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Cases | Final
Report
IEA-sanctioned studies are designed and directed by an International
Coordinating Center (ICC).
The ICC for SITES M2 is a consortium of four institutions headed by the
Center for Technology in Learning (CTL) at SRI International (USA).
ICC researchers and organizations collaborating in the ICC consortium
are:
Dr. Ronald Anderson, University of Minnesota (USA), and Dr. Tjeerd Plomp,
Twente University, are ex-officio members, as co-Chairs of the IEA SITES
Steering Committee.
The SITES M2 study is being designed to complement the efforts of the
Organization for Economic Cooperation and Development's Center for Educational
Research and Innovation to study the impact of ICT's cross-nationally.
The SITES M2 ICC will coordinate its activities with the directors the
OECD's International Evaluation Programme. This collaboration between
the SITES M2 ICC and the OECD research team will allow a variety of resources
to be leveraged and promote a mutually supportive partnership that will
result in findings that will contribute to a broad knowledge base on the
role of ICT in school change.
Dr. Robert Kozma
robert.kozma@sri.com
Dr. Robert Kozma (robert.kozma@sri.com) is Emeritus Director and Principal
Scientist and a Fulbright Senior Specialist at the Center for Technology
in Learning at SRI International in Menlo Park, California. His research
expertise includes international educational technology research, media
theory, technology assessment, the evaluation of technology-based education
reform, and the design of advanced interactive multimedia systems. He
has consulted with the Ministries of Education in Thailand, Singapore,
and Chile and with the Organization for Economic Cooperation and Development
(OECD) and the Ford Foundation on the use of technology to improve educational
systems. Dr. Kozma recently completed the Second Information Technology
in Education Study: Module 2 (SITES M2), a study of 174 technology-based
classroom innovations in 28 countries, sponsored by the International
Association for the Evaluation of Educational Achievement (IEA). The report
on this project, entitled "Technology, Innovation, and Educational
Change: A Global Perspective" will be published by the International
Society for Educational Technology (ISTE) and will be available in June
2003. He has directed or co-directed more than 25 research and development
projects including the evaluation of a World Bank technology-based innovation
program in developing countries (World Links), research and evaluation
of technology-based learning in chemistry, the development of advanced
multimedia technologies to support learning in chemistry (ChemSense) and
to aid collaborative distance learning (Virtual Places), and the evaluation
of a national virtual high school (VHS). A book on this project (with
A. Zucker) entitled "The Virtual High School: Teaching Generation
V" is now available through Teachers College Press. Dr. Kozma has
authored or co-authored more than 60 articles, chapters, encyclopedia
entries, and books on media theory, policy issues related to educational
technology, the impact of technology on cognition, and the application
of advanced technology to improve teaching and learning, particularly
in science. His articles have appeared in the Review of Educational
Research, Journal of the Learning Sciences, Cognition and Instruction,
Annual Review of Psychology, Journal of Higher Education, Education and
Urban Society, Learning and Instruction, Journal for Research in Science
Teaching, Journal of Computers in Mathematics and Science Teaching, Journal
of Research on Computing in Education, Journal of Computer Assisted Instruction,
Computers in Human Behavior, Academic Computing, Computers and Composition,
Educational Technology Research and Development, and the International
Encyclopedia of Education. He has given more than 100 presentations
and invited addresses at national and international conferences. He has
also designed several advanced multimedia and hypermedia educational software
packages. He began his career as an elementary mathematics teacher in
the inner city of Detroit.
Dr. Richard Jones
jonesr@eqao.com
Dr. Richard Jones is Director of Assessment and reporting with the Education
Quality and Accountability Office (EQAO) in Toronto. Prior to this Dr.
Jones was Project Manager for National, International, and Special Projects
with EQA) and the Director of the Assessment and Evaluation Branch with
the Saskatchewan Department of Education. His responsibilities included
designing and implementing initiatives related to student evaluation,
program evaluation, curriculum evaluation, provincial learning assessment,
education indicators, and national and international testing. In recent
years, he has authored numerous articles on these topics. During three
years in the Middle East, he served as Deputy Project Manager and Administrative
Manager for an American-based consulting firm. He coordinated provincial
learning assessment activities and was Assistant Director of the provincial
and scholarship examination program during three years with the Student
Assessment Branch of the British Columbian Ministry of Education. He has
several years of teaching experience at elementary, secondary, community
college, and university levels in Ontario, British Columbia, and Africa.
Dr. Jones will teach Assessment of Student Learning and is proposing the
courses Program Evaluation and School Improvement Planning.
Dr. Raymond McGhee
mcghee@wdc.sri.com
Dr. McGhee is a research social scientist in SRI's Center for Education
Policy. His research and evaluation work have examined policies and programs
supporting teacher preparation to use technology, professional development
in technology integration, and curricular and organizational change in
schools and universities. He has conducted numerous case studies in U.S.
universities examining curricular reform and faculty professional development
activities in science, mathematics, engineering, and technology education.
He has also participated in a number of program evaluations analyzing
the school and community contexts supporting the use of educational technology
in Virginia public schools and documenting the impact of principal training
activities to improve technology leadership among educators in the state.
Dr. McGhee is currently serving as the director of a program evaluation
assessing the impact of computers and training on secondary school students
and teachers in seven developing countries for the World Links organization.
Dr. Ronald Owston
rowston@edu.yorku.ca
Dr. Owston is Professor of Education and founding Director of the Institute
for Research on Learning Technologies at York University in Toronto. He
has spoken at numerous national and international conferences, and published
in variety of fields including technology in education, program evaluation,
and teacher development in journals such as Research in the Teaching
of English, Journal of Computer-Based Instruction, Journal of Information
Technology in Teacher Education, Journal of Computer Assisted Learning,
Journal of Research on Computing in Education, and Educational Researcher.
In 1998 he co-authored The Learning Highway: Smart students and the
Internet (Key Porter), and published Making the Link: Teacher Professional
Development on the Internet with Heinemann. His current research includes
the evaluation of a large Web-based project aimed at improving mathematics
and science teaching, and the application of broadband networks to support
teacher professional development across Canada.
Dr. Willem J. Pelgrum
pelgrum@edte.utwente.nl
Dr. Pelgrum is Senior Researcher at the Center for Applied Educational
Research of the University of Twente in the Netherlands. His main experience
is in the field of large-scale international comparative assessments.
His responsibilities have included: the National Research Coordinator
of the IEA-Second International Mathematics Study and Second International
Science Study and International Coordinator of the IEA Computers in Education
studies, which were conducted in 1989 and 1992. He conducted an extensive
training project for researchers in Central and East Europe and was involved
in several consultancy activities regarding international assessments.
He also performed several studies for the European Commission in the areas
of educational monitoring and ICT. He was the coordinator of the European
network for educational research on Assessment, Effectiveness, and Innovation.
The results of his work appeared in several books and international research
journals, among them: Studies in Educational Evaluation, Computers
in Education, the International Journal of Educational Research, and Prospects.
Dr. Joke Voogt
voogt@edte.utwente.nl
Dr. Voogt is a Senior Lecturer at the Faculty of Educational Science and
Technology of the University of Twente. Her research focuses on innovative
uses of information and communication technologies in the curriculum.
Her national and international research projects have included an examination
of computer-assisted lab work, the use of computer networks to support
staff development, international case studies of innovative uses of information
technology in education in four countries; SITES Module 1; evaluation
of technology rich learning practices at the experimental teacher education
college in Amsterdam; and a technology project with Russian and Hungarian
teacher education colleges.
Countries that participated in SITES M2 include Australia, Canada, Chile,
Hong Kong SAR, Chinese Taipei, Czech Republic, Denmark, England, Finland,
Germany, Israel, Italy, Japan, Korea, Latvia, Lithuania, Netherlands,
Norway, Philippines, Portugal, Russian Federation, Singapore, Slovakia,
South Africa, Spain (Catalonia), Thailand, USA.
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