conference :: Kennedy Martin, C., Barron, B., Austin, K., Pinkard, N. (2009, March). A Culture of Sharing: A Look at Identity Development Through the Creation and Presentation of Digital Media Projects. Poster session presented at International Conference on Computer-Supported Education, Lisbon, Spain.

Presentation Abstract: We share two longitudinal case studies of thirteen-year-old students who were part of a design intervention focusing on media production and technological fluency, tracking how project production and presentation developed students’ sense of themselves and their reputation within the community. Practices supporting po...

Descriptors: Ethnic Groups, Youth (13-18), Inner City Communties, Youth Program, Informal Learning, Home, School

journal :: Barron, B., Martin, C. K., Tekeuchi, L., Fithian, R. (2009). Parents as learning partners in the development of technological fluency. International Journal of Learning and Media, 1(2), 55-77.

This paper presents research on parent support of the development of new media skills and technological fluency. Parents' roles in their children's learning were identified based on interviews with eight middle school students and their parents. All eight students were highly experienced with technology activities. Seven distinct parental roles ...

Tags: parent, learning, teaching, family, technology, media, digital literacy

book :: Barron, B., Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. In G. N. Cervetti, J. L. Tilson, L. Darling-Hammond, B. Barron, D. Pearson, A. H. Schoenfeld, E. K. Stage, T. D. Zimmerman (Eds.), Powerful Learning: What We Know About Teaching for Understanding. San Francisco: Jossey-Bass.

This chapter seeks to expand our knowledge of the benefits of inquiry-based learning, as well as to deepen our understanding of the components of an effective inquiry-based lesson or unit. We’ll explore three approaches to inquiry-based learning: project-based learning, problem-based learning, and learning by design, highlighting key research an...

Tags: inquiry, learning, teaching, meta, review

book :: Cervetti, G. N., Tilson, J. L., Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D. (2008). Powerful Learning: What We Know About Teaching for Understanding. San Francisco: Jossey-Bass.

The nation's leading education experts present the best teaching strategies for powerful learning Teaching: what works, what doesn't, and why? Within the fields of reading, math, and science, bestselling author Linda Darling-Hammond and colleagues describe, in clear and practical terms, the best teaching methods for K-12 student understanding...

Tags: teaching, education, learning, strategy, style, classroom, students

book :: Barron, B. (2007). Video as a tool to advance understanding of learning and development in peer, family, and other informal learning contexts. In R. Goldman, R. Pea, B. Barron, S. J. Derry (Eds.), Video Research in the Learning Sciences (pp. 159-187). Mahwah, NJ: Lawrence Erlbaum Associates.

Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their ...

Tags: learning, teaching, video, digital, technology, development

book :: R. Goldman, R. D. Pea, B. Barron, S. Derry (Eds.). (2007). Video Research in the Learning Sciences. Mahwah, NJ: Lawrence Erlbaum Associates.

Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars using video in their ...

Tags: learning, teaching, video, digital, technology, development

book :: Callanan, M., Valle, A., Azmitia, M. (2007). Expanding studies of family conversations about science through video analysis. In R. Goldman, R. Pea, B. Barron, S. Derry (Eds.), Video Research in the Learning Sciences (pp. 227-237). Routledge.

Book Description: Video Research in the Learning Sciences is a comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. The aim of the contributors, a community of scholars usi...

Tags: video, research, learning, science, theoretical, methodological, technological, teaching, educational, interaction, peer, family, informal, classroom, family, conversation

Journal :: Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193 - 224.

Tags: Ecological perspectives, life history, parenting, technology

journal :: Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development , 49(4), 193-224.

Adolescents often pursue learning opportunities both in and outside school once they become interested in a topic. In this paper, a learning ecology framework and an associated empirical research agenda are described. This framework highlights the need to better understand how learning outside school relates to learning within schools or other f...

journal :: Barron, B., Kennedy Martin, C., Roberts, E. (2006). Sparking self-sustained learning: Lessons from a design experiment to build technological fluency and bridge divides. International Journal of Technology and Design , 17(1), 75-105.

In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single school system with a sequence of secondary school level (ages 14–18) computer technology courses. In our first study, we share data on students’ learning as a function of the required introductory course and their pre-course...