I work in the department of Secondary Education on issues of Educational Technology and Science Education. Education in this country - especially science education - is in need of significant improvement at all levels. Technology is only one of a number of means to this end, but it can be a powerful agent for change in schools and universities.

  • Ph.D. 1999, University of California Berkeley
  • B.A. 1991, University of California Berkeley

    This person has not added any Research Interests.


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Books

Ching, C., C., & Foley, B. (2012) Constructing the Self in a Digital World. Cambridge University Press, UK
Title Constructing the Self in a Digital World
Collaborators Cynthia Carter Ching
Publish Date 2012
Cambridge University Press
Publisher Cambridge University Press
Citation Ching, C., C., & Foley, B. (2012) Constructing the Self in a Digital World. Cambridge University Press, UK
Abstract 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.

Presentations

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
Title Clinical Teaching as Professional Development for Educational Technology: Thrown Into the Digital Deep End
Collaborators Kelly Castillo & Kimberle Kelly
Presentation Date 2013
Location San Francisco, CA
Citation 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
Abstract 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.

Articles

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
Title Pedagogy for the connected science classroom: Computer supported collaborative science and the next generation science standards
Collaborators John Reveles
Publish Date 2014
Journal Contemporary Issues in Technology and Teacher Education
Citation 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
Abstract 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.

Faculty

ED 2106


MailDrop: 91330-8265


http://www.csun.edu/~bfoley
brian.foley@csun.edu

P: 818-677-4005


F: 818-677-2582