I research everyday media practices as generative opportunities for educator learning. I am currently involved in three major research projects:

  1. Playful Annotation with Hypothesis Studying Interactive Text (PAHSIT)
  2. Learning, Enacting, and Designing Techquity (LEADing Techquity)
  3. Mobile City Science: Youth Mapping Community Learning Opportunities

Playful Annotation with Hypothesis Studying Interactive Text (PAHSIT)

I am a National Science Foundation Data Consortium Fellow leading a research partnership with Hypothesis, a non-profit organization building an open platform for web annotation and discussion. The goal of the NSF-funded Data Consortium Fellows (DCF) program is to support learning sciences researchers across the United States in developing the capacity to apply best practices in learning analytics and play. A tongue-in-cheek reference to the word posit, PAHSIT seeks to identify educational designs that support open annotation as a playful learning practice. Learn more about PAHSIT via my featured research, the video below (May, 2016), and by visiting the PAHSIT project site.

Learning, Enacting, and Designing Techquity (LEADing Techquity)

Learning, Enacting, and Designing Techquity (LEADing Techquity) is an ongoing research-practice partnership (RPP) between Aurora Public Schools (APS), an urban school district in Metropolitan Denver, and the University of Colorado Denver’s School of Education and Human Development. LEADing Techquity examines and supports K-12 classroom teachers’ practices as designers of technology-rich and culturally relevant education. The RPP focuses upon techquity, defined as practices at the classroom, school, and district level that leverage learning technologies for more equitable and culturally responsive education. LEADing Techquity is a response to dual district-wide commitments. First, APS had advanced curricular, pedagogical, and capacity-building efforts associated with six themes of culturally responsive education: relationships, cultural identity, vulnerability, assets, rigor, and engagement. Second, APS had advocated educational technology innovation associated with the connected learning model of peer-supported and interest-driven learning. LEADing Techquity works to synthesize these district reform efforts and impact classroom pedagogy, school leadership, and district-wide capacity-building. Learn more about LEADing Techquity via the video of a keynote presentation below(June, 2016), and by visiting the project’s blog.

Mobile City Science: Youth Mapping Community Learning Opportunities

I am serving as the External Evaluator of the National Science Foundation-funded Cyberlearning EAGER Mobile City Science: Youth Mapping Community Learning Opportunities. Mobile City Science (MCS) studies how groups of urban youth from Chicago’s Digital Youth Network and the New York Hall of Science collect data about and map their communities using mobile and location aware technologies, and how these data support educators to better understand the places in which students live. In my evaluative role I will:

  • Document how MCS efforts build a cross-site collaborative research network focused upon mobile learning technologies and practices;
  • Study how MCS implementation differences and similarities occur between urban contexts, as well as school-based and out-of-school settings; and
  • Recommend design and learning practices to strengthen connections among organizations, schools, and communities to support implementing the MCS curriculum in other settings and at other scales.