Press Room
Press Events
American Educational Research Association Annual Meeting
Apr 7-11 2006
For a complete list of presenters and associated presentation materials, visit our virtual press kit, which will be published on March 22.
With the theme "Education Research in the Public Interest," The American Education Research Association held its 88th Annual Conference in San Francisco from April 7 through April 11, 2006, and CCT participated in the proceedings. Members of our research staff presented papers and/or lead poster sessions describing our latest education technology research findings.
This press kit contains our day-by-day schedule at the conference, links to the bios of staff in attendance and papers for downloading, printing or online reading.
Special Events
2006 Jan Hawkins Award To Be Announced Monday, April 10 at AERA
The 2006 recipients of the Jan Hawkins Award for early career contributions to humanistic research and scholarship in learning technologies will be announced on Monday at 12:25pm in Moscone Center South / Mezzanine Level East, Room 224. Following the announcement, 2005 recipients, Marina Bers of Tufts University and David Cavallo of the MIT Media Lab will both present their award-winning research: Developmental Technologies Versus Educational Technologies: Designing and Studying Learning Experiences in Complex Contexts (Marina U. Bers) and Making Real Changes in the Lives of Children: Struggles in Improving the Learning Environment for Everyone (David P. Cavallo).
Friday, April 7
Friday, April 7
12:50PM - 1:30PM
Educational Policy and Professional Development Programs: The Role of Policy Alignment to Support Changing Teacher Practices in the United States, India, Brazil, and Korea
In Session: Roundtable 2
Moscone Center West / 3rd Floor, Room 3009
Co-Presented by Daniel Light, Roshni Menon and Katherine McMillan Culp
This paper explores how the alignment between educational reform, technology infrastructure, and professional development policies impact the success of professional development programs aimed at promoting teacher and student use of technology. Using data from a four-country survey of teachers participating in a large-scale professional development program promoting technology integration, and an analysis of national and local policies, the authors examine curricular reform, professional development and ICT infrastructure policy in the USA, India, Brazil and Korea.
Saturday, April 8
Saturday, April 8
4:05PM - 5:35PM
Designing and Using Video Case Studies for Professional Development on Inclusion in Elementary Mathematics Classroom
In Session: Use of Video Cases in Mathematics Teacher Development: What Are We Learning?
Moscone Center South / Mezzanine Level East, Room 200
Co-Presented by Babette Moeller, Barbara Dubitsky (Bank Street College of Education), Ellen B. Meier (Teachers College, Columbia University) and Ilene Kantrov (Education Development Center)
The purpose of this session is to present and share recent empirical work on the use of case studies in mathematics teacher education. The session brings together three teams of teacher educators and researchers who have developed video case-based materials for mathematics teacher education and are conducting research to assess how the video case materials have helped them accomplish their goals for mathematics teachers. The presenters bring a variety of perspectives, as each team works with video case materials for somewhat different purposes (inclusion, professional development), works in different contexts (elementary, middle and high school teachers, math leadership), and uses multiple research methods (qualitative and quantitative). The discussant will synthesize the emergent findings, relate them to the claims for the efficacy of this approach, and propose questions for future research.
Read the PaperSaturday, April 8
4:05PM - 6:05PM
Supporting Teachers' Assessment Practice With Technology: Using Handheld Computers for Assessment Data Collection
In Session:Technology for Assessment: Innovation and Impact
Moscone Center West / 2nd Floor, Room 2003
Co-Presented by Naomi Hupert, Wendy Martin, Cricket Heinze, Tomoe Kanaya (Muhlenberg College), Helga Perez and Lauren Bates (Education Development Center); Ellen Mandinach (discussant)
This paper addresses teachers use of handheld computers to support student literacy assessments administered as a component of a comprehensive reading program for Kindergarten through third grade students. We present findings drawn from two research projects examining teachers' use of data and the role that handheld computers can play in data driven decision-making.
Read the PaperSunday, April 9
Sunday, April 9
10:35AM - 12:05PM
The Use of Digital Tools to Analyze Data and Make Informed Instructional Decisions
In Session: How Technology Can Impact Data-Driven Decision Making: Theory, Practice, and Results
Moscone Center West / 2nd Floor, Room 2005
Presented by Sherry King; Cornelia Brunner (co-author, discussant)
This paper looks at three examples of a school system's efforts to develop ways to make data genuinely useful for instruction. It describes how tools can link data, instructional practice, and student achievement and it examines the processes and feedback loops the school is using at grade level meetings to use on-going assessment information to improve student learning. The paper also describes potential future uses of data analysis and visualization tools to look systematically at the kind of classroom-based information teachers use to make daily instructional decisions.
Sunday, April 9
10:35AM - 12:05PM
The Impact of Data-Driven Decision-Making Tools on Educational Practice: A Systems Analysis of Six School Districts
In Session: How Technology Can Impact Data-Driven Decision Making: Theory, Practice, and Results
Moscone Center West / 2nd Floor, Room 2005
Co-Presented by Ellen B. Mandinach (chair), Margaret A. Honey, Daniel Light, Cricket Heinze and Luz Rivas
This paper will present data from an NSF-sponsored project that examines how technology-based data-driven decision-making applications are implemented and used by teachers, administrators, and other stakeholders. The multi-year project examines three types of technology-based applications, all different in focus, purpose, and type of use: data warehousing, handheld diagnostic devices, and a paper-and-pencil and web-based system for examining student achievement data. These applications have been implemented in six districts, including three of the five largest. The project examines two implementations of each type of application, with the intent to develop systems models of how data-driven decision-making functions in each district.
Read the PaperSunday, April 9
10:35AM - 12:05PM
A Theoretical Framework for Data-Driven Decision Making
In Session: How Technology Can Impact Data-Driven Decision Making: Theory, Practice, and Results
Moscone Center West / 2nd Floor, Room 2005
Co-Presented by Margaret A. Honey and Ellen B. Mandinach (chair)
This paper concatenates information from the various projects conducted at CCT and lays out a theoretical framework for data-driven decision-making. This framework is based on the notion that data, information, and knowledge form a continuum that can be applied to decision making. We have constructed a model of how data are transformed into knowledge, based on a sequence of six steps. During the iterative set of steps, raw data are always made meaningful by a process of contextualizing within the situation that produced the data. Based on outcomes, the process forms iterative feedback loops that provide additional information that feeds into the decision making process.
Read the PaperSunday, April 9
12:25PM - 1:55PM
Designing a Rigorous Study: Balancing the Practicalities and the Methodology
In Session: Conducting an Experimental Evaluation of the Big Math for Little Kids: Balancing the Rigor with the Relevance
Moscone Center West / 2nd Floor, Room 2020
Presented by Ellen B. Mandinach and Ashley Lewis
This presentation describes the design of randomized field trial and discusses the need to maintain the integrity of such a rigorous research design, while dealing with the plethora of challenges to the design's integrity. The conduct of experiments in real-world classroom settings is difficult at best. The ACS childcare centers present some unique challenges that are described here. While trying to maintain the research design, it is also critical to work collaboratively with the educational institutions, meeting their practical needs. This paper describes the specifics of the particular research setting, but also generalizes about the difficulties of balancing rigor with relevance. This paper will be grounded in the current theoretical and methodological debate about the realities of conducting experiments in classroom settings.
Read the Paper
Other papers in this session:
A Challenging Research Environment:
The ACS Child Care Centers
Describes the research environment presented the largest publicly-funded child care system in the country.
Maria Cordero
Measuring the Efficacy of Big Math for Little Kids:
A Look at Fidelity of Implementation
Discusses the concept of implementation fidelity and details the process used by Big Math for Little Kids for developing and using fidelity measures.
Barbrina Ertle, Herbert Ginsburg, Ashley Lewis
Big Math for Little Kids Workshops:
Background and Content
Discusses the concept of implementation fidelity and details the process used by Big Math for Little Kids for developing and using fidelity measures.
Barbrina Ertle, Herbert Ginsburg, Ashley Lewis
Sunday, April 9
12:25PM - 1:55PM
Educational Technology Integration in Developing Countries: Lessons From Seven Latin American SchoolNets / Brief Paper
In Session: Educational Technology: Domestic and International Evidence
Moscone Center West / 2nd Floor, Room 2006
Co-Presented by Daniel Light and Micaela Manso (Fundacion Evolucion)
Widespread urgency among policy makers in many developing nations to integrate educational technologies into their schools to catch up to wealthier countries prompted this examination of national educational networks (schoolnets). REDAL (Redes Escolares de América Latina: SchoolNets in Latin America) is an international study of educational networks in seven Latin America countries: Argentina, Brazil, Paraguay, Chile, Costa Rica, Colombia, and Mexico. Based on nested case-studies of each national network and four exemplary schools from each country (28 case studies) the results provide an in-depth description of critical factors promoting successful integration of technologies via educational networks in a developing country context.
Sunday, April 9
2:15PM - 2:55PM
Rethinking Professional Development Approaches in the Digital Age: What Does It Mean to "Teach 21st-Century Skills With Technology"?
In Session: Promoting the Development of Teachers through the Use of Computer Technologies
Moscone Center West / 3rd Floor, Room 3005
Co-Presented by Dara Wexler and Katherine McMillan Culp
Drawing upon a case study and formative evaluation of a large-scale K-12 professional development program, this paper explores what it means to "teach 21st century skills" in a technology-rich environment. The case study is based on a program that trains teachers to use online thinking tools to foster higher-order thinking skills and project-based learning activities to support student learning. The paper examines the following questions: What do teachers need to know to teach 21st century skills with technology? What experiences are they likely to need to be prepared to foster these skills in their students? work? How can these skills be taught in the context of core content?
Read the PaperMonday, April 10
Monday, April 10
2:15PM - 3:45PM
The Technology Literacy Inventory: Assessing Teacher Candidates? Readiness to Teach All Students
In Session: Technology Learning and the Field Experience: Moving Teacher Candidates from Preparation to Practice
Moscone Center South / Mezzanine Level West, Room 254
Co-Presented by Bill Tally (chair) and Babette Moeller
In order for teachers to be well-prepared to teach with technology in K-12 settings, teacher candidates need to experience technology across the entire teacher education continuum ? as an object of theory, of practical use in coursework, and of clinical practice with K-12 students. Yet schools, colleges and departments of education have found it difficult to deliver this mix of experiences to teacher candidates for a variety of reasons. Particularly promising ? yet challenging ? is the effort to extend technology beyond the college?s walls, into student teachers? field experiences. This panel brings together leading researchers and program developers from Iowa State University, the University of Virginia, and the Education Development Center, Inc. to discuss their work over the past decade on teacher preparation around K-12 technology use, and most recently, on the problem of how to infuse technology learning effectively into candidate?s field experiences.
Read the Panel ProposalRead a paper in this session:
The Technology Literacy Inventory:
Assessing Teacher Candidates? Readiness to Teach All Students
Discusses the exploratory development of a web-based instrument called the Technology Literacy Inventory (TLI).
Bill Tally and Babette Moeller
Tuesday, April 11
Tuesday, April 11
12:15PM - 1:55PM
Impact of Program Intensity and Participant Characteristics on Technology Professional Development Outcomes
In Session: Improving Student Outcomes through Professional Development
Marriott San Francisco / Pacific F
Presented by Lauren Goldenberg; Co-authored by Katherine McMillan Culp, Daniel Light and Tomoe Kanaya (Muhlenberg College)
Using survey data, this paper examines the relationship between intensity of a technology professional development program and specific participant characteristics in predicting successful outcomes. The five participant characteristics are: teachers' feelings of preparedness to support student technology use; teachers' perceptions of the usefulness of creating technology-based projects with students; teachers' perceptions of the relevance of the pedagogical approaches emphasized; and teachers' prior use of featured software.
Attending Staff Associate Director, CCT
Cornelia Brunner | Bio
The Use of Digital Tools to Analyze Data and Make Informed Instructional Decisions
[Co-Presenting | details]
Research Assistant, II
Dixie Ching | Bio
conference participant, non-presenter
[Co-Presenting | details]
Research Associate
Juliette Heinze | Bio
Supporting Teachers' Assessment Practice With Technology: Using Handheld Computers for Assessment Data Collection
In Session:Technology for Assessment: Innovation and Impact
[Co-Presenting | details]
The Impact of Data-Driven Decision-Making Tools on Educational Practice: A Systems Analysis of Six School Districts
[Co-Presenting | details]
Vice President, EDC; Director, CCT
Margaret Honey | Bio
The Impact of Data-Driven Decision-Making Tools on Educational Practice: A Systems Analysis of Six School Districts
[Co-Presenting | details]
A Theoretical Framework for Data-Driven Decision Making
[Co-Presenting | details]
Senior Research Associate
Naomi Hupert | Bio
Supporting Teachers' Assessment Practice With Technology: Using Handheld Computers for Assessment Data Collection
In Session:Technology for Assessment: Innovation and Impact
[Co-Presenting | details]
Research Assistant, II
Ashley Lewis | Bio
Designing a Rigorous Study: Balancing the Practicalities and the Methodology
[Co- Presenting | details]
Senior Research Associate
Daniel Light | Bio
Educational Policy and Professional Development Programs: The Role of Policy Alignment to Support Changing Teacher Practices in the United States, India, Brazil, and Korea
[Co-Presenting | details]
The Impact of Data-Driven Decision-Making Tools on Educational Practice: A Systems Analysis of Six School Districts
[Co-Presenting | details]
Educational Technology Integration in Developing Countries: Lessons From Seven Latin American SchoolNets / Brief Paper
[Co-Presenting | details]
Impact of Program Intensity and Participant Characteristics on Technology Professional Development Outcomes
[Co-Presenting | details]
Associate Director for Research, CCT
Ellen Mandinach | Bio
Supporting Teachers' Assessment Practice With Technology: Using Handheld Computers for Assessment Data Collection
In Session:Technology for Assessment: Innovation and Impact
[Co- Presenting | details]
The Impact of Data-Driven Decision-Making Tools on Educational Practice: A Systems Analysis of Six School Districts
[Co-Presenting | details]
A Theoretical Framework for Data-Driven Decision Making
[Co- Presenting | details]
Designing a Rigorous Study: Balancing the Practicalities and the Methodology
[Co- Presenting | details]
Associate Project Director
Wendy Martin | Bio
Supporting Teachers' Assessment Practice With Technology: Using Handheld Computers for Assessment Data Collection
In Session:Technology for Assessment: Innovation and Impact
[Co-Presenting | details]
Assistant Director for Research, CCT
Katie McMillan Culp | Bio
Educational Policy and Professional Development Programs: The Role of Policy Alignment to Support Changing Teacher Practices in the United States, India, Brazil, and Korea
[Co-Presenting | details]
Rethinking Professional Development Approaches in the Digital Age: What Does It Mean to "Teach 21st-Century Skills With Technology"?
[Co-Presenting | details]
Impact of Program Intensity and Participant Characteristics on Technology Professional Development Outcomes
[Co-Presenting | details]
Research Associate
Roshni Menon | Bio
Educational Policy and Professional Development Programs: The Role of Policy Alignment to Support Changing Teacher Practices in the United States, India, Brazil, and Korea
[Co-Presenting | details]
Senior Scientist
Babette Moeller | Bio
Designing and Using Video Case Studies for Professional Development on Inclusion in Elementary Mathematics Classroom
[Co-Presenting | details]
The Technology Literacy Inventory: Assessing Teacher Candidates? Readiness to Teach All Students
[Co-Presenting | details]
Research Assistant, II
Helga Perez | Bio
Supporting Teachers' Assessment Practice With Technology: Using Handheld Computers for Assessment Data Collection
In Session:Technology for Assessment: Innovation and Impact
[Co-Presenting | details]
Research Associate
Luz Rivas | Bio
The Impact of Data-Driven Decision-Making Tools on Educational Practice: A Systems Analysis of Six School Districts
[Co-Presenting | details]
Senior Research Associate
Bill Tally | Bio
The Technology Literacy Inventory: Assessing Teacher Candidates? Readiness to Teach All Students
[Co-Presenting | details]
Research Associate
Dara Wexler | Bio
Rethinking Professional Development Approaches in the Digital Age: What Does It Mean to "Teach 21st-Century Skills With Technology"?
[Co-Presenting | details]
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