Search results for author:"Christine Greenhow"
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Christine Greenhow
Harvard University; affiliated with University of Minnesota
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What Teacher Education Needs to Know about Web 2.0: Preparing New Teachers in the 21st Century
Christine Greenhow
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1989–1992
This paper begins with a short history of the rise of social networking and Web 2.0 technologies before turning to a select review of the research literature on the use of these technologies in teacher education (i.e., preservice, inservice, and...
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Social Scholarship: Applying Social Networking Technologies to Research Practices
Christine Greenhow
Knowledge Quest Vol. 37, No. 4 (2009) pp. 42–47
Participatory web-based technologies have the potential to change the way scholars engage in scholarship. One reason Web 2.0 technologies, such as online social networking, are not widely integrated in PreK-12 and postsecondary education is the lack ...
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Creative Play or “Puter Time?”: Pre-service Teachers’ Use of Internet-based Tools to Challenge Beliefs about Early Childhood Education
Christine Greenhow
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 5000–5002
Abstract: New teachers often hold established beliefs about teaching and learning developed through their experience as students in K-12 schools, and these beliefs are often resistant to change. In order to challenge existing beliefs and develop...
Topics: Teachers, Educational Technology, Networking Technologies, Early Childhood Education
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Characterizing Teens’ Online Information-seeking and Socio-cultural Practices to Inform Teachers’ Development of Networked Pedagogy
Christine Greenhow
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 2601–2605
Quality teaching involves building on students' knowledge. Our knowledge of teens' lives online can inform how we design, facilitate, and model classroom instruction. In this paper, I summarize what current educational research on teens' use of the...
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Youth as Content Producers in a Niche Social Network Site
Christine Greenhow
New Directions for Youth Development Vol. 128 (2010) pp. 55–63
Most U.S. teenagers participate in online social network sites, devoting hours to these networks, often at the expense of other leisure-time activities. This article describes young people's activities within one topic-focused niche network,...
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Connecting Informal and Formal Learning Experiences in the Age of Participatory Media: Commentary on Bull et al. (2008)
Christine Greenhow
Contemporary Issues in Technology and Teacher Education Vol. 8, No. 3 (September 2008) pp. 187–194
Bull et al. (2008) suggested several barriers to bridging informal learning and participation in the Web outside of school with learning in school settings. These constraints include specific learning objectives; time constraints; increase in...
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Technology Integration and Teacher Stages of Concern Categorized by TPACK Knowledge Types
Holly Marich; Christine Greenhow
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2941–2948
The Stages of Concern (SoC) framework (Hall & Hord, 1986) supports teacher change. The Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2005) articulates the multi-dimensional types of teacher knowledge required for...
Topics: Research & Evaluation, Technological, Pedagogical Content Knowledge (TPACK)
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Social scholarship: Reconsidering scholarly practices in the age of social media
Christine Greenhow; Benjamin Gleason
British Journal of Educational Technology Vol. 45, No. 3 (May 23, 2014) pp. 392–402
This conceptual exploration inquires, what is scholarship reconsidered in the age of social media? How ought we to conceptualize social scholarship—a new set of practices being discussed in various disciplines? The paper offers a critical...
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Help from My "Friends": Social Capital in the Social Network Sites of Low-Income Students
Christine Greenhow; Lisa Burton
Journal of Educational Computing Research Vol. 45, No. 2 (2011) pp. 223–245
The development of social capital in young people is positively associated with educational attainment, achievement, and psychosocial factors. Prior research has explored factors that contribute to social capital, such as offline social networks. To ...
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Informal Learning and Identity Formation in Online Social Networks
Christine Greenhow; Beth Robelia
Learning, Media and Technology Vol. 34, No. 2 (June 2009) pp. 119–140
All students today are increasingly expected to develop technological fluency, digital citizenship, and other twenty-first century competencies despite wide variability in the quality of learning opportunities schools provide. Social network sites ...
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Twitteracy: Tweeting as a New Literacy Practice
Christine Greenhow; Benjamin Gleason
Educational Forum Vol. 76, No. 4 (2012) pp. 464–478
This article defines Twitter[TM]; outlines the features, affordances, and common uses; and conceptualizes "tweeting" as a literacy practice, comprising both traditional and new literacies, and impacting both informal and formal learning settings....
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Hybrid Learning in Higher Education: The Potential of Teaching and Learning with Robot-Mediated Communication
Benjamin Gleason; Christine Greenhow
Online Learning Vol. 21, No. 4 (2017) pp. 159–176
Blended learning, which combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment, retention, and educational attainment. However, challenges...
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Twitter in Youth Civic Education
Amy Chapman; Christine Greenhow
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1448–1454
Although the use of Twitter has been studied in higher education settings, research on its use in K-12 settings is nascent. Further, the use of social media in education is currently undertheorized. Finally, although research on civic education...
Topics: social studies education, Social Media
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Using Activity-Oriented Design Methods to Study Collaborative Knowledge-Building in e-Learning Courses within Higher Education
Christine Greenhow; Brad Belbas
International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 4 (December 2007) pp. 363–391
Trends in higher education have contributed to the need for more coordination and collaboration among different constituencies involved in instructional design and delivery. As researchers and educational technologists working in a large public...
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From blackboard to browser: An empirical study of how teachers' beliefs and practices influence their use of the Internet and are influenced by the Internet's affordances
Christine M. Greenhow
(2006) pp. 1–365
The Internet is a ubiquitous, powerful, but underutilized resource for teaching and learning. Although 93% of instructional classrooms in the U.S. have access to high-speed Internet, there is little evidence that teachers and students are using it...
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Scholars and Social Media: Tweeting in the Conference Backchannel for Professional Learning
Jiahang Li; Christine Greenhow
Educational Media International Vol. 52, No. 1 (2015) pp. 1–14
Social media are fundamentally changing core practices in various industries. Although surveys indicate that social media are impacting social scientists, we know little about how education scholars, specifically, use social media for their work or...
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Social Media and Education: Reconceptualizing the Boundaries of Formal and Informal Learning
Christine Greenhow; Cathy Lewin
Learning, Media and Technology Vol. 41, No. 1 (2016) pp. 6–30
It is argued that social media has the potential to bridge formal and informal learning through participatory digital cultures. Exemplars of sophisticated use by young people support this claim, although the majority of young people adopt the role...
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Hybrid Education: The Potential of Teaching and Learning with Robot-Mediated Communication
Benjamin Gleason; Christine Greenhow
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
Blended learning, which combines online and face-to-face pedagogy, is a fast-growing mode of instruction as universities strive for equitable and alternative pathways to course enrollment, retention, and educational attainment. However, challenges...
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Understanding Adolescent Writing on Social Media: A Literature Review
Sarah Galvin; Christine Greenhow
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 138–146
Expanding digital literacies compel educators and researchers to critically examine the affordances and constraints of new technologies in literacy education. This paper presents a systematic review of the educational research concerned with...
Topics: English Education, Social Media
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Millennial Learners and Net-Savvy Teens? Examining Internet Use among Low-Income Students
Christine Greenhow; J D. Walker; Seongdok Kim
Journal of Computing in Teacher Education Vol. 26, No. 2 (2010) pp. 63–68
This paper discusses access and use of information and communication technologies among urban high school students from low-income families, a topic of great interest to teacher educators, educational policymakers, and others concerned with digital...
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Environmental Learning in Online Social Networks: Adopting Environmentally Responsible Behaviors
Beth A. Robelia; Christine Greenhow; Lisa Burton
Environmental Education Research Vol. 17, No. 4 (2011) pp. 553–575
Online social networks are increasingly important information and communication tools for young people and for the environmental movement. Networks may provide the motivation for young adults to increase environmental behaviors by increasing their...
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Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making
Christine Greenhow; Sara Dexter; Joan E. Hughes
Science Education International Vol. 19, No. 1 (March 2008) pp. 9–25
This study compared the abilities of inservice and preservice teachers to demonstrate an understanding of technology integration and to apply such knowledge to instructional decision-making. Using a set of online content-specific multimedia...
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Research on Learning and Teaching with Web 2.0: Bridging Conversations
Christine Greenhow; Beth Robelia; Joan E. Hughes
Educational Researcher Vol. 38, No. 4 (May 2009) pp. 280–283
In the past decade, significant shifts have occurred in the nature of the Internet and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction and paths for future research. In this article, the authors...
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Methods for Evaluating Online, Resource-Based Learning Environments for Teachers
Christine Greenhow; Sara Dexter; Eric Riedel
Journal of Computing in Teacher Education Vol. 23, No. 1 (2006) pp. 21–28
Online delivery methods offer much promise for anytime, anywhere adult learning. As a method of outreach, and to provide support for just-in-time learning, teacher educators are increasingly deciding to design Web sites that are online, resource...
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Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research--What Path Should We Take "Now"?
Christine Greenhow; Beth Robelia; Joan E. Hughes
Educational Researcher Vol. 38, No. 4 (May 2009) pp. 246–259
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and...
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FWIW: What the Research Says About Engaging the Web 2.0 Generation
Christine Greenhow; Michael Searson; Neal Strudler
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1854–1856
This panel will provide a research-based overview of today’s learners. We will summarize a review of four years of research on how young people are using a range of interactive Web-based technologies for education, both formal and informal, and give ...
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Evaluating Web-based Environments for Teacher Professional Development on Technology Integration
Christine Greenhow; Eric Riedel; Sara Dexter
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 1573–1577
Quality professional development for technology integration is especially needed. Online delivery methods offer much promise for anytime, anywhere teacher learning. Evaluation tools and methods can help designers of technology integration TPD sites...
Topics: Evaluation, Teachers, Integration, Professional Development
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Help from Friends: Facebook?s Potential for Adolescents? Academic Help-seeking
Christine Greenhow; Amy Chapman; Ming Lei
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 852–855
Social network sites can provide effective avenues for information-seeking due in part to their unique social and technical aspects. This study examined the impact of an educational social media application located on the global social network site, ...
Topics: New Possibilities with Information Technologies, Equity & Social Justice, K-12 Online Learning
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#SocialMediaEd: Perspectives on Teaching about and with Social Media in Higher Education
Christine Greenhow; Benjamin Gleason; Daniel Krutka; Tonia Dousay; Jeff Carpenter
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 97–100
Within the field of education and informational technology, technologies like social media — near ubiquitous in the lives of today’s high school and college students — raise interesting questions about learning, teaching, literacy, design and...
Topics: faculty development, New Possibilities with Information Technologies, Social Media
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Social Media in Teacher Professional Development: A Literature Review
Christine Greenhow; Diana Campbell; Sarah Galvin; Emilia Askari
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2256–2264
Bridging ‘cloud’ to class, developing ‘network literacy,’ and supporting the transfer of professional knowledge to practice (and vice versa) are essential for educators at all levels to advance the field This literature review focuses on a decade of ...
Topics: New Possibilities with Information Technologies, Technological, Pedagogical Content Knowledge (TPACK), Social Media
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Social Scholars: Re-envisioning Graduate Education in the Age of Social Media
Christine Greenhow; Holly Marich; K. Bret Staudt Willet
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 856–861
This paper reports findings from a mixed methods study of whether and how doctoral students understand and practice social scholarship within the context of a required graduate course. Our conceptualization of social scholarship re-envisions Boyer?s ...
Topics: New Possibilities with Information Technologies, Graduate Education & Faculty Development, Teaching and Learning with Emerging Technologies
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Social scholarship revisited: Changing scholarly practices in the age of social media
Christine Greenhow; Benjamin Gleason; K. Bret Staudt Willet
British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 987–1004
This conceptual exploration revisits a key question from earlier work (Greenhow & Gleason, 2014): What is scholarship reconsidered in the age of social media? Social scholarship is a framework that expanded Boyers’ (1990) conceptualization of...