Most Recent Publications
There is more to Digital Learning than Counting on your Fingers: Transforming Learning and Teaching with Digital Pedagogy
Smirnova, L., Lazarevic, B. & Malloy, V. (2017). There is More to Digital Learning than Counting
on Your Fingers: Transforming Learning and Teaching with Digital Pedagogy. In J. Johnston
(Ed.), Proceedings of EdMedia 2017 (pp. 672-681). Washington, DC: Association for the
Advancement of Computing in Education (AACE)
Warming Global Relationships by Connecting International Classrooms.
Smirnova, L.; Ivushkina, T. (2013, Jun). Warming Global Relationships by Connecting International Classrooms. In World Conference on Educational Multimedia, Hypermedia and Telecommunications, EdMedia, AACE (pp. 376-38). http://www.editlib.org/p/111984
Engaged Learning: Integrating Technology and Collaboration for Pre-Service Social Studies Teachers
Smirnova, L. (2013). Engaged Learning: Integrating Technology and Collaboration for Pre-Service Social Studies Teachers. In N. Deutsch (Eds.), Connecting Online for Instruction and Learning: International Perspectives (pp. 153-173). CreateSpace Independent Publishing Platform. https://www.createspace.com/4062593
Using Moodle for Professional Development Workshops
Smirnova, L. & Deutsch, N. (2011). Using Moodle for Professional Development Workshops . In K. K. S. H. (. (Eds.), Education for a digital world 2.0: Innovations in education (pp. (pp. 67-90)). Open Schools BC..
Technology Enhanced Teaching and Learning for Student (and Teacher) Success
Smirnova, L. (2008). http://www.nyu.edu/frn/publications/defining.success/Smirnova.html
Abstract: This article addresses the question why, in an era of powerful emerging technologies that enable rich communication and collaboration, so many educators shy away from engaging students in global projects? Robust literature and experience with distant collaboration demonstrate the promise of globally connected classrooms. This promise was born out during the 2012 spring semester with a project called “It’s a Small World.” Two college classrooms, one from Russia and the other the US, were virtually connected to conduct project-based learning around cultural, economic, and political topics. The success of the collaboration was aided by the complementary learning goals of the two groups, teacher candidates studying methods of teaching social studies, on one side, and future journalists, diplomats and social workers, taking a course of English, on the other. Each group could readily see the other as helpful to fulfilling their learning needs, making for ideal conditions for successful distance collaboration.
Abstract: This article addresses the question why, in an era of powerful emerging technologies that enable rich communication and collaboration, so many educators shy away from engaging students in global projects? Robust literature and experience with distant collaboration demonstrate the promise of globally connected classrooms. This promise was born out during the 2012 spring semester with a project called “It’s a Small World.” Two college classrooms, one from Russia and the other the US, were virtually connected to conduct project-based learning around cultural, economic, and political topics. The success of the collaboration was aided by the complementary learning goals of the two groups, teacher candidates studying methods of teaching social studies, on one side, and future journalists, diplomats and social workers, taking a course of English, on the other. Each group could readily see the other as helpful to fulfilling their learning needs, making for ideal conditions for successful distance collaboration.
Abstract: Teachers and students alike are trained by Web 2.0 and other technological tools to be effective lifelong learners in an evolving connected knowledge environment. The collaborative nature of Web 2.0 tools not only makes it possible to find global knowledge quickly, but it allows for new knowledge to be created collectively. The existence of this body of "collective intelligence" can only be accessed through participation and active learning. This article touches the aspects of student and teacher success in the Web 2.0 environment.
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