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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.

October 12, 2014

Books or Screens: Talk to Your Kids

Interaction with adults is critical when it comes to language acquisition in young children. So what does that mean for e-readers and technology?

September 25, 2014

Towards a Pedagogy for Tablets: From Consumption to Curation and Creation

Tom Daccord and I have recently published a new ebook, iPads in the Classroom: From Consumption to Curation and Creation, from the newly formed EdTechTeacher Press, immediately available on Amazon and soon to be available through iBooks. The first chapter of the book, which sets out some of our visi...

September 07, 2014

Strike Zone Cameras Ruined Baseball, and Implications for Education

A story about baseball, and the predictably unpredictable consequences of introducing new technologies into complex systems of humans and machines.

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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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