Technology & Learning

Collaboration Is Key: How a Community of Practice Promotes Technology Integration

Wed, 07/06/2005

Author(s): 

Judy Zorfass, Heather Keefe Rivero

Published in the Journal of Special Education Technology, this article describes how one professional development program used communities of practice to help teachers help each other integrate technology tools into the curriculum to benefit students with and without disabilities. This case study focused on the experience of one team member, a third grade teacher of an inclusive classroom. The study provides evidence that a community of practice promoted technology integration.

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Length: 

10 pp.

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EDC and Westat Selected to Provide TA to i3 Grantees Nationwide

EDC and lead partner Westat have been awarded a contract to provide technical assistance to U.S. Department of Education Investing in Innovation (i3) grantees. The i3 program supports the expansion of innovative practices designed to improve student improvement. In November, the U.S. Department of Education announced the 20 highest rated 2012 i3 applications.

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Possible Worlds Video

Mon, 09/10/2012

Author(s): 

Possible Worlds Team, EDC’s National Research and Development Center on Instructional Technology

How can digital games support conceptual learning? And how can games be made accessible and useful for teachers? Those are the questions addressed by Possible Worlds, a five-year research and development effort led by EDC. The project, funded by the U.S. Department of Education's Institute of Education Sciences, developed four modules of supplemental materials, each with a digital game as its centerpiece. The modules address topics covered in middle-school science, and each focuses on a persistent scientific misconception.

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Length: 

8min.

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Eighth-Graders and Algebra: Making the Case for Online Education

Wed, 07/18/2012

Author(s): 

Peggy Clements and Jessica Heppen

This article, published in the June/July issue of THE Journal, summarizes key findings from the study Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students. The authors discuss how the online course was implemented in the study and provide three recommendations for schools and districts that are considering providing students with access to online learning opportunities.

Journal Cover

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Technology, Teaching and Learning: Research, Experience and Global Lessons Learned

Thu, 07/12/2012

Author(s): 

Mary Burns

This monograph, written for Lebanon’s Ministry of Education and Higher Education, examines educational technology initiatives in Lebanon, Jordan, the United Kingdom, and the United States over the past decade. The author focuses on lessons learned to help nations move forward with their national educational technology initiatives.

Report Cover

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Models of Contextualization in Developmental and Adult Basic Education

Thu, 07/12/2012

Author(s): 

Heidi Larson, Barbara Treacy, Elizabeth Farmer, Ron Israel, Martha Oesch, Joyce Malyn-Smith, and Erin Earnst

EDC staff developed this report as part of a first phase of work with the Massachusetts Community College Workforce Development Transformation Agenda (MCCWDTA), funded by the U.S. Department of Labor. In this initiative, staff have been collaborating with community college faculty and industry representatives to develop curriculum modules for developmental education and adult basic education contextualized for Health Care, Advanced Manufacturing, and Information Technology.

Report Cover

Length: 

41 pp.

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Next Generation Preschool Math Study Poster

Mon, 06/04/2012

Author(s): 

Ashley Lewis Presser's research process for the Next Generation Preschool Math project, including a detailed look at the structure of Next Generation Preschool Math Curriculum—a blend of digital games and classroom activities.

Length: 

1 page

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Using Students' Naïve Theories to Design Games for Middle-Grades Science

Wed, 04/13/2011

Author(s): 

Marion Goldstein, Marian Pasquale, and Katherine McMillan Culp

Presented at the American Educational Research Association Annual Meeting, this paper reports on one phase of a long-term research and development project that is creating video game modules for middle-school science classrooms. The games are intended to help teachers address common scientific misconceptions by providing students with opportunities to interact with visualizations of otherwise abstract or inaccessible concepts or phenomena that are the source of those misconceptions.

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Length: 

11 pp.

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Examining the Student Impact Following an Online Professional Development Course for High School Biology Teachers

Wed, 04/06/2011

Author(s): 

Scott Strother, Lauren Goldenberg

This paper, presented at the 2011 National Association of Research on Science Teaching Conference, describes findings from a study that examined the relationship between a high-quality, online professional development program for high-school biology teachers and students’ content knowledge of genetics and evolution. The study found that students in the treatment condition had a stronger rate of growth across the year in genetics and evolution content knowledge compared to the control group.

opening page

Length: 

14 pp.

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Back to Sesame Street: Reviving Developmentally Focused Formative Research

Mon, 11/01/2010

Author(s): 

Katherine McMillan Culp

This Microtalk was presented by Dr. Katherine McMillan Culp at the 7th Annual Games for Change Festival, Games for Learning Day, as part of the panel "Novel research methodologies for games research." Culp discusses challenges facing educational media developers and shares key principles of effective design and development processes.

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