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The Present and Future of Educational Technology: An Interview with Christopher Dede Christopher Dede Christopher Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard University, where he conducts research on "emerging technologies for learning and infusing technology into large-scale educational improvement." He holds a Ph. D. in education from the University of Massachusetts at Amherst. Interview Topics Scientifically rigorous data on educational technology Most effective uses of technology to enhance learning Examples of technology in K-12 education: Simcalc and Biologica Studies that show technology effectiveness and 'the conditions for success' Adapting educational technology for use in the classroom Creating conditions for success and Milwaukee's Curriculum Design Assistant How technology can expand and replace current forms of student-learning assessment Universal design Dede's research on interfaces between people and technology: Milwaukee and Internet 2 The virtual world of "River City" Ubiquitous computing: Innovative uses for handhelds

This book offers an introduction to actor-network theory for educators to consider in three modes. One mode is the introduction of concepts, approaches and debates around actor-network theory as a research approach in education. Another mode is a showcase of educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These work with ANT in highly diverse ways, often bending and twisting ANT ideas to better approach the educational question at hand whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings

Thank you for sharing this; I just pre-ordered it!!

Potentially interesting new CoP on integrating ICT in Education.

Just thought this was interesting to share.

Not sure what she meant at the end about "there is no escape" once you begin teaching and learning online?? But agree with the main point about how teaching and learning is tied to economics (resources) and purpose. And, Barb, thanks because I became a member in the Higher Ed Guardian.

"A system that values obedience over curiosity isn't education and it definitely isn't science."

From the Australasian Journal of Educational Technology AJET 20(1) Phelps, Graham and Kerr (2004) - teachers and ICT - professional development

Professional development for teachers in a CoP

to transform existing teacher education programs' course contexts into communities of learners that link the learning of preservice teachers with the learning of experienced teachers and teacher educators

This looks great, Brenda, but I can't access it. :(

Great video about the future of education.

Another good paper that costs money to read. Can anyone help me with this one?

It's on the way!!

This is the research project that I found and visited in 2000. Ricki Goldman-Segall is a digital video ethnograhper studing how children learn and think. Her book from 1998 was an inspiration for me and my study pertner, William Vonsild, and with a study grant from our university of education in Copenhagen, we were enabled to visit Vancouver and Vancouver Island. Ricki was very helpful and let us follow her multimedia students' exam projects, and supported our vist to the achool that she had used for her research project about five years earlier, Bayside Middle School. A school built in 1992 with a technology enriched infrastructure, each pod of 10 classrooms had a very well equipped computer lab and the whole building was wired in order to have access to very fast internet connection from anywhere.

List of publications related to education and learning - and PD for teachers

Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

Excellent article that provides Effective Strategies for the Stages of Learning/Adoption

From summary of thesis: The issues discussed in the current thesis grow out of many years of practical work in various development projects within the field of labour market politics. The explicit aim of many of these projects is to change or adjust current work practices. However, I have often encountered a mismatch between the well-documented experiences of success within a project on one hand, and the fact that project experiences are only rarely and to a limited extent successfully transferred to and applicable outside the project. This schism formed the initial backdrop for the work presented in this thesis. The aim has been firstly to develop a better understanding for the learning processes made possible through development projects, secondly to clarify why problems occur when this new learning is to be implemented in and brought back to those labour market organisations (job centres, unemployment funds, educational institutions, local authorities etc.) that the development project targeted. In the thesis, implementation is therefore primarily discussed in terms of these labour market institutions, that is, they form the primary horizon for the experiences and the learning resulting from the project. The thesis contains an empirical and theoretical analysis of the process establishing a specific development project, the learning of the participants through the project, and the implementation of their experiences both in the day-to-day work and within the organisation at large. Yrjö Engeström is, therefore, introduced since his concept of expansive learning precisely captures the combination of novel practice and different forms of learning. With their notion of community of practice Jean Lave and Etienne Wenger provide, furthermore, an analytical concept of immediate relevance for project work. I have been much inspired by their approach while collecting empirical material documenting the later part of the project. I have, however, come to realise that t

The Inquiry Page is more than a website. It's a dynamic virtual community where inquiry-based education can be discussed, resources and experiences shared, and innovative approaches explored in a collaborative environment.

Bereiter's is the third model of networked learning that Hakkarainen et al compare in their book "Communities of Networked Expertise" along with Nonaka & Takeuchi and Engestrom

Mark Warschauer is one of the most knowledgeable in the field of developing online education. His advice on what to share in your Statement of Purpose for a Ph.D program resonates with some insight in what NOT to tell :-) " People who are reading a SOP for Ph.D. programs care about two things: (1) Do you have the potential to be an outstanding scholar? And (2) are your research interests a good match for the Ph.D. program and its faculty? Anything beyond these two things is superflous. Your SOP should thus be directed to getting these two things across. "

help with technology

In this extended meditation, Jean Lave interweaves analysis of the process of apprenticeship among the Vai and Gola tailors of Liberia with reflections on the evolution of her research on those tailors in the late 1970s. In so doing, she provides both a detailed account of her apprenticeship in the art of sustained fieldwork and an insightful overview of thirty years of changes in the empirical and theoretical facets of ethnographic practice. Examining the issues she confronted in her own work, Lave shows how the critical questions raised by ethnographic research erode conventional assumptions, altering the direction of the work that follows. As ethnography takes on increasing significance to an ever widening field of thinkers on topics from education to ecology, this erudite but accessible book will be essential to anyone tackling the question of what it means to undertake critical and conceptually challenging fieldwork. Apprenticeship in Critical Ethnographic Practice explains how to seriously explore what it means to be human in a complex world-and why it is so important.