PCERA 2002 Symposium
Information Technology and Learning


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.

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).

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

© 2003 Canadian Education Statistics Council / Conseil des statistiques de l'éducation canadiennes
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