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Christopher Hoadley

Bio: Christopher Hoadley is an academic researcher from New York University. The author has contributed to research in topics: Learning sciences & Educational technology. The author has an hindex of 22, co-authored 83 publications receiving 3029 citations. Previous affiliations of Christopher Hoadley include SRI International & University of California, Berkeley.


Papers
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Journal ArticleDOI
TL;DR: It is concluded that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation of these uses.
Abstract: Schools today face ever-increasing demands in their attempts to ensure that students are well equipped to enter the workforce and navigate a complex world. Research indicates that computer technology can help support learning, and that it is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry. But the mere presence of computers in the classroom does not ensure their effective use. Some computer applications have been shown to be more successful than others, and many factors influence how well even the most promising applications are implemented. This article explores the various ways computer technology can be used to improve how and what children learn in the classroom. Several examples of computer-based applications are highlighted to illustrate ways technology can enhance how children learn by supporting four fundamental characteristics of learning: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. Additional examples illustrate ways technology can expand what children learn by helping them to understand core concepts in subjects like math, science, and literacy. Research indicates, however, that the use of technology as an effective learning tool is more likely to take place when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. To help inform decisions about the future role of computers in the classroom, the authors conclude that further research is needed to identify the uses that most effectively support learning and the conditions required for successful implementation.

807 citations

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TL;DR: The authors argue that our current notions of rigor overemphasize certain types of rigors at the expense of others and that design-based research provides an opportunity to select different inferential trade-offs.
Abstract: Empirical research is all about trying to model and predict the world. In this article, I discuss how design-based research methods can help do this effectively. In particular, design-based research methods can help with the problem of methodological alignment: ensuring that the research methods we use actually test what we think they are testing. I argue that our current notions of rigor overemphasize certain types of rigor at the expense of others and that design-based research provides an opportunity to select different inferential trade-offs. I describe how 1 design-based research trajectory evolved over time in a way that helped ensure that the learning theories being studied were well represented by the planned interventions and that the interpretation of outcomes was grounded in an understanding of not only the research design, but how the research played out in practice when enacted in real classrooms.

326 citations

Journal ArticleDOI
TL;DR: To investigate the privacy controversy, a survey among 172 current Facebook users in a large US university is conducted to explore their usage behaviors and privacy attitudes toward the site.

295 citations

Journal ArticleDOI
TL;DR: Two frameworks for understanding and building online knowledge-building communities, or online communities of practice that enhance collective knowledge, are described and ways in which technology provides added value for learning in these environments using the DDC framework are discussed.
Abstract: Knowledge and learning exist as byproducts of social processes such as those that take place in communities of practice. We describe two frameworks for understanding and building online knowledge-building communities, or online communities of practice that enhance collective knowledge. First, the C4P framework is described as a way of understanding how knowledge is created and disseminated by participants in a community of practice. Second, we discuss ways in which technology provides added value for learning in these environments using the DDC (Design for Distributed Cognition) framework, and link this to the particular goals of a knowledge-building community. Examples from two large online communities are discussed.

172 citations

Journal ArticleDOI
TL;DR: The authors compared two formats of contributed comments -historical debate and narrative text - and assesses the impact of an asynchronous discussion on student understanding of the nature of light, finding that the historical debate format succeeds for more students in part because the alternative views are more memorable and in part that the debate format models the process of distinguishing ideas.
Abstract: Can students learn science from a carefully designed online peer discussion? This research contrasts two formats of contributed comments - historical debate and narrative text - and assesses the impact of an asynchronous discussion on student understanding of the nature of light. Students discuss the question: Why do paint chips look different colours in the hardware store than they do at home? We find that students gain integrated understanding of the nature of the colour from both discussion formats. The historical debate format succeeds for more students in part because the alternative views are more memorable and in part because the debate format models the process of distinguishing ideas. We discuss how online, asynchronous peer discussions can be designed to enhance cohesive understanding of science.

151 citations


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Book
01 Jan 2003
TL;DR: In this paper, Sherry Turkle uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, virtual reality, and the on-line way of life.
Abstract: From the Publisher: A Question of Identity Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

4,965 citations

Journal ArticleDOI
TL;DR: In this article, a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers is presented.
Abstract: Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

4,931 citations

Journal Article

3,099 citations