參考文獻
一、中文部分
文東茅等（譯）。Klees, S. J.著（2000）。教育技術經濟學。載於閔維方等（譯）。Carnoy, M.編著：教育經濟學國際百科全書〔第二版〕（頁513-523）。北京：高等教育出版社。
方念萱（2001）。重構網路使用者、重談數位落差。中央研究院、行政院研究發展考核委員會、財團法人資訊工業策進會主辦「資訊社會與數位落差研討會」論文。2003年4月21日，取自http://www.iis.sinica.edu.tw/
2001-digital-divide-workshop
方德隆（1998）。班級社會體系。載於陳奎憙主編：現代教育社會學（頁139-177）。台北：師大書苑。
方興東、劉雙桂（2004）。博客(blog)技術在教育領域的應用研究。網路社會學通訊期刊，36。2004年3月20日，取自http://mail.nhu.edu.tw/~society/e-j/
36/index.htm
王全世（2000）。資訊科技融入教學之意義與內涵。資訊與教育，80，23-31。
王佳煌（2000）。資訊社會學。台北：學富。
王佳煌（2003）。資訊科技與社會變遷。台北：韋伯。
王健華（2003）。從數位學習談國內教育科技的發展。教育研究月刊，116，5-12。
王瑀、賴慧珉、施秀美（2002）。我們在創造「高互動教室」。載於陳德懷、林玉佩編：啟動學習革命：全球第一個網路教育城市亞卓市（頁182-194）。台北：遠流。
古鈞元（2001）。應用資訊科技於中學地理科教學─以「西歐與南歐」單元為例。載於何榮桂、戴維揚主編：資訊教育課程設計（頁180-195）。台北：師大。
古鈞元、吳正己與何榮桂（2000）。利用資訊科技輔助地理科教學─以認識臺灣地理篇為何。資訊與教育，80，41-48。
台灣學校網編著（2002）。網界博覽會：秀出台灣的生命與活力。桃園：龍行文化。
申望毅（2003）。教育內數位落差現況之調查研究－以大高雄地區國三學生為例。義守大學資訊管理學系碩士論文，未出版，高雄。
朱元鴻等（譯）。Best, Steven & Kellner, Douglas著（1994）。後現代理論：批判的質疑。台北：巨流。
江美儀（2004）。從數位落差探討台灣青少年使用網際網路資源之情形。中國文化大學新聞研究所碩士在職專班碩士論文，未出版。
江靜之（譯）。Jordan, T.著（2001）。網際權力：網際空間與網際網路的文化與政治。台北：韋伯。
何克抗（2003）。數位學習與高教改革。載於陳德懷、黃亮華編：邁向數位學習社會（頁172-201）。台北：遠流。
何道寬（譯）。McLuhan, M.著（2000）。理解媒介：論人的延伸。北京：商務印書館。
何榮桂（2001）。九年一貫資訊教育課程規劃與相關問題。載於何榮桂、戴維揚主編：資訊教育課程設計（頁124-133）。台北：師大。
余小玲（2002）。網絡社會的形構─Castells論流動空間。資訊社會研究，第3期，239-250。吳正己（2001）。從英特爾e教師計畫談資訊融入教學。資訊與教育，85期，15-21。
吳正己、吳秀宜（2001）。資訊融入教學實例及相關問題探討─以社會科為例。載於何榮桂、戴維揚主編：資訊教育課程設計（頁164-178）。台北：師大。
吳美娟（2000）。資訊科技中的主體性危機及其在教育上的意涵。國民教育研究集刊，8，159-175。吳美真（譯）。Jameson, F.著（1998）。後現代主義或晚期資本主義的文化邏輯。台北：時報。
吳康寧（1999）。課堂教學社會學。南京：南京師範大學出版社。
吳康寧（譯）。Illich, I.著（1994）。非學校化社會。台北：桂冠。
吳鐵雄（2003）。挑戰2005－台灣資訊科技向前行。載於陳德懷、黃亮華編：邁向數位學習社會（頁113-130）。台北：遠流。
李京珍（2004）。國民小學學生數位落差現況之研究－以臺北市國民小學為例。臺北市立師範學院國民教育研究所碩士論文，未出版，台北。
李忠謀（2001）。「資訊教育軟體與教材資源中心」之現況與發展。載於何榮桂、戴維揚主編：資訊教育課程設計（頁38-64）。台北：師大。李祈仁（2003）。培養國小學生批判思考能力之網路教學模式研究。高雄師範大學工業科技教育學系碩士論文，未出版，高雄。李英明（1989）。科學社會學。台北：桂冠。
李英明（2000）。網路社會學。台北：揚智。
李英明（2001）。虛擬的極限：資訊汪洋中的迷航。台北：台灣書店。
李遠哲（2002）。理想的網路教育之城。載於陳德懷、林玉佩編：啟動學習革命：全球第一個網路教育城市亞卓市（頁37-47）。台北：遠流。
李黎、郭官義（譯）。Habermas, J.著（1999）。作為“意識形態”的技術與科學。上海：學林出版社。
汪凌（譯）。Dubar-Bellat, M. & Van Zanten, A.著（2001）。學校社會學〔第二版〕。上海：華東師範大學出版社。
林文生（2002）。電腦先生與青蛙小組的舞宴：台北縣瑞柑國小轉化數位落差為數位機會的成功案例。教育資料與研究，47，65-67。侯定凱（譯）。Ball, S. J.著（2002）。教育改革─批判和后結構主義的視角。上海：華東師範大學出版社。
姜添輝（2002）。資本社會中的社會流動與學校體系：批判教育社會學的分析。台北：高等教育。
洪鎌德（1999）。當代政治經濟學。台北：揚智。胡六金（2003）。國民小學教師對實施「電子書包」之可行性研究。政治大學學校行政碩士班碩士論文，未出版，台北。
胡文斌、張曉鵬（譯）。Fagerlind, I. & Saha, L.著（1989）。教育與社會變革。載於瞿葆奎主編：教育與社會發展（頁591-626）。北京：人民教育出版社。
胡延平編著（2002）。跨越數字鴻溝─面對第二次現代化的危機與挑戰。北京：社會科學文獻。
唐維敏（譯）。Connor, S.著（1999）。後現代文化導論。台北：五南。
夏春等（譯）。Carnoy, M.著（2000a）。教育與技術變革。載於閔維方等（譯）。Carnoy, M.編著：教育經濟學國際百科全書〔第二版〕（頁258-266）。北京：高等教育出版社。
夏春等（譯）。Carnoy, M.著（2000b）。教育和新的國際分工。載於閔維方等（譯）。Carnoy, M.編著：教育經濟學國際百科全書〔第二版〕（頁266-273）。北京：高等教育出版社。
夏鑄九、黃慧琦等（譯）。Castells, M.（2003）。千年終結。北京：社會科學文獻。
徐新逸（2003）。數位學習課程發展模式初探。教育研究月刊，116，15-30。浦忠勇（2001）。數位科技會使原住民更邊緣化嗎？─談「社會公平與數位落差」。中央研究院、行政院研究發展考核委員會、財團法人資訊工業策進會主辦「資訊社會與數位落差研討會」論文。2003年4月21日，取自http://www.iis.sinica.edu.tw/2001-digital-divide-workshop
高崇真（2004）。資通訊網路之空間建構─臺北市寬頻網路發展之制度分析。台灣大學地理環境資源學研究所碩士論文，未出版，台北。
高銛等（譯）。Bell, D.著（1989）。後工業社會的來臨。台北：桂冠。
崔保國等（譯）。Castells, M.著（2001）。信息化城市。南京：江蘇人民出版社。
張旭東編（1996）。晚期資本主義的文化邏輯：詹明信批評理論文選。香港：牛津大學出版社。
張建成（2002）。批判的教育社會學研究。台北：學富。
張建成（2004）。從批判教育學到青少年流行文化研究─專訪台灣師範大學教育學系教授（特約採訪：魏宇凡、廖政凱）。教育研究月刊，121，14-21。張國恩（2001）。從學習科技的發展看資訊融入教學的內涵。載於何榮桂、戴維揚主編：資訊教育課程設計（頁136-161）。台北：師大。
張霄亭等譯，Heinich, R.等著（2002）。教學媒體與學習科技。台北：雙葉書廊。
教育部（2001）。中小學資訊教育總藍圖─總綱。2003年4月30日，取自http://masterplan.educities.edu.tw/conference/total.shtml
教育部（2002）。挑戰二○○八∼國家發展重點計畫（e世代人才培育計畫）。2003年4月30日，取自http://www.edu.tw/secretary/e2008/910903/910903-3.htm
教育部（2003）。補助資訊種子學校建置與教師團隊培訓作業要點。2003年4月30日，取自http://www.edu.tw/
陳嘉駿（2002）。數位落差現象再探討─多國比較分析。南華大學經濟學研究所碩士論文，未出版，嘉義。陳德懷（2002）。希望的城市、夢想的社會。載於陳德懷、林玉佩編：啟動學習革命：全球第一個網路教育城市亞卓市（頁25-35）。台北：遠流。
陳儒晰（1998）。新馬克思主義與比較教育之研究。國立暨南國際大學比較教育研究所碩士學位論文，未出版，南投。
陳儒晰（2001）。資訊社會中的教育權力關係─新馬克思主義的分析。「知識經濟與教育發展」國際學術研討會論文，台北。
陳儒晰（2002）。網際空間裡的師生關係─教學社會學之分析。「教育研究與實務的對話：回顧與展望」國際學術研討會論文，台北。
陳儒晰（2003a）。資訊融入教學的批判社會學分析。第九屆教育社會學論壇國際學術研討會「九年一貫課程中的教學變革：社會學的觀點」論文，台中。陳儒晰（2003b）。發展或依賴？資訊科技導向的教育改革之批判。全球化、教育競爭力與高等教育改革國際學術研討會論文，嘉義。
陳麗如譯，區榮基著（2001）。香港中小學資訊教育的現況及前瞻。資訊與教育，81，13-26。
曾淑芬（2002a）。數位落差的社會意涵與影響。清華大學社會學研究所主辦「2002網路與社會研討會」論文。2003年4月10日，取自http://140.114.119.8/iscenter/conference2002/
曾淑芬（2002b）。台灣地區數位落差問題之研究。行政院研究發展考核委員會委託研究。2003年12月1日，取自http://www.digitaldivide.nat.gov.tw/曾淑芬（2003）。台閩地區九十一年數位落差調查報告。行政院研究發展考核委員會委託研究。2003年12月1日，取自http://www.digitaldivide.nat.gov.tw/曾淑芬、吳齊殷（2001）。先進各國對消弭數位落差之政策分析。中央研究院、行政院研究發展考核委員會、財團法人資訊工業策進會主辦「資訊社會與數位落差研討會」論文。2003年4月21日，取自http://www.iis.sinica.edu.tw/2001-digital-divide-workshop
馮建三（譯）。Webster, F.著（1999）。資訊社會理論。台北：遠流。
黃啟龍（2002）。網路上的公共領域實踐：以弱勢社群網站為例。資訊社會研究，第3期，85-111。黃瑞祺（1996）。批判社會學：批判理論與現代社會學。台北：三民。楊仲鏞（2001）。校園網站簡介─以宜蘭國中為例。載於何榮桂、戴維揚主編：資訊教育課程設計（頁116-121）。台北：師大。壽大衛（2002）。數位差距、契機與知識經濟。教育資料與研究，47，46-49。翟本瑞（2000）。教育與社會：迎接資訊時代的教育社會學反省。台北：揚智。
翟本瑞（2001）。網路文化。台北：揚智。
翟本瑞（2002）。連線文化。嘉義：南華社會所。翟本瑞（2003）。數位落差問題的社會意義。載於齊力、蘇峰山編：市場、國家與教育：教育社會學的分析（頁59-75）。高雄：復文。
劉昌德（2000）。資訊革命─是誰搞的鬼？許勒的資訊社會觀點。當代，153期，38-49。
劉慶仁（2002）。數位化時代的挑戰與因應措施。教育資料與研究，47，34-45。劉繼（譯）。Marcuse, H.著（1990）。單向度的人：發達工業社會意識形態研究。台北：桂冠。
蔡菁芝（2002）。全球化觀點下的數位差距與數位機會。教育資料與研究，47，58-64。鄭欽文（2003）。高屏地區國小學生數位落差影響因素之研究。屏東師範學院國民教育研究所碩士論文，未出版，屏東。
鄧育泙（2003）。國中學生資訊基本能力檢測之研究。臺灣師範大學資訊教育研究所碩士論文，未出版，台北。
戴維揚（2001）。多媒體英語文教學。載於何榮桂、戴維揚主編：資訊教育課程設計（頁66-94）。台北：師大。
二、英文部分
Alfassi, M. (2000). Using information and communication technology(ICT) to foster literacy and facilitate discourse within the classroom. Educational Media International, 37(3), 137-148.
Allman, P. (2001). Critical education against global capitalism: Karl Marx and revolutionary critical education. London: Bergin & Garvey.
Allman, P., McLaren, P. & Rikowski, G. (2003). After the box people: The labour-capital relation as class constitution- and its consequences for Marxist educational theory and human resistance. JCEPS, 1(1). Retrieved Jul 1, 2003, from http://www.jceps.com/index.php?pageID=article&articleID=3
Altbach, P. G. (1975). Literary colonialism: Books in the third world. Harvard Educational Review, 45(2), 226-236.
Altbach, P. G. (1985). Centre and periphery in knowledge distribution: An Asian case-study. International Social Science Journal, 37(1), 109-118.
Altbach, P. G. (1997). Information, power, and education. In Cummings, W. K. & McGinn, N. F.(Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century(pp.631-644). Oxford: Pergamon.
Anderson, G. (1998). Fundamentals of educational research (2nd Ed.). London: Falmer Press.
Apple, M. W. & Jungck, S. (1998). “You don’t have to be a teacher to teach this unit”: Teaching, technology, and control in the classroom. In Bromley, H. & Apple, M. W.(Eds.), Education/technology/power: Educational computing as a social practice(pp.133-154). Albany: State University of New York Press.
Apple, M. W. (1998). Teaching and technology: The hidden effects of computers on teachers and students. In Beyer, L. E. & Apple, M. W.(Eds.), The curriculum: Problems, politics, and possibilities (2nd edition)(pp.314-336). Albany: State University of New York Press.
Apple, M. W. (2003). Is the new technology part of the solution or part of the problem in education? In Darder, A., Baltodano, M. & Torres, R. D.(Eds.), The critical pedagogy reader(pp.440-458). New York: Routledge Falmer.
Arksey, H. & Knight, P. (1999). Interviewing for social scientists: An introductory resource with examples. London: Sage.
Aronowitz, S. & Giroux, H. (1985). Education under siege: The conservative, liberal, and radical debate over schooling. Massachusetts: Bergin & Garvey.
Aronowitz, S. (1988). Science as power: Discourse and ideology in modern society. Hampshire: Macmillan.
Attewell, P. (2001). The first and second digital divides. Sociology of Education, 74(3), 252-259.
Bakardjieva, M. & Feenberg, A. (2002). Community technology and democratic rationalization. The Information Society, 18, 181-192.
Ballantyne, P. (2002). Edevelopment ecooperation: Connecting the worlds of information and development. Compare, 32(3), 365-379.
Barton, A. C. (2001). Capitalism, critical pedagogy, and urban science education: An interview with Peter McLaren. Journal of Research in Science Teaching, 38(8), 847-859.
Becker, H. S. (1999). Problems of inference and proof in participant observation. In Bryman, A. & Burgess, R. G.(Eds.), Qualitative Research (Vol. II)(pp.55-67). London: Sage.
Bergman, S. & van Zoonen, L. (1999). Fishing with false teeth: Women, gender and the Internet. In Downey, J. & McGuigan, J.(Eds.), Technocities(pp.90-107). London: Sage.
Best, S. & Kellner, D. (1999a). Debord and the postmodern turn: New stages of the spectacle. Retrieved May 11, 2002, from http://www.uta.edu/huma/illuminations/
kell17.htm
Best, S. & Kellner, D. (1999b). Debord, cybersituations, and the interactive spectacle. Retrieved May 11, 2002, from http://www.uta.edu/huma/illuminations/best6.htm
Best, S. (1987). Robocop: The crisis of subjectivity. Retrieved May 11, 2002, from http://www.uta.edu/huma/illuminations/best1.htm
Blackmore, J. (2000). Globalization: A useful concept for feminists rethinking theory and strategies in education? In Burbules, N. C. & Torres, C. A.(Eds.), Globalization and education: Critical perspectives(pp.133-155). New York: Routledge.
Blanchard, A. & Horan, T. (2000). Virtual communities and social capital. In Garson, G. D.(Ed.), Social dimensions of information technology: Issues for the new Millennium(pp.6-21). London: Idea Group.
Blank, G. (2000). The progress of the Internet. In Garson, G. D.(Ed.), Social dimensions of information technology: Issues for the new Millennium(pp.37-45). London: Idea Group.
Blumler, J. G. & Gurevitch, M. (2001). The new media and our political communication discontents: Democratizing cyberspace. Information, communication & Society, 4(1), 1-13.
Boswell, T. E., Kiser, E. V. & Baker, K. A. (1999). Recent developments in Marxist theories of ideology. Critical Sociology, 25(2/3), 358-383.
Bowles, S. (1980). Education, class conflict, and uneven development. In Simmons, J.(Ed.), The education dilemma: Policy issues for developing countries in the 1980s(pp.205-231). Oxford: Pergamon Press.
Bowles, S., Gintis, H. & Meyer, P. (1999). The long shadow of work: Education, the family, and the reproduction of the social division of labor. Critical Sociology, 25(2/3), 286-305.
Brosio, R. A. (1993). Capitalism''''s emerging world order: The continuing need for theory and brave action by citizen-educators. Educational Theory, 43(4), 467-482.
Bryson, M. & Castell, S. D. (1998). Telling tales out of school: Modernist, critical, and postmodern “True stories” about educational computing. In Bromley, H. & Apple, M. W.(Eds.), Education/technology/power: Educational computing as a social practice(pp.65-84). Albany: State University of New York Press.
Burbules, N. C. & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In Popkewitz, T. S. & Fendler, L.(Eds.), Critical theories in education(pp.45-66). New York: Routledge.
Burbules, N. C. & Callister, T. A., Jr. (2000a). Universities in transition: The promise and the challenge of new technologies. Teachers College Record, 102(2), 271-293.
Burbules, N. C. & Callister, T. A., Jr. (2000b). Watch IT: The risks and promises of information technologies for education. Colorado: Westview Press.
Burbules, N. C. (1997). Technology: What we haven’t worried about. Education Digest, 62(9), 53-57.
Carnoy, M. & Rhoten, D. (2002). What does globalization mean form educational change? A comparative approach. Comparative Education Review, 46(1), 1-9.
Carnoy, M. (1985). High technology and international labour markets. International Labour Review, 124(6), 643-659.
Carnoy, M. (1990). Marxism and education. In Dougherty, K. J. & Hammack, F. M.(Eds.), Education & society：A reader (pp.60-69). Orlando: Harcourt Brace Jovanovich College.
Carnoy, M. (1995). Structural adjustment and the changing face of education. International Labour Review, 134(6), 653-673.
Carnoy, M. (1998). The changing world of work in the information age. New Political Economy, 3(1), 123-128.
Carnoy, M. (2000). Globalization and educational reform. In Stromquist, N. P. & Monkman, K.(Eds.), Globalization and education: Integration and contestation across cultures(pp.43-61). Lanham: Rowman & Littlefield.
Castells, M. (1993). The informational economy and the new international division of labor. In Carnoy, M. et al. (Eds.), The new global economy in the information age: Reflections on our changing world (pp.15-43). Pennsylvania: The Pennsylvania State University Press.
Castells, M. (1996a). Megacities and the end of urban civilization. NPQ: New Perspectives Quarterly, 13(3), 12-14.
Castells, M. (1996b).The rise of the network society. Massachusetts: Blackwell.
Castells, M. (2000). Materials for an exploratory theory of the network society. British Journal of Sociology, 51(1), 5-24.
Castells, M. (2001). The Internet galaxy: Reflections on the Internet, business, and society. Oxford: Oxford University Press.
Cecchini, S. & Scott, C. (2003). Can information and communications technology applications contribute to poverty reduction? Lessons from rural India. Information Technology for Development, 10, 73-84.
Charles, C. M. & Mertler, C. A. (2002). Introduction to educational research. Boston: Allyn and Bacon.
Cho, J., de Zuniga, H. G., Rojas, H., & Shah, D. V. (2003). Beyond Access: The digital divide and Internet uses and gratifications. IT & Society, 1(4), 46-72. Retrieved December 16, 2003, from http://www.ItandSociety.org
Clegg, S. & Trayhurn, D. (1999). Gender and computing: Not the same old problem. British Educational Research Journal, 26(1), 75-89.
Clegg, S. (2001). Theorising the machine: Gender, education and computing. Gender and Education, 13(3), 307-324.
Clegg, S., Hudson, A. & Steel, J. (2003). The emperor’s new clothes: Globalisation and e-learning in higher education. British Journal of Sociology of Education, 24(1), 39-53.
Clegg, S., Mayfield, W. & Trayhurn, D. (1999). Disciplinary discourses: A case study of gender in information technology and design courses. Gender and Education, 11(1), 43-55.
Cohen, E. G. (2002). Classroom processes. In Levinson, D. L., Cookson, Jr., P. W. & Sadovnik, A. R.(Eds.), Education and sociology: An encyclopedia(pp.83-88). New York: RoutledgeFalmer.
Cohen, L., Manion, L. & Morrison, K. (2000). Research methods in education (5th Ed.). New York: Routledge.
Collins, J., Hammond, M. & Wellington, J. (1997). Teaching and learning with multimedia. London: Routledge.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
Cummings, S. & Taebel, D. (1978). The economic socialization of children: A Neo-Marxist analysis. Social Problems, 26(2), 198-210.
Davis, B. L. & Kick, E. L. (2000). Human capital and information technology in education in the new Millennium. In Garson, G. D. (Ed.), Social dimensions of information technology: Issues for the new Millennium (pp.23-36). London: Idea Group.
de Haan, J. (2003). IT and social inequality in the Netherlands. IT & Society, 1(4), 27-45. Retrieved Dec 16, 2003, from http://www.ItandSociety.org
DeCastro-Ambrosetti, D. & Cho, G. (2002). Technology: Panacea or obstacle in the education of diverse student populations? Multicultural Education, 10(2), 25-30.
Ebo, B. (1998). Internet of outernet? In Ebo, B.(Ed.), Cyberghetto of cybertopia? Race, class, and gender on the Internet (pp.1-12). Westport: Praeger.
Edwards, R. & Usher, R. (1998). Lost and found: Cyberspace and the (dis)location of teaching, learning and research. In Benn, R. (Ed.): Research, teaching, learning: Making connections in the education of adults, 28th Annual standing conference on university teaching and research in the education of adults conference, July, University of Exeter.
Edwards, R. & Usher, R. (2000). Globalisation and pedagogy: Space, place and identity. London: Routledge.
Engler, N. (2000). Distance learning in the digital age. In Gordon, D. T.(Ed.), The digital classroom: How technology in changing the way wt teach and learn(pp.51-59). Cambridge, MA: Harvard Education Letter.
European Commission (2002). Towards a knowledge based Europe: The European Union and the information society. Retrieved Dec 16, 2003, from http://europa.eu.int/comm/publications/booklets/move/36/en.doc
Facer, K. & Furlong, R. (2001). Beyond the myth of the ‘Cyberkid’: Young people at margins of the information revolution. Journal of Youth Studies, 4(4), 451-469.
Facer, K., Furlong, J., Furlong, R. & Sutherland, R. (2001). Constructing the child computer user: From public policy to private practices. British Journal of Sociology of Education, 22(1), 91-108.
Feenberg, A. (1991). Critical theory of technology. Oxford: Oxford University Press.
Feenberg, A. (1999). Questioning technology. London: Routledge.
Foley, A. (2003). Distance, disability and the commodification of education: Web accessibility and the construction of knowledge. CICE, 6(1). Retrieved Jan 28, 2004, from http://www.tc.columbia.edu/CICE/articles/af161.htm
Fraser, J. W. (1997). Reading, writing, and justice: School reform as if democracy matters. Albany: State University of New York Press.
Funk, K. (2000). Networking for sustainable development: Innovative approaches outside the “Global Village”. In Garson, G. D.(Ed.), Social dimensions of information technology: Issues for the new Millennium(pp.291-300). London: Idea Group.
Gajjala, R. (1999). ''''Third World'''' perspectives on cyberfeminism. Development in Practice, 9(5), 616-619.
Gan, S. L. (1999). An overview of information technology and education in Malaysia. In Tan, F. B., Corbett, P. S. & Wong, Y. Y.(Eds.), Information technology diffusion in the Asia Pacific: Perspectives on policy, electronic commerce and education(pp.208-220). London: Idea Group.
Gans, H. J. (1999).The participant-Observer as a human being: Observations on the personal aspects of field work. In Bryman, A. & Burgess, R. G.(Eds.), Qualitative Research[Volume II](pp.39-54). London: Sage Publications.
Gardner, H. (2000). Can technology exploit our many ways of knowing? In Gordon, D. T.(Ed.), The digital classroom: How technology in changing the way wt teach and learn(pp.32-35). Cambridge, MA: Harvard Education Letter.
Garson, G. D. (2000).The role of information technology in quality education. In Garson, G. D.(Ed.), Social dimensions of information technology: Issues for the new Millennium(pp.177-197). London: Idea Group.
Gindin, S. (2001). The terrain of social justice. Canadian Dimension, 35(4), 33-38.
Giroux, H. A. & McLaren, P. (1992). Writing from the margins: Geographies of identity, pedagogy, and power. Journal of Education, 174(1), 7-30.
Giroux, H. A. (1983). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(3), 257-293.
Giroux, H. A. (1985). Critical pedagogy, cultural politics and the discourse of experience. Journal of Education, 167(2), 22-41.
Giroux, H. A. (1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. Minneapolis: University of Minnesota Press.
Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling: A critical reader. Colorado: Westview Press.
Giroux, H. A. (1999). Rethinking cultural politics and radical pedagogy in the work of Antonio Gramsci. Educational Theory, 49(1), 1-19.
Giroux, H. A. (2001). Pedagogy of the depressed: Beyond the new politics of cynicism. College Literature, 28(3), 1-32.
Glahn, R. & Gen, R. (2002). Progenies in education: The evolution of Internet teaching. Community College Journal of Research and Practice, 26, 777-785.
Goddard, M. (2002). What do we do with these computers? Reflections on technology in the classroom. Journal of Research on Technology in Education, 35(1), 19-26.
Goodson, I. F. & Mangan, J. M. (1996). Computer literacy as ideology. British Journal of Sociology of Education, 17(1), 65-79.
Goodson, I. F., Knobel, M., Lankshear, C. & Mangan, J. M. (2002). Cyber spaces/social spaces: Culture clash in computerized classrooms. New York: Palgrave Macmillan.
Gorski, P. C. (2002). Dismantling the digital divide: A multicultural education framework. Multicultural Education, 10(1), 28-30.
Greenwald, S. R. & Rosner, D. J. (2003). Are we distance educating our students to death? Some reflections on the educational assumptions of distance learning. Radical Pedagogy, 5(1). Retrieved Jan 5, 2004, from http://radicalpedagogy.icaap.org/content/issue5_1/04_greenwald-rosner.html
Guihot, P. (2001). A difficult challenge, the integration of the Internet into the educational system. Education Media International, 38(2/3), 133-140.
Gur-Ze''''ev, I. (2000). Critical education in cyberspace? Retrieved May 11, 2002, from http://construct.haifa.ac.il/~ilangz/cybercrt7.html
Hammer, R. & Kellner, D. (1999). Multimedia pedagogy for the new millennium. Journal of Adolescent & Adult Literacy Newark, 42(7), 522-526.
Hammett, R. F. & Myers, J. (1998). Possibilities for technology in the classroom: Tools for transformation rather Oppression. The Review of Education/Pedagogy/Cultural Studies, 20(1), 99-115.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Maidenhead: Open University Press.
Harris, K. (1982). Teachers and classes: A Marxist analysis. London: Routledge & Kegan Paul.
Hart, I. (2001). Deschooling and the web: Ivan Illich 30 years on. Education Media International, 38(2/3), 69-76.
Hedley, R. A. (2000).The information age: Apartheid, cultural imperialism, or global village?. In Garson, G. D.(Ed.), Social dimensions of information technology: Issues for the new Millennium(pp.278-290). London: Idea Group Publishing.
Hill, D. (2001). State theory and the neo-liberal reconstruction of schooling and teacher education: A structuralist neo-Marxist critique of postmodernist, quasi-postmodernist, and culturalist neo-Marxist theory. British Journal of Sociology of Education, 22(1), 135-155.
Hill, D. (2003). Glabal neo-liberalism, the deformation of education and rresistnace. JCEPS, 1(1). Retrieved Jul 1, 2003, from http://www.jceps.com/
?pageID=articla&articlaID=7
Holstein, J. A. & Gubrium, J. F. (1999). Active interviewing. In Bryman, A. & Burgess, R. G. (Eds.), Qualitative Research (Vol. II)(pp.105-121). London: Sage Publications.
Huber, B. R. & Schofield, J. W. (1998). “I like computers, but many girls don’t”: Gender and the sociocultural context of computing. In Bromley, H. & Apple, M. W. (Eds.), Education/technology/power: Educational computing as a social practice(pp.103-131). Albany: State University of New York Press.
Ip, P. K. (2004). Social contracting the information society: Responsibilities in the connected world. Paper presented at the meeting of the Social Informatics of Yuan Ze University on the International symposium of digital divide and digital opportunity, Taipei. Retrieved February 19, 2004, from http://www.infosoc.yzu.edu.tw/conference/paper/keynote%20rajah.pdf
Ireson, J., Mortimore, P. & Hallam, S. (1999). The common strands of pedagogy and their implications. In Mortimore, P.(Ed.), Understanding pedagogy and its impact on learning(pp.212-232). London: Paul Chapman.
Jackson, T. (1998). A prisoner of hope in cyberspace. Bad Subjects, 37. Retrieved May 11, 2002, from http://eserver.org/bs/37/jackson.html
Jaffee, D. (2003). Virtual transformation: Web-based technology and pedagogical change. Teaching Sociology, 31(2), 227-236.
Jameson, F. (1988). Cognitive mapping. In Nelson, C. & Grossberg, L.(Eds.): Marxism and the interpretation of culture(pp.347-360). Chicago: University of Illinois Press.
Johnson, P. (2002). New technology tools for human development? Towards policy and practice for knowledge societies in southern Africa. Compare, 32(3), 381-389.
Jones, A. M. E. (1996). Communications technology, human resource development and sociocultural issues: Considerations... Convergence, 29(4), 49-57.
Kahn, P. H. Jr. & Friedman, B. (1998). Control and power in educational computing. In Bromley, H. & Apple, M. W. (Eds.), Education/technology/power: Educational computing as a social practice(pp.157-173). Albany: State University of New York Press.
Kahn, R. & Kellner, D. (2003). Internet subcultures and political activism. Retrieved Dec 16, 2003, from http://www.gseis.ucla.edu/courses/ed253a/
oppostionalinternet.htm
Kellner, D. (1989a). Critical theory, Marxism and modernity. Oxford: Polity Press.
Kellner, D. (1989b). Jameson, Marxism, and postmodernism. In Kellner, D. (Ed.): Postmodernism/Jameson/critique(pp.1-42). Washington, DC: Maisonneuve Press.
Kellner, D. (1998). Techno-politics, new technologies, and the new public spheres. Retrieved May 11, 2002, from http://www.uta.edu/huma/illuminations/
kell32.htm
Kellner, D. (1999). New technologies: Technocities and the prospects for democratization. In Downey, J. & McGuigan, J. (Eds.), Technocities(pp.186-204). London: Sage.
Kellner, D. (2000a). Globalization and new social movements: Lessons for critical theory and pedagogy. In Burbules, N. C. & Torres, C. A.(Eds.), Globalization and education: Critical perspectives (pp.299-321). New York: Routledge.
Kellner, D. (2000b). Multiple literacies and critical pedagogies: New paradigms. In Trifonas, P. P.(Ed.), Revolutionary pedagogies: Cultural politics, instituting education, and the discourse of theory (pp.196-221). New York: Routledge.
Kellner, D. (2002). New media and new literacies: Reconstructing education for the new Millennium. In Lievrouw, L. & Livingstone, S. (Eds.), Handbook of new media(pp.90-104). Thousand Oaks: Sage.
Kellner, D. (2003a). Media spectacle. London: Routledge.
Kellner, D. (2003b). Technological transformation, multiple literacies, and the re-visioning of education. Retrieved Dec 16, 2003, from http://www.gseis.ucla.edu/faculty/kellner/papers/revisioned.htm
Kellner, D. (2003c). Toward a critical theory of education. Democracy & Nature: The International Journal of Inclusive Democracy, 9(1), 51-64.
Kelly, G. P. (1979). The relation between colonial and metropolitan schools: A structural analysis. Comparative Education, 15(2), 209-215.
Kennedy, T., Wellman, B., & Klement, K. (2003). Gendering the digital divide. IT & Society, 1(5), 72-96. Retrieved Dec 16, 2003, from http://www.ItandSociety.org
Kenney, M. (1997). Value creation in the late twentieth century: The rise of the knowledge worker. In Davis, J., Hirschl, T. A. & Stack, M. (Eds.), Cutting edge: Technology, information capitalism and social revolution(pp.87-102). London: Verso.
Kleiman, G. M. (2000). Myths and realities about technology in k-12 schools. In Gordon, D. T. (Ed.), The digital classroom: How technology in changing the way wt teach and learn (pp.7-15). Cambridge, MA: Harvard Education Letter.
Koss, F. A. (2001). Children falling into the digital divide. Journal of International Affairs, 55(1), 75-90.
Kreisberg, S. (1992). Transforming power: Domination, empowerment, and education. Albany: State University of New York Press.
Kroeker, B. (2000).Changing roles in information dissemination and education. In Garson, G. D. (Ed.), Social dimensions of information technology: Issues for the new Millennium (pp.141-159). London: Idea Group.
Lankshear, C. with Gee, J. P., Knobel, M. & Searle, C. (1997). Changing literacies. Buckingham: Open University Press.
Lawson, T. & Comber, C. (2000). Introducing information and communication technologies into schools: The Blurring of boundaries. British Journal of Sociology of Education, 21(3), 419-433.
Lecourt, D. (1999).The ideological consequences of technology and education: The case form critical pedagogy. In Selinger, M. & Pearson, J. (Eds.), Telematics in education: Trends and issues (pp.51-75). New York: Pergamon.
Lee, S. C. (2004). Divide or opportunity: Some critical remarks on digital literacy. Paper presented at the meeting of the Social Informatics of Yuan Ze University on the International symposium of digital divide and digital opportunity, Taipei. Retrieved February 19, 2004, from http://www.infosoc.yzu.edu.tw/conference/
paper/keynote%20rajah.pdf
Levidow, L. (2000). Marketizing higher education: Neoliberal strategies and counter-strategies. Cultural Logic, 4(1). Retrieved Dec 16, 2003, from http://eserver.org/clogic/4-1/4-1.html
Lewin, K. M. (2000). New technologies and knowledge acquisition and use in developing countries. Compare, 30(3), 313-321.
Light, J. S. (1995). The digital landscape: New space for women? Gender Place & Culture: A Journal of Feminist Geography, 2(2), 133-146.
Light, J. S. (2001). Rethinking the digital divide. Harvard Educational Review, 71(4), 709-733.
Little, A. (2000). Development studies and comparative education: Context, content, comparison and contributors. Comparative Education, 36(3), 279-296.
Livingstone, D. W. (1987). Upgrading and opportunities. In Livingstone, D. W. & Contributors, Critical pedagogy and cultural power (pp.125-136). Massachusetts: Bergin & Garvey.
Livingstone, D. W. (1995). Searching for missing links: Neo-Marxist theories of education. British Journal of Sociology of Education, 16(1), 53-73.
Losh, S. C. (2003). Gender and educational digital chasms in computer and Internet access and use over time: 1983-2000. IT & Society, 1(4), 73-86. Retrieved Dec 16, 2003, from http://www.ItandSociety.org
Lyon, D. (1988). The information society: Issues and illusions. Cambridge: Polity Press.
Martin, A. (1997). IT, ET and beyond: Rethinking how. In Martin, A., Smmart, L., & Yeomans, D. (Eds.), Information technology and the teaching of history: International perspectives (pp.233-242). Amsterdam: Harwood Academic.
Martin, S. P. (2003). Is the digital divide really closing? A critique of inequality measurement in A Nation Online. IT & Society, 1(4), 1-13. Retrieved Dec 16, 2003, from http://www.ITandSociety.org
May, C. (2000). The information society as mega-machine: The continuing relevance of Lewis Mumford. Information, communication & Society, 3(2), 241-265.
Mayer-Smith, J., Pedretti, E. & Woodrow, J. (2000). Closing of the gender gap in technology enriched science education: A case study. Computers & Education, 35, 51-63.
McClure, C. R. (1997). Network literacy in an electronic society: An educational disconnect? In Kurbey, R. (Ed.), Media literacy in the information age (pp.403-439). New Brunswick: Transaction.
McCulloch, G. & Richardson, W. (2000). Historical research in educational settings. Buckingham: Open University Press.
McLaren, P. & Rikowski, G. (2000). Pedagogy for revolution against education for capital: An e-dialogue on education in capitalism today. Cultural Logic, 4(1). Retrieved Dec 16, 2003, from http://eserver.org/clogic/4-1/4-1.html
McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
McLaren, P. (1995). Critical pedagogy and predatory culture: Oppositional politics in a postmodern era. London: Routledge.
McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of critical education. Educational Theory, 48(4), 431-462.
McLaren, P. (1999). Traumatizing capital: Oppositional pedagogies in the age of consent. In Castells, M. et al., Critical education in the new information age (pp.1-36). Lanham: Rowman & Littlefield.
McLean, C. (1998). Virtual school, real benefits. Alberta Report/ Newsmagazine, 26(2), 36-39.
McLoughlin, C. & Oliver, R. (1999). Pedagogic roles and dynamics in telematics environments. In Selinger, M. & Pearson, J. (Eds.), Telematics in education: Trends and issues (pp.32-50). New York: Pergamon.
McNutt, J. G. (1998). Ensuring social justice for the new underclass: Community interventions to meet the needs of the new poor. In Ebo, B. (Ed.), Cyberghetto of cybertopia? Race, class, and gender on the Internet (pp.33-47). Westport: Praeger.
Meyer, R. (2000). It takes a cyber village. Library Journal, 125(14), 20-25.
Mfum-Mensah, O. (2003). Computers in Ghanaian secondary schools: Where does equality come in? CICE, 6(1). Retrieved Jan 28, 2004, from http://www.tc.columbia.edu/CICE/articles/om161.htm
Miron, L. F. (2002). The zen of revolutionary pedagogy: Is there a middle path? Educational Theory, 52(3), 359-373.
Morris-Suzuki, T. (1997a). Robots and capitalism. In Davis, J., Hirschl, T. A. & Stack, M. (Eds.), Cutting edge: Technology, information capitalism and social revolution (pp.13-27). London: Verso.
Morris-Suzuki, T. (1997b). Capitalism in the computer age. In Davis, J., Hirschl, T. A. & Stack, M. (Eds.), Cutting edge: Technology, information capitalism and social revolution (pp.57-71). London: Verso.
Morrow, R. A. & Torres, C. A. (2000). The state, globalization, and educational policy. In Burbules, N. C. & Torres, C. A. (Eds.), Globalization and education: Critical perspectives (pp.27-56). New York: Routledge.
Munoz, J. S. (2002). (Dis)integration: Multiculturalism with technology. Multicultural Education, 10(2), 19-24.
Munoz, L. C. A. (2002). The globalization of capital, critical pedagogy, and the aftermath of September 11: An interview with Peter McLaren. Multicultural Education, 10(1), 7-27.
Murray, J. & Kinnick, N. C. (2003). Contemporary literacy: Essential skills for the 21st century. Multimedia Schools, 10(2), 14-18.
Nakamura, L. (2002). Cybertypes: Race, ethnicity, and identity on the Internet. New York: Routledge.
Newman, R. & Johnson, F. (1999). Sites for power and knowledge? Towards a critique of the virtual university. British Journal of Sociology of Education, 20(1), 79-88.
Nieto, S. (2001). Critical pedagogy, empowerment and learning. In Collins, J., Insley, K. & Soler, J. (Eds.), Developing pedagogy: Researching Practice (pp.39-49). London: Paul Chapman.
Noss, R. & Pachler, N. (1999). The challenge of new technologies: Doing old things in a new way, or doing new things? In Mortimore, P. (Ed.), Understanding pedagogy and its impact on learning(pp.195-211). London: Paul Chapman.
Nulden, U. (2001). E-ducation: Research and practice. Journal of Computer Assisted Learning, 17, 363-375.
Nunn, S. (1999). The role of information technologies in community development organizations. Journal of Urban Technology, 6(2), 13-37.
Olson, C. P. (1987). Who computes? In Livingstone, D. W. & Contributors, Critical pedagogy and cultural power (pp.179-204). Massachusetts: Bergin & Garvey.
Paget, M. A. (1999). Experience and knowledge. In Bryman, A. & Burgess, R. G. (Eds.), Qualitative Research (Vol. II)(pp.81-104). London: Sage.
Papacharissi, Z. (2002). The virtual sphere: The Internet as a public sphere. New Media & Society, 4(1), 9-27.
Patterson, R. (2000). New IT and social inequality: Resetting the research and policy agenda. Information Society, 16(1), 77-86.
Phipps, L. (2000). New communications technologies: A conduit for social inclusion. Information, Communication & Society, 3(1), 39-68.
Pincus, F. L. (2002). Sociology of education: Marxist theories. In Levinson, D. L., Cookson, Jr., P. W. & Sadovnik, A. R. (Eds.), Education and sociology: An encyclopedia (pp.587-592). New York: RoutledgeFalmer.
Radovan, M. (2001). Information technology and the character of contemporary life. Information, Communication & Society, 4(2), 230-246.
Ramtin, R. (1997). A note on automation and alienation. In Davis, J., Hirschl, T. A. & Stack, M. (Eds.), Cutting edge: Technology, information capitalism and social revolution (pp.243-251). London: Verso.
Rasiah, R. (2004). Reducing the digital divide: A critical focus. Paper presented at the meeting of the Social Informatics of Yuan Ze University on the International symposium of digital divide and digital opportunity, Taipei. Retrieved February 19, 2004, from http://www.infosoc.yzu.edu.tw/conference/paper/
keynote%20rajah.pdf
Rikowski, G. (1997). Scorched earth: Prelude to rebuilding Marxist educational theory. British Journal of Sociology of Education, 18(4), 551-574.
Rikowski, G. (2001). Education for industry: A complex technicism. Journal of Education and Work, 14(1), 29-49.
Rikowski, G. (2003). Alien life: Marx and the future of the human. Historical Materialism, 11(2), 121-164.
Roberts, J. (1999). Theory, technology and cultural power: An interview with Manuel Castells. Angelaki: Journal of the Theoretical Humanities, 4(2), 33-39.
Robins, K. & Webster, F. (1989). The technical fix: Education, computers and industry. London: Macmillan.
Robinson, P. (1998). Equity and access to computer technology for grades k-12. In Ebo, B. (Ed.), Cyberghetto of cybertopia? Race, class, and gender on the Internet (pp.137-151). Westport: Praeger.
Rock, P. (1999). Participant observation. In Bryman, A. & Burgess, R. G. (Eds.), Qualitative Research (Vol. II)(pp.3-38). London: Sage.
Rose, C. B. (2000). Monsters, tools, and quasi-objects: The many faces of technology in educational computing. The Review of Education/Pedagogy/Cultural Studies, 22(3), 267-284.
Sardoc, M. (2001). Rage and hope: The revolutionary pedagogy of Peter McLaren: An interview with Peter McLaren. Educational Philosophy and Theory, 33(3&4), 411-425.
Schiller, D. (1999). Digital capitalism: Networking the global marker system. Cambridge, MA: The MIT Press.
Schlager, M. S. & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19, 203-220.
Scott, D. & Usher, R. (1999). Researching education: Data, methods and theory in educational enquiry. London: Cassell.
Selwyn, N. (1999). ‘Gilding the grid’: The marketing of the National Grid for Learning. British Journal of Sociology of Education, 20(1), 55-68.
Selwyn, N. (2002). Learning to love the micro: The discursive construction of ‘educational’ computing in the UK, 1979-89. British Journal of Sociology of Education, 23(3), 427-443.
Selwyn, N. (2003). Schooling the mobile generation: The future for schools in the mobile-networked society. British Journal of Sociology of Education, 24(2), 131-144.
Servon, L. J. & Nelson, M. K. (2001). Community technology centers: Narrowing the digital divide in low-income, urban communities. Journal of Urban Affairs, 23(3-4), 279-290.
Sheridan, D. P. (1999). Computer supported learning in New Zealand education. In Tan, F. B., Corbett, P. S., & Wong, Y. Y. (Eds.), Information technology diffusion in the Asia Pacific: Perspectives on policy, electronic commerce and education (pp.221-243). London: Idea Group.
Shields, M. A. (2000).Technological change, virtual learning, and higher education: Prospects, problems, potentials. In Garson, G. D. (Ed.), Social dimensions of information technology: Issues for the new Millennium (pp.160-176). London: Idea Group.
Sica, A. & Prechel, H. (1981). National political-economic dependency in the global economy and educational development. Comparative Education Review, 25(3), 384-402.
Sleeter, C. & Tettegah, S. (2002). Technology as a tool in multicultural teaching. Multicultural Education. 10(2), 3-9.
Slott, M. (2002). Does critical postmodernism help us ‘Name the system’? British Journal of Sociology of Education, 23(3), 413-425.
Sofia, Z. (1998). The mythic machine: Gendered irrationalities and computer culture. In Bromley, H. & Apple, M. W. (Eds.), Education/technology/power: Educational computing as a social practice (pp.29-51). Albany: State University of New York Press.
Stacki, S. L. & Monkman, K. (2003). Change through empowerment processes: Women’s stories from South Asia and Latin America. Compare, 33(2), 173-189.
Steel, J. (2000). Critical reflections: Political philosophy and web technology. In Cole, R. A. (Ed.), Issues in web-based pedagogy: A critical primer (pp.35-48). London: Greenwood Press.
Stewart, J. & Williams, R. (2000).The co-evolution of society and multimedia technology: Issues in predicting the future innovation and use of a ubiquitous technology. In Garson, G. D. (Ed.), Social dimensions of information technology: Issues for the new Millennium (pp.46-62). London: Idea Group Publishing.
Stewart, T. A. (1999). A nation of net have-nots? No. Fortune, 140(1), 184-186.
Stone, A. (1998). Learning to exercise power: Computers and community development. In Bromley, H. & Apple, M. W. (Eds.), Education/technology/power: Educational computing as a social practice (pp.187-199). Albany: State University of New York Press.
Strakey, B. A. (1998). Using computers to connect across cultural divides. In Bromley, H. & Apple, M. W. (Eds.), Education/technology/power: Educational computing as a social practice (pp.175-185). Albany: State University of New York Press.
Stromquist, N. P. & Monkman, K. (2000). Defining globalization and assessing its implications on knowledge and education. In Stromquist, N. P. & Monkman, K. (Eds.), Globalization and education: Integration and contestation across cultures (pp.3-25). Lanham: Rowman & Littlefield.
Suoranta, J. (2003). The world divided in two: Digital divide, information and communication technologies, and the ‘youth question’. Journal for Critical Education Policy Studies, 1(2). Retrieved Jan 5, 2004, from http://www.jceps.com/?pageID=article&articleID=16
Sutton, R. E. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research, 61(4), 475-503.
Swain, C. & Pearson, T. (2003). Educators and technology standards: Influencing the digital divide. Journal of Research on Technology in Education, 34(3), 326-335.
Tan, S. C., & Hung, D. (2002). Beyond information pumping: Creating a constructivist e-learning environment. Educational Technology, 42(5), 48-54.
Thomas, R. M. (1998). Conducting educational research: A comparative view. London: Bergin & Garvey.
Torres, C. A. (1998). Democracy, education, and multiculturalism: Dilemmas of citizenship in a global world. Comparative Education Review, 42(4), 421-447.
Travers, A. (2001). Public technologies. Radical Pedagogy, 3(2). Retrieved Jan 5, 2004, from http://radicalpedagogy.icaap.org/content/issue3_2/travers.html
Tuovinen, J. E. (2000). Multimedia distance education interactions. Education Media International, 37(1), 16-24.
Verma, G. K. & Mallick, K. (1999). Researching education: Perspectives and techniques. London: Falmer Press.
Volman, M. & van Eck, E. (2001). Gender equity and information technology in education: The second decade. Review of Educational Research, 71(4), 613-634.
Wade, R. H. (2002). Bridging the digital divide: New route to development or new form of dependency? Global Governance, 8, 443-466.
Webster, F. (1999). Information and communications technologies: Luddism revisited. In Downey, J. & McGuigan, J. (Eds.), Technocities (pp.60-89). London: Sage.
Webster, F. (2000). Information, capitalism and uncertainty. Information, Communication & Society, 3(1), 69-90.
Westrum, R. (1991). Technologies & society: The shaping of people and things. California: Wadsworth.
Wilkie, R. (2001). Class, labor and the “cyber”: A red critique of the “post-work” ideologies. The Red Critique, 1. Retrieved Jan 28, 2004, from http://www.geocities.com/redtheory/redcritique/spring2001/classlaborandthecyber.htm
Wilkie, R. (2002). How “new” is the new labor and (some notes on) its relation with cyberculture. The Red Critique, 5. Retrieved Jan 28, 2004, from http://www.geocities.com/redtheory/redcritique/JulyAugust02/hownewisthenewlabor.htm
Wilks, A. (2002). From the Adam Smith Institute of the Zapatistas: An Internet gateway to all development knowledge. Compare, 32(3), 327-337.
Wong, P. S. K. (1999). Leapfrogging across the millennium: Information technology in Singapore schools. In Tan, F. B., Corbett, P. S., & Wong, Y. Y. (Eds.), Information technology diffusion in the Asia Pacific: Perspectives on policy, electronic commerce and education (pp.244-261). London: Idea Group.
Youngs, G. (2001). The political economy of time in the Internet era: Feminist perspectives and challenges. Information, Communication & Society, 4(1), 14-33.
Zittrain, J. (2000). Lost in a cyber campus. World Link, May/Jun, 6-7.