Search results for: Dwyer Nathan

The authors argue that conceptual and methodological limitations in existing research approaches severely hamper theory building and empirical exploration of teacher learning and collaboration through cyber-enabled networks. The article presents preliminary data to illuminate both the power and limitations of current tools and techniques for studying cyber-enabled networks using data from a large, mature online network of K-12 educators.The authors propose a research agenda designed to create and validate a new generation of research tools and techniques.