The Greatest Ed-Tech Generation Ever

LIVE at the EdTechTeacher iPad Summit Boston, Justin Reich calls on all educators to make this the "greatest ed-tech generation ever."

Assessing Innovation: A Case Study Approach to Teacher Evaluation Systems

If teacher evaluation systems encouraged thoughtful innovation, would classroom practice follow? This post presents an imaginary system based on four case studies.

Freedom to Learn: Inspiring Students in Constructivist Math Classrooms

Exceptional educators inspire their students to construct their own understanding and gain new freedom to learn.

A Video Conversation: Digital Tools and Strategies to Streamline Research

Tips, tools, and products that enable education researchers to stay organized and successfully merge their paper research strategies and digital habits.

Gaming in Education Holds Power for Student Learning

Games bridge communities, encourage problem solving, and make learning fun.

Are MOOC Forums Echo Chambers or Bridging Spaces?

Proposal for a new research study to investigate whether online MOOC forums are places where people form their own silos or come together across differences.

Operationalizing the Information Age, Knowledge Economy, 21st Century

Operationalizing and defining the notions of the Information Age, Knowledge Economy, and 21st Century

New Research Aims to Promote High-Quality Civic and Political Engagement

A $2 million dollar grant from the Spencer Foundation extends our capacity to measure the quality of students' civic and political learning.

What Was Your Most Challenging Classroom and How Did You Turn It Around?

Building Community, Seeking out Feedback, and Remembering that it's always "very nice...." Strategies for dealing with your most challenging classrooms.

Beyond the Buzzword of Metacognition

When explored through the research of Bandura and Flavell, the true value of metacognitive activities elevate beyond buzzword status.

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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