Search results for author:"Justin Reich"
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The "Day in the Life of a Teenage Hobo" Project: Integrating Technology with Shneiderman's Collect-Relate-Create- Donate Framework
Social Education Vol. 73, No. 3 (April 2009) pp. 140–144
Used wisely, academic technology empowers students to take responsibility for their own learning. "In Leonardo's Laptop," Ben Shneiderman provides teachers with a powerful framework, "Collect-Relate-Create-Donate" (CRCD), for designing student...
The State of Wiki Usage in U.S. K-12 Schools: Leveraging Web 2.0 Data Warehouses to Study Quality and Equality in Online Learning Environments
(2012) pp. 1–180
In the first part of this dissertation, I document wiki usage in U.S. K-12 settings by analyzing data on a representative sample drawn from a population of nearly 180,000 wikis. My research group, which I lead and managed, measured the opportunities ...
Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis.
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 4 (December 2011) pp. 382–397
New social technologies offer new opportunities for creating online communities of praxis in the preparation of preservice teachers. In this design research study, 22 preservice teachers in a social studies methods class conducted online class...
The State of Wiki Usage in U.S. K-12 Schools: Leveraging Web 2.0 Data Warehouses to Assess Quality and Equity in Online Learning Environments
Educational Researcher Vol. 41, No. 1 (2012) pp. 7–15
To document wiki usage in U.S. K-12 settings, this study examined a representative sample drawn from a population of nearly 180,000 wikis. The authors measured the opportunities wikis provide for students to develop 21st-century skills such as...
AERA Open Vol. 4, No. 3 (2018)
Scientific progress is built on research that is reliable, accurate, and verifiable. The methods and evidentiary reasoning that underlie scientific claims must be available for scrutiny. Like other fields, the education sciences suffer from problems ...
AERA Open Vol. 2, No. 3 (2016)
Big data from massive open online courses (MOOCs) have enabled researchers to examine learning processes at almost infinite levels of granularity. Yet, such data sets do not track every important element in the learning process. Many strategies that ...
International Journal of Artificial Intelligence in Education Vol. 28, No. 4 (2018) pp. 553–589
Massive open online courses (MOOCs) attract diverse student bodies, and course forums could potentially be an opportunity for students with different political beliefs to engage with one another. We test whether this engagement actually takes place...