Search results for: Hughes Joan E.
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Learning Across Boundaries: Educator and Startup Involvement in the Educational Technology Innovation Ecosystem
This qualitative case study examined what educators and startups learned from each other when participating in a 4-hour educational technology (edtech) design summit, SlowPitch, which strategically facilitated boundary crossing conversations and activities among typically siloed constituents, such as educators, researchers, developers, investors, and students, in the edtech ecosystem. The study examined what educators and startups learn from each other, the ties they form, and the resources they share when offered a chance to deeply engage with each other. The research context involved a specially designed edtech pitch event that strategically facilitated a boundary crossing opportunity through conversation across typically siloed constituents in the edtech ecosystem.
Updated: Nov. 26, 2019
Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
This study investigated preservice teachers’ use of social network services (SNS) in teacher preparation and their disposition toward using it in their future teaching. The results revealed nearly all preservice teachers used a general SNS, but about 40% never read blogs, wrote blogs, or read wikis; about 90% never wrote wiki, and about 80% never read/wrote Twitter. SNS users consumed more content than shared or generated. Use of SNS for professional activities rose from 7 to 22%. Trends indicated general SNS and Twitter use was mostly personal, while reading blogs, wikis, and writing blogs was equally personal and educational, and writing wiki was mostly educational.
Updated: Jul. 23, 2015
Learning, Teaching, and Scholarship in a Digital Age-Web 2.0 and Classroom Research: What Path Should We Take Now?
This paper discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s. It describes the contextual conditions in which students use the Web today. Furthermore, the paper also examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed.
Updated: Jul. 21, 2009