Young children and microcomputers (pp. 103-130). Englewood Cliffs, NJ:
110. Kurth, R.J. (1988). Process variables in writing instruction using word processing, word processing with voice synthesis, and no word processing. New Orleans: American Educational Research Association.
111. Kurth, R.J., & Kurth, L.M. (1987). A comparison of writing instruction using and word processing, word processing with voice synthesis, and no word
112. Lai, K.W. (1993). Lego-Logo as a learning environment. Journal of Computing in Childhood Education, 4, 229-245.
113. Lavin, R., & Sanders, J. (1983). Longitudinal evaluation of the C/A/I Computer Assisted Instruction Title 1 Project: 1979-1982. Chelmsford, MA: Merrimack Education Center.
114. Lehrer, R., & DeBernard, A. (1987). Language of learning and language of computing: The perceptual-language model. Journal of Educational Psychology, 79, 41-48.
115. Lehrer, R., Levin, B.B., DeHart, P., & Comeaux, M. (1987). Voice-feedback as a scaffold for writing: A comparative study. Journal of Educational Computing Research, 3, 335-353.
116. Lesh, R.A., & Lesh, J. (1989). On-the-job teacher education. In I. Wirszup & R. Streit (Eds.), Developments in school mathematics education around the world. Reston, VA: National Council of Teachers of Mathematics.
117. Lewin, C. (1997). “Test driving” CARS: Addressing the issues in the evaluation of computer-assisted reading software. Journal of Computing in Childhood Education, 8(2/3), 111-132.
118. Lin, S., Vallone, R.P., & Lepper, M.R. (1985). Teaching early reading skills: Can computers help? San Jose, CA: Western Psychological Association.
119. Lipinski, J.M., Nida, R.E., Shade, D.D., & Watson, J.A. (1986). The effects of microcomputers on young children: An examination of free–play choices, sex differences, and social interactions. Journal of Educational Computing Research, 2, 147-168.
120. Lukens, D.C. (1984). A compass-and-computer perspective on technology. In V.P. Hansen & M.J. Zweng (Eds.), Computers in mathematics education (1984 Yearbook) (pp. 15-19). Reston, VA: National Council of Teachers of
121. Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on Computing in Education, 29, 263-275.
122. McCormick, L. (1987). Comparison of the effects of a microcomputer activity and toy play on social and communication behaviors of young children. Journal of the Division for Early Childhood, 11, 195-205.
123. McKenna, M.C. (1998). Electronic texts and the transformation of beginning reading. In D. Reinking & M.C. McKenna & L.D. Labbo & R.D. Kieffer (Eds.), Handbook of literacy and technology (pp. 45-59). Mahwah, NJ:
124. Mikropoulos, T.A., Kossivaki, P., Katsikis, A., & Savranides, C. (1994). Computers in preschool education: An interactive environment. Journal of Computing in Childhood Education, 5, 339-351.
125. Mitterer, J., & Rose-Drasnor, L. (1986). LOGO and the transfer of problem solving: An empirical test. The Alberta Journal of Educational Research, 32, 176-194.
126. Moxley, R.A., Warash, B., Coffman, G., Brinton, K., & Concannon, K.R.(1997). Writing development using computers in a class of three-year-olds. Journal of Computing in Childhood Education, 8(2/3), 133-164.
127. Muller, A.A., & Perlmutter, M. (1985). Preschool children’s problem-solving interactions at computers and jigsaw puzzles. Journal of Applied Developmental Psychology, 6, 173-186.
128. Murphy, R.T., & Appel, L.R. (1984). Evaluation of writing to read. Princeton, NJ: Educational Testing Service.
129. Nastasi, B.K., & Clements, D.H. (1993). Motivational and social outcomes of cooperative education environments. Journal of Computing in Childhood Education, 4(1), 15-43.
130. Nastasi, B.K., & Clements, D.H. (1994). Effectance motivation, perceived scholastic competence, and higher-order thinking in two cooperative computer environments. Journal of Educational Computing Research, 10, 249-275.
131. Nastasi, B.K., Clements, D.H., & Battista, M.T. (1990). Social-cognitive interactions, motivation, and cognitive growth in Logo programming and CAI 150-158.
132. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
133. National Science Board. (1998). Science & Engineering Indicators – 1998 (NSB 98-l). Arlington, VA: National Science Foundation.
134. National Science Board. (2000). Science & Engineering Indicators – 2000 (NSB00-1). Arlington, VA: National Science Foundation.
135. NCTM. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
136. Neufeld, K. (1989). When children use word processors for writing: Some problems and suggestions. Reading Improvement, 26(1), 64-70.
137. Niemiec, R., & Walberg, H.J. (1987). Comparative effects of computer-assisted instruction: A synthesis of reviews. Journal of Educational Computing Research, 3, 19-37.
138. Niemiec, R.P., & Walberg, H.J. (1984). Computers and achievement in the elementary schools. Journal of Educational Computing Research, 1, 435-440.
139. Oken-Wright, P. (1999). The technological languages of young children. Focus on Pre-K & K, 12(2), 1-3, 6.
140. Okolo, C.M. (1991). Learning and behaviorally handicapped students’ perceptions of instructional and motivational features of computer assisted instruction. Journal of Research on Computing in Education, 24(2), 171-188.
141. Olive, J., Lankenau, C.A., & Scally, S.P. (1986). Teaching and understanding geometric relationships through Logo: Phase II. Interim Report: The Atlanta–Emory Logo Project. Altanta, GA: Emory University.
142. Olson, J.K. (1988). Microcomputers make manipulatives meaningful. Budapest, Hungary: International Congress of Mathematics Education.
143. Orleans, M., & Laney, M.C. (2000). Children’s computer use in the home. Social Science Computer Review, 18, 56-72.
144. Owston, R.D., & Wideman, H.H. (1997). Word processors and children’s writing in a high-computer-access setting. Journal of Research on Computing in Education, 30, 202-220.
145. Palmer, S. (1993). Does computer use put children’s vision at risk? Journal of Research and Development in Education, 26, 59-65.
146. Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.
147. Papert, S. (1985). Computer criticism vs. Technocentric thinking, Logo 85 Theoretical Papers (pp. 53-67). Cambridge, MA: Massachusetts Institute of
148. Perlmutter, M., Behrend, S., Kuo, F., & Muller, A. (1986). Social influence on children’s problem solving at a computer: Unpublished manuscript, University of Michigan, Ann Arbor.
149. Phenix, J., & Hannan, E. (1984). Word processing in the grade one classroom. Language Arts, 61, 804-812.
150. Piaget, J., & Inhelder, B. (1967). The child’s conception of space. New York: W.W. Norton.
151. Picard, A.J., & Giuli, C. (1985). Computers as a free–time activity in grades K4: A two year study of attitudes and usage: Unpublished manuscript, University of Hawaii, Honolulu, HI.
152. Plourde, R.R. (1987, December). The insignificance of Logo—Stop “mucking around” with computers. Micro-Scope, 30-31.
153. Ragosta, M., Holland, P., & Jamison, D.T. (1981). Computer-assisted instruction and compensatory education: The ETS/LAUSD study. Princeton, NJ: Educational Testing Service.
154. Reed, W.M. (1996). Assessing the importance of computer-based writing instruction. Journal of Research on Computing in Education, 28, 418-437.
155. Reimer, G. (1985). Effects of a Logo computer programming experience on readiness for first grade, creativity, and self concept. “A pilot study in kindergarten”. AEDS Monitor, 23(7-8), 8-12.
156. Resnick, M. (1988). LEGO, Logo, and design. Children’s Environments Quarterly, 5(4), 14-18.
157. Riding, R.J., & Tite, H.C. (1985). The use of computer graphics to facilitate story telling in young children. Educational Studies, 11, 203-210.
158. Riel, M. (1994). Educational change in a technology-rich environment. Journal of Research on Computing in Education, 26(4), 452-474.
159. Robinson, M.A., Gilley, W.F., & Uhlig, G.E. (1988). The effects of guided discovery Logo on SAT performance of first grade students. Education, 109, 226-230.
160. Robinson, M.A., & Uhlig, G.E. (1988). The effects of guided discovery Logo instruction on mathematical readiness and visual motor development in first grade students. Journal of Human Behavior and Learning, 5, 1-13.
161. Roblyer, M.D., Castine, W.H., & King, F.J. (1988). Assessing the impact of computer-based instruction: A review of recent research. New York: Haworth Press.
162. Rosegrant, T.J. (1988). Talking word processors for the early grades. In J.L. Hoot & S.B. Silvern (Eds.), Writing with computers in the early grades (pp. 143-159). New York: Teachers College Press.
163. Rosengren, K.S., Gross, D., Abrams, A.F., & Perlmutter, M. (1985). An observational study of preschool children’s computing activity. Austin, TX: “Perspectives on the Young Child and the Computer” conference, University of Texas at Austin.
164. Ross, J.A., Hogaboam-Gray, A., & Hannay, L. (2001). Collateral benefits of an interactive literacy program for grade 1 and 2 students. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada, April 19-23, 1999.
165. Sarama, J. (1995). Redesigning Logo: The turtle metaphor in mathematics education. Unpublished doctoral dissertation, State University of New York at Buffalo.
166. Sarama, J. (2000). Toward more powerful computer environments: Developing mathematics software on research-based principles. Focus on Learning Problems in Mathematics, 22(3 & 4), 125-147.
167. Sarama, J., Clements, D.H., & Henry, J.J. (1998). Network of influences in an implementation of a mathematics curriculum innovation. International Journal of Computers for Mathematical Learning, 3, 113-148.
168. Sarama, J., Clements, D.H., & Vukelic, E.B. (1996). The role of a computer manipulative in fostering specific psychological/mathematical processes. In E. Jakubowski, D. Watkins, & H. Biske (Eds.), Proceedings of the eighteenth annual meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 567-572). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
169. Scardamalia, M., & Bereiter, C. (1992). An architecture for collaborative knowledge building. In E. De Corte, M.C. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving (pp. 41-66). Berlin-Heidelberg-New York: Springer-Verlag.
170. Schery, T.K., & O’Connor, L.C. (1997). Language intervention: Computer training for young children with special needs. British Journal of Educational Technology, 28, 271-279.
171. Schofield, J.W. (1995). Computers and classroom culture. Cambridge, MA: Cambridge University Press.
172. Shade, D.D. (1994). Computers and young children: Software types, social contexts, gender, age, and emotional responses. Journal of Computing in Childhood Education, 5(2), 177-209.
173. Shade, D.D., Nida, R.E., Lipinski, J.M., & Watson, J.A. (1986). Microcomputers and preschoolers: Working together in a classroom setting. Computers in the Schools, 3, 53-61.
174. Shapira, D. (1995). Learning to read with joy by using computer-based graphics. Paper presented at the The Twelfth International Conference on Technology and Education, Orlando, FL. Shaw, E.L., Jr., Nauman, A.K., & Burson, D. (1994). Comparisons of spontaneous and word processed compositions in elementary classrooms: A 319-327.
175. Sheingold, K. (1986). The microcomputer as a symbolic medium. In P.F. Campbell & G.G. Fein (Eds.), Young children and microcomputers (pp. 25-34).
176. Shilling, W.A. (1997). Young children using computer to make discoveries about written language. Early Childhood Education Journal, 24, 253-259.
177. Shute, R., & Miksad, J. (1997). Computer assisted instruction and cognitive development in preschoolers. Child Study Journal, 27, 237-253.
178. Silfen, R., & Howes, A.C. (1984). A summer reading program with CAI: An evaluation. Computers, Reading and Language Arts, 1(4), 20-22.
179. Silverman, N.S. (1990). Logo and underachievers. Unpublished Masters thesis, University of the Virgin Islands.
180. Spiegel-McGill, P., Zippiroli, S., & Mistrett, S. (1989). Microcomputers as social facilitotors in integrated preschools. Journal of Early Intervention, 13(3), 249-260.
181. Steffe, L.P. (1994). Children’s multiplying schemes. In G. Harel & J. Confrey (Eds.), The development of multiplicative reasoning in the learning of mathematics (pp. 3-39). Albany, NY: SUNY Press.
182. Steffe, L.P., & Wiegel, H.G. (1994). Cognitive play and mathematical learning in computer microworlds. Journal of Research in Childhood Education, 8(2), 117-131.
183. Steg, D.R., Lazar, I., & Boyce, C. (1994). A cybernetic approach to early education. Journal of Educational Computing Research, 10, 1-27.
184. Stone, T.T., III. (1996). The academic impact of classroom computer usage upon middle-class primary grade level elmentary school children. Dissertation Abstracts International, 57-06, 2450.
185. Subrahmanyam, K., Kraut, R.E., Greenfield, P.M., & Gross, E.F. (2000). The Impact of home computer use on children’s activities and development. The Future of Children, 10(2), 123-144.
186. Swigger, K., & Campbell, J. (1981). Computers and the nursery school. In D. Harris & L. Nelson-Heern (Eds.), Proceedings of the National Educational Computing Conference (pp. 264-268). Iowa City, IA: National Educational
187. Talley, S., Lancy, D.F., & Lee, T.R. (1997). Children, storybooks, and computers. Reading Horizons, 38(2), 116-128.
188. Tan, L.E. (1985). Computers in pre-school education. Early Child Development and Care, 19, 319-336.
189. Taylor, B.M., Anderson, R.C., Au, K.H., & Raphael, T.E. (2000). Discretion in the translation of research to policy: A case from beginning reading. Educational Researcher, 29(6), 16-26.
190. Teague, G.V., Wilson, R.M., & Teague, M.G. (1984). Use of computer assisted instruction to improve spelling proficiency of low achieving first graders. AEDS Journal, 17, 30-35.
191. Terrell, S., & Rendulic, P. (1996). Using computer-managed instructional software to increase motivation and achievement in elementary school children. Journal of Research on Computing in Education, 28(3), 403-414.
192. Try, K.M. (1989). Cognitive and social change in young children during Logo activities: A study of individual differences. Unpublished Doctorial dissertation, The University of New England, Armidale, New South Wales, Australia.
193. Turkle, S. (1984). The second self: Computers and the human spirit. New York: Simon and Schuster.
194. Turkle, S. (1995). Life on the screen: Identify in the age of the Internet. New York: Simon & Schuster.
195. Turkle, S. (1997). Seeing through computers: Education in a culture of simulation. The American Prospect, 31, 76-82.
196. Vaidya, S., & McKeeby, J. (1984, September). Computer turtle graphics: Do they affect children’s thought processes? Educational Technology, 24, 46-47.
197. Villarruel, F. (1990). Talking and playing: An examination of the effects of computers on the social interactions of handicapped and nonhandicapped preschoolers, Dissertation Abstracts International, 51-11, 3630.
198. Warash, B.G. (1984). Computer language experience approach. Columbus, OH: National Council of Teachers of English Spring Conference.
199. Wartella, E., & Jennings, N. (2000). Children and computers: New technology—old concerns. The Future of Children, 10(2), 31-43.
200. Wartella, E., O’Keefe, B., & Scantlin, R. (2000). Growing up with interactive media: Markle Foundation.
201. Wartella, E., Scantlin, R., Kotler, J., Huston, A.C., & Donnerstein, E. (2000). Effects of sexual content in the media on children and adolescents. In C.V. Feilitzen & U. Carlsson (Eds.), Children in the new media landscape (pp. 141-153). Göteborg, Germany: UNESCO International Clearinghouse on Children and Violence on the Screen.
202. Wartella, E.A., & Reeves, B. (1983, June). Recurring issues in research on children and media. Educational Technology, 5-9.
203. Watson, D.M., Cox, M.J., & Johnson, D.C. (1993). The ImpacT Report: An evaluation of the impact of information technology on children’s achievements in primary and secondary schools. London, UK: King’s College, London.
204. Watson, J.A., Lange, G., & Brinkley, V.M. (1992). Logo mastery and spatial problem-solving by young children: Effects of Logo language training, route-strategy training, and learning styles on immediate learning and transfer. Journal of Educational Computing Research, 8, 521-540.
205. Watson, J.A., Nida, R.E., & Shade, D.D. (1986). Educational issues concerning young children and microcomputers: Lego with Logo? Early Child Development and Care, 23, 299-316.
206. Weir, S. (1992). LEGO-Logo: A vehicle for learning. In C. Hoyles & R. Noss (Eds.), Learning mathematics and Logo (pp. 165-190). Cambridge, MA:
207. Wiburg, K.M. (1987). The effect of different computer-based learning environments on fourth grade students’ cognitive abilities. Unpublished doctoral dissertation, United States International University.
208. Wild, M., & Ing, J. (1994). An investigation into the use of a concept keyboard as a computer-related device to improve the structure of young children’s writing. Journal of Computing in Childhood Education, 5(3/4), 299-309.
209. Wright, J.L. (1994). Listen to the children: Observing young children’s discoveries with the microcomputer. In J.L. Wright & D.D. Shade (Eds.), Young children: Active learners in a technological age (pp. 3-17). Washington,
210. Yelland, N.J. (1998). Making sense of gender issues in mathematics and technology. In N.J. Yelland (Ed.), Gender in early childhood (pp. 249-273).