Journal Article
Working the Three T's: Teacher Education, Technology and Teacher Identities
As technology spaces are increasingly envisioned as learning spaces, their role in "people shaping" especially in light of the advent of MOOCs, online gaming and social media sites, is more closely being observed. This article starts from the assumption that learning and identity construction are inextricably intertwined, regardless of the spaces that such learning takes place.

News Article
Wyoming proposes new model for online education
The Wyoming Department of Education is taking steps to improve students' options in K-12 education. The department's Distance Education Task Force is recommending new state distance education models that would provide greater support for both traditional students and students enrolled full time in online schools. If approved by the state Legislature, the new models would allow traditional...

News Article
Why Virtual Classes Can Be Better Than Real Ones
Not all MOOCs are fabulous. But with their increasing diversity and quality, what MOOCs offer students—those enrolled in colleges and those not—is choice. Students can sample a wealth of subjects and classes, and if they are not sparked, move on. And MOOCs alone aren’t the answer to improved education. That will come from a variety of sources: MOOCs, resources developed by textbook companies, and...

News Article
Getting Started With Game-Based Language Learning
Game-based learning (GBL) is an area of education that has been getting a lot of attention in recent times. It's easy to find articles and entire websites devoted to the power of games for engaging learners and providing a vehicle for their learning. However, many of these articles seem to focus on math, science, and language arts. But what about language learning? How can GBL help English-...

News Article
A new ‘Seal of Endorsement’ for teachers evaluating ed-tech
Global Educator Institute (GEI) has introduced a new twist to the traditional “Seal of Approval” model. Created specifically to serve the educational market, GEI places learning products into the hands of teachers, who evaluate them based on classroom use and a vigorous assessment process.

Factors that Affect Science and Mathematics Teachers’ Initial Implementation of Technology-Enhanced Formative Assessment Using a Classroom Response System
The purpose of this study is to uncover and understand the factors that affect secondary science and mathematics teachers’ initial implementation of Technology-Enhanced Formative Assessment (TEFA), a pedagogy developed for teaching with classroom response system (CRS) technology. We sought to identify the most common and strongest factors, and to understand the general process of how teachers...