Hostname: page-component-848d4c4894-ndmmz Total loading time: 0 Render date: 2024-05-21T04:43:17.451Z Has data issue: false hasContentIssue false
  • English
  • Français

C. A. Bowers, The cultural dimensions of educational computing. New York: Teachers College Press, 1988. Pp. x + 152.

Published online by Cambridge University Press:  18 December 2008

Jo Anne Kleifgen
Jo Anne Kleifgen
Affiliation:
Program in Applied Linguistics, Box 66, Teachers College, Columbia University, New York, NY 10027
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Book Review
Information
Language in Society , Volume 19 , Issue 2 , June 1990 , pp. 280 - 287
Copyright
Copyright © Cambridge University Press 1990

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Barrett, E., & Paradis, J. (1988). Teaching writing in an on-line classroom. Harvard Educational Review 58(2): 154–71.CrossRefGoogle Scholar
Besnier, N. (1988). The linguistic relationships of spoken and written Nukulaelae registers. Language 64(4): 707–36.CrossRefGoogle Scholar
Cane, G. (1987). From the old to the new: Integrating hypertext into traditional scholarship. In Smith, J. B., Halasz, F., Yankelovich, N., Schwartz, M., & Weiss, S. F. (eds)., Hypertext '87 Papers. Chapel Hill: The University of North Carolina. 51–55.Google Scholar
Cazden, C. B., John, V. P., & Hymes, D. (eds.) (1972). The functions of language in the classroom. New York: Teachers College Press.Google Scholar
Connell, J., & Brice, L. (1984). Rapid prototyping. DATAMATION 93–100.Google Scholar
Goody, J. (1977). The domestication of the savage mind. Cambridge: Cambridge University Press.Google Scholar
Goody, J., & Watt, I. (1963). The consequences of literacy. Comparative Studies in Society and History 5: 304–45.CrossRefGoogle Scholar
Heath, S. B. (1983). Ways with words. New York: Cambridge University Press.CrossRefGoogle Scholar
Hutson, B., & Thompson, D. (1985). Moving language around on the word processor: Cognitive operations upon language. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition 7(2): 57–54.Google Scholar
Kreeft Peyton, J., & Mackinson-Smyth, J. (1989). Writing and talking about writing: Computer networking with elementary students. In Johnson, D. M. & Roen, D. H. (eds.), Richness in writing. New York: Longman. 100–19.Google Scholar
Mehan, H., Moll, L. C., & Riel, M. (1985). Computers in classrooms: A quasi-experiment in guided change.(NIE Report 6–83–0027.) Washington, DC: National Institute of Education.Google Scholar
Murray, D. E. (1988). The context of oral and written language: A framework for mode and medium switching. Language in Society 17: 351–73.CrossRefGoogle Scholar
Olson, D. R. (1977). From utterance to text: The bias of language in speech and writing. Harvard Educational Review 47(3): 257–81.CrossRefGoogle Scholar
Ong, W. J. (1982). Orality and literacy: The technologizing of the word. New York: Methuen.CrossRefGoogle Scholar
Riel, M. (1983). Education and ecstasy: Computer chronicles of students' writing together. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition 5(3): 59–67.Google Scholar
Street, B. V. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.Google Scholar
Street, B. V. (1986). Literacy practices and literacy myths. Paper presented at the Conference on Language Development, Boston University, October.Google Scholar
Tannen, D. (1985). Relative focus on involvement in oral and written discourse. In Olson, D. R., Torance, N., & Hildyard, A., (eds.), Literacy, language, and learning: The nature and consequences of reading and writing. Cambridge: Cambridge University Press. 124–47.Google Scholar