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Chris Dede is the Timothy E. Wirth Professor of Learning Technologies at Harvard's Graduate School of Education. He has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment, a member of the U.S. Department of Education's Expert Panel on Technology, and a member of the International Steering Committee for the Second International Technology in Education Study. His current funded research includes a grant from the National Science Foundation to aid middle school students learning science via shared virtual environments and a Star Schools grant from the U.S. Department of Education to help high school students with math and literacy skills using wireless movile devices to create augmented reality simulations. His co-edited book, Scaling Up Success: Lessons Learned from Technology-based Educational Improvement, was published by Jossey-Bass in 2005. A second volume he edited, Online Professional Development for Teachers: Emerging Models and Methods, was published by the Harvard Education Press in 2006. Chris will serve as principal investigator on our proposed IES project, with ultimate responsibility for the conduct of the curriculum design, implementation, and research activities, as well as for expenditure of grant funds. He will participate actively in all these phases of the project, devoting time equivalent to one course release in each project year and one summer month in years two and three.
Tina Grotzer is an Assistant Professor of Education at Harvard's Graduate School of Education and a Principal Investigator at Harvard's Project Zero. She directs the Understandings of Consequence Project, funded by the National Science Foundation (NSF). Her current funded research includes a follow-up NSF grant, "Learning to RECAST Students' Causal Assumptions in Science through Interactive, Multimedia Professional Development Tools." She serves on the American Academy of Arts and Sciences Panel on Reasoning and Evidence in Science and on the Editorial Advisory Board for Studies in Science Education. She publishes in both academic journals and teacher-oriented publications and is deeply committed to helping teachers use the knowledge gained through research. She is the lead author of the Causal Patterns on Science series of curriculum guides. She collaborates with scientists from organizations such as the National Center for Atmospheric Research, Institute of Ecosystem Studies, and the Harvard Smithsonian Center for Astrophysics. Prior to her work at Harvard, she taught in public and private schools for 14 years. She will contribute to the intellectual direction of the project, particularly as it pertains to the challenges of teaching ecosystems concepts and will participate actively in these phases of the project, including conceptual design of the environment. interactions with teachers, and the assessment of student understanding. She will devote one summer month in each project year.
Shari Metcalf holds a SB and SM from MIT, and a PhD from the University of Michigan, where she designed and developed Model-It, a software tool for students building models of dynamic systems. She has been working as a researcher in educational technology for over 10 years, particularly in middle and high school science. Along with a strong technical background, she has extensive experience in assessment design, data collection and analysis. Her professional interest is the design of educational software tools, particularly the use of modeling and simulation to support science learning.
Jody Clarke is a doctoral candidate in Learning and Teaching at Harvard's Graduate School of Education. Jody’s research focuses on the sociocognitive aspects of learning with emerging technologies. She is primarily interested in the design and research of immersive simulations for use in K-12 education. Through design based research, she and her colleagues are exploring how multiuser virtual environments, one type of immersive simulations, can be used to research theories of learning, collaboration, engagement, and assessment.
Raphael Adamek has a MPH from the BU School of Public Health and is currently a masters student in the Education Policy and Management program at the Harvard Graduate School of Education. Raphael is interested in the policy intersections between education and public health, and using technology to improve scientific understanding. On the EcoMUVE project, he will be working with the project team to consider how the EcoMUVE can overcome student misconceptions about ecology.
Jake Brookover graduated with a B.S. in Computer Science from Yale University in 2002. From there, he worked as a Math Teacher in Westport, CT for one year before moving to Japan to teach for the Department of Defense. Now, he is in the Technology, Innovation, and Education (TIE) Program at the Harvard Graduate School of Education. In addition to classroom teaching, he worked with students to be the first in their family to attend post-secondary education. Jake's interests include computer gaming and simulation, both in and out of the classroom, as well as general computer technology. In his earlier years, he played Tuba with several groups and is always looking for opportunities to play again.
Abi Evans is a masters candidate in the Technology, Innovation, and Education program at Harvard Graduate School of Education. Prior to coming to Harvard, Abi worked for an educational technology company in the UK, producing multimedia content for science education. She is interested in how emerging technologies can be used to support learning in K-12 schools, particularly within the arts and humanities. She maintains this website and will build Flash tools for the project.
Matt Landry is a candidate for the Ed.M. degree of Technology, Innovation, and Education from Harvard. His interest has been in both teaching and producing digital media production and using technology to enhance learning. He has been contributing his video and photo skills to the beginnings of this project and will be a part of the initial brainstorming.
Ali Stein is a Masters student in the Technology, Innovation and Education program. She is interested in science communication/education and in thinking about ways to use appropriate technology to facilitate educational goals. Ali has a background in coastal geology. Her previous educational experience is mostly in informal education, primarily in the museum setting. She comes to Harvard after working for Monterey Bay Aquarium, helping to develop and research content for new exhibitions and interactive experiences.
Jenn Stevens is a masters candidate in Technology, Innovation, and Education at Harvard's Graduate School of Education. Prior to Harvard, Jenn taught preschool for 10 years, where she wrestled with how to best teach science and ecology in an urban setting. She is interested in the potential of immersive environments to make abstract topics concrete, quantifiable and interactive. |
