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Three broad questions fuel my research and teaching:
- How are emerging networked technologies re-shaping
relationships among people and organizations and
transforming the processes of learning, teaching, and
collaboration?
- What are the educational, social, ethical, and policy
implications of intersecting physical and virtual learning
spaces (e.g., cyberspace communities and physical
classrooms)?
- Who is benefiting from these new forms of connectivity
and who is not?
My research goals are to advance scientific
understanding of how people learn, teach, and collaborate using
emerging networked technologies. I am especially interested in
the social aspects of learning and teaching in
technology-enhanced formal (K-16) and nonformal learning
contexts, while contributing to the design of innovative
learning environments and policies that increase all learners’
development of disciplinary competencies.
My work has centered on K-16 technology
integration, the development and evaluation of online and hybrid
learning environments, and the ethical and policy issues
surrounding learning technology research and use. My
dissertation explored how exemplary teachers use the Internet to
support reform-oriented content teaching, including the
relationship between teaching beliefs and views of technology. I
have also written on innovative methods for studying
Internet-supported collaborative knowledge-building and issues
surrounding the re-use of digital materials in creating
technology-enhanced learning environments.
With grant funding from the Office of Public
Engagement and the Institute of Advanced Studies, I am currently
the PI for the Shout-Out Digital Learning Initiative, a
multi-year design-based study of urban teens’ access and use of
interactive social computing technologies in non-school
settings, (e.g., social network sites) for learning, personal
and community development. Exploring the networked lives of
today’s students simultaneously informs my ongoing research on
teachers’ development of “networked practice” and instruction of
pre- and in-service teachers in the learning technologies area.
A former public school teacher, I also enjoy
collaborating with colleagues across institutions and fields to
advance related national reform efforts, and currently serve on
a national advisory council to revise the National Educational
Technology Standards for Teachers (NETS-T) and advance
legislative support for the Preparation of Digital Age Teachers
and Learners program.
With interests that cross disciplinary boundaries, including
education, communications, and new media, I head up the
Social Networks
Research Collaborative (www.socialnetresearch.org), a new
interdisciplinary research group funded by the Institute for
Advanced Study. I am excited by initiatives that make
interdisciplinary, cross-institutional, and technology-supported
research collaborations increasingly possible.
In Winter 2008, I will be leading the “Networks and
Neighborhoods in CyberSpace” Symposium (www.networksincyberspace.org)
with colleagues in the Offfice of Information Technology (OIT)
and the College of Liberal Arts (CLA). This first-of-its-kind
symposium sponsored by the Office of the Vice President for
Research-MN Futures program, the Institute for Advanced Study,
Digital Technology Center, Digital Media Center, OIT, CLA and
the College of Education and Human Development, will feature
scholars, designers, community activists and policy makers
across more than ten disciplines and four institutions to
discuss how we perceive and construct networks of people,
information and resources to solve complex problems.
Selected publications
Greenhow, C. & Belbas, B. (2007). Using
activity-oriented design methods to study collaborative
knowledge-building in e-Learning courses. International
Journal of Computer-supported Collaborative Learning (2),
363-391.
Greenhow, C., Walker, J.D., Donnelly, D., &
Cohen, B.A. (2007). Fair use in the digital age: Using online
tools to teach decision-making about fair use and copyright in
higher education. Innovate-Journal of Online Education, 4(1).
Greenhow, C., Walker, J.D., Donnelly, D., &
Cohen, B.A. (2007). Fair use analysis tool: Empowering ECT
professionals to make decisions about fair use. Techtrends,
51(5), 11-13.
Greenhow, C. & Schultz, K. (2007). Using
online social networks in an elective learning environment to
support underrepresented students’ engagement in education. In
C.A. Chinn, G. Erkens, S. Puntambekar (Eds.), CSCL 2007:
Proceedings of the International Society of the Learning
Sciences Computer-supported Collaborative Learning Conference,
New Brunswick, New Jersey, July 16-21.
Greenhow, C., Dexter, S. & Riedel, E.
(2006). Methods for evaluating web-based environments for
teacher professional development on technology integration.
Journal of Computing in Teacher Education, 23(1), 21-28.
Classes taught
- CI 5337—Planning for K-12 Technology
Design and Integration
- CI 5351—Technology Tools for Educators
- EDHD 5007—Technology for Teaching and
Learning
Research group
The Social
Networks Research Collaborative (www.socialnetresearch.org)
Networks and Neighborhoods Symposium
Please see the
Symposium Web site for FREE registration and more
information about the $250,000 grant opportunity for
participants (www.networksincyberspace.org)
Internet research ethics seminars
For those doing similar research in online or hybrid spaces,
please consider attending two upcoming seminars I will be
leading this spring, sponsored by the Office of the Vice
President for Research, Responsible Conduct of Research program
(https://onestop2.umn.edu/training/courseDetail.jsp?course=RC9110)
Community program affiliations
Co-founder of the educational non-profit,
Admission Possible:
helping make college admission possible for students from
low-income backgrounds (www.admissionpossible.org)
Revised January 2008
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