Search results for author:DeDe+Chris
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Harvard Graduate School of 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...
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 Vol. 2004, No. 1 (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...
"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 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,...
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...
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 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...
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...
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...
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....
Innovate: Journal of Online Education Vol. 1, No. 1 (2004)
Chris Dede, Wirth Professor of Learning Technologies at the Harvard Graduate School of Education, is a leading authority on learning technologies and the ways in which they shape education. As a teacher, researcher, and policy advocate, he is a...
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...
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) ...
World Conference on Educational Multimedia, Hypermedia and Telecommunications Vol. 2008, No. 1 (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...
Society for Information Technology & Teacher Education International Conference Vol. 2009, No. 1 (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...
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...
World Conference on Educational Multimedia, Hypermedia and Telecommunications Vol. 2011, No. 1 (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://...
Society for Information Technology & Teacher Education International Conference Vol. 2010, No. 1 (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 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...
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....
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 Vol. 2010, No. 1 (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...
- Dede, Chris (23)
- Clarke-Midura, Jody (3)
- Code, Jillianne (2)
- Dunleavy, Matt (2)
- O'Shea, Patrick (2)
- Zap, Nick (2)
- Baker, Rowland (1)
- Bertenthal, Meryl (1)
- Breit, Lisa (1)
- Buckley, Barbara C. (1)