Welcome to EdTechResearcher, an online portfolio for Justin Reich. I’m an education researcher broadly interested in the future of learning in a networked world. This site is an experiment in creating a multimedia, academic C.V. to document my research, advocacy, and work with students and educators. It also archives as much of my writing as possible, including my original EdTechResearcher blog, which was hosted here for about four months before moving to Education Week.
Fundamentally, I’m motivated by the belief that young people are tremendously capable, and we need to develop educational systems that tap their energy, creativity, drive and talent.
Personally, I’m a husband and father; gamer, Ultimate player, and cyclist; an avid adventurer and traveler.
Bios and High-Resolution Head Shots
Justin Reich is an educational researcher interested in the future of learning in a networked world. He is the Richard L. Menschel HarvardX Research Fellow, based in the Office of the President and Provost at Harvard University, exploring the possibilities and limits of online learning through the HarvardX platform. He is also a Fellow at the Berkman Center for Internet and Society, and a visiting lecturer in the Scheller Teacher Education Program at MIT. Justin is the co-founder of EdTechTeacher, a professional learning consultancy devoted to helping teachers leverage technology to create student-centered, inquiry-based learning environments. He earned his doctorate from Harvard University, where he led the Distributed Collaborative Learning Communities project, a Hewlett Foundation funded initiative to examine how social media are used in K-12 classrooms. He writes the EdTechResearcher blog for Education Week, and his writings have appeared in Educational Researcher, the Washington Post, the Christian Science Monitor, and other publications. Justin started his career teaching wilderness medicine, and later taught high school world history and history electives, and coached wrestling and outdoor activities.
Justin Reich is an educational researcher broadly interested in the future of learning in a networked world. His professional work is motivated by a desire to transform the architecture of education away from centralized, hierarchical models of teaching and towards distributed, networked models of learning. He studies, designs, and advocates for learning systems that shift education from something done to learners to something done with learners, from channels of dissemination to webs of sharing.
Justin is the Richard L. Menschel HarvardX Research Fellow, based in the Office of the President and Provost at Harvard University, where he explores the possibilities and limits of open online learning. He is a Fellow at the Berkman Center for Internet and Society and a visiting lecturer in MIT’s Scheller Teacher Education program. He is also the co-founder of EdTechTeacher, a professional learning consultancy devoted to helping teachers leverage technology to create student-centered, inquiry-based learning environments.He earned his doctorate from Harvard University, where he led the Distributed Collaborative Learning Communities project, a Hewlett Foundation funded initiative to examine how social media are used in K-12 classrooms. His dissertation, The State of Wiki Usage in U.S. K-12 Schools, drew upon a population of 180,000 education-related wikis as well as over 100 interviews and observations with wiki-using teachers to measure the degree to which wikis supported deeper learning in classrooms across the United States.
Justin’s current research, practice and advocacy projects explore different facets of connected learning. With EdTechTeacher, he is hosting a series of national iPad summits that use schools’ fervor for iPads as a “Trojan mouse” to shift edtech discourse away from distribution mechanisms (apps) and towards pedagogies that guide students from consumption to curation, creation, and connection. He is part of a team at the Berkman Center designing and researching HLS1x Copyright, a course on the edX platform. With Harvard’s Project Zero, he coordinates a design-based learning experience for the Future of Learning Institute, and is developing a research project to explore how youth make meaning of school-based approaches to cyber-bullying and online cruelty and meanness.With Facing History, his research and work examines different facets of examines how online professional learning opportunities (both formal and informal) can support educators’ efforts to develop students’ historical thinking and moral reasoning skills.
Justin is a co-author of Best Ideas for Teaching with Technology: A Practical Guide for Teachers by Teachers, and his academic work has been published in Educational Researcher, Social Education, Contemporary Issues in Technology and Teacher Education, and other venues. His opinion writings have been published in the Washington Post, Christian Science Monitor, The Providence Journal, and other publications. He blogs for Education Week at EdTechResearcher.
Justin has taught in a wide variety of settings. He was a camp counselor and trip leader at Camp Chewonki, a lifeguard and CPR instructor with the American Red Cross, a search and rescue instructor with the Blue Ridge Mountain Rescue Group, a wilderness medicine instructor with Stonehearth Open Learning Opportunities, and an international expedition leader with World Challenge Expeditions. He taught at the Shackleton school, an expedition-based school, and he taught freshman world history and electives for seniors at the Noble and Greenough School, where he also coached wrestling and co-led the outdoor activities group.
Justin served as Outstanding Educator in Residence for the Academy of Singapore Teachers, a Digital Media and Learning Summer Fellow with the MacArthur Foundation, and a member of the 2012 class of Emerging Leaders for the International Society for Technology in Education. He is a member of the Digital Learning Advisory Council for the Commonwealth of Massachusetts, and serves on the advisory boards of the Chewonki Foundation and the Fay School.