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 PCERA
2002 Symposium
Information Technology and Learning
Biographies
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Benjamin Levin is Deputy Minister of Education,
Training and Youth as well as Deputy Minister of Advanced Education for
Manitoba, a position he is filling on secondment from the University of
Manitoba. He is a professor of educational administration with an interest
in education policy, politics, and economics. His previous experience
includes two earlier stints in government, research director for the Peel
Board of Education in Ontario, and three years as Dean of Continuing Education
at the University of Manitoba. He is the author of several books and dozens
of articles in academic, practitioner, and popular publications. He is
currently working on a new book on international education reform.
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Mike Sheridan is Assistant Chief Statistician
responsible for Social, Institutions and Labour Statistics at Statistics
Canada. |
Guy Hô Vàn Hap is Director, Research and Assessment
in the Quebec Ministry of Education. An economics and industrial relations
graduate of Laval University, Mr. Hô began his career in that institution
where he was a faculty relations officer from 1973 to 1977. Entering the
public service, Mr. Hô held the position of economist in the Ministry of
Social Affairs (1978), the Ministry of Education (1979-1980) and the Treasury
Board Secretariat (1981-1984). He was then appointed Director, Information
Systems at the Treasury Board Secretariat (1984-1995). |
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Robert Kozma is a Fulbright Senior Specialist
and Principal Scientist at the Center for Technology in Learning at SRI
International. His research expertise includes international educational
technology research, the evaluation of technology-based reform, and the
design of advanced interactive multimedia systems. He has consulted with
the ministries of education in Thailand, Singapore, and Chile and with
the Ford Foundation on the use of technology to improve educational systems.
Dr. Kozma currently directs the Second Information Technology in Education
Study: Module 2 (SITES M2), a study of technology-based classroom innovation
in 28 countries, sponsored by the International Association for the Evaluation
of Educational Achievement (IEA). He has directed or co-directed more
than 20 projects including the evaluation of a national virtual high school,
the evaluation of technology-based reform in undergraduate chemistry,
and the development of multimedia technologies to support learning in
chemistry and to aid collaborative distance learning.
Dr. Kozma has authored or co-authored more than 40 articles, chapters,
encyclopedia entries, and books on media theory, policy issues related
to educational technology, the impact of technology on cognition, and
the application of advanced technology to improve teaching and learning,
particularly in chemistry. He has given more than 75 presentations and
invited addresses at national and international conferences. He has also
designed several advanced multimedia and hypermedia educational software
packages. He began his career as an elementary mathematics teacher in
the inner city of Detroit.
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| Maryanne Webber is Director
of Culture, Tourism and the Centre for Education Statistics at Statistics
Canada, a post she has held since October 2000. She has worked at Statistics
Canada since 1973, including several years as a labour market analyst. In
1985, she became the first managing editor of the flagship publication,
Perspectives on Labour and Income. In the early 1990s, she was named manager
of the new Survey of Labour and Income Dynamics, one of the Agency's first
panel studies. She went on to become Director of Income Statistics. Ms.
Webber has a degree in Sociology from Queen's University. |
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Charles Ungerleider, Professor of the Sociology
of Education in the Faculty of Education at The University of British
Columbia, has studied and written about educational governance, student
assessment, race relations, inter-group relations and multiculturalism,
and the impact of media on Canadian Society and has used a wide range
of qualitative and quantitative research methods including large-scale
student assessment, sample surveys, interview designs, and meta-analyses.
From November 1998 until June 2001, he served as Deputy Minister of Education
for the Province of British Columbia. Prior to assuming responsibility
as Deputy Minister, Dr. Ungerleider was Associate Dean for teacher education
(1993-98) at the University of British Columbia. Dr. Ungerleider is author
of numerous articles, chapters, and technical reports. He is co-author
of the text Television and Society: An Investigative Approach and has
produced television programs promoting the critical analysis of teaching
and promoting teaching as a career. Currently on study leave from UBC,
Dr. Ungerleider is writing a book about the future of public schooling
in Canada.
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Tracey Burns joined Charles Ungerleider
& Associates following the completion of a postdoctoral teaching and research
fellowship at The University of British Columbia. Since 1997, she has
been a Post-Doctoral Fellow in the Department of Psychology at The University
of British Columbia working with Dr. Janet Werker. She is the recipient
of academic awards and honours, including The University of British Columbia
Post-Doctoral Teaching and Research Fellowship,
the American Psychological Association Dissertation
Research Award (1997), a Teaching Fellowship
(1992-97) and Research Fellowship (1992-97)
from Northeastern University. In 1997, she was elected to Phi
Kappa Phi.
Dr. Burns has been a research consultant to Health and Addictions Research,
where she was a member of a team responsible for conducting a prevalence
study of alcohol, tobacco, and drugs among Massachusetts adolescents;
a statistical consultant for graduating master's students in other departments
and universities at Northeastern University; and an editorial assistant
for the Journal of Nonverbal Behavior.
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| Margaret Haughey, Professor,
Educational Policy Studies, University of Alberta, is also editor of the
Journal of Distance Education, CADE's professional
refereed journal. She coordinates the development and offering of on-line
graduate courses in educational administration and leadership in her department
and has been involved in all aspects of distance and on-line education.
Her most recent book publications are Using Learning
Technologies (with E. J. Burge), published by Routledge, 2001, and
Networked Learning, The Pedagogy of the Internet
(with T. Anderson) published by McGrawHill (1998). |
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Frédéric Legault has a doctorate in psychology
and has worked on the social and educational integration of secondary-level
students and the application of new technologies in the classroom. His
research deals with peer relations from preschool to high school, on the
teacher-student relationship at the secondary level, and on the use of
electronic forums for pre-service teacher training.
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| Thérèse Laferrière has a doctorate
in education and extensive research experience in applying new technologies
to education. She has expertise in student-teacher and student-student interactions
in educational settings involving new technologies, at all levels including
elementary, secondary, and postsecondary. She is also involved in research
on collaborative learning processes in learning communities. |
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| Carl Cuneo is the Director of
EvNet, the national Network for the Evaluation of Education and Training
Technologies. He has directed national studies of information, communication,
and learning technologies in higher education and has carried out campus-specific
studies into open and on-line learning. He has written a report on the infrastructure
of on-line learning for Industry Canada and developed best practices guidelines
for Web-based and on-line learning. In 2002, he wrote and delivered the
33rd Pitirim Sorokin Lecture at the University of Saskatchewan, an analysis
of the global digital divide. Frequently interviewed for radio, television,
and newspapers, he is currently working on policies and practices in information,
communication, and learning technologies in higher education and on critical
thinking, inquiry, and on-line learning. |
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| Thierry Karsenti is an associate
professor at the Université de Montréal where he works on integrating information
and communication technologies in teaching. He has been recognized for his
achievements and innovations in educational technologies, both provincially
and nationally. He has received two successive ministerial awards (Prix
du ministre de l'Éducation (1998-1999 and 1999-2000), including a
first prize for the Didactique du français
site; the Prix Hommage 2001 from the Government
of Quebec, together with a team from the Université du Québec à Hull; the
Award of Excellence for Educational Design from the Canadian Association
for Distance Education (2000); the PEDAGOGICA-RESCOL
Award for pedagogical innovation in the integration of ICTs (2000);
the Annual Award of Excellence of the Université du Québec at Hull for career
achievement (1999); and membership in the Cercle
d'excellence of the Université du Québec Network (2000) for innovations
in educational technologies. In October 2000, Professor Karsenti received
the Prix quinquennal d'Excellence en enseignement
- awarded every five years by the Université du Québec à Hull to a faculty
member in any discipline. He has also made a distinguished contribution
through his research to the quality of university teaching. His research
interests include the integration of new technologies and teaching, teachers'
pedagogical practices, motivation, and teaching practices for French and
other languages. |
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| Monique Brodeur studied special
education at the Université de Montréal before obtaining master's and doctoral
degrees in educational psychology at Université Laval. She has been a professor
of special education at the Université du Québec in Trois-Rivières and at
the Université du Québec in Montréal and is now assistant director of the
program on special education and social adaptation. She is also an associate
researcher at the Centre de recherche sur l'intervention éducative, where
her research interests deal with self-regulation of learning related to
professional development, particularly in special education. |
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Colette Deaudelin has a doctorate in educational
technology from the Université de Montréal and is a professor in the Preschool
and Elementary Teaching Department in the Faculty of Education at the
Université de Sherbrooke. Her teaching focuses on the use of media in
instruction at the preschool and elementary levels and on research training.
Her main interests deal with educational interventions in connection with
the use of ICTs for educational purposes; computer-assisted collaborative
learning; and teacher professional development.
She is co-author of the book Accompagnement socioconstructiviste.
Pour s'approprier une réforme en éducation (PUQ). She has also
published articles on teacher in-service training and on various aspects
related to the integration of ICTs in teaching, including collaboration,
metacognition, and et self-regulation. She contributed to a number of
books including Les TIC… au cœur des pédagogies
universitaires (PUQ), Éducation et intervention
au préscolaire (Gaëtan Morin), and La place
des TIC en formation initiale et continue : Bilan et perspectives
(Éditions CRP). Her current projects focus on the integration of ICTs
in teacher professional development, especially the evolution of practices
and concepts related to teaching, learning, and the educational integration
of ICTs.
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| François Larose holds a doctoral
degree in educational psychology from the University of Geneva (1988). Since
1991, he has been a professor in the Faculty of Education of the University
of Sherbrooke. His research deals with the identification and analysis of
teachers' representations, attitudes, and practices in respect of the integration
of ICTs in teaching, as well as on identifying the effects of the use of
ICTs in preschool interventions as a resiliency factor among children from
low socioeconomic status backgrounds. More specifically, since 1996, Professor
Larose has been developing a diversified research program designed to identify
factors that limit or foster the use of ICTs as teaching tools to enhance
the development of socioconstructivist teaching approaches at various levels
of the education system. In addition, this research program deals with the
impact of socioeconomic disparities on the development of computer literacy
and cognitive skills, in order to optimize the use of ICTs in teaching from
preschool to university. |
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| Maurice Tardif is a full professor
at the Université de Montréal where he teaches the history of educational
thought. He is director of both the Centre de recherche interuniversitaire
sur la formation et la profession enseignante and the SSHRC Major Research
Project on the teaching profession in Canada. After studying the philosophy
of education (Les fondements de l'éducation contemporaine
et le conflit des rationalités, Presses de la FSE, 1993), Professor
Tardif has focused on the social history of the teaching profession (Lessard
et Tardif, La profession enseignante au Québec,
PUM, 1996; Tardif, Lessard, Gauthier, Formation
des maîtres et contextes sociaux, PUF, 1998; Tardif et Lessard, Le
travail des enseignants au quotidien, De Boeck, 1999). His current
interests include professions and trades within public service organizations
(schools, hospitals, etc.) that focus on human interaction, and the ethical
and political issues involved in interactive work, i.e., involving relations
between human beings, such as teachers and students, psychologists and clients,
etc. He is the author or co-author of some twenty books, and his work has
been published in a number of languages and countries. |
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| Patrick Bussière is a senior
research officer for the Child, Youth and Social Development studies group
in the Applied Research Branch of Human Resources Development Canada. His
current responsibilities include the Programme for International Student
Assessment (PISA), supervising the memorandum of agreement between HRDC
and the Council of Ministers of Education, Canada on the School Achievement
Indicators Program, and a number of other youth-related issues. Since joining
Human Resources Development Canada, he has also worked on planning and administering
a number of other surveys including the Youth in Transition Survey. |
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| Tomasz Gluszynski is a research
officer for the Child, Youth and Social Development studies group in the
Applied Research Branch of Human Resources Development Canada. His current
responsibilities include content development and management of the Youth
in Transition Survey (YITS) as well as data analysis from the Programme
for International Student Assessment (PISA). |
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| John Morgan is an educational
researcher at the Toronto Catholic District School Board. Mr. Morgan also
teaches curriculum, research methodology, and special education courses
in the M.A. in Child Study and Education Program at the Institute of Child
Study, Department of Human Development and Applied Psychology, Ontario Institute
for Studies in Education, University of Toronto. His research is in the
area of early child development and education, with a particular focus on
literacy development, language arts instruction, second language and literacy
development, literacy intervention, student assessment, and curriculum/program
implementation. Mr. Morgan was previously a special education and classroom
teacher at the elementary and secondary level. |
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| Nicholas White is an educational
researcher at the Toronto Catholic District School Board. After completing
a doctorate in Biological Psychology at the University of Toronto, he held
a postdoctoral fellowship in the Bureau of Biological Research at Rutgers
University, followed by a faculty research position. Dr. White has taught
courses in Animal Behavior at Rutgers University and Nipissing University
and continues to lecture at the University of Toronto. He now conducts educational
research and is especially interested in applied research in children's
cognitive development, particularly in literacy, in a school context. |
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| E. Dianne Looker is professor
and Head of Sociology at Acadia University in Wolfville, Nova Scotia, where
she has been on faculty since 1975. She has undertaken several longitudinal
surveys of youth and has participated in a network of researchers who have
undertaken similar longitudinal surveys. Her research has focused on youth
in a changing society, particularly on how sub-groups of youth (based on
gender, rural–urban location, class, etc.) fare in changing social conditions.
She has published extensively on this topic and has received several grants
from SSHRC to pursue her research. She has provided expert advice to Statistics
Canada, Human Resources Development Canada, the Nova Scotia Department of
Education, the Canada Millennium Scholarship Foundation, the Canadian Policy
Research Network, and the Canadian Council for Policy Alternatives. Her
recent work looks at the ways in which the shift to a more information-based
society has affected equity for sub-groups of Canadian youth. |
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| Victor Thiessen
is a professor and chair of the Department of Sociology and Social Anthropology,
Dalhousie University. He has published articles on survey methodology as
well as a book on statistical analysis of social science data. His work
in the past ten years has focussed on youth transitions, an area in which
he has written several articles and co-authored a book with E. Dianne Looker.
Over the past few years, he has served on the Panel of Experts on Youth
and Education for HRDC and written numerous reports for HRDC and the Nova
Scotia Department of Education. With E. Dianne Looker, he has been engaged
in analyses of several longitudinal research projects involving youth in
transition. |
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| Bradley A. Corbett holds a research
assistantship with the Canadian Research Institute for Social Policy and
is completing his doctoral studies at the University of New Brunswick. He
holds a Master of Education degree in Organizational and Administrative
Studies and a Bachelor of Arts degree in Health Studies from Brock University
in St. Catharines, Ontario. His current research interests are focused on
policy development and analysis through the study of risk and protective
factors that influence adolescent development. |
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| J. Douglas Willms is a Professor
and Director of the Canadian Research Institute for Social Policy at the
University of New Brunswick. He holds the NB/CIBC Chair in Human Development
and is a Research Fellow of the Canadian Institute for Advanced Research.
Dr. Willms is the author of Monitoring School Performance:
A Guide for Educators (Falmer Press), the co-editor of Schools,
Classrooms, and Pupils: International Studies of Schooling from a Multilevel
Perspective (Academic Press), and over one hundred research articles
and monographs pertaining to youth literacy, children's health, the accountability
of schooling systems, and the assessment of national reforms. His latest
work, Vulnerable Children: Findings from Canada's
National Longitudinal Study of Children and Youth (University of
Alberta Press) sets out a strategy for monitoring the success of Canadian
communities in providing for the care and well-being of their children.
He is currently examining the family, school, and community factors that
contribute to the health and well-being of Canadian children and adolescents.
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| Alain Breuleux is a cognitive
psychologist conducting applied research in education. He is Associate Professor
in the Faculty of Education at McGill University, where he served as Director
of the Office of Learning and Information Technologies. His current research
is investigating how children and educators use Internet and multimedia
tools to construct and share knowledge. This research delves into the cognitive,
collaborative, and interpersonal processes involved in complex, authentic,
and innovative technology-supported learning. |
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Mary Lamon is a researcher and a pre-service
teacher educator at the Ontario Institute for Studies in Education of
the University of Toronto. She collaborates with leaders of the "Educating
the Educators" and "K-12" themes within the TeleLearning Network of Centres
of Excellence (NCE Program). Her research focuses on creating, developing,
and sustaining Knowledge Building Classrooms, supported by Knowledge Forum®
software.
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© 2003 Canadian Education Statistics
Council / Conseil des statistiques de l'éducation canadiennes
The above materials may be reproduced without permission provided the source
is clearly identified and acknowledged.
Reproduction for commercial purposes is not permitted |