Technology & Learning

Technology Closes the Distance: Global Solutions Show the Variety, Equity, and Accessibility of Distance Learning Options

Sat, 06/01/2013

Author(s): 

Mary Burns

In this article published in JSD: The Learning Forward Journal, the author discusses five common elements of effective distance-based teacher professional learning in nearly 100 countries that demonstrate how technology can deliver the types of learning teachers say they want, with activities that focus on teachers as learners. The elements include diverse technologies, personalized learning, classroom-based delivery, mobility, and social media networks. Implications for the U.S. are discussed.

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4 pp.

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Imagining Math: Four-Year-Old Style

Mon, 06/17/2013

Author(s): 

In this post published on the Fred Rogers Center blog, the author discusses two EDC research projects focused on young children’s mathematics learning. Both projects are investigating what happens when preschool teachers have new interactive tools to engage children in exploring mathematics concepts. Excerpt: "Imagine a 4-year-old. Now imagine a 4-year-old doing math. What comes to mind?

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Visualizing Oceans of Data: Educational Interface Design

Thu, 07/18/2013

Author(s): 

Ruth Krumhansl, Cheryl Peach, June Foster, Amy Busey, Irene Baker, Jackie DeLisi

Large, high-quality scientific data sets that are newly available online allow today’s science students to incorporate working with authentic data into their learning experiences, giving them virtually unlimited opportunities to participate in real scientific work. Yet the educational promise of these large scientific cyberinfrastructures will not be met without concerted effort. This report is designed to support interface and tool designers in their efforts to bridge cyberinfrastructure to the classroom.

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76 pp.

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Clements Invited to Present at National Forum on Education Statistics Meeting

Peggy Clements

The National Forum on Education Statistics has invited EDC Research Scientist Dr. Peggy Clements and Clements’ colleague Dr. Pam Jacobs (AIR) to lead a roundtable discussion focused on their work with the Regional Educational Laboratory (REL) Midwest’s Virtual Education Research Alliance. The roundtable will take place at the Forum’s membership meeting on July 15 in Washington, DC, immediately preceding the July 18–19 National Center for Education Statistics’ NCES STATS-DC 2013 Data Conference.

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Exploring the Elements of a Classroom Technology Applications Implementation Framework

Mon, 05/13/2013

Author(s): 

Caroline Parker, Christina Bonney, Michelle Schamberg (EDC authors), Cathlyn Stylinski (University of Maryland Center for Environmental Science), Carla McAuliffe (TERC)

This paper proposes a preliminary Framework of Classroom Technology Applications Implementation, drawing from in-depth classroom data collected from 59 teachers from September 2011 to February 2012. The preliminary framework provides a tool to describe and categorize teacher implementation of technology applications in four areas: a taxonomy of technology applications, alignment with STEM inquiry methods, relevance to real-world contexts, and pedagogical practices that encourage students to engage in active learning and critical thinking.

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27 pp.

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Growing Changes: An Indian Case Study of Transforming Classroom Learning with Technology

Mon, 05/13/2013

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This paper explores the question of how Indian teachers translate common “globalized” instructional strategies using findings from Indian case studies that were part of a larger three country study.

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43 pp.

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Some Thoughts on Software for Teachers

Teaser: 

John Parris researches and designs software and prototypes for science, social studies, and interdisciplinary curricula. Currently, he oversees the technical development of the Electronic Teacher Guide (eTG), a National Science Foundation (NSF)-funded effort to provide an exemplar of a cybertool that would support the implementation of a curriculum and enhance its educative impact for teachers. In this post, John suggests that we might gain from broadening our conception of usability as we design software for teachers and discusses three dimensions of usability—interface, classroom, and professional—that, if attended to in the design of educational software, can result in more useful and effective products for teachers.

John Parris researches and designs software and prototypes for science, social studies, and interdisciplinary curricula. Currently, he oversees the technical development of the Electronic Teacher Guide (eTG), a National Science Foundation (NSF)-funded effort to provide an exemplar of a cybertool that would support the implementation of a curriculum and enhance its educative impact for teachers.

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Success, Failure, or ‘No Significant Difference’? The Arguments For and Against Technology as a Learning Tool

Mon, 03/04/2013

Author(s): 

Mary Burns

This article was published in the International Journal of Emerging Technologies in Learning. The author outlines the long-term structural conditions that can lead to the deep changes educational technology initiatives seek to promote.

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