• Skip to primary navigation
  • Skip to main content
SRI logo
  • About
    • Press room
    • Our history
  • Expertise
    • Advanced imaging systems
    • Artificial intelligence
    • Biomedical R&D services
    • Biomedical sciences
    • Computer vision
    • Cyber & formal methods
    • Education and learning
    • Innovation strategy and policy
    • National security
    • Ocean & space
    • Quantum
    • Robotics, sensors & devices
    • Speech & natural language
    • Video test & measurement
  • Ventures
  • NSIC
  • Careers
  • Contact
  • 日本支社
Search
Close
Digital learning publications January 1, 1999

Trajectories From Today’s WWW To A Powerful Educational Infrastructure

Citation

Copy to clipboard


Roschelle, J., & Pea, R. (1999). Trajectories from today’s WWW to a powerful educational infrastructure. Educational Researcher, 8(5), 22-25.

Introduction

Two previous Research News and Comment articles in Educational Researcher have examined the potential impact of the World Wide Web (web) in education. Owston (1997) offers a optimistic view of potential benefits of the today’s web, utilizing a framework that emphasizes: (a) making learning more accessible; (b) promoting improved learning; and (c) containing costs. Fetterman (1998) reviews the tools currently available on the web (such as search, video conferencing, and file sharing) and suggests potential uses among educational researchers. Although these articles offer valuable advice about today’s web capabilities, both authors acknowledge that the web is changing rapidly. They do not provide a sense of where the web is going, and how its trajectory of development may more fully meet educational needs. Such prospective information about emerging web technologies is important for the educational research community, and it is our intention to briefly highlight key trajectories of web development for learning communities.

We recently hosted a workshop on “Tools for Learning Communities” under the auspices of the NSF-funded Center for Innovative Learning Technologies (CILT, which is pronounced like “silt”), bringing together 125 leading researchers and developers from a balanced mix of 50 institutions, including universities, nonprofit organizations, corporations and schools. For example, corporate participants included IBM Global Education, Apple Computer, Netscape, Coopers-Lybrand, NetSchools, and Electric Schoolhouse, LLC as well as many smaller firms. Academic and non-profit participants included researchers from the four CILT partner institutions, SRI International, UC Berkeley, Vanderbilt University, and Concord Consortium, as well as organizations, universities and high schools from all over North America. The innovative format of this workshop encouraged rapid information exchange, followed by brainstorming about educational issues and opportunities, and concluded with the formation of cross-institutional teams to seek joint innovation. Over the course of two days, the participants generated a wealth of ideas about the limitations of today’s web, its near-term trajectories, and potential educational advances. We share a summary of those ideas here.

↓ Download PDF

Share this
Career call to action image

Work with us

Search jobs

How can we help?

Once you hit send…

We’ll match your inquiry to the person who can best help you.

Expect a response within 48 hours.

Our work

Case studies

Publications

Timeline of innovation

Areas of expertise

Institute

Leadership

Press room

Media inquiries

Compliance

Careers

Job listings

Contact

SRI Ventures

Our locations

Headquarters

333 Ravenswood Ave
Menlo Park, CA 94025 USA

+1 (650) 859-2000

Subscribe to our newsletter


日本支社
SRI International
  • Contact us
  • Privacy Policy
  • Cookies
  • DMCA
  • Copyright © 2023 SRI International
Manage Cookie Consent
To provide the best experiences, we use technologies like cookies to store and/or access device information. Consenting to these technologies will allow us to process data such as browsing behavior or unique IDs on this site. Not consenting or withdrawing consent, may adversely affect certain features and functions.
Functional Always active
The technical storage or access is strictly necessary for the legitimate purpose of enabling the use of a specific service explicitly requested by the subscriber or user, or for the sole purpose of carrying out the transmission of a communication over an electronic communications network.
Preferences
The technical storage or access is necessary for the legitimate purpose of storing preferences that are not requested by the subscriber or user.
Statistics
The technical storage or access that is used exclusively for statistical purposes. The technical storage or access that is used exclusively for anonymous statistical purposes. Without a subpoena, voluntary compliance on the part of your Internet Service Provider, or additional records from a third party, information stored or retrieved for this purpose alone cannot usually be used to identify you.
Marketing
The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes.
Manage options Manage services Manage {vendor_count} vendors Read more about these purposes
View preferences
{title} {title} {title}