For the topic ICT in Education the following literature should be:
Voogt, J. & Fisser, P. (forthcoming). Computer assisted instruction. In J.D. Wright (Ed.), International Encyclopedia of the Social and Behavioral Sciences (2nd Ed.).
•In this contribution the changing terminology that accompanies technological developments is discussed, followed by an overview of different types of applications of Information and Communication Technology (ICT) for use in education. After this it is described how different ICT applications align with different views on education. The potential of ICT for enhancing the curriculum as demonstrated in well-known studies is presented, followed by a picture of the actual use of ICT in education. Problems explaining the gap between potential and actual use are discussed.
Ten Brummelhuis, A. & Kuiper, E. (2008). Driving forces for ICT in learning. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 97-111). New York: Springer.
•Intensive use of ICT is fully integrated in our daily lives. The rise of this so-called digital generation poses serious questions for teachers with regard to the use of ICT in education and ways to stay connected with their pupils. Most schools have invested in the availability of an ICT infrastructure, but it is becoming increasingly clear that the availability of an adequate ICT infrastructure, while necessary, is not in itself a sufficient condition for effective use of ICT in education. At many schools, teachers are struggling with the question how to use ICT for instructional purposes. In this contribution, various driving forces and contrasting issues on using ICT in education for teaching and learning are discussed on the basis of a conceptual framework.
Koehler M. & Mishra P. (2009) What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9, 60-70.
•This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (TPACK). The development of TPACK by teachers is critical to effective teaching with technology. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.