الف. فارسی
بختیاری، مریم و احمدی، غلامرضا (1386). میزان اثربخشی آموزشهای ضمن خدمت فناوری اطلاعات و ارتباطات (ICT) معلمان دوره متوسطه شهر اصفهان. دانش و پژوهش در علوم تربیتی، 13، 123-134.
جلالی، علیاکبر و عباسی، محمد (1383). فناوری ارتباطات و اطلاعات در آموزش و پرورش سایر کشورهای دنیا. مجموعه مقالات همایش برنامه درسی در عصر فناوری اطلاعات و ارتباطات، تهران: انتشارات آییژ، انجمن برنامه ریزی درسی ایران.
شعبانی، حسن (1383). چالشها و رویکرهای عصر اطلاعات و ضرورت تحول در ساختار و فرایند اجرای برنامههای درسی آموزش عالی. تهران: آییژ، انجمن برنامه ریزی درسی ایران.
محمدی، مهدی و اناری نژاد، عباس(1390). بررسی تاثیر دانش نرم افزاری، میزان کاربرد شخصی و نگرش معلمان به اثربخشی فاوا در تدریس بر احساس اعتماد به نفس آنان در کاربرد فاوا در تدریس، فصلنامه مطالعات برنامه درسی، 6(21)، 101-122.
موسیپور، علیمراد (1381). بررسی نقش تکنولوژیهای ارتباطی و اطلاعاتی در محیط آموزشی دانشگاه تبریز (پایاننامه کارشناسی ارشد)، دانشگاه تبریز، تبریز، ایران.
مهر محمدی، محمود (1383). بازاندیشی مفهوم و مدلول انقلاب آموزشی در عصر اطلاعات و ارتباطات. مجموعه مقالات همایش برنامه درسی در عصر فناوری اطلاعات و ارتباطات، تهران: انتشارات آییژ، انجمن برنامهریزی درسی ایران.
نفیسی، عبدالحسین (1383). الزامها، شرایط و زمینههای مناسب برای کاربرد فناوری اطلاعات در آموزش و پرورش ایران، بر اساس یافتههای مطالعات بینالمللی، مجموعه مقالات سومین همایش برنامه درسی در عصر فناوری اطلاعات و ارتباطات تهران: انتشارات آییژ، انجمن برنامهریزی درسی ایران.
ب. انگلیسی
Abbott. J. A., & Farris, S. (2000). Integrating technology into preserves literacy instruction: A survey of elementary education students’ attitudes toward computers. Journal of Research on Computing in Education, 33(2), 149-61.
Albion, P., & Ertmer, P. A. (2002). Beyond the foundations: The role of vision and belief in teachers' preparation for integration of technology. Technology trends, 46(5), 34-38.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
Bec, R. (1980). Generation cut and paste. Education Review Technology Guide [Electronic Version]. pp: 2-3 http://bec1234.edublogs.org
Becker, J. H., & Riel, M. M. (2000). Teacher professional engagement and constructivist compatible computer use Report No. 7, Teaching, Learning and Computing Project. Retrieved March 10, 2001, fromwww.crito.uci.edu/tlc/findings/report 7.
Becker, J. H., & Rivets, J. L. (2001). Computer use by teachers: Are Cuban’s predictions correct? Paper Presented at the 2001 annual meeting of the American Educational Research Association, Seattle, Washington.
Becker, J. H., & Rivets, J. L. (1999). The influence of computer and internet use on teachers’ pedagogical practices and perceptions. Journal of Research on Computing in Education, 31(4), 356-384.
Bosch, K. A., & Cardinal, L. (1993). Pre-service teachers’ perceptions of computer use during a field experience. Journal of Computing in Teacher Education, 10(1), 23-27.
Brush, T. A. (1998). Teaching pre-service teachers to use technology in the classroom. Journal of Technology and Teacher Education, 6(4), 243–258.
Cooper, J. R. (1998). A multidimensional approach to the adoption of innovation. Management Decision, 36(8), 493–502.
Cox, M., Preston, C., & Cox, K. (1999). What factors support or prevent teachers from using ICT in their classrooms? Paper Presented at the British Educational Research Association Annual Conference. University of Sussex, Brighton, September 2-5.
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
Cuban, L. (2000). So Much high-tech money invested, so little use and change in practice: How come? Paper presented at the Council of Chief State School Officers’ Annual Technology Leadership Conference, Washington, DC.
Darling-Hammond, L. (1990). Instructional policy into practice: The power of the bottom over the top. Educational Evaluation and Policy Analysis, 12(3), 233-241.
Deryakulu, D., Büyüköztürk, Ş., & Özçınar, H. (2009). Predictors of academic achievement of student ICT teachers with diferent learning styles. World Academy of Science, Engineering and Technology, 58, 703-709.
Ely, D. P. (1995). Technology is the answer! But what was the question? ERIC Document Reproduction Service, 4(2), 381-152.
Ertmer P. A. (2005). Teacher Pedagogical Beliefs: The final frontier in our quest for technology integration? Educational Development Research and Development, 53, 25-39.
Friedman, A., & Kass, E. (2002). Teacher self-efficacy: A classroom organization conceptualization, Teaching and Teacher Education, 18, 675-686.
Friedman, B. (1998). Human values and the design of computer technology. Cambridge: Cambridge University Press.
Fullan, M. D. (2000). The three stories educational reform. Phi Delta of Kappa, 81(8), 581-584.
Garrison, D. R., & Anderson, T. (2003). E–learning in the 21st century: A framework for research and practice. London: Rutledge/Flamer.
Goodison, T. (2003). Integrating in the classroom: A case study of two contrasting lessons. British Journal of Educational Technology, 34(5), 549-566.
Hennessy, S., Ruthven, K. and Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: Commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155–192.
Heraclius, L. & Barrett, M. (2001). Organizational change as discourse: Communicative actions and deep structures in the context of informational technology implementation. Academy of Management Journal, 44(4), 755– 778.
Hoy, K. W., & Miscall, G. C. (2001). Educational administration: Theory, research and practice (6th Ed.). New York: McGraw Hill, Inc.
Hunt, N. P., & Bohlen, R. M. (1995). Events and practices that promote positive attitudes and emotions in computing courses. Journal of Computing in Teacher Education, 11(3), 21–23.
Johnson, M., & Wils, J. (2001). Ethics and responsibility in ICT-enterprises - Prospects and challenges for management and leadership. EJBO Electronic Journal of Business Ethics and Organization Studies, 14, 1.
Kangro, A., & Kangro, I. (2004). Integration of ICT in teacher education and different school subjects in Latvia. Educational Media International, 41(1), 31–37.
Kelly, M. G. (2002). National Educational Technology Standards for Teachers: Preparing Teachers to Use Technology (first edition Ed.). Eugene, OR: International Society for Technology in Education (ISTE).
King, J., Bond, T. & Blandford, S. (2002). An investigation of computer anxiety by gender and grade. Computers in Human Behavior, 18(1), 69-84.
Kleisner, K. (2009). Homosemiosis, Mimicry and superficial similarity: Notes on the conceptualization of independent emergence of similarity in Biology.
Theory in Biosciences ,
127(1), 15-21.
Kling, R. (2000). Learning about information technologies and social change: The contribution of Social Informatics. The Information Society, 16(3), 217–232.
Kotrlik, J. W., Harrison, B. C., & Redmann, D. H. (2000). A comparison of information technology training sources: Value, knowledge, and skills for Louisiana’s secondary vocational teachers. [Electronic Version] Journal of Vocational Education Research, 25(4), 396-444.
Kozma, R., & Anderson R. E. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18, 387–394.
Loveless, A., & Ellis, V. (2001). ICT, Pedagogy and the Curriculum: Subject to change. London: Rutledge.
Loyd, B.H., & Gressard, C.P. (1986) The Nature and Correlates of Computer Anxiety in College Students, Journal of Human Behavior and Learning, 3, 28-33
Maddux, C., Johnson, D., & Willis, J. (2001). Educational computing: Learning with tomorrow’s technologies. Needham Heights, MA: Allyn & Bacon.
Markauskaite, L. (2008).
From a static to dynamic concept: A model of ICT literacy and an instrument for self-assessment. In ICALT 2005 Conference, Taiwan.
Martin, F. (2001). What drives the cacancy rate for information technology workers? Centre for European Economic Research (ZEW), 16, 43.
Milbrath, Y. C. L., & Kinzie, M. B. (2000). Computer technology training for prospective teachers. Computer Attitudes, 4, 373-396.
Mulkeen, A. R. (2003). What can policy makers do to encourage integration of information and communications technology? Evidence from the Irish school system. Technology, Pedagogy and Education, 12(2), 277–294.
North, A. S., & Noyes, J. M. (2002). Gender influences on children’s computer attitudes and cognitions. Computers in Human Behavior, 18, 135.150.
Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3). Educational Technology and Society, 11(1), 69-86.
Pedretti, E., Smith-Mayer, J., & Woodrow, J. (1999). Teaming technology enhanced instruction in the science classroom and teacher professional development. Journal of Technology and Teacher Education, 7, 131–143.
Pelgrum, W. (2001). Obstacles to the integration of ICT in Education: Results from a worldwide educational assessment. Computers and Education, 37, 163–178.
Resta, P. E. D. (2002). Information and communication technologies in teacher. education: A planning guide. UNESCO, Division of Higher Education. Paris, France.
Robler, M. D., & Edwards, J. (2000). Integrating educational technology into teaching. Upper Saddle River, NJ: Prentice-Hall.
Sandholtz, J. H., Ringstaff, C. and Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York, NY: Teachers College Press.
Saud, M. S., et al. (2010). ICT application in Vocational and Technical Education and Training (VTET) Institutions in Malaysia. Proceedings of the International Conference on VTET Research and Networking, 23-24 June.
Senteni, A. (2006). Information and communications technology integration and developmental intervention: Enabling knowledge creation and capacity building in developing countries’ organizations. Educational Technology Research and Development, 54(3), 300–311.
Shahan, K. E. (1976). The Administrator’s role in developing innovations. Unpublished Manuscript, Boston, MA: Harvard Graduate School of Education.
Sharp, J. (2005). Using ICT in Primary Science Teaching. Learning Matters, Exeter.
Teo, T., (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413–424.
Torkzadeh, G. , Koufteros, X., & Doll, W. J. (2005). Confirmatory factor analysis and factorial invariance of the impact of information technology instrument. Omega, 33(2), 107-118.
Tschannen-Moran, & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944–956.
Veen, W. (1993). The role of beliefs in the use of information technology: Implications for teacher education, or teaching the right thing at the right time. Journal of Information Technology for Teacher Education, 2(2), 139–153.
Watt, D. H. (1980). Computer literacy: What should schools be doing about it. Classroom Computer News, 1(2), 1– 26.
Watts, M., & Loyd, C. (2004). The use of innovative ICT in the active pursuit of literacy. Journal of Computer Assisted Learning, 20, 50-58.
Yamamoto, T. (2012).The difference of information technology visions between the faculty and students in the Engineering Laptop Institution. . A Dissertation presented of PhD in the university of Indiana state university, P: 148 pages; AAT 3050256.
Yildirim, S. (2000). Effects of an educational computing course on preserves and in-service teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479-495.