A New Preface for the Ed Tech Developer's Guide

A new preface for the Ed Tech Developer's Guide, which was recently published by the U.S. Department of Education.


Three Insights from the HarvardX and MITx Year Two Reports

Key findings from first two years of MOOCs at Harvard and MIT, including the consequences of steady growth, the emergence of course sequences and clusters, and the replication of early MOOC research.


Two Frames for Learning at Scale

The Learning at Scale project can be about trying to replicate tutorials at scale, or it can be about creating learning experiences where scale is an affordance rather than a detriment.


Teach to One in The New York Times

The New York Times investigates the possibilities of, and problems with, blended learning.


Beyond the Laptop Debate

A Harvard researcher weighs in on the laptop debate, reframing the debate from student efficacy to student autonomy.


New Research on Games and Classroom Assessment Practices

A new report on the classroom uses of games describes promising practices for games and formative assessments.


Reclaiming Innovation and Ditching the Learning Management System

In an article in KQED MindShift, Justin Reich explains how he uses the open Web to power online learning and to leave the learning management system behind.


Preparing Students For Learning, Not Lectures, In College

As higher education rethinks classroom instruction, preparing students for college-level learning means preparing students for active engagement.


Qualitative Formative Assessment Toolkit: Middle School Math

Reshan Richards, the director of education technology at Montclair Kimberley Academy in New Jersey and the co-creator of the Explain Everything screencasting app, guest blogs on qualitative formative assessment.


Guest Post: Wisdom from David Bowie: Technology and Change

Gregg Russell, a veteran school principal, discusses the challenges of education technology and school transformation.


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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