1998
DOI: 10.3102/0013189x027001028
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Abstract: Educators have developed many special classroom activities and collaborative projects based on the use of the World Wide Web. Critical attention to these initiatives is merited given the limited amount of substantive classroom research on learning derived from these projects. The vast majority of published work is descriptive of technology implementation in classrooms or tends to be intuitive analyses of what works and what doesn't work with students. The literature stops short of asking critical questions suc… Show more

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Cited by 39 publications
(3 citation statements)
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“…Perhaps, that the ongoing struggles to define disciplinary fields contribute to my overall sense of the fragmented nature of research into digital technologies and education. At the turn of the century in a widely circulated, AERA‐sponsored journal, Windschitl (1998) offered one possibility for path for research into digital technologies and education. He cautioned researchers against the uncritical acceptance of the use of digital technologies, stating that “the uncritical, popular attention given to these [classroom‐activity based] Internet initiatives is rapidly becoming disproportional to the amount of substantive classroom research on learning derived from these projects” (Windschitl, 1998, p. 28).…”
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confidence: 99%
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“…Perhaps, that the ongoing struggles to define disciplinary fields contribute to my overall sense of the fragmented nature of research into digital technologies and education. At the turn of the century in a widely circulated, AERA‐sponsored journal, Windschitl (1998) offered one possibility for path for research into digital technologies and education. He cautioned researchers against the uncritical acceptance of the use of digital technologies, stating that “the uncritical, popular attention given to these [classroom‐activity based] Internet initiatives is rapidly becoming disproportional to the amount of substantive classroom research on learning derived from these projects” (Windschitl, 1998, p. 28).…”
mentioning
confidence: 99%
“…At the turn of the century in a widely circulated, AERA‐sponsored journal, Windschitl (1998) offered one possibility for path for research into digital technologies and education. He cautioned researchers against the uncritical acceptance of the use of digital technologies, stating that “the uncritical, popular attention given to these [classroom‐activity based] Internet initiatives is rapidly becoming disproportional to the amount of substantive classroom research on learning derived from these projects” (Windschitl, 1998, p. 28). At the end of the same article, Windschitl challenged the research community to ask more critical questions about the use of digital technologies in education and, in particular, to pursue these questions in a systematic and rigorous fashion.…”
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confidence: 99%
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