1. Apple, M.W. (1988).Teachers and texts: A political economy of class and gender relations in education. New York: Routledge.
2. Barthes, R. (1973)Mythologies. London: Paladin Grafton Books. Barthes demonstrates a semiotic way of performing cultural analysis by writing about modern myths. Barthes’ approach is used by Robins & Webster to review computer education (1987). Also, Barthes’ insights are applied to computerization narratives by Kling & Iacono’s ‘Making a “Computer Revolution’” in Dunlop & Kling (1991, pp. 63–75).
3. Bereano, P.L. (Ed.). (1976).Technology as a social and political phenomenon. New York: John Wiley. A foundation for social perspectives is provided in these classic readings from figures such as Jacques Ellul, Daniel Bell and Theodore Roszak.
4. Bereano, P.L. (1990). Technology and human freedom. In M.D. Ermann, M.B. Williams & C. Gutierrez (Eds.),Computers, ethics and society (pp. 278–284). New York: Oxford University Press. An important and illuminating essay on the social aspects of technology.
5. Bowers, C.A. (1988).The cultural dimensions of educational computing: Understanding the non-neutrality of technology. New York: Teachers College Press. Investigates computers as cultural objects carrying hidden agendas.