Virtual School Meanderings

July 28, 2017

A Call to Action for Research in Digital Learning: Learning Without Limits of… – Academia.edu

And another item from one of my open scholarship networks…

Academia.edu
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Cathy Cavanaugh Cathy Cavanaugh
Bookmarked by Feng Liu

A Call to Action for Research in Digital Learning: Learning Without Limits of Time, Place, Path, Pace…or Evidence

This essay is a call for rethinking our approach to research in digital learning. It plots a path founded in social trends and advances in education. A brief review of these trends and advances is followed by discussion of what flattened research might look like at scale. Scaling research in digital learning is crucial to advancing understanding as digital learning quickly becomes mainstream (Watson, Pape, Murin, Gemin, & Vashaw, 2014) and as learning environments and pedagogies shift rapidly. Educators and leaders need more current and detailed insights into effective practice as…

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Todd Dinkelman
Bookmarked by Brandon Butler

Towards a Theory of Teachers Becoming Teacher Educators

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Todd Dinkelman
The University of GeorgiaEducational Theory and Practice, Faculty Member

Self-Study In Teacher Education: A Means And Ends Tool For Promoting Reflective Teaching

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Kimberly Logan Kimberly Logan
The University of GeorgiaEducational Theory and Practice, Adjunct

Stand(ard) and Deliver: Yet Another Standards-Based Framework and the Ground-Level Work of Preservice Teacher Education

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Jo  Tondeur Jo Tondeur
Bookmarked by Lisa Durff

Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’…

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