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International Journal of
Educational Technology

About Our Editors


Editors

Roger G. Hacker, University of Western Australia
Email rhacker@ecel.uwa.edu.au
URL not available

Roger Hacker is a Senior Lecturer in Education at the Graduate School of Education of the University of Western Australia.  He teaches in the fields of Science Education and Information and Communication Technology.  His research interests include Flexible learning involving computer-mediated communications; Desktop videoconferencing and research supervision; Teaching and learning using information and communication technology; Partnership models for initial teacher education and Life-long learning. He is currently working on the use of Information and Communication Technology to improve learning and theory-building in this field of study.

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James Levin, University of Illinois, Urbana-Champaign
Email jalevin@uiuc.edu
URL http://www.uiuc.edu/ph/www/j-levin

Jim Levin is a Professor of Educational Psychology, and a Faculty Affiliate at the National Center for Supercomputing Applications and at the Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-Champaign. His research focuses on finding ways to improve problem solving through collaborative interaction through networks and to help people learn to be better problem solvers by providing powerful distributed learning environments.  He has developed several innovative models of learning, including the concept of teleapprenticeships.  He has recently been studying "teaching teleapprenticeships", instructional frameworks that allow education students to learn within the context of remote K-12 classrooms.  He has been exploring ways to use advanced technologies to improve education, locally, nationally, and internationally.

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Associate Editors

Douglas Boyder, University of Western Australia
Email dboyder@mcc.wa.edu.au
URL not available

Douglas Boyder has developed The Information Technology Literacy Handbook, which is used by pre-service teachers at The University of Western Australia. His research has involved the implementation and evaluation of the Teaching and Learning with IT Programme for teachers. He has a Masters Degree in Education, and is enrolled in the Ph.D. programme at The University of Western Australia. Douglas works as a school IT Co-ordinator at Mandurah Catholic College.

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Steve Downey, University of Illinois, Urbana-Champaign
Email downey@uiuc.edu
URL http://www.oir.uiuc.edu/downey/

Steve Downey is a Visiting Assistant Professor in the Human Resource Education Department where he teaches Instructional Technologies for Educational & Training Settings and Design of Instructional Systems. He also holds an appointment with the Office of Instructional Resources where he coordinates the university's Student Outcomes Assessment Project. A former National Science Foundation Graduate Researcher and a William Chandler-Bagley Fellowship recipient, his areas of interest include three-dimensional virtual reality based concept mapping, strategic planning of online instructional programs, and dynamically produced online instructional systems.

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D. Michelle Hinn, University of Illinois, Urbana-Champaign
Email hinn@uiuc.edu
URL http://www.ed.uiuc.edu/people/mhinn

Michelle Hinn is a Ph.D candidate in Educational Psychology at the University of Illinois at Urbana-Champaign where she is a research assistant for both the National Center for Supercomputing Applications (NCSA) and the Anderson Laboratory for Global Education in Engineering. Her current research involves the design of immersive virtual reality environments for entertainment/edutainment purposes. Some additional research areas that she has been involved in have included the evaluation of information technologies, disability accessibility for web-based learning environments, scenario-based web design, and the use of audio in multimedia educational applications.

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Brian M. Sova, University of Western Australia
Email bsova@ecel.uwa.edu.au
URL http://www.ecel.uwa.edu.au/gse/phd

Brian Sova is a Ph.D candidate in education at the University of Western Australia.   He is currently investigating ways of integrating the effective use of Internet resources into university science teacher preparation courses.  His research also focuses on secondary school-based teacher education models.  He teaches in the information technologies subject area, at the secondary level, for the Education Department of Western Australia.

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Advisory Board

Robert Branch, University or Georgia
Email rbranch@coe.uga.edu
URL http://itech1.coe.uga.edu/Branch.html

Dr. Branch, a native New Yorker, has taught high school and college in the United States, South Africa, and Botswana. Rob earned his Bachelor degree at Elizabeth City State University in 1979, his Masters degree at Ball State University in 1980, and his doctorate at Virginia Tech in 1989. Prior to joining the faculty at the University of Georgia, Dr. Branch taught at Syracuse University for seven years. He currently teaches instructional design and development and conducts research complex concepts.

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John Burton, Virgina Tech
Email jburton@vt.edu
URL not available

John Burton completed his Ph.D work in Educational Psychology at the University of Nebraska in 1977. From the platform of his early research in such areas as mathemagenics, levels of processing, and problem solving, he became interested in using technology to enhance learning. Over the last decade, Dr Burton has written theoretical works on the use of radical or selective behaviorism (and its relationship to "modern" orientations such as constructivism) as an orientation for current work in instructional technology. He has also written on various aspects and considerations of hypermedia. Most recently, (with Barbara Lockee) he published on the problems with using studies which accept the null hypothesis ("no difference studies") as evidence to support the comparability of distance learning to campus-based classes. Dr Burton is a Professor of Instructional Technology and the Director of the Center for Instructional Technology Solutions at Virginia Tech.

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Allan Collins, Northwestern University and Boston College
Email collins@bbn.com
URL http://learning.bc.edu/

Allan Collins is Professor of Education and Social Policy at Northwestern University and Research Professor of Education at Boston College. He is a member of the National Academy of Education, a fellow of the American Association for Artificial Intelligence, and served as first chair of the Cognitive Science Society. He is best known in psychology for his work on semantic memory and mental models, in artificial intelligence for his work on plausible reasoning and intelligent tutoring systems, and in education for his work on inquiry teaching, cognitive apprenticeship, situated learning, epistemic games, and systemic validity in educational testing. From 1991 to 1994 he was Co-Director of the US Department of Education's Center for Technology in Education centered at Bank Street College of Education.

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Chris Dede, Harvard University
Email cdede@gmu.edu
URL http://www.virtual.gmu.edu

Chris Dede is a Full Professor at George Mason University in Fairfax, Virginia, where he has a joint appointment in the Schools of Information Technology & Engineering and of Education. His research interests span technology forecasting and assessment, emerging technologies for learning, and leadership in educational innovation. He was the Editor of the 1998 Association for Supervision and Curriculum Development (ASCD) Yearbook, Learning with Technology. He currently has grants from the National Science Foundation to develop educational environments based on virtual reality technology, from the U.S. Department of Education to create technology-based science education materials for learning disabled secondary students, and from the National Science Foundation to develop shared virtual environments with digitized museum artifacts.

Chris 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. In the past four years, he has testified to Congress on learning technologies and served as an expert panelist on instructional technologies for U.S. AID, the U.S. Public Health Service, the National Institute of Standards and Technology, the U.S. Advisory Council on the National Information Infrastructure, and the National Governors’ Association. He is a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment and of the U.S. Department of Education’s Expert Panel on Technology.

Chris has served as a Senior Program Director at the National Science Foundation. He has also been a Visiting Scientist at the Massachusetts Institute of Technology and at NASA's Johnson Space Center. His prior funded research includes work for the U.S. Air Force, the U.S. Navy, NASA, and Apple Computer. He is on the International Steering Committee for the Second International Technology in Education Study spanning approximately thirty countries. In summer, 2000, Chris will move to Harvard University’s Graduate School of Education, holding an endowed chair in learning technologies.

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Donald P. Ely, Syracuse University (emeritus), Florida State University (visiting), and University of Twente (adjunct)
Email dely@ericir.syr.edu
URL http://ericir.syr.edu/~dely/disted

Donald P. Ely is Professor Emeritus, Instructional Design, Development and Evaluation and founding director of the ERIC Clearinghouse on Information and Technology at Syracuse University. He is Visiting Professor of Instructional Systems Development at Florida State University and Adjunct Professor of Instructional Science and Technology at the University of Twente in the Netherlands. His most recent publication is the "International Encyclopedia of Educational Technology".

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Louis Gomez, Northwestern University
Email l-gomez@northwestern.edu
URL not available

Louis M. Gomez is Associate Professor of Learning Sciences and Computer Science at Northwestern University. Professor Gomez is one of the co-directors of the NSF-sponsored Center for Learning Technologies in Urban Schools. The Center is a partnership made up Chicago Public Schools, Detroit Public Schools, University of Michigan, and Northwestern University. The Center is dedicated to collaborative research and development with urban schools that will bring the current state-of-the-art in computing and networking technologies into pervasive in schools so that they will integrally support science and other curriculum. Professor Gomez also co-directed The Learning Through Collaborative Visualization (CoVis) Project at Northwestern University. The CoVis project focuses on bringing next-generation scientific visualization and collaboration technologies along with open-ended scientific inquiry to high school classrooms. In this project and others Professor Gomez’ primary interest is in working with school communities to create curriculum that supports school reform while connecting schools to broad communities of practice beyond school.

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Jennifer Greene, University of Illinois at Urbana Champaign
Email jcgreene@uiuc.edu
URL not available

Jennifer C. Greene is a specialist in educational and social program evaluation. With academic appointments at the University of Rhode Island, Cornell University, and currently the University of Illinois, she has concentrated her scholarship on making evaluation useful and socially responsible, both in theory and in practice. Specifically, Greene's work has emphasized the development of alternative approaches to evaluation and applied research, notably, qualitative, participatory and mixed-method approaches. Greene has published numerous articles and book chapters on the methodology and the socio-political role of evaluation. Her evaluation practice has included a diverse array of educational and social programs, including Title I/Chapter 1 on the national level, public policy and natural resource leadership development (Kellogg Foundation initiatives, also national in scope), and more locally, high school science reform, district-wide arts education, and parenting education. Greene has held leadership positions in AERA and AEA and is currently co-editor-in-chief of New Directions for Evaluation.

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Robert Hannafin, College of William and Mary
Email rdhann@facstaff.wm.edu
URL not available

Robert Hannafin is an assistant professor in the School of Education at the College of William and Mary. He is interested in examining open-ended learning environments in geometry and identifying learner traits that predict success in such environments.

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Gail Hawisher, University of Illinois at Urbana Champaign
Email hawisher@uiuc.edu
URL http://www.english.uiuc.edu/facpages/Hawisher.htm

Gail E. Hawisher is Professor of English and Director of the Center for Writing Studies at the University of Illinois, Urbana-Champaign, where she teaches graduate and undergraduate courses in writing studies. She has published widely in literacy and technology studies, and her work has appeared in many journals including College English, Written Communication, and College Composition and Communication. Recently completed projects are the co-authored "Women on the Networks: Searching for E-Spaces of Their Own" and Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History. She and Cynthia Selfe continue to edit Computers and Composition: (Elsevier) and also have two new books out: Passions, Pedagogies, and 21st Century Technologies (Utah State University Press, 1999) and Global Literacies and the World Wide Web (Routledge, 2000). She is also a member of the Executive Committee of the Conference on College Composition and Communication.

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Margaret Honey, EDC
Email mhoney@edc.org
URL http://www.edc.org/CCT

Margaret Honey, Director of EDC's Center for Children and Technology (CCT), has worked in the field of educational technology since 1981. Her primary research interests include the role of technology in school reform, the use of telecommunications technology to support online learning communities, and gender and technology, including issues of equity and access. Dr. Honey's studies include the first national survey to look at K-12 educators' use of telecommunications, one of the first development projects to cultivate the Internet as an environment in which to conduct teacher professional development (http://www.edc.org/CCT/mlf/MLF.html), and the nationally recognized Union City Online project, investigating the educational potential of networked, technologies when coupled with district-wide systemic reform (http://www.union-city.k12.nj.us). Currently, she is directing Project Hiller, a longitudinal study funded by the National Science Foundation on the impact of ubiquitous technologies in a school district that has overcome many of the initial challenges of urban school reform and technology integration. Dr. Honey regularly contributes to educational publications and presents at major technology and education conferences. She has served on the board of the Consortium for School Networking and serves on advisory boards of math, science and technology projects nationwide. She holds a doctorate in developmental psychology from Columbia University.

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David Jonassen, University of Missouri
Email Jonassen@missouri.edu
URL not available

David Jonassen is Distinguished Professor of Learning Technologies in the School of Information Science and Learning Technologies at the University of Missouri. He has previously taught at Penn State University, the University of Colorado, Syracuse University, the University of Twente, the University of North Carolina at Greensboro, and Temple University. He is the author/editor of over twenty books and numerous articles and papers on different aspects of learning, technology, and instructional design. His current research interests include cognitive tools, knowledge representation, designing constructivist learning environments, and problem solving.

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Mike Moore, Virginia Tech
Email moorem@vt.edu
URL not available

Dr. David M. (Mike) Moore is a Professor in Instructional Technology in the College of Human Recourses and Eduction at Virginia Tech. He is the author of over one hundred articles primarily in the area of researching visual attributes across cognitive styles, He is the co-author as well of two books on Visual Literacy. His book "Visual Literacy" received AECT's outstanding textbook publication award in 1995. He has done considerable work in the area of instructional design and distance delivery and is currently involved in the development of an on-line masters program in Instructional Technology.

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Roy Pea, SRI
Email roypea@sri.com
URL http://www.sri.com/policy/ctl & http://cilt.org

Roy Pea is Director of the Center for Technology in Learning at SRI International, in Menlo Park, California, and Consulting Professor in the School of Education at Stanford University. He also directs the multi-institutional Center for Innovative Learning Technologies, newly funded by the National Science Foundation. One of its aims it to create a national knowledge network for catalyzing best practices and new designs for improving learning with technologies among researchers, schools, and industries. He was a John Evans Professor of Education and the Learning Sciences at Northwestern University (1991-1996), where he founded and chaired the Learning Sciences Ph.D. Program, and served as Dean of the School of Education and Social Policy. He works as a cognitive scientist to integrate theory, research, and the design of effective learning environments using advanced technologies, with particular focus on science, mathematics, and technology. During 1995-96, he was a Fellow of the Center for Advanced Study in the Behavioral Sciences. Dr. Pea is a Fellow of the American Psychological Society. His consulting has included education program advisement for Ameritech, Apple Computer, ETS, George Lucas Foundation, MacArthur Foundation, Mellon Foundation, National Science Foundation, Russell Sage Foundation, Sloan Foundation, Spencer Foundation, the states of Illinois and California, and the White House Office of Science and Technology Policy. He has published over 100 chapters and articles on cognition, education, and learning technologies. In 1978, he received his doctorate in developmental psychology from the University of Oxford, England, where he was a Rhodes Scholar.

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Margaret Riel, University of California, Irvine
Email mriel@uci.edu
URL http://www.gse.uci.edu/mriel

Margaret Riel is the Associate Director of the Center for Collaborative Research in Education, at the University of California, Irvine (www.gse.uci.edu/ccre). She has developed and researched models of network learning, particularly cross-classroom collaboration designs. Her Learning Circle model for k-12 classroom telecommunications is currently in used on the International Education and Resource Network (www.iearn.org/circles), throughout Mexico (www.SENL.edu.mx/circulos/) and in the Global Teenagers project connecting students in The Netherlands with South Africa(www.iicd.org/globalteenagers). She also helped to design the initial model for Passport to Knowledge (www.passporttoknowledge.com), an electronic field trip model supported by NSF. She has written research reports and articles, designed computer programs, authored curriculum books and software documentation, developed websites, and consulted on television broadcasts. Her recent research involves work with Henry Becker on teacher leadership (www.crito.uci.edu) and with Anaheim schools on professional development of teachers within the context of a Technology Literacy Challenge Grant. She serves as a fellow for the George Lucas Education Foundation. Her online office is found at www.gse.uci.edu/mriel.html.

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Michael Scriven, Claremont Graduate School
Email Scriven@aol.com
URL http://eval.cgu.edu/

Michael Scriven took two degrees in mathematics at the University of Melbourne, a doctorate in philosophy at Oxford, taught philosophy at Berkeley for twelve years, education at the University of Western Australia for eight, and is currently professor of psychology at Claremont Graduate University. He is a past president of the American Educational Research Association and of the American Evaluation Association, and has been a Fellow of the Center for Advanced Study in the Behavioral Sciences at Stanford, a Whitehead Fellow at Harvard, and a Fellow of the Academy for the Social Sciences in Australia. He has edited two computer studies periodicals, is or has been on the board of 42 journals in eleven fields, and has published texts in philosophy and psychology, and other books or monographs on word processing, turbine engines, artificial intelligence, critical thinking, and evaluation, along with some 300 articles in these and other fields.

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Cindy Selfe, Michigan Technological University
Email cyselfe@mtu.edu
URL http://www.hu.mtu.edu/~cyselfe

Cynthia L. Selfe is Professor of Humanities in the Humanities Department at Michigan Technological University. Selfe is also the founder and co-editor (with Gail Hawisher) of _Computers and Composition: An International Journal for Teachers of Writing. Selfe has served as the Chair of the Conference on College Composition and Communication and the Chair of the College Section of the National Council of Teachers of English. In 1996, Selfe was recognized as an EDUCOM Medal award winner for innovative computer use in higher education-the first woman and the first English teacher ever to receive this award.

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Ilana Snyder, Monash University
Email ilana.snyder@education.monash.edu.au
URL http://penny.educ.monash.edu.au/staff/showrecord.cfm?ID=34

Dr Ilana Snyder is a Senior Lecturer in the Faculty of Education, Monash University, Australia. Her teaching and research is in the area of language and literacy education with a particular focus on literacy and technology studies. Her books in the area are: 'Hypertext: the electronic labyrinth' (Melbourne University Press & New York University Press 1996), 'Page to screen: Taking literacy into the electronic era' (Allen & Unwin - 1997 & Routledge 1998), and 'Teachers & technoliteracy: Managing literacy, technology and learning in schools, co-authored with Colin Lankshear (Allen & Unwin 2000). She has two current research projects: 1. writers writing hyperfiction and 2. an investigation of literacy, technology and disadvantage: home, school & community technoliteracy practices.

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Elliot Soloway, University of Michigan
Email soloway@umich.edu
URL http://hi-ce.org

Elliot Soloway is on the faculty at the University of Michigan; he is a Professor in College of Engineering, School of Education, and School of Information.

For the past 10 years, Soloway and his colleagues in the Center for Highly Interactive Computing in Education (Hi-CE) — now composed of over 60 undergraduate and graduate students - have been exploring the ways in which computing and communications technologies can be the catalyst in bringing a constructivist, project-based pedagogy to science classrooms. The Hi-CE group is developing science curricula that embeds technology into the everyday experiences of students and teachers. As well, the Hi-CE group is developing professional development workshops and materials that support teachers in carrying out these project-based, technology-pervasive curricula in their classrooms. Attempting to integrate theory and practice in public schools, Hi-CE now works in over 20 schools in cities such as Detroit MI and towns such as Pleasantville NJ. There is an opportunity now for making major changes in education, with technology as the Trojan Mouse. He and his colleagues are working full-tilt to take advantage of this once-in-a-lifetime opportunity.

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Rand Spiro, Michigan State University
Email rspiro@msu.edu
URL not available

Rand Spiro is a professor of educational psychology at Michigan State University. His research areas are knowledge acquisition in complex domains, hypermedia learning environments, multimedia case-based methods in professional education, biomedical cognition, and constructive processes in text comprehension and recall. Much of his research is concerned with the question "How should learning proceed so that tendencies toward conceptual oversimplification are counteracted and a wide range of future applications of knowledge are supported?" The objective is the validation of basic theoretical principles and related instructional practices that will allow students to master the complex concepts they encounter and to transfer that knowledge from formal schooling to real-world cases—learning for flexibly adaptive use, rather than for imitative reproduction. A central part of the research program involves the development and testing of theory-based hypermedia learning environments designed to promote cognitive flexibility.

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Robert Stake, University of Illinois at Urbana-Champaign
Email r-stake@uiuc.edu
URL http://www.ed.uiuc.edu/circe

Robert Stake is professor of education and director of the Center for Instructional Research and Curriculum Evaluation at the University of Illinois. Since 1963 he has been a specialist in the evaluation of educational programs. Among the evaluative studies directed were: works in science and mathematics in elementary and secondary schools, model programs and conventional teaching of the arts in schools, development of teaching with sensitivity to gender equity; education of teachers for the deaf and for youth in transition from school to work settings, environmental education and special programs for gifted students, and the reform of urban education. Stake has authored Quieting Reform, a book on Charles Murray's evaluation of Cities-in-Schools; two books on methodology, Evaluating the Arts in Education and The Art of Case Study Research; and Custom and Cherishing, a book with Liora Bresler and Linda Mabry on teaching the arts in ordinary elementary school classrooms in America. Recently he led a multi-year evaluation study of the Chicago Teachers Academy for Mathematics and Science. For his evaluation work, in 1988, he received the Lazarsfeld Award from the American Evaluation Association and, in 1994, an honorary doctorate from the University of Uppsala.

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Robert Tennyson, University of Minnesota
Email rtenny@tc.umn.edu
URL not available

Robert D. Tennyson is currently a professor of educational psychology and technology in the Learning, Cognition, and Technology Program. In addition to my academic position, I am director of the Office of Technology and Learning. My published works range from basic theoretical articles on human learning to applied books on instructional design and technology. I am editor of the scientific journal, Computers in Human Behavior (published by Elsevier Science and now in it's 16th year) as well as serving on several editorial boards for professional journals. My research and publications include topics such as cognitive learning and complex cognitive processes, intelligent systems, simulations, testing and measurement, instructional design, and advanced learning technologies. In the past several years my international activities have included directing a NATO-sponsored advanced research workshop (Barcelona) and a NATO advanced study institute (Grimstad, Norway)-both on the topic of automated instructional design and delivery. Most recently, I directed an institute on using technology for instruction and management in K-12 schools held in Athens, Greece and Kuala Lumpur. My other international activities include twice receiving a Fulbright research award to Germany and one to Russia. My teaching interests include psychology of learning, technology-based systems design, evaluation, and management systems. I also direct the University of Minnesota summer institute on technology-enhanced learning.

Recent Publications:
     Tennyson, R. D., & Spector, J. M. (1998). System dynamics technologies and future directions in instructional design. Journal of Structural Learning and Intelligent Systems, 14, 143-156.
     Tennyson, R. D., & Foshay, W. R. (1998). Chapter 4: Instructional systems development. In P. J. Dean & D. E. Ripley (Eds.), Performance improvement interventions: Methods for organizational learning, Vol. 2 (64-106). Washington, DC: The International Society for Performance Improvement.
     Tennyson, R. D., Schott, F., Seel, N., & Dijkstra, S. (Eds.) (1997). Instructional design: International perspectives. Vol. 1: Theory and research. Hillsdale, NJ: Erlbaum.

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Brent Wilson, University of Colorado at Denver
Email brent.wilson@cudenver.edu
URL http://www.cudenver.edu/~bwilson

Brent Wilson is professor and program coordinator of Information and Learning Technologies at the University of Colorado at Denver. He teaches classes in instructional design, cognitive psychology, research, and learning communities. His research interests include how communities create and share knowledge resources; how technology gets adopted by individuals and workgroups; and how learning technologies can provide support to teaching and learning.

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Yong Zhao, Michigan State University
Email zhaoyo@msu.edu
URL http://zhao.educ.msu.edu

Yong Zhao (Zhao Yong) is Assistant Professor of Technology in Teaching and Learning and Director of the Office of Teaching and Technology at the College of Education, Michigan State University. His research interests include network-based learning environments, social issues of technology, teacher education, computer assisted language learning, and technology supported informal learning environments. He has led the development of several Web-based learning environments. He currently directs the Kids Learning in Computer Klubhouse (KLICK!), a consortium of 10 middle school computer clubs.

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Editorial Board

Mark D. Bardini, World Bank Institute
Email mbardini@worldbank.org
URL http://wbln0018.worldbank.org/wbies/wbievalu.nsf

Mark Bardini is an Evaluation Officer with the World Bank Institute in Washington, DC. His primary interests are in the evaluation of new technologies such as multimedia and Web-based designs as well as in the evaluation of international training programs. His doctorate is in Educational Program Evaluation from the University of Virginia.

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Jared Berrett, University of Illinois, Urbana-Champaign
Email berrett@uiuc.edu
URL http://lrs.ed.uiuc.edu/students/berrett/index.htm

Jared Berrett is finishing his Ph.D. in technology, learning and instruction at the University of Illinois at Urbana-Champaign. His experience includes teaching technology education at several high schools in Utah, managing online software development while living in Seattle, and coordinating the HRE Online masters program at UIUC. His research interests focus on distance education, technology teacher education, technology learning and cognition.

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Bertram C. Bruce, University of Illinois at Urbana-Champaign
Email chip@uiuc.edu
URL http://www.uiuc.edu/~chip

Bertram (Chip) Bruce is a Professor of Library and Information Science, Bioengineering, Writing Studies, and Curriculum & Instruction, and a Senior Research Scientist at the National Center for Supercomputing Applications at the University of Illinois at Urbana-Champaign. His research focuses on information and communication technologies, including the development and implementation of technologies to support inquiry-based learning, situated studies of educational practices, and critical analysis of information age changes in social relations.

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Cheryl Bullock, University of Illinois, Urbana-Champaign
Email cdbulloc@uiuc.edu
URL http://www.ed.uiuc.edu/facstaff/cdbulloc/

Dr. Cheryl Davis Bullock is the Head of Measurement and Evaluation at the University of Illinois in Urbana-Champaign (UIUC). Her staff consults, conducts research, and makes presentations on faculty, classroom, and outcomes assessment, as well as conducts program evaluations. Prior to accepting this position in 1999, she was the principal evaluator for the campus wide SCALE project, an Alfred P. Sloan Foundation effort to encourage technology enriched courses in higher education.

Additionally, she is an Adjunct Assistant Professor in Educational Psychology at UIUC where she teaches graduate level courses in statistics and evaluation. Her research interests include the utilization of program evaluation results and evaluating the use of technology in higher education.

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Nicholas C. Burbules, University of Illinois, Urbana-Champaign
Email burbules@uiuc.edu
URL http://www.ed.uiuc.edu/facstaff/burbules/NickB.html

Nicholas C. Burbules is a Professor of educational policy studies at the University of Illinois, Urbana/Champaign. His primary areas of scholarship include philosophy of education, critical social and political theory, and educational technology. He is the editor of the journal Educational Theory.

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Tom Callister, Whitman College
Email callista@whitman.edu
URL not available

T. A. Callister, Jr. is an associate professor at Whitman College in Walla Walla, Washington, where he is Chair of the Education Department and teaches courses in educational foundations. His research focuses on the ways in which new information technologies impact educational policy and practice. 

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Lee Daniels, East Tennessee State University
Email lsdaniel@eastnet.educ.ecu.edu
URL http://www.soe.ecu.edu/lset/daniels/

Lee Daniels is an assistant professor at East Tennessee State University, where he teaches multimedia development and technology integration courses in the Instructional Technology MA program. His research interests are centered on addressing individual differences via technologies such as hypermedia systems, open ended learning environments, and micro worlds. Lee is also actively involved with research on technology integration and is associated with several public school-University partnerships.

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Barbara Duncan, University of Kentucky
Email not available
URL not available

Barbara Duncan was a doctoral candidate in the department of Educational Policy Studies at the University of Illinois at Urbana-Champaign and is currently teaching at the University of Kentucky. She is writing in the area of philosophy of education with an emphasis on the interrelationship between technology, difference, and multicultural education.

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Shannon Fite, Texas A&M University
Email sfite@coe.tamu.edu
URL not available

Shannon Fite is a Ph.D. student at Texas A&M University in Educational Psychology. She currently works in the College of Education at TAMU as their Systems Analyst. Her research interests include interaction and group dynamics in distance education environments. She received her B.S. in BioMedical Science in 1995 and her M.Ed. in Educational Technology in 1997 from Texas A&M University. Shannon is involved in Graduate Student Council and numerous committees on campus.

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Dean Grosshandler, University of Illinois, Urbana-Champaign
Email grosshan@uiuc.edu
URL http://www.students.uiuc.edu/~grosshan/

Dean Grosshandler is a National Science Foundation Graduate Student Trainee in the Technologies for Learning Program in the College of Education at the University of Illinois at Urbana-Champaign. He is also the director of the Odyssey Center for Education in Champaign, Illinois, a design lab for children in grades 2 through 8 (http://www.students.uiuc.edu/~grosshan/odymain.htm).   His research focuses on technology use and self-determination in alternative learning environments. Before creating Odyssey Center, Dean lived for four years in Japan, where he worked and did research in the Japanese public schools.

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J. Mark Hunter, Austin Peay State University
Email hunterm@apsu.edu
URL http://www.apsu.edu/education/profpages/Hunter/hunter.html

Mark Hunter, is an Associate Professor of Instructional Technology in Austin Peay State University’s College of Education at Clarksville, Tennessee, USA. He is Director of the 21st Century Project, the instructional technology training and development initiative for university faculty and inservice & preservice teachers. Dr. Hunter teaches technology integration courses, instructional design, and advanced application courses within the APSU Instructional Technology graduate program. His research interests include visual literacy, pk-12 instructional technology integration, philosophy of education, and standards & accreditation as they relate to instructional technology.

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Alaina Kanfer, National Center for Supercomputing Applications
Email alaina@ncsa.uiuc.edu
URL not available

Alaina Kanfer is a Research Scientist and Manager of the Technology Research Group (http://www.ncsa.uiuc.edu/edu/trg) in the National Center for Supercomputing Applications (http://www.ncsa.uiuc.edu/) at the University of Illinois at Urbana-Champaign where she also teaches in the MBA program (http://mba.cba.uiuc.edu) of the College of Commerce and Business Administration.  She also holds an appointment in the Department of Human & Community Development in the College of Agricultural, Consumer and Environmental Sciences.  Her research interests are in the use and impact of communication and  information technologies for individuals, communities and businesses.  In addition she has been involved in developing strategies for effective use of emerging technologies, with a specific focus on the social networks in which the technologies are used.  Currently she is experimenting with technology and structural innovations for distributed learning environments.

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Karen Kaminski, Colorado State University
Email kaminski@lamar.colostate.edu
URL not available

Karen Kaminski holds a Ph.D. in Adult Learning and Technology in the School of Education at the University of Wyoming. She also has an M.S. in Instructional Design from the University of Wyoming and a B.S. in Elementary Education from the University of Wisconsin - Madison. Karen has worked for 9 years in faculty development and support for both resident instruction and distance learning. She has experience with all methods of distance delivery including interactive video, audio, videotape, online, and correspondence. Karen is currently the Assistant Director for the Office of Instructional Services at Colorado State University. In addition to faculty development, she coordinates the incorporation of technology into the classroom and multimedia development.

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Jane E. Klobas, Curtin University
Email jklobas@ecel.uwa.edu.au
URL not available

Jane Klobas is Associate Professor of Information and Media at Curtin University in Western Australia. She was formerly at the Graduate School of Management, the University of Western Australia. She has a PhD in organisational psychology and an MBA, and is a professional member of the Australian Library and Information Association and the Australian Computer Society. She teaches research methodology to on-campus students and is also an online (distance) tutor in the University of London Institute of Education's Certificate in Online Education and Training. Jane has also worked as a manager, trainer, and database designer. She has published widely on information management and technology in education. Current international research projects include evaluation of the psychological impacts of computer-supported collaborative learning, and Internet site evaluation.

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Kevin Leander, Vanderbilt University
Email kevin.leander@vanderbilt.edu
URL http://peabody.vanderbilt.edu/depts/tandl/faculty/Leander/leander

Kevin M. Leander is an Assistant Professor in the Department of Teaching and Learning, Peabody College, Vanderbilt University. His research interests include situated and critical approaches to classroom discourse and writing, sociocultural theory, computer mediated communication, and the use of new technologies in teacher education.

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Adam Lindsay, Lancaster University (UK)
Email atl@comp.lancs.ac.uk
URL http://www.comp.lancs.ac.uk/computing/users/atl/

Adam Lindsay is a member of the research staff in the Department of Computing at Lancaster University (UK). This follows his position as the Principal Investigator in multimedia representation in the Belgian research company, Starlab (http://www.starlab.be/). Adam went to Belgium in 1996 following a Master's degree from the MIT Media Lab as one of the charter researchers in what was then Riverland Research. Following his interests in description of non-speech audio and audio-visual material, he has emerged to be one of the leaders in MPEG-7 standardisation, focusing on applications, audio, and philosophy.

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Barbara Lockee, Virginia Polytechnic Institute and State University
Email Barbara.Lockee@vt.edu
URL not available

Barbara Lockee is an Assistant Professor of Instructional Technology at Virginia Tech. Her primary focus is the implementation of distributed learning systems, and she contributes to faculty training for distance education at Virginia Tech. She teaches courses in distance learning and professional development, and assists with the coordination of an on-line master's degree in Instructional Technology.

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Kenn Martin, University of Western Australia
Email kmartin@csd.uwa.edu.au
URL http://www.acs.uwa.edu.au/csd/staff/martin.html

Kenn Martin is a Project Officer at the Centre for Staff Development at the University of Western Australia. He provides information technology development and support within CSD including ongoing refinement of the Centre's World Wide Web pages (http://www.csd.uwa.edu.au) and other IT based staff development initiatives. His research interests include computer-mediated communication as an enabler of reflective practice and emergent behaviours of large systems.

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Cecelia Merkel, University of Illinois, Urbana-Champaign
Email merkel@alexia.lis.uiuc.edu
URL not available

Cecelia Merkel is a Ph.D candidate in the department of Library and Information Science at the University of Illinois. She is currently the Curriculum and Instruction Coordinator for the Community Networking Initiative CNI/Prairienet project. This project provides Internet access, computer training, and computer hardware to low-income teens and adults in the Champaign-Urbana community. Her dissertation research will focus on the CNI project.

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Leslie Moller, Pennsylvania State University
Email lxm31@psu.edu
URL not available

Leslie Moller Ph.D. is an Assistant Professor of Instructional Systems at Penn State University at the Great Valley Graduate Center. Previously, Dr.Moller worked, for over 15 years, as a corporate and consulting instructional designer. He is a former Associate Editor of Performance and Instruction and is currently a contributing editor for Performance Improvement Quarterly. He received his doctorate in instructional research and development from Purdue University. His research interests include Distance Education with an emphasis on Developing Learning Communities. In that same vein, any research which relates to redefining the meaning of education which can be caused by technology. Outside of distance education, he is also researching problem solving models and has a long term involvement in human performance technology.

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David R. Moore, Portland State University
Email moored@pdx.edu
URL not available

David Richard Moore Ph.D. is the Manager of Distributed Education with the Office of Information Technologies at Portland State University. His duties include providing oversight, promotion, and assistance with online educational endeavors. Dave spends most of his time helping the PSU faculty improve their instruction by applying psychological, organizational, and pedagogical principles.

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Blanche O'Bannon , University of Tennessee-Knoxville
Email bobannon@utk.edu
URL http://web.utk.edu/~bobannon/homepage.html

Blanche O'Bannon is an Associate Professor in the Department of Instructional Technology, Curriculum and Evaluation (ITCE) at The University of Tennessee in Knoxville, TN. She teaches courses in instructional technology, multimedia development and telecommunications. Her research interests include the professional development of university faculty and K-12 teachers for the integration of technology and curriculum, development of multimedia/hypermedia learning environments and course development focusing on these areas. In the last two years, she has co-authored and been awarded in excess of 1.5 million from the US Department of Education to facilitate the integration of technology into the teacher education curriculum to prepare future teachers to be technology proficient educators.

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Evangeline S. Pianfetti, University of Illinois, Urbana-Champaign
Email esecaras@uiuc.edu
URL http://www.ed.uiuc.edu/facstaff/esecaras

Evangeline Secaras Pianfetti is a Visiting Assistant Professor with the Office of Educational Technology at the Unviersity of Illinois, College of Education. Her research focuses on the efficacy of digital media in the K-12 classroom.  Her areas of specialization include multimedia production and digital video. Currently, she is looking at ways to facilitate the use of advanced digital technologies as instructional and learning resources for students and teachers.

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Glenda Rakes, The University of Louisiana at Monroe
Email edgrakes@ulm.edu
URL http://www.ulm.edu/education/grakes.html

Dr. Glenda Rakes, formerly a senior instructional design specialist with the Federal Express Corporation, is currently an associate professor at The University of Louisiana at Monroe teaching graduate and undergraduate instructional design and technology courses. She also serves as the university Coordinator of Instructional Design and Technology.

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George Reese, University of Illinois, Urbana-Champaign
Email g-reese@uiuc.edu
URL http://www.mste.uiuc.edu/reese/reese.html

George Reese is completing graduate studies in mathematics education at the University of Illinois at Urbana-Champaign. His current work involves developing curricula that teach mathematics using Internet-based tools. As assistant director of the Office for Mathematics, Science, and Technology Education (MSTE), he supervises development of the MSTE Web site.

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John Schmitz, University of Illinois, Urbana-Champaign
Email jschmitz@uiuc.edu
URL http://web.aces.uiuc.edu/aim/john/jgs.htm

John Schmitz studied philosophy and psychology of education at the University of Illinois. Schmitz is manager of one of the first Web-based development labs in the country, the AIM Lab, which he founded in 1993.  His research interests include: Distance Learning and Digital Libraries, Psychology of General Education, Cognitive Augmentation Environments & Outreach Information Systems.

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Greg Sherman, Virginia Polytechnic Institute and State University
Email shermang@vt.edu
URL not available

Greg is an Assistant Professor of Instructional Technology at Virginia Tech. He currently teaches courses in instructional design and evaluation.  He has nine years K-12 experience, and he is currently researching the effectiveness of a context-driven model of electronic media-supported instructional design for K-12 teachers.

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Peter Charles Taylor, Curtin University of Technology
Email itaylorp@info.curtin.edu.au
URL not available

Peter Taylor is a Senior Lecturer in Curtin University's Science and Mathematics Education Centre, a graduate centre for professional development of teachers of science, mathematics and technology. Peter's teaching makes use of a range of referents including constructivism, critical theory and feminist theory, and aims at engaging teachers as critically reflective and culturally transformative practitioners. He undertakes research on his own on-line distance teaching practice for which he has been awarded national research and teaching development grants. The main emphasis of his teacher-researcher activity is to investigate the potential of on-line teaching and learning for creating a discursive community of empowered learners.

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Umesh Thakkar, University of Illinois at Urbana-Champaign
Email uthakkar@uiuc.edu
URL not available

Umesh Thakkar received his Bachelor of Science degree in computer and information science and PhD degree in instructional design and technology, all from the Ohio State University. Umesh is a research scientist with the National Center for Supercomputing Applications at the University of Illinois at Urbana-Champaign (http//www.ncsa.uiuc.edu/ ), and his interests include science education, professional development programs for educators, and evaluation of emerging educational technologies.

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Carmel Vaccare, Longwood College
Email cvaccare@longwood.lwc.edu
URL not available

As Director of Emerging Technologies, Carmel researches and demonstrates new and emerging technologies for Longwood College's Institute for Teaching Through Technology and Innovative Practices in South Boston, Virginia. His educational background includes a PhD in Instructional Technology, an MS in Mathematics, BS in Electronics Engineering Technology, and additional studies in Fine Arts. Carmel was the Director of Academic Computing and Technologies at Concord College and had been previously employed by Virginia Tech and Southside Virginia Community College. While at Virginia Tech and later at Virginia Tech's Internet2 Studio in Richmond, Virginia, he researched new and emerging educational technologies and tools for use in the classroom He also developed innovative uses for existing technologies and with faculty in applying these technologies to their courses and projects. His instructional background includes over a decade's experience in teaching electronics, mathematics, computers, and industrial controls courses. Carmel's main research area of interest continues to be in collaborative tools that encourage the exchange of visual information. The perspective that guides his approach to all educational technologies is that unless the technologies are easy to employ, inexpensive to maintain, and add something that cannot be gained by simpler means, they will not be used. This perspective has resulted in a pragmatic approach to selecting technologies based on his 4 S model. The model uses the criteria of Simplicity, Stability, Scalability, and Sustainability combined with a system for analyzing instructional events based on time and space dependency.

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Michael Waugh, University of Tennessee
Email mwaugh@westga.edu
URL not available

Michael Waugh is a Professor of Education at the University of Tenneesee.  He has a BS in Biology from West Georgia College and an MA and EdD in Science Education from the University of Georgia.  His primary research interests focus on establishing the impact and long term value of instructional interactions on electronic networks.

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