Search results for author:"Chris Dede"
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Harvard Graduate School of Education
Themes in Science and Technology Education Vol. 2, No. 1 (2009) pp. 7–9
As an emerging technology for learning, virtual reality (VR) dates back four decades, to earlywork by Ivan Sutherland in the late 1960s. At long last, interactive media are emerging thatoffer the promise of VR in everyday settings. Quasi-VR already...
Contemporary Issues in Technology and Teacher Education Vol. 5, No. 3 (2005) pp. 345–348
Dr. Roblyer's (2005) excellent overview of educational technology research makes a compelling case for improving the manner in which research on educational technology is conducted. I commend CITE Journal for its initiative in publishing and...
EDUCAUSE Review Vol. 48, No. 5 (2013) pp. 32–34
Advances in technology and in knowledge about expertise, learning, and assessment have the potential to reshape higher education, as well as the many other forms of learning past matriculation from high school. In the next decade, higher education,...
American Journal of Distance Education Vol. 10, No. 2 (1996) pp. 4–36
Examines how emerging technologies may reshape both face-to-face and distance education. Delineates a three-part conceptual framework (knowledge webs, virtual communities, and shared synthetic environments) for understanding the new types of...
"Comments on Greenhow, Robelia, and Hughes": Technologies that Facilitate Generating Knowledge and Possibly Wisdom
Educational Researcher Vol. 38, No. 4 (May 2009) pp. 260–263
Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 media are well suited to enhancing the education research community's purpose of generating and sharing knowledge. The author of this comment article first articulates how a research...
Educause Quarterly Vol. 28, No. 1 (2005) pp. 7–12
Rapid advances in information technology are reshaping the learning styles of many students in higher education. Many faculty will find such a shift in instruction difficult, but through professional development they can accommodate neomillennial...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 3–12
Research documents the power of face-to-face learning communities based on a culture in which everyone collaboratively works towards collective understanding. Emerging interactive media such as wireless handhelds and multi-user virtual environments...
Journal of Curriculum Studies Vol. 32, No. 2 (2000) pp. 281–303
Focuses on projects funded by the National Science Foundation that illustrate the potential of computers and telecommunications to convey higher-order skills and knowledge. Discusses two projects, ScienceWare and Learning though Collaborative...
T.H.E. Journal Vol. 32, No. 3 (Oct 01, 2004)
This article represents the second part of a two part article. It begins with a summary of part one of the article published in the September issue of "T.H.E. Journal." This second part of the discussion presents vignettes that demonstrate how many...
Educational Leadership Vol. 55, No. 3 (1997) pp. 12–16
Regarding technology-based educational improvement, systemic reform involves two major shifts: including possibilities for "distributed learning"--using information technologies off-campus to enhance classroom activities; and reconfiguring existing...
T.H.E. Journal Vol. 32, No. 2 (Sep 01, 2004)
In this article, the author discusses that emerging devices, tools, media and virtual environments offer opportunities for creating new types of learning communities for students and teachers. Examples of learning communities include a national mix...
Educational Technology Vol. 56, No. 2 (2016) pp. 37–42
Data-informed instructional methods offer tremendous promise for increasing the effectiveness of teaching, learning, and schooling. Yet-to-be-developed data science approaches have the potential to dramatically advance instruction for every student...
Yearbook of the National Society for the Study of Education Vol. 112, No. 2 (2013) pp. 464–480
This chapter discusses frameworks and conceptual lenses that help orient design-based implementation research (DBIR) work to the types of infrastructure required for success, while contributing to theories about the processes of educational...
Journal of Science Education and Technology Vol. 18, No. 4 (August 2009) pp. 353–365
One-size-fits-all educational innovations do not work because they ignore contextual factors that determine an intervention's efficacy in a particular local situation. This paper presents a framework on how to design educational innovations for...
Collaborative Design of Online Professional Development: Building the Milwaukee Professional Support Portal
Journal of Technology and Teacher Education Vol. 14, No. 4 (October 2006) pp. 679–699
This case study describes an effort to design and pilot an interactive, Web-based, district-wide "professional support portal" to support new teacher retention and professional growth in the Milwaukee Public Schools. The study reviews the...
Journal of Research on Technology in Education Vol. 42, No. 3 (2010) pp. 309–328
Despite three decades of advances in information and communications technology (ICT) and a generation of research on cognition and new pedagogical strategies, the field of assessment has not progressed much beyond paper-and-pencil item-based tests....
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1510–1514
This session will describe the results of an examination of an Augmented Reality (AR) curriculum. In AR curricula, the physical environment is overlaid with a layer of virtual elements and students interact with these digital elements as they walk...
World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 1067–1074
This study explored how online gaming processes and structures shaped individual understandings of diverse worldviews. Three research questions guided our study: In what ways, if any, has online gaming the potential to strengthen cultural...
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning
Journal of Science Education and Technology Vol. 18, No. 1 (February 2009) pp. 7–22
The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE) ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1882–1884
Augmented reality (AR) interfaces enable “ubiquitous computing” models. Students carrying mobile wireless devices through real world contexts engage with virtual information superimposed on physical landscapes (such as a tree describing its...
Journal of Interactive Learning Research Vol. 24, No. 4 (October 2013) pp. 371–396
Determining the effectiveness of any educational technology depends upon teachers’ and learners’ perception of the functional utility of that tool for teaching, learning, and assessment. The Virtual Performance project at Harvard University is...
Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula
International Journal of Virtual and Personal Learning Environments Vol. 4, No. 3 (July 2013) pp. 66–77
Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based...
Atom Tracker: Designing a Mobile Augmented Reality Experience to Support Instruction About Cycles and Conservation of Matter in Outdoor Learning Environments
International Journal of Designs for Learning Vol. 7, No. 2 (Jun 30, 2016)
We describe a mobile augmented reality (AR) experience called Atom Tracker designed to help middle school students better understand the cycling of matter in ecosystems with a focus on the concept of conservation of matter and the processes of...
Exploring Ecosystems from the Inside: How Immersive Multi-User Virtual Environments Can Support Development of Epistemologically Grounded Modeling Practices in Ecosystem Science Instruction
Journal of Science Education and Technology Vol. 24, No. 2 (April 2015) pp. 148–167
Recent reform efforts and the next generation science standards emphasize the importance of incorporating authentic scientific practices into science instruction. Modeling can be a particularly challenging practice to address because modeling occurs ...
Journal of Educational Technology & Society Vol. 20, No. 4 (2017) pp. 166–178
Young people now must compete in a global, knowledge-based, innovation-centered economy; they must acquire not just academic knowledge, but also character attributes such as intrinsic motivation, persistence, and flexibility. To accomplish these...
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 358–367
The effectiveness of any educational technology depends upon teachers’ and learners’ perception of the functional utility of that medium for teaching, learning, and assessment. The Virtual Performance Assessment project at Harvard University (http://...
Journal of Research in Science Teaching Vol. 55, No. 9 (2018) pp. 1239–1263
The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the...
British Journal of Educational Technology Vol. 41, No. 1 (January 2010) pp. 56–68
This study investigated novel pedagogies for helping teachers infuse inquiry into a standards‐based science curriculum. Using a multi‐user virtual environment (MUVE) as a pedagogical vehicle, teams of middle‐school students collaboratively solved...
Journal of Educational Technology & Society Vol. 20, No. 4 (2017) pp. 191–204
The use of external representations has the potential to facilitate inquiry learning, especially hypothesis generation and reasoning, which typically present difficulties for students. This study describes a novel three-dimensional cognitive mapping ...
Future of Children Vol. 10, No. 2 (2000) pp. 168–80
Five experts from various disciplines provide their perspectives on the role of computers in children's lives, discussing ways to ensure that computer technology is used equitably, effectively, and ethically to promote positive child development....
International Journal of STEM Education Vol. 1, No. 1 (2014)
Background: During the middle school years, students frequently show significant declines in motivation toward school in general and mathematics in particular. One way in which researchers have sought to spark students' interests and build their...
Journal of Teacher Education Vol. 60, No. 1 (2009) pp. 8–19
This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature...
International Journal of Virtual and Personal Learning Environments Vol. 5, No. 4 (October 2014) pp. 1–16
In incorporating technology in science education, some have expressed concern that the value added by technology is primarily due to the novelty or excitement about using the devices, resulting in no lasting effect on student motivation or learning...
Amy M. Kamarainen; Shari Metcalf; Tina Grotzer; Allison Browne; Diana Mazzuca; M. Shane Tutwiler; Chris Dede
Computers & Education Vol. 68, No. 1 (October 2013) pp. 545–556
Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities combining these two...
A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis
Learning and Instruction Vol. 41, No. 1 (February 2016) pp. 11–22
Using latent growth models, we explored: (a) The effect of middle school students' (n = 189) pre-intervention science self-efficacy and science interest on their initial interest in an Ecosystems Multi-User Virtual Environment (EcoMUVE) and the rate ...
Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
Christian Fischer; Barry Fishman; Chris Dede; Arthur Eisenkraft; Kim Frumin; Brandon Foster; Frances Lawrenz; Abigail Jurist Levy; Ayana McCoy
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 72, No. 1 (May 2018) pp. 107–121
Situated in the context of the Advanced Placement curriculum reform in the sciences, this quantitative study validates selected elements of Desimone's (2009) conceptual framework on teacher professional development. Using national data sets with...
Adapting to Large-Scale Changes in Advanced Placement Biology, Chemistry, and Physics: The Impact of Online Teacher Communities
Kim Frumin; Chris Dede; Christian Fischer; Brandon Foster; Frances Lawrenz; Arthur Eisenkraft; Barry Fishman; Abigail Jurist Levy; Ayana McCoy
International Journal of Science Education Vol. 40, No. 4 (2018) pp. 397–420
Over the past decade, the field of teacher professional learning has coalesced around core characteristics of high quality professional development experiences (e.g. Borko, Jacobs, & Koellner, 2010. Contemporary approaches to teacher...
Model-Based Teaching and Learning with BioLogica[TM]: What Do They Learn? How Do They Learn? How Do We Know?
Barbara C. Buckley; Janice D. Gobert; Ann C. H. Kindfield; Paul Horwitz; Robert F. Tinker; Bobbi Gerlits; Uri Wilensky; Chris Dede; John Willett
Journal of Science Education and Technology Vol. 13, No. 1 (March 2004) pp. 23–41
This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a...
The International Handbook Summit Call to Action for Learning with Technology in the 21st Century: Next Steps, Part 2
Joke Voogt; Gerald Knezek; Chris Dede; Paul Resta; Mike Searson; Ann Thompson; Therese Laferriere; David Gibson; Margaret Riel; Renate Schulz-Zander; Rhonda Christensen; Kwok Wing Lai; Niki Davis; Rowland Baker; Ian Gibson; Don Knezek
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2413–2415
The International Handbook of Information Technology in Primary and Secondary Education (Voogt & Knezek, 2008) provides researchers, policy makers and practitioners with an integrated and detailed overview of this complex field. One of the important ...
Louanne Smolin; Kimberly Lawless; Chris Dede; Steve Jones; Camille Johnson-Yale; Francisco Seoane Perez; Jessica Schuler; James W. Pellegrino; Susan R. Goldman; Meryl Bertenthal; Kimberly Lawless; Charalambos Vrasidas; Gene V. Glass; Geneva D. Haertel; Barbara Means; William Penuel; Hilary Goldmann; Mark Warschauer; Sharon Tettegah; Eun Won Whang; Nakia Collins; Kona Taylor; Olga A. Vasquez; Nicholas C. Burbules
Yearbook of the National Society for the Study of Education Vol. 106, No. 2 (October 2007) pp. 1–218
There is little dispute that technology has transformed people's everyday lives. People shop online, download news in their iPods, communicate via text and video, take digital photos, and conduct all manner of personal and professional business via...