Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Cognition
http://hdl.handle.net/2027/spo.3336451.0006.111
  peer-reviewed

Shoffner, Mary B., Marshall Jones and Stephen W. Harmon
Journal of Electronic Publishing
2001

Abstract:

Mary B. Shoffner, Marshall Jones, and Stephen W. Harmon survey a broad range of educational technologies, including those mechanical and those philosophical, and conclude that it is the underlying pedagogical philosophy, and not the delivery mechanism, that most affects what students learn.