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Assignments

E-map Grading Rubric.

the average student in a classroom where technology is used will perform 12 percentile points higher than the average student in the traditional setting that does not use technology to enhance the learning process

Thus, it is arguable that it is aspects of the goals of instruction, pedagogy, teacher effectiveness, subject matter, age level, fidelity of technology implementation, and possibly other factors that may represent more powerful influences on effect sizes than the nature of the technology intervention. It is incumbent on future researchers and primary meta-analyses to help sort out these nuances, so that computers will be used as effectively as possible to support the aims of instruction.

there is a growing need for a systematic and reliable methodology for synthesizing related findings

one of technology’s main strengths may lie in supporting students’ efforts to achieve rather than acting as a tool for delivering content.

each focuses on a specific question addressing particular issues and aspects of technology integration

intended to capture the essence

25 effect sizes were extracted from 25 different meta-analyses involving 1,055 primary studies (approximately 109,700 participants)

Where do libraries fit within the information-management equation

power of digital tools in research would expand the focus of dissertations from the 20-year span that has been “the hallmark of historical scholarship over the last three decades” to 150 years

The ability to analyze a vast body of texts also implies a dramatic expansion of the field of questions humanities scholars can ask

The changes afoot in the humanities are about expanding the compass, the quality, and the reach of scholarship

Colleges and professors exist, in great measure, to help "liberate" and connect the knowledge and ideas in books. We should certainly pass on to our students the ability to do this. But in the future those liberated ideas—the ones in the books (the author's words), and the ones about the books (the reader's own notes, all readers' thoughts and commentaries)—should be available with a few keystrokes. So, as counterintuitive as it may sound, eliminating physical books from college campuses would be a positive step for our 21st-century students, and, I believe, for 21st-century scholarship as well. Academics, researchers, and particularly teachers need to move to the tools of the future. Artifacts belong in museums, not in our institutions of higher learning.