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Response to Comments: Research on Learning and Teaching With Web 2.0: Bridging Conversations

CHRISTINE GREENHOW is a postdoctoral associate in the College of Education and Human Development at the University of Minnesota, 125 Peik Hall, 159 Pillsbury Drive, Minneapolis, MN 55455; greenhow{at}umn.edu. Her research focuses on how people learn, teach, and collaborate using emerging social digital technologies (www.cgreenhow.org). She is currently leading a study of adolescent learners’ knowledge development, literacy, and community formation within and across two designed online social media spaces. She is the winner of the 2008 University of Minnesota Outstanding Postdoctoral Scholar award.

BETH ROBELIA is the executive director of Kitchen Table Learning, a research and evaluation company, 1496 Arona Street, Saint Paul, MN 55108; brobelia{at}kitchentablelearning.com. Her work on informal learning has spanned youth development, tutoring, teaching, and shipboard environmental education programs. Her work addresses how learning technologies can be used to bridge gender differences in science. She is currently investigating how construction toys and 3-D software develop students’ spatial reasoning abilities.

JOAN E. HUGHES is an associate professor of instructional technology in the College of Education at the University of Texas at Austin, 244M Sanchez Building, Austin, TX 78712; joanh{at}mail.utexas.edu. Her research examines preservice and in-service teachers’ development of knowledge and practice of technology integration in content areas. She is currently leading a longitudinal study with more than 7 years of data that examines the impact of 1:1 laptop computing in preservice teacher education.

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 build on three ideas set forth in comments on their article "Web 2.0 and Classroom Research: What Path Should We Take Now?" The authors believe that these comments, which extend ideas from their initial article, make important contributions to the vision for transformative scholarship and practice they outlined. Specifically, the authors discuss the professional development of teachers, considerations for building research capacity and social scholarship, and the importance of bridging divides to advance a common research agenda on learning and teaching with Web 2.0.

Key Words: Internet • social scholarship • teacher education • Web 2.0

Educational Researcher, Vol. 38, No. 4, 280-283 (2009)
DOI: 10.3102/0013189X09336675


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