Chris Dede

People

Professional Title: 
Wirth Professor in Learning Technologies
Organization/Institution: 
About Me (Bio): 
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard University. His fields of scholarship include emerging technologies, policy, and leadership. His funded research includes grants from the National Science Foundation, the U.S. Department of Education Institute of Education Sciences, and the Gates Foundation. In 2007, he was honored by Harvard University as an outstanding teacher, and in 2011 he was named a Fellow of the American Educational Research Association. He also has served as a Visiting Expert at the National Science Foundation. Chris was as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment and a member of the 2010 National Educational Technology Plan Technical Working Group, He has recently convened NSF workshop on new technology-based models of postsecondary learning and on big data in the sciences, engineering, and education. His edited books include Scaling Up Success: Lessons Learned from Technology-based Educational Improvement, Online Professional Development for Teachers: Emerging Models and Methods, Digital Teaching Platforms: Customizing Classroom Learning for Each Student; and Teacher Learning in the Digital Age: Online Professional Development in STEM Education.
Harvard University, Harvard Graduate School of Education (HGSE)
09/01/2011

Researchers are studying whether middle school instruction about ecosystem science can be made more engaging and effective by combining immersion experiences in virtual ecosystems with immersion experiences in real ecosystems infused with virtual resources. Project personnel are developing a set of learning resources for deployment by mobile broadband devices that provide students with virtual access to information and simulations while working in the field.

Harvard University
09/01/2014

This project will develop a modified virtual world and accompanying curriculum for middle school students to help them learn to more deeply understand ecosystems patterns and the strengths and limitations of experimentation in ecosystems science. The project will build upon a computer world called EcoMUVE, a Multi-User Virtual Environment or MUVE, and will develop ways for students to conduct experiments within the virtual world and to see the results of those experiments.

Harvard University
01/01/2010

This project is examining the relationship between specific technology-based motivational activities and grade 5 to 9 student interest in STEM careers through a variety of classroom-based experiences. The project will test a series of specific hypotheses relating motivation, self-efficacy, STEM career interest, and mathematics learning to activity assignment.

University of Massachusetts, Boston (UMass Boston)
09/15/2012

This proposal leverages the re-design of the Advanced Placement (AP) curricula currently under way to study the impact of teacher professional development on student achievement in a natural experiment at scale. In addition to supporting the improvement of professional development of AP teachers by the College Board, the findings contribute to a better understanding of the relationship between professional development and student achievement more generally.