Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology 39(5): 775–786.
Berners-Lee, T. (2006). Developer works interviews: Tim Berners-Lee, Originator of the Web and director of the World Wide Web Consortium talks about where we've come, and about the challenges and opportunities ahead. Interview transcription retrieved from http://www.ibm.com/developerworks/podcast/dwi/cm-int082206txt.html.
Boyd, D. (2010). Social network sites as networked publics: Affordances, dynamics, and implications. In Papcharissi, Z. (Ed.), Networked self: Identity, community, and culture on social network sites (pp. 39-58).
Conrad, R. & Donaldson, J. A. (2004). Engaging the online learner. San Francisco, CA: Jossey-Bass.
Dawley, L. (2009). Social network knowledge construction: Emerging virtual world pedagogy. On The Horizon, 17(2), 109-121.
Dede, C. (2008). A seismic shift in epistemology. EDUCAUSE review, May/June 2008, 80-81.
Green, T. D., Brown, A., & Robinson, L. (2008). Making the most of the web in your classroom: A teacher’s guide to blogs, podcasts, wikis, pages, and sites. Thousand Oaks, CA: Corwin Press.
Hendron, J. G. (2008). RSS for Educators. Eugene, Oregon: International Society for Technology in Education.
Lucier, R. (2010). Creative Commons: What every educator should know. Presentation prepared for the 2010 K-12 Online Conference. Retrieved from http://k12onlineconference.org/?p=623.
Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
November, A. (2001). Empowering students with technology. Thousand Oaks, CA: Corwin Press.
Palloff, R. M. & Pratt, K. (2001). Lessons from the cyberspace classroom. San Francisco, CA: Jossey-Bass.
Papert, S. & Harel, I. (1991). Situating constructionism. Constructionism, Ablex Publishing Corporation. Retrieved from http://www.papert.org/articles/SituatingConstructionism.html.
Ross, M. & Williamson, T. (2009). Using blogs in the mathematics classroom. Middle Ground, August 2009, National Middle School Association.
Shareski, D. (2010). Sharing: The moral imperative. Keynote address for the 2010 K-12 Online Conference. Retrieved from http://k12onlineconference.org/?p=610.
Siemens, G. (2006). Connectivism: A learning theory for the Digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm.
Turkle, S. (2005). The second self: Computers and the human spirit. Cambridge, MA: MIT Press.
Turkle, S. (1995). Life on the screen: Identity in the age of the Internet. New York: Touchstone, 1997.
Warlick, D. (2004). Redefining literacy for the 21st century. Ohio: Linworth Publishing, Inc.
Wesch, M. (2006). An anthropological introduction to YouTube. Personal blog post. Retrieved from http://mediatedcultures.net/ksudigg/?p=179.
Wesch, M. (2007). What is Web 2.0? What does it mean for anthropology? Anthropology News, May 2007. Retrieved from http://www.scribd.com/doc/3596021/What-is-Web-20-What-does-it-mean-for-Anthropology.
Wesch, M. (2008a). Anti-teaching: Confronting the crisis of significance. Education Canada, 48(2), 4-7. Retrieved from http://www.scribd.com/doc/6358393/AntiTeaching-Confronting-the-Crisis-of-Significance.
Wesch, M. (2008b). A vision of students today (and what teachers must do). Encyclopedia Britannica blog, Oct. 21, 2008. Retrieved from http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-what-teachers-must-do/.
Wesch, M. (2009). From knowledgeable to knowledge-able: Learning in new media environments. Academic Commons, Jan. 2009. Retrieved from http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able.
Zur, O. & Zur, A. (2010). On digital immigrants & digital natives: How the digital divide creates conflict between parents and children, teachers and students, and the older and younger generations. Online publication. Retrieved from http://www.zurinstitute.com/internetaddiction.html.
Matthew Kruger-Ross, Department of Curriculum and Instruction, North Carolina State University; Lori B. Holcomb, Department of Curriculum and Instruction, North Carolina State University.
Correspondence concerning this article should be addressed to Matthew Kruger-Ross, 208 Poe Hall, Campus Box 7801, North Carolina State University, Raleigh, NC 27695. Email: email@example.com
Matthew Kruger-Ross is a graduate assistant in instructional technology at NC State University. Prior to pursuing his graduate studies, Matthew was a teacher, advisor, and technology coach at Carolina Friends School in Durham, North Carolina. His research interests include educational technology, web-based tools and learning, and critical studies. He can be reached by email at firstname.lastname@example.org.
Lori B. Holcomb, PhD is an assistant professor in instructional technology at NC State University. Her research interests include the integration and evaluation of instructional technologies into an educational setting and distance education. More specifically, her current research is focused on the design, integration, and evaluation of emerging technologies into teaching and learning practices. She can be reached by email at email@example.com.