July 2009 Archives

Teaching and Learning without PowerPoint?

This article profiles professors who are developing teaching methods and theories based on the argument that student learning is not necessarily enhanced by technology--if that technology is used to support traditional lecture-style methods. The provocative and seemingly anti-technology title of the article, "Teach Naked," is a bit of a misnomer: the faculty members profiled argue that podcasts and course content-related applications and games can both enhance outside-of-class learning and improve in-class discussions.

When Computers Leave Classrooms, So Does Boredom - Chronicle of Higher Education

Web 2.0 and Wisdom

In this article, Chris Dede, Timothy E. Wirth Professor in Learning Technologies
at Harvard's Graduate School of Education, draws from literature from multiple disciplines to argue that research infrastructures should be used in an attempt to generate "wisdom." The article then proposes how Web 2.0 research tools build the capacity for wise advice.

Technologies that facilitate generating knowledge and possibly wisdom Educational Researcher (38)4. 260-263. DOI:10.3102/0013189X09336672

Web 2.0 and Classroom Research

The May, 2009 issue of Educational Researcher explores the topic of "Learning, Teaching, and Scholarship in the Digital Age," and it features the work of three researchers with ties to CEHD's department of Curriculum and Instruction. Christine Greenhow, Beth Robelia, and Joan E. Hughes have examined how Web 2.0 has influenced the many contexts of teaching and learning. They have identified two major themes, learner participation and creativity and online identity formation, and propose that additional educational research on these topics is needed.

Greenhow, Christine, Beth Robelia, and Joan E. Hughs. (2009). Learning, teaching, and
scholarship in a digital age: Web 2.0 and classroom research: What path should
we take now?
Educational Researcher (38)4. 246-259. DOI:

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