Increasing the summer opportunities available to students from low-income families is a crucial step in reducing the achievement gap, and recent research shows that engaging families during these summer programs will make them even more effective.


Paradigms can serve as a catalyst for change with educational technology or become an anchor preventing the spread of new ideas.


What if, instead of thinking about technology as an add-on, or instructional tool, or device to facilitate student learning, we thought of it as a driver of school culture?


To foster the 21st-century skills of communication and collaboration in students requires more than just access to Google docs.


To measure change in education, we need to move beyond only using quantitative research methods.


To thwart resistance to change and mitigate bias, consider design thinking to provide teachers with an opportunity to learn.


Every effort to improve instruction and learning in schools is an opportunity for professional development for educators and school leaders.


To create a culture of iteration and experimentation while developing broader computational thinking and technology literacy skills, students and teachers need to harness the power of play.


To prepare students for the demands of the Fourth Industrial Revolution, the system of education needs to undergo a revolution and at lightening speed.


MIT's Prof. Mitch Resnick explains the central role of imagination in driving design thinking.


The opinions expressed in EdTech Researcher are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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