We investigate and identify disparate access to quality educational experiences in online credit-recovery labs, which mirror those documented by others in traditional instructional settings based on class-based expectations. Based on our analysis, we propose strategies to support more equitable learning in online courses including providing explicit expectations and proactive assistance to students, using real-time data by teachers, accommodating lower student-teacher ratios, and assigning to online labs teachers certified in the course subjects in which students enroll.
This article focuses on how a new urban public high school created a media production lab to put making practices at the center of teaching and learning.
This study investigates the extent to which there is a typology of teachers who use technology, using a nationally generalizable dataset from the National Center of Education Statistics.
This article reviews recent advances in research by members of the Learning Environments Across Disciplines partnership on the design of adaptive technology-rich learning environments as cognitive, metacognitive, and affective tools. In particular, we examine the use of convergent methodologies and how the design guidelines of the learning environments are grounded in instructional theories and empirical evidence.
This article discusses how high quality software can both promote children’s math learning and also provide analytic tools for studying its development over time. Macrogenetic research on digital learning can contribute to the further development of effective math education software, shed light on children’s math learning, and also largely eliminate the need for high-stakes testing and traditional achievement tests.
This article defines how educational technologies can be leveraged for use in collaborative research environments by highlighting the research revolution of ASSISTments, a popular online learning platform, and by outlining the many benefits made possible through educational research at scale.
This case study attempts to understand the contemporary challenges of implementing the collaborative web-based tool and its accompanying opportunities, as well as the contextual factors for its implementation within the district.
Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. This study examines the use of social media/social networking sites and its relationship to social capital and academic success in the context of community colleges.
This study used Virtual Reality (VR) technology to simulate conceptual and perceptual analogies and examined their impact on the analogical thinking of kindergarten children enrolled in public education. It compared the effectiveness of immersive 3D VR to better enhance their ability to solve both kinds of analogies with the effectiveness of picture cards and found VR to be more effective.
We compared levels of off-task behavior exhibited by students using educational software in the Philippines and the United States. We found that students in the Philippines exhibited significantly less off-task behavior and more gaming the system than students in the United States.
The study examines empirical models of variables posited to predict students’ motivation management in online groupwork.
The chapter examines John Dewey’s concepts of society and the public in the context of digital technology and its potential to transform society and the moral ethos of the public school. I argue that Dewey’s theory of society and the public, though articulated for an industrial age, are, like his moral vision of social democracy and public education, still of perennial importance as a ethical lens to frame and critique the emerging network society and publics.
This meta-analysis of the online learning literature includes 50 independent effects from controlled studies that contrasted either purely online or a blend of online and face-to-face instruction with a condition in which all instruction was conducted face-to-face. The meta-analysis found that on average, learners experiencing blends of online and face-to-face instruction learned modestly more than those whose instruction was entirely face-to-face.
In this chapter, the concept of multimodal selves is used to explore the literacies of adolescents as researched within the context of two ethnographic studies. Following a discussion of the multimediated terrains of adolescents’ literacies, the chapter concludes with questions for further consideration that emerge from a critical engagement with multimodality in designing literacy pedagogy.
This article is an interpretive analysis of recent research that suggests the following: the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers, institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility, and yet, despite this invisibility, classroom teachers, school library media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people’s uses of multimodal digital texts to construct online literate identities.
Although it is clear that efforts to align teaching and learning to the
new affordances of information and communication technologies (ICT)
are necessary in order to realize their full pedagogical potential, such
reform efforts are extremely challenging, particularly for the teachers
and teacher educators who must implement them.
This chapter attempts to answer the question: If we were to redesign
education not to make historic models of schooling more efficient, but
instead to prepare students for the 21st century—simultaneously transforming
teaching in light of our current knowledge about the mind—
what types of learning environments might sophisticated ICT enable us
The goal of this chapter is to report key results from this research (which at this time has not yet been published) and to draw conclusions from the data that documents the differences between students’ and professors’ use of and attitudes toward Internet technologies, along with the potential impact of these
Our goal in this chapter is to suggest a strategy for exploring the
issues surrounding the preparation of teachers to integrate technology
effectively in classrooms to support learning. We do so in the context
of our What Works and Why (WWW) project, a multiyear research
project that is attempting to examine the instructional and learning
experiences of students in eight major teacher preparation programs.
Attempts to integrate ICT into the classroom are influenced by such
things as the availability of the necessary technology infrastructure,
support for teachers, accessible change models, teachers’ practices, curriculum
constraints, assessment practices, education policies, and professional
The purpose of this chapter is to examine the ways in which technology
is transforming practices of assessment and educational decision
How likely is it that most teacher candidates graduate from an institution of higher education and begin their first teaching assignment entering a classroom that is replete with the latest technology tools and digital resources and provided the necessary educational technology mentoring and support they need to master their use of these tools to enhance content and pedagogy?
In this chapter, I first explore five types of digital difference that impact teaching and learning, which I call school access, home access, school use, gender gap, and generation gap, and then discuss strategies that teachers and schools can use to help overcome these multiple divides.
This chapter will offer a research-based discussion on why it is
critical for teacher educators and pre-service and practicing teachers to
have the skills and knowledge to engage diversity, multicultural, and
social justice activities using technology, and how a web portal designed
with this in mind has managed to make a difference.
Teaching and learning in out-of-school contexts has a long history
of successfully adapting pedagogy to local and current needs of student participants. The innovative uses of technology, the flexible social organization, and the everyday relevance of out-of-school activities make these learning contexts ideal for innovation.
Questions of teacher authority, “coverage” of material, and the isolation of school activities from learning that takes place in other contexts (and vice versa) are all impediments to realizing the transformative potential presented by new learning technologies. The essays in this collection challenge us because they represent the problem as a systemic one: schools, higher education and professional development programs, national policy, all reinforce in each other a resistance to change. Each feels constrained by the actions of the others. No one knows where to start.
Can computers and other information technologies reinvigorate Dewey’s vision of linking school with society? Pedagogical praxis suggests a reconfiguration of educational practices in which technology helps young people learn to think as professionals and thus see the world in ways that are grounded in meaningful activity and aligned with the core skills, habits, and understandings of a postindustrial society.
This study examines the extent to which teachers believe they are modifying instructional uses of computers for writing in response to state testing programs.
This article examines the seemingly contradictory notion that reducing technical expectations for teachers can encourage technology use in classroom instruction.
This paper explores the emerging role of the Educational Technologist as a lens through which to view the interpretive processes that accompany school reform initiatives. It presents findings from a multi-year qualitative research study of district-wide technology integration.