Janice Abrahams (janice@artsedge.kennedy-center.org) is a new media consultant and K-12 Internet specialist, currently working with the ARTSEDGE project at the John F. Kennedy Center for the Performing Arts.
Robert Carlitz (rdc@vms.cis.pitt.edu) is a Professor of Physics at the University of Pittsburgh with a research specialty in the theoretical physics of elementary particles. In recent years, he has been involved in a number of school and community networking projects, including Common Knowledge: Pittsburgh, and Bridging the Urban Landscape. Presently he serves as project director for these two projects and as Executive Director of Information Renaissance, a new organization that seeks to facilitate the development of networking infrastructure in support of education, community development, and economic revitalization.
Andy Carvin (acarvin@k12.cnidr.org) is a networking policy specialist at the Corporation for Public Broadcasting in Washington, D.C. He is the author and designer of the WWW education resource EdWeb (http://k12.cnidr.org:90), as well as the founder and moderator of the World Wide Web in Education listserv (WWWEDU), the largest online forum on the role of the Web in education. Andy Carvin's writings have appeared in numerous publications, including On the Horizon, Computer Mediated Communications, Global Network Navigator (GNN), the International Journal of Educational Telecommunications, and the second edition of The Internet Unleashed, published by Sams/Macmillan.
Chris Dede (cdede@gmu.edu) is a Full Professor at George Mason University in Fairfax, Virginia, where he has a joint appointment in the Schools of Information Technology and Engineering and of Education. His research interests span technology forecasting and assessment, emerging technologies for learning, and strategic planning. He is also a core affiliate faculty member in GMU's Institute for Public Policy. He spent a year as a Policy Fellow in the Office of the Director, National Institute for Education. Chris Dede has been a Visiting Scientist at the Computer Science Lab, Massachusetts Institute of Technology, and at NASA's Johnson Space Center. His funded research includes work for the U.S. Air Force, the U.S. Navy, NASA, Apple Computer, and the National Science Foundation. Under the auspices of the U.S. Information Agency, he has traveled to nine countries discussing the evolution of information technology in education.
Joseph Hardin (jhardin@ncsa.uiuc.edu) is the Associate Director for Software Development at the National Center for Supercomputing Applications (NCSA) at the University of Illinois at Urbana-Champaign, a position he has held since 1992. Previously he was the Manager of the Software Development Group and a visiting research associate at NCSA. He has taught in the Department of Speech Communication at the University of Georgia at Athens and has done graduate work in linguistics, sociology, and communications at the University of Illinois. Joseph Hardin has worked as a consultant in business computer communications, database management, and office organization. He served as co-chair of the "Second International World Wide Web Conference '94: Mosaic and the Web." He is also a founder and co-chair of the International World Wide Web Conferences Committee, which is coordinating future WWW conferences.
Eugene Hastings (hastings@psc.edu) is a Senior Member of Technical Staff at the Pittsburgh Supercomputing Center, a joint project of the University of Pittsburgh and Carnegie Mellon University. His areas of special interest are wide-area networking and new telecommunications technologies. He has been involved in these areas and in remote access to resources for over a decade. Recent work has been with school, community, library, and municipal networking projects, including Common Knowledge: Pittsburgh, and Bridging the Urban Landscape. He is Network Architect and a contributor to systems integration design for these projects.
Jan Hawkins (jhawkins@edc.org) is the Director of the Center for Children and Technology of the Education Development Center, Inc. Since 1981, she has conducted research and development projects addressing central issues of technology and learning, including a variety of projects for the national Center for Technology in Education on the redesign of classrooms, curricula, and materials for assessing student learning. She has also directed work on gender issues in relation to expert and novice conceptualizations of different technologies, and on the integration of technologies into learning environments for hearing-impaired students. Jan Hawkins also directed the NSF-funded project Inquire, in which a set of software tools was designed to support inquiry-based science learning. Her classroom-based work has included studies of the use of information management tools in classrooms, as well as studies of interaction and collaboration among children learning to program. Through her work on the multimedia Voyage of the Mimi materials, she has pioneered techniques of formative research for educational software development. Her Ph.D. is in developmental psychology.
Margaret Honey (mhoney@tristram.edc.org) is Associate Director of the Center for Children and Technology (CCT) and served as Associate Director for the national OERI-funded Center for Technology in Education connected with CCT. She has 15 years of experience in the research and development of educational media for children, including computer software, television programs, and print materials. She directed the first national survey study to look at K-12 educators' use of telecommunications. She continues to direct a number of projects that are examining the role that telecommunications technology can play in students' learning and teachers' professional development. These projects include an Annenberg/CPB Math and Science Project that uses a combination of telecommunications and video-based technologies to deliver in-service seminars to teachers in mathematics, an NSF/NIE initiative that is developing a comprehensive model for districtwide networking infrastructures, and Bell Atlantic's Project Explore, which is using a combination of ISDN and ASDL technologies to deliver networked multimedia materials to students and teachers at school and at home. Margaret Honey has also worked in the area of gender equity and technology, serving as the principal investigator on two NSF-funded initiatives: Telementoring Young Women in Mathematics and Science and Designing for Equity. She holds a doctorate in developmental psychology from Columbia University.
Beverly Hunter (bhunter@bbn.com) is a Program Manager in the Educational Technologies group at Bolt Beranek and Newman, Inc. (BBN) in Cambridge, Massachusetts. Previously she was Program Director for Applications of Advanced Technologies in science education at the National Science Foundation. Since 1965, she has conducted and directed research, development, and dissemination efforts to apply computer-and-communication technologies to innovations in learning and teaching at all levels of education and training in public and private sectors. She is author of 25 published books and computer-based learning materials and over 100 articles and technical reports in this field.
James Kaput (jkaput@umassd.edu), originally trained in mathematics, has spent the past 15 years building and studying new technologies to help empower students and teachers to learn mathematics as never before possible, especially to democratize access to powerful ideas once regarded as the province of a small intellectual elite.
Robert B. Kozma (robert_kozma@qm.sri.com) directs the Center for Technology in Learning at SRI International. He is currently codirecting an NSF-funded project on assessing the impacts of the National Information Infrastructure on education.
Robert McClintock (rom2@columbia.edu) is an intellectual historian interested in the effects of communication change on education and culture. As head of the Institute for Learning Technologies, he directs two efforts to prototype how children and teachers can routinely interact with advanced digital curricular resources over the national information infrastructuretthe Harlem Environmental Access Project, a collaboration with the Environmental Defense Fund, supported by a TIIAP grant, and the Living Schoolbook Project, a collaboration with the Syracuse School of Education, supported by NYNEX and the NYS Science and Technology Foundation. He also helped initiate the Dalton Technology Plan, and he has since been a Co-Director of the Plan, through Dalton's New Laboratory for Teaching and Learning.
Susan Mernit (smernit@nj.com) is the editor of New Jersey Online, a regional daily Internet service for New Jersey owned by Advance Publications. Before that, she was the Director of Internet Development for Scholastic, Inc., the K-12 publishing company. Susan Mernit developed and launched the Scholastic Network on America Online in 1992 and created Scholastic's Web site, which included a digital library, a bookstore, and a complete search environment, in April 1994. She worked for many years as a writer-in-residence for Teacher & Writers Collaborative, an arts in education group, and has a Master's Degree from Ohio State in Creative Writing and English Literature.
Edys S. Quellmalz (quelmalz@crvax.sri.com) is a Senior Educational Researcher in the Center for Technology in Learning at SRI International. Her specialties are alternative assessment and evaluation design. She is currently co-directing a policy study for NSF on assessing the impacts of network-based education projects.
John Richards (richards@bbn.com) manages Educational Technologies at Bolt Beranek and Newman, Inc. (BBN) in Cambridge, Massachusetts. BBN distinguishes itself through high-quality research and development activities in the use of technology in education and learning. Under John Richards's leadership, BBN has moved aggressively into school reform with its award-winning CoNECT design, and has been working on a national scale to leverage communications infrastructure for school and district change. John Richards has taught graduate courses in education at Lesley College and has been on the faculty at the Massachusetts Institute of Technology and the University of Georgia. He has published books and articles on technology and school reform, cognitive science, mathematics education, and philosophy, and has published educational software in mathematics, science, and social studies. He received his Ph.D. in Philosophy, in a program in logic and philosophy of science, from SUNY at Buffalo.
Margaret Riel (mriel@weber.ucsd.edu) has designed, developed, and evaluated learning environments for students and teachers using interactive and communication technology. Currently she is supporting Global Learning Circles (http://www.iearn.org/iearn/circles/lc-home.html) on the International Education And Resource Network (I*EARN).
Jeremy Roschelle (jeremy@dewey.soe.berkeley.edu), Ph.D. is Senior Software Designer for the SimCalc Project, University of Massachusetts, Dartmouth. His software projects use visual, dynamic, and qualitative representations to enable students to learn concepts in mathematics and science. Presently, he is also exploring the potential of component software for education. Jeremy previously studied at MIT and UC Berkeley, and worked for the Institute for Research on Learning. In his current position of living in San Francisco but working for UMass, Jeremy hones his internet skills daily.
David H. Rothman (rothman@clark.net), a member of the Consortium for School Networking, the Authors Guild, the National Writers Union, and Washington Independent Writers, is author of the TeleRead chapter of Scholarly Publishing: The Electronic Frontier (Cambridge, Massachusetts: The M.I.T. Press, 1996). He is also author of NetWorld!: What People Are Really Doing on the Internet, and What It Means to You (Rocklin, California: Prima Publishing, 1996) and six other books. He is based in Alexandria, Virginia.
Ferdi Serim (ferdi@tigger.jvnc.net) teaches people to use computers as tools for lifelong learning at the Princeton Regional Schools in Kingston, New Jersey, as computer teacher and district computer coordinator. His students have had their Internet achievements documented in Scientific American, the Los Angeles Times, and other media. Ferdi Serim is well-known on the Internet as the creator of the Online Internet Institute and the developer of the Consortium for School Networking (CoSN) Gopher, and for his online writings, which help people understand and harness the transforming potentials of this new two-way medium. He is the author of Net-Learning: How Teachers Use the Internet, by Songline Studios. His prior incarnations included working as a systems analyst for engineering companies, serving as a Jazz Artist in Residence for the National Endowment for the Arts, and (his favorite credential) being "a pretty good drummer" according to Dizzy Gillespie.
Scott Stoner(stoner@artsedge.kennedy-center.org) is Director of the ARTSEDGE network at the John F. Kennedy Center for the Performing Arts.
Robert Tinker (bob@concord.org), president of Concord Consortium, holds a Ph.D. in experimental low-temperature physics from the Massachusetts Institute of Technology. Internationally recognized as a pioneer in constructivist uses of educational technology, he developed the Mouse-Based Lab and Network Science concepts and has directed numerous educational research projects. Bob Tinker has extensive teaching experience at several colleges, on TV, and in many professional development contexts.
John P. Ziebarth (ziebarth@ncsa.uiuc.edu) is an Associate Director at the National Center for Supercomputing Applications at the University of Illinois at Urbana-Champaign. He completed his Ph.D. in aerospace engineering from Mississippi State University. John Ziebarth has worked for Argonne National Laboratory and Rockwell International Corporation doing Computational Fluid Dynamics research, has done research and teaching in High-Performance Computing at the Institute for Computational Studies at Colorado State University, and was involved in research and education related to supercomputing and computational science at the University of Alabama in Huntsville before joining NCSA. He established the Alabama K-12 Supercomputing Program and developed the first curriculum for high schools in computational science. He now directs a staff of approximately 60 science, engineering, and technology researchers at NCSA.
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Last modified May 1, 1996 (gls).