The Center is positioned to research a range of issues pertaining to innovating instruction for students. Specifically, our assumptions about research include the need to work collaboratively with schools in pursuing big questions related to the role technology can play  both in reimagining teaching and in deepening student understanding.

The Center is committed to a research agenda that:

  • Informs the transformative use of technology in existing and emerging practices;
  • Contributes to theoretical perspectives on professional learning for the digital age;
  • Explores student learning environments that take advantage of digital tools;
  • Identifies and shapes best practices for emergent technologies and their use in K-16 educational practice in core areas such as instruction, assessment, organization, and leadership;
  • Influences policy and programs in the area of educational technology; and
  • Develops rigorous, practical methodologies to measure the added value of technology on learning.
An effective conversation [in the educational technology field] must include discourse among leading educational researchers. However, to be successful, it will be equally important to involve other stakeholders to ensure strong linkages between applied research and explicit connections and value to schools. It is also important to include input from corporate partners, the K-12 school community, developers, and policy makers in the questions we ask, in the research we conduct, and in the interpretations and policy that ensue (Schrum, 2010, p. 5).

Featured Research

The task of integrating technology has challenged educators for decades. Various forms of professional development have been tried over the intervening years to help teachers use the technology for re-thinking instruction. However, research in this area is still uneven, and sustained professional development efforts that are systemically studied are infrequent(Lawless & Pellegrino, 2007). This research, based on an emerging model for technology integration, looks at the third year implementation of an intensive month-long summer school “learning lab” opportunity for a high-needs urban school district that involved 120 teachers and 1000 students. The results of the research suggest that the model supports teachers to envision and to implement meaningful, technology-infused projects.

Meier, Mineo, Graves & Sanchez (2015) Emerging PD Model for Technology Integration. Paper Presented at the 2015 Annual Meeting of the American Association of Educational Researchers (AERA), Chicago, IL

For more papers and presentations from CTSC, please click here.

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