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.

Reflecting on Tinkering Toward Utopia

In the first few chapters of Tinkering Toward Utopia, David Tyack & Larry Cuban describe education reform as both a linear progression as well as cyclical. This post explores these concepts as applied to 21st Century Learning and educational technology.

What Drives Student Learning?

The four dimensions of learning - the what, where, who, and when - offer insights into what drives students to learn.

Backchannels and Brain Research: Help or Hindrance?

Backchannels offer students an opportunity to engage in digital conversation; however, do they support learning or serve as a digital distraction?

Four Pillars of Great Teaching

Great teachers find compelling questions, provide scaffolding that fades, assess students through performance, and care deeply about their students.

A Tale of Two Education Policy Polls

In a collaborative post with J. Gordon Wright from Education Post, Justin Reich analyzes the differences between poll results from Education Next and PDK/Gallup.

Why Is Measuring Learning So Difficult? A Video Conversation

A video conversation about why the task of measuring learning is so complex.

Using Design Thinking to Bridge Theory and Practice with Digital Portfolios

Use Design Thinking as a strategy for bridging the gap between pedagogical theory and actual classroom practice.

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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