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Michael D. Eisner College of Education

College of Education

Personnel Directory

Brian Foley

Brian  Foley
Associate Professor
Department of Secondary Education
Office:ED 2106
Phone:818 677 4005



Ph.D. in Science and Mathematics Education, UC Berkeley, 1999

Teaching Interests

Technology for Secondary Education, Design of effective learning tools

Research Interests

Visualization in science education, Multi-user worlds for learning, Teacher Preparation


Click each research item to view details on it.

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Ching, C., C., & Foley, B. (2012) Constructing the Self in a Digital World. Cambridge University Press, UK


It has become popular in recent years to talk about 'identity' as an aspect of engagement with technology – in virtual environments, in games, in social media and in our increasingly digital world. But what do we mean by identity and how do our theories and assumptions about identity affect the kinds of questions we ask about its relationship to technology and learning? Constructing the Self in a Digital World takes up this question explicitly, bringing together authors working from different models of identity but all examining the role of technology in the learning and lives of children and youth.

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Foley, B., Castillo, K. & Kelly, K. (April 27, 2013) Clinical Teaching as Professional Development for Educational Technology: Thrown Into the Digital Deep End. Paper presented at the American Educational Research Association Meeting 2013, San Francisco, CA


Much has been written about the value of clinical teaching experiences for teachers. This paper reports on a clinical teaching effort designed to help teachers learn to integrate cloud based computing into science classed (an instructional model called Computer Supported Collaborative Science, CSCS). A team of eight teachers was asked to teach a summer school class using CSCS and a specially designed curriculum. In addition to the class, teachers participated in daily reflection and planning meetings and kept a journal of their experiences. The experience was a challenge but provided a powerful learning experience for the teachers who became enthusiastic about the curriculum. The transfer from the clinical teaching to the regular classes proved to still be a challenge for teachers.

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Foley, B. J., & Reveles, J. M. (2014). Pedagogy for the connected science classroom: Computer supported collaborative science and the next generation science standards. Contemporary Issues in Technology and Teacher Education, 14(4). Retrieved from http://www.citejournal.org/vol14/iss4/science/article1.cfm


The prevalence of computers in the classroom is compelling teachers to develop new instructional skills. This paper provides a theoretical perspective on an innovative pedagogical approach to science teaching that takes advantage of technology to create a connected classroom. In the connected classroom, students collaborate and share ideas in multiple ways producing a record of work that is persistent and accessible via networked-based computing (i.e., “the cloud”). The instruction method, called Computer Supported Collaborative Science (CSCS), uses web-based resources to engage all learners in the collection, analysis, and collaborative interpretation of classroom data that turns hands-on classroom activities into authentic scientific experiences. This paper describes CSCS and how it corresponds to key parts of the Next Generation Science Standards.

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