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January 13, 2016

Protect Student Data and Privacy in the Cloud - Come Join the Conversation

Come join the conversation about how we can all work to protect student data and privacy without sacrificing the benefits of learning and working in the cloud.

December 22, 2015

The Promise of Digital Equity

Free online tools promise digital equity and a democratization of learning. However, what is the reality of that promise?

December 17, 2015

2016 - The Year of Agency

Looking ahead, 2016 may be the year of agency as we empower our students to assume an active role in their learning and play a critical part in the construction of their environment.

October 06, 2015

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.

August 25, 2015

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.

June 16, 2015

A New PK12 Initiative at MIT and a New Role for Me

Announcing a new PK-12 focused initiative at MIT, and a new role for me at MIT.

March 13, 2015

Teach to One in The New York Times

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

November 25, 2014

Ferguson: Resources and Reflections for Educators

Resources and reflections for educators this week working with young people to make sense and meaning about the grand jury verdict in Ferguson.

October 31, 2014

Invitation to Massive: Worst Case Scenarios for Large-Scale Learning

An invitation to participate in an open session of T509-Massive: The Future of Learning at Scale.

October 24, 2014

Listening to Massive: The Future of Learning at Scale

A podcast from the Harvard Graduate School of Education about Massive: The Future of Learning at Scale.

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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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