Eric Benhamou Chairman and Chief Executive Officer 3Com Corporation

Eric Benhamou was named CEO of 3Com Corporation in September 1990; previously, he held a variety of senior management positions in engineering, operations, and management. From 1993 to 1997, Benhamou served on the Board of Directors of Smart Valley Inc., a nonprofit consortium seeking to revitalize the Silicon Valley economy through advanced telecommunications and networking technologies. Benhamou chaired Smart Valley’s telecommuting effort. In 1997, Bill Clinton appointed Benhamou to the President’s Information Technology Advisory Committee, which advises the President on research and development focal points of federal programs to maintain United States leadership in advanced computing and communications technologies and their applications. Benhamou currently serves as chairman of the Board of Directors of Palm, Inc. He serves as Chairman of the National Advisory Board for Western Governors University, a virtual university using advanced networking technologies to deliver technology-based distance-education. He also serves on the Board of Directors for Cypress Semiconductor and Legato, as well as the Stanford University School of Engineering board of advisors. Benhamou holds an honorary doctoral degree from Ben Gurion University of the Negev, a master of science degree in electrical engineering from Stanford University, and a Diplôme d’Ingénieur from Ecole Nationale Supérieure d’Arts et Métiers, Paris.

Tim Best State Technology Director, OH

Tim Best is the program director for the state of Ohio's Ohio SchoolNet Commission. In this capacity, Dr. Best designs and coordinates professional development opportunities that focus on technology and learning for Ohio teachers. Prior to his work in state government, he was executive director of the Center for Leadership in Education, a Cleveland-based foundation involved in school change. Dr. Best has also served as senior researcher with the Coalition of Essential Schools at Brown University and as a systems designer for Fitch, Inc., a London-based design consultancy.

Steve Cowdrey Cherry Creek School District, CO

Mr. Cowdrey a strong mix of education, business, and management experience. His professional career includes upper level management positions in both educational and business settings. Currently, he holds the position of Director of Educational Technology and Media at Cherry Creek Schools in Denver, the third largest school district in the State of Colorado. His responsibilities include long-range planning, professional development (including an in-district Technology Masters Degree program), program coordination, and curriculum development integrating technology. He also directs the media program and the Student Achievement Resource Center, which houses Staff Development, Media Production, the Professional Library, Bibliographic Services, and the Consolidated Video Library. Since Mr. Cowdrey joined Cherry Creek, the district has received honors from The National School Boards Association (site visit and Video Salute), Apple Computer (featured in Five Step Forward: Professional Development satellite broadcast and on Apple's Teaching Learning and Technology CD), and the U.S. Department of Education (represented Colorado at the Secretary's National Educational Technology Conference). Prior to joining Cherry Creek Schools, he served as a full-time consultant and traveled nation-wide providing technology planning and professional development for schools and school districts. He has also served as Technology Coordinator for Colorado Springs Public Schools and held positions in the district as Teacher, Instructional Supervisor, and Science Supervisor. Mr. Cowdrey's experience outside education includes positions as Vice President of a local computing firm, Media Production Manager for an advertising agency, and Minister of Youth and Education in a local church. He holds a Certificate of Advanced Graduate Study in Educational Technology, a Masters of Arts in Teaching, a Masters of Religious Education, and a Bachelor of Arts in Psychology.

Kristi Rennebohm Franz, International Education and Resource Network

Kristi Rennebohm Franz is a primary multiage classroom teacher of 6,7,8 year olds at Sunnyside Elementary School in Pullman, Washington. Since 1993, she has been using telecommunications with her young students to develop their literacy, science, social studies, art, world language, multicultural, geography and math understandings. Her first and second graders author their classroom email messages, website, edit and use digital images and edited video tapes as well as use videoconferencing from their school to share their learning across curricular topics with local to global peers. They assume new technologies as a way to learn! As a Lead Teacher on the International Education and Resource Network since 1993, Kristi has designed and coordinated online curricular classroom service learning collaborations for children around the world such as the Global Art Projects (on topics of Family, Caring, Peacefulness, and Habitats), Quilt Math as part of Connecting Math to our World Project, Water Habitat Project, Comfort Quilt Project, Dr. Martin Luther King, Jr. Peace and Friendship Project and Family Elders Project. These projects have received local to global recognition. She has created "Launching Literacy Essential Learnings Through Local to Global Communications" and "The WRITE to Care Framework" as curricular models of meaningful uses of technology in the primary classroom.

Keith Geiger, U. S. Department of State

Keith Geiger was named by President Bill Clinton as Director of the U.S. Information Agency's Office of Academic Programs in 1997. In 1999, USIA became part of the US Department of State, where Mr. Geiger now serves as Deputy Assistant Secretary for Academic Programs. He directs the Fulbright Program, the U.S. government's premier international educational exchange program. Mr. Geiger also oversees the English language training programs abroad and foreign student advising programs. Mr. Geiger has a 35 year distinguished career in education before joining the U.S. Department of State. He served as President of the National Educational Association, (NEA), from 1989-1996. He was appointed by Presidents Reagan, Bush and Clinton to national boards and commissions on the future of education and teaching, and was a member of the executive board of Education International, the international teachers' union. Mr. Geiger was born in Michigan, and began his career as a high school mathematics and science teacher. He received his Bachelor's degree from Asbury College in Kentucky and an MA from Peabody College in Tennessee.

Liz Glowa, Montgomery County Public Schools, MD

Dr. Glowa has a strong mix of elementary and secondary regular and special education experience. Her professional career includes working as a teacher, school administrator, and district level administrator. Recently, she became the special assistant to the Chief Information Officer in the Office of Global Access Technology for Montgomery County Public Schools, one of the largest and most diverse school districts in the nation. Her work is focused on special projects including distance education, community outreach and partnerships, grants, and representing the needs of schools and students on the leadership team within the Office of Global Access Technology. She serves as the principal investigator on the Maryland Technology Consortium, a Federal Innovation Challenge grant. The Maryland Technology Consortium is focused on identifying, developing, and assessing highly effective models of staff development for training teachers to integrate technology into curriculum at the secondary level. Primary partners in this grant include the Maryland State Department of Education, Prince George's and Baltimore Counties, Johns Hopkins and Towson Universities, Marco International, Microsoft, and Apple Computers. Previously, she held the position of Director of Instructional Technology in Montgomery County Public Schools (MCPS). MCPS has 189 schools spread throughout an urban-to-rural landscape of more than 500 square miles. Dr. Glowa's responsibilities included providing leadership in the planning and implementation of the countywide Global Access project, professional development design, delivery and evaluation, and resource development to support the instructional uses of technology. This development has included curriculum revision to reflect technology integration, web sites designed to support teaching and learning for staff and students, and community, and grants. The Early Childhood Technology Literacy Project, a Federal Literacy Challenge grant, was the top winner in the Education and Academia category of the 2000 Computerworld Smithsonian Awards. This award recognizes innovative applications of technology that benefit society. Dr. Glowa has presented at national conferences including NSBA Technology and Learning and the U.S. Department of Education Secretary's National Educational Technology Conference. She has served on county, state, and national task forces focused on distance education and evaluating technology implementation.

Ed Gragert International Education and Resource Network

Dr. Edwin H. Gragert is Director of I*EARN-USA. Since it's creation in 1988, I*EARN has expanded significantly, now linking students and teachers in 92 countries to enable them to collaborate on projects that both enhance learning and improve the quality of life on the planet. From 1979-90, he was the Executive Director of ICYE-US, a youth exchange program with both high school and community service volunteer exchanges among 30 countries. He worked for the International Relations Committee of the U.S. House of Representatives in 1978, investigating US-Korean relations. Dr. Gragert received his BA in Japanese political science from the University of Washington (Seattle) and MA in Korean History at Columbia University. His Ph.D. at Columbia University was in Japanese history, focusing on landownership changes brought about by Japanese colonial administration in the early 20th century. His book, "Landownership Under Colonial Rule: Korea's Japanese Experience," was published by Columbia and the University of Hawaii in 1994.

Dr Hinostroza has professional qualifications in Industrial Engineering (1998), a Master degree in Computer Science (1990) and a Ph.D. in Information Technology in Education (1999 - Institute of Education, University of London). His research interests are related to the design and use of ICT in education. Since 1992 he has been working as part of the core team of the
Chilean national project ‘Enlaces’.

Cheryl Lemke The Metiri Group

Cheryl Lemke is the CEO of the Metiri Group, a consulting firm based in Los Angeles, California. She is a respected facilitator, currently working with groups such as the Senator Bob Kerrey's Web-based Education Congressional Committee, the CEO Forum and the U.S. Department of Education. Her firm provides services ranging from public policy consultation to school technology audits and online assessment designs. Formerly the Executive Director of the Milken Exchange on Education Technology, Ms. Lemke is a nationally recognized expert in education technology. With more than 20 years experience in public education, she has held positions as the state technology director in Washington State and the Associate Superintendent for Learning Technology for the Illinois State Board of Education.

Ann Mastergeorge is a senior researcher and project director at CRESST. Dr. Mastergeorge received her Ph.D. in the Graduate School of Education at UCLA in the division of educational psychology and developmental studies. Her areas of expertise are in qualitative methodology and research design, and assessment and evaluation of school reform efforts. Her research interests include sociocultural learning in classroom contexts, understanding problem-solving contexts in school cultures and everyday environments, language and learning development and disability, perceptions of disability in classroom environments, and teacher belief systems in creating learning environments. Projects directed at CRESST include assessments of teachers' understanding and implementation of instructional strategies and accommodations for students with disabilities, evaluating school culture shifts in implementing educational plans for students with disabilities, evaluations of best practices for integrating technology in school environments, assessments of collaborative learning environments in mathematics, and evaluating school reform in schools across the country implementing creative learning communities.

Barbara Means serves as Center co-PI, directs the CILT evaluation component, serves as co-leader for the Assessments for Learning theme team, and is responsible for making SRI's intellectual, organizational, and equipment resources available to the Center. Dr. Means' own research focuses on the development of innovative approaches for evaluating technology-supported education initiatives and the study of collaborative learning over electronic networks. She leads SRI's evaluation of GLOBE (http://www.globe.gov/), a worldwide WWW-based science and education program, and the evaluation of Silicon Valley Challenge 2000, a public-private partnership to support systemic reform and the introduction of technology into 37 schools in 9 districts. She was co-PI on an NSF grant to study how network and collaborative software technology can support learning through interactions with a mentor.

Recipient of the Microsoft-sponsored Technology and Learning 1998 United States National Teacher of the Year award, the NJ and United States Eastern Region Teacher of the Year awards, two NJ Best Educational Practices awards, a NJ Association of School Curriculum award, and the 1998 Princeton University Distinguished Secondary School Educator award. Mrs. McGinn is a US Commissioner on the Congressional Commission for Web-based Education. Mrs. McGinn was appointed by US Secretary of Education Richard Riley to that 16 member committee charged by legislation to prepare a report and policy recommendations to Congress and the President. She serves on advisory boards for PBS OnLine, the Milken Foundation, SchoolCity.com, and Technology and Learning magazine. Florence McGinn is presently appointed to advisorships for PBS On-line, the Milken Foundation, Technology and Learning magazine, and SchoolCity. Mrs. McGinn's pilot project work develops through support from AT&T, Johnson & Johnson, Liberty Science Center, Lucent Technology, Bose Corporation, Global Knowledge Exchange, ComWeb, and the Hunterdon Foundation. Electric Soup, her high school's on-line literary magazine, has received a NJ Best Educational Practices award, a NJ Association of School Curriculum award, and been cited as one of NJ's best web sites as well as one of the Ten Best Educational Sites on the Internet. She teaches English and is a Pilot Programs Developer at Hunterdon Central Regional High School in Flemington, New Jersey. She has taught courses on technology-assisted learning at The Academy and the ETTC as well as in a televised, ten part series produced by NJ Network. She has presented widely as keynote, moderator, or guest panelist at events such as Conference 2000 at the invitation of Singapore's Ministry of Education, in China at the invitation of the Ministry of Education and GKE, at NECC, TechSpo, and SchoolTech, for the US Dept. of Education, for the NJ Dept. of Education, for the NJ State School Board, and for groups including AT&T, NJASA, PBS, and IBM.

Jim Nazworthy is director of the South Central R*TEC soon to be the High Plains R*TEC. SCR*TEC works to bring about reform in education by fostering the use of distributed learning environments. Their strategy is to provide the opportunity for just-in-time learning objects that are created by experienced educators. The SCR*TEC strategy is built on the notion of every educator as both information provider and information consumer, which creates a demand-based learning object economy as opposed to a supply-based learning economy. Jim is now the Director of the Advanced Learning Technologies (ALTec) division of the Center for Research on Learning at the University of Kansas. ALTec operates the High Plains R*TEC, the 21st Century Chautauqua PT3 Catalyst Grant, and several other educational technology projects. Before coming to the R*TEC, Nazworthy taught secondary math and science. Nazworthy co-developed a computational science curriculum at the secondary level through projects sponsored by the Cornell Theory Center and the Pittsburgh Supercomputing Center. The project-based computational science model became the foundation of an NSF supported, virtual education community. The student project team was the base unit of this distributed education model. Teachers mentored local students on process objectives and students from other schools on content objectives for a project in their area of expertise. The virtual education consortium model provided for distributed curriculum via a shared assessment and project management structure. While pursuing a Doctorate in educational information technology at the University of Kansas, Nazworthy has research interests in distributed learning environments, learning objects, and knowledge Management.

Dr. Bill Penuel is a research social scientist at the Center for Technology in Learning at SRI International. His research focuses on the assessment and evaluation of technology-based projects designed to support teachers, principals, and district administrators in implementing collaborative school reform initiatives. He is particularly interested in the study of how school professionals interpret and use assessment data in planning for these initiatives. Currently, he is working as an evaluator on the Joint Venture: Silicon Valley Challenge 2000 project, the GLOBE project, and the Joyce Foundation funded study of technical supports for urban high school reform. Prior to coming to SRI, Dr. Penuel worked a program evaluator on projects in San Francisco, Nashville, and Cobb County, Georgia public schools and as a business partner of the Learning Society Network at OISE/University of Toronto.

Barbara Reeves is currently the Director of Instructional Technology at the Maryland State Department of Education. Her unit provides leadership and coordination for implementation of Maryland's long-range State Technology Plan. As part of that implementation, the Instructional Technology Unit administers the State and federal programs that provide funding for technology in local schools and school districts in Maryland. Previously at the Maryland State Department of Education, Ms. Reeves coordinated several projects related to technology, including the development of a multimedia tool to help classroom teachers learn about effective teaching practices. In 1988, she developed an instructional guide for teachers entitled "Computers in the Writing Program" that provided an overview on how computers, and, especially, word processing, can support all aspects of the writing process. Ms. Reeves was a high school teacher in Baltimore County for fifteen years before coming to the Maryland State Department of Education in 1987.

Sarah Skerker, technology specialist, is director of the award winning Mantua Distance Learning Center, at Mantua Elementary in Fairfax, Virginia. She has been instrumental in establishing distance learning as a value-added application in the K-6 environment. Mrs. Skerker has worked with general education, English as Second language, learning disabled, Deaf, and gifted and talented students. She also serves as director of Mantua's One-to One Immersion in Technology mobile computing initiative. Mrs. Skerker is an innovator in the use of educational technology and has been instrumental in the development and implementation of Mantua: A Basic School Powered by Technology. Sarah Skerker is an exceptional teacher, typifying the positive characteristics that set one apart for special recognition. She is the recipient of the 1999 Hearlihy/Foundation for Technology Education Scholarship, Excellence in Teaching/Integrating Technology, February 1999. She was awarded Honorable Mention on the USA Today All-USA Teacher Team, January 1998. Mrs. Skerker has also received many grants including the FCPS Education Foundation Sallie Mae Teaching with Technology Grant, January 1999, and Virginia Society for Technology in Education 1998-99 Minigrant. She has also given numerous presentations at national and international conferences.

David Thornburg The Thornburg Center

As the founder and Director of Global Operations for the Thornburg Center, and as Senior Fellow of the Congressional Institute for the Future, David Thornburg conducts research and provides staff development in the areas of educational futures, multimedia, communications and whole mind education throughout the Americas. He helps clients to think intelligently about the future and is active in exploring ways that telecommunications and multimedia will change the face of learning, both at home and in the classroom. His educational philosophy is based on the idea that students learn best when they are constructors of their own knowledge. He also believes that students who are taught in ways that honor their learning styles and dominant intelligences retain the native engagement with learning with which they entered school. A central theme of his work is that we must prepare students for their future, not for our past. Dr. Thornburg is the recipient of several awards for product design and is the recipient of both the Golden and Platinum Disk awards from CUE (Computer Using Educators, Inc.) for his contributions to the advancement of learning and learning technologies. In 1999 he was selected as one of twenty "pioneers" in the field of educational technology by ISTE, the premiere organization devoted to the advancement of technology in learning, and was named by Technology and Learning magazine as one of the top ten most influential people in the field of educational technology in the past twenty years.

Kevin Warner is Director of Worldwide Education at Cisco Systems. He is responsible for developing strategy and implementation plans for the Cisco Networking Academy program - a program that teaches high school and college students the skills they need to design, build and maintain computer networks. Mr. Warner formerly held several marketing positions at Apple Computer, most recently as program manager, Education Marketing and Customer Programs. Mr. Warner holds a B.A. degree in economics with an emphasis in management and public policy from the University of California at Davis.

Concerned with issues of equity and technology, Laura Blasi is a fellow at the Center for Technology and Teacher Education, while working on her dissertation at the Curry School of Education. She has been working on the evaluation of educational technology in k-12 and university settings for the past three years. She has also been part of the OERI's Gender Equity Panel, and has been creating content for a Web-based project for PBS titled: Racial Legacies and Learning. Prior to joining the Center, she developed programs for the Association of American Colleges and Universities including DiversityWeb, after earning her Masters at Georgetown University. She arrived in DC after teaching English in Japan for two years at a private school, and continues to study issues related to language and literacy in the context of technology.

Elsie L. Brumback retired in December, 1998, after having served the agency for the past 25 years in various technology leadership roles. Prior to joining the NC Department of Public Instruction, she was Supervisor of Media and Technology for many years in Fairfax County Public Schools, Fairfax, Virginia. In September 1998, Education Secretary Richard Riley named Mrs. Brumback to the U.S. Department of Education's 18-member Technology Expert Panel and at the first meeting of the Panel, she was selected by her peers to co-chair this national initiative. In February 1999, she was selected by the North Carolina Education Cabinet to chair the North Carolina School Technology User's Task Force II. Working with UNC-General Administration, Community Colleges, and the Department of Public Instruction, this Task Force assessed the progress made by the various education institutions in North Carolina since the initial Task Force Report was issued in 1995 and crafted a new set of recommendations for the 21st Century. The Report of Task Force II was presented to key educational leaders and policy makers on April 4, 2000, and will be used as a roadmap for preparing teachers to acquire the skills necessary to fully integrate technology into the teaching/learning process. During the past year, Mrs. Brumback has served as an educational technology consultant to various groups and agencies; including the National Governor's Association, the Council of Chief State School Officers, the US Department of Education, SERVE/SEIR*TEC, several State Departments of Education, etc.

Walter Heinecke University of Virginia

Walter F. Heinecke is Assistant Professor of Educational Policy and Evaluation at the Curry School, University of Virginia. He received his doctorate in Educational Leadership and Policy Studies from Arizona State University in 1997. He teaches courses in research and evaluation methodology and educational technology policy. His research interests include the implementation and the evaluation/measurement of the impact of technology in preservice teacher education and in K-12 learning environments. His research primarily focuses on the impact of policies on teachers and students. He is currently evaluator of two U.S. Department of Education Preparing Tomorrow's Teachers for Technology Grants. He also co-edits the annual: Research Methods in Educational Technology, published by Information Age Press.

Margaret Honey Director of EDC's Center for Children and Technology (CCT)

Margaret Honey 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.

Barbara McCoombs University of Denver

Barbara McCoombs has a Ph.D. in Educational Psychology from Florida State University. She is Senior Researcher at the Denver Research Institute located on the University of Denver's campus in Denver, Colorado. She has more than 25 years of experience directing research and development efforts in a wide range of basic and applied areas. Her particular expertise is in the area of motivational and self-development training programs for empowering youth and adults. She is the primary author of the "Learner-Centered Psychological Principles: A Framework for School Redesign and Reform" being disseminated by the American Psychological Association's Task Force on Psychology in Education. Under her direction, her group has recently completed a video-supported professional development program for staff developers and teachers based on the Principles, entitled FOR OUR STUDENTS, FOR OURSELVES: Putting Learner-Centered Principles into Practice (Part 1) and Stories of Change toward Learner-Centered School and Classroom Practices (Part 2). Her concept of a K-16 seamless professional development model is described in her book, published by Jossey-Bass in March 1997 and co-authored with Jo Sue Whisler, entitled "The Learner-Centered Classroom and School: Strategies for Enhancing Student Motivation and Achievement". This book also describes a set of K-16 self-assessment and reflection tools for teachers to use in determining the degree to which their beliefs and classroom practices are "learner-centered" from their own and their students' perspectives. A second book, which she co-edited with Nadine Lambert, entitled "How Students Learn: Reforming Schools through Learner-Centered Education", was published by the American Psychological Association in January 1998 and contains a collection of chapters that provide the research base for learner-centered practices at the school and classroom levels. In addition, she helped create a video-supported program. And Learning for All, to inspire a new vision of American education and bring information and useful strategies related to effective learner-centered practice to school administrators, teachers, parents, and school boards. Finally, she has developed a CD-ROM supported education program, entitled The Sun's Joules, for the Department of Energy and National Renewable Energy Laboratory on the topic of renewable energy for middle and high school students. This problem-based, learner-centered, standards-based, and interdisciplinary program includes a Teacher Guide with examples of learning activities and units for teachers to build upon in their own lessons, Facilitator Manual for supporting a two-day workshop on program implementation, and a Standards Reference Document of Colorado and national standards for mapping program content to local standards.

Robert McNergney

Robert McNergney is professor in the Curry School of Education at the University of Virginia. He teaches courses in educational foundations, evaluation, writing, and research. He also teaches a set of Internet-based, case-based courses for educators in the United States, Canada, England, and Scandinavia. McNergney has co-authored three books and edited four. His writing has appeared in the Handbook of Research on Teacher Education, Educational Researcher, Journal of Teacher Education, The Washington Post, and The New York Times. He served as chair of the Technology Committee for the American Association of Colleges for Teacher Education, 1999-2000.

Cathie Norris University of North Texas

Bernajean Porter Co-Director of PDK Technology Audit Services

Bernajean Porter is currently CEO of Education Technology Planners, Inc, a consulting group supporting future searches, community-based planning, conducting technology and learning assessment audits, designing and implementing staff development programs, and preparing district leadership for leading out change. With over thirty years of experience as an educator, Bernajean's seminars and work reflect extensive, practical experience in technology planning projects, TLCF grants, and technology audits with over 700 districts throughout the United States and overseas. She recently developed the Technology Planning Blueprint and NextSteps assessment toolkit for the State of Illinois leadership team. She is author of Grappling with Accountability: Resource Tools for Organizing and Assessing Technology for Student Results. Her work uses the application of systems thinking and chaos theory to deal with the challenges of change and re-culturing efforts in education today.

Saul Rockman Rockman, et al

Saul Rockman consults on education and technology for corporations, state and federal agencies, and educational organizations. He established Rockman et al in 1990 after leaving the education marketing group of Apple Computer where he was manager of education research. While at Apple, Rockman disseminated research findings on the impact of computers for learning and managed a large-scale effects study. He helped Apple establish partnerships with educational organizations for national technology policy development. Prior to joining Apple, Rockman was director of technology programs at the Far West Regional Educational Laboratory (now WestEd) in San Francisco, California. There he conducted research on teacher training programs in technology, analyzed technology resources in social studies, developed distance education projects for rural schools, served as executive producer of award-winning videos on child care, and conducted technology policy research. Before moving to San Francisco, Rockman was director of research at the Agency for Instructional Technology in Bloomington, Indiana. At AIT, he conducted research on numerous instructional television programs for a consortium of state and provincial educational agencies and developed and managed a computer and video project on problem solving. He was noted for creating innovative evaluation techniques for television and computer materials. Rockman writes and speaks on the impact of technology on learning, equity issues and technology policy, children s television, and evaluation methodology. He is the producer of award-winning children s television, and designer of award-winning multimedia projects, and has consulted for diverse organizations ranging from the Department of Education to The Disney Channel. He has written successful Challenge Grant proposals and is holds the evaluation contract for four Challenge Grant projects. Current and recent clients of Rockman et al include: Ameritech, Apple Computer, Autodesk, Br derbund, The Buddy Project, California Department of Education, Claris, Compaq Computer, Congressional Office of Technology Assessment, Children s Television Workshop, Indiana Department of Education, Microsoft, Pacific Bell, PBS, TRO, US West, WarnerActive, and several NSF and Department of Education projects.

Michael Russell is a Senior Research Associate for the Center for the Study of Testing, Evaluation and Educational Policy at Boston College and as an Assistant Research Professor for the Lynch School of Education at Boston College. He has worked on a number of projects related to school reform and educational technology. These projects include examining the impact educational technologies have on teaching and learning in the classroom, studying changes teachers make to their instructional practices in order to help students achieve state-level standards, assessing the effect of comprehensive school reform on
students' attitudes and performance, and monitoring the ways in which state-level testing programs impact school and classroom practices. In addition, he has conducted several studies that examine the accuracy with which paper-and-pencil writing tests measure the performance of students accustomed to working on computers. Looking to the future, he hopes to continue examining the implications educational technology have for testing student performance and studying the impact educational technologies have on teaching and learning. He received his B.A. from Brown University, a Masters in Secondary
Education from Boston College, and a Ph.D. in Educational Research, Measurement and Evaluation from Boston College.

Lynne Schrum University of Georgia

Lynne Schrum received her M. A. in Elementary Education and Learning Disabilities from the University of Evansville, and in 1991, a Ph.D. in Curriculum and Instruction from the University of Oregon. She has taught courses on distance learning, telecommunications, research methods, and technology in schools. Dr. Schrum's research and teaching focus on online and distance learning, implementation of technological innovations in education, and appropriate uses of information technology in K-12 education. She is the immediate past-president of the International Society for Technology in Education (ISTE). Dr. Schrum has written two books and numerous articles and monographs on these subjects, and consults and speaks with post-secondary educators, K-12 educators and administrators, and policy makers throughout the US and in many countries around the world.

Elliot Soloway Professor University of Michigan

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.

Cheryl Williams, National School Boards Association

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