I have directed or co-directed more than 25 projects that have examined the impact of ICT on teaching and learning and developed advanced computer environments for education. The funding for these projects has totaled more than US$11 million from funders that include: the National Science Foundation, the Department of Education, the National Institute for Education, the Fund for the Improvement of Postsecondary Education, the Exxon Education Foundation, the World Bank, and the International Association for the Evaluation of Educational Achievement.
In the area of international and national ICT research, evaluation, and policy:
I worked with the education groups from Cisco, Intel, and Microsoft to design a major international, multi-stakeholder project, now located at the University of Melbourne, to reform international and national assessments so as to measures students’ 21st century skills, such as the ability to use ICT to solve complex, real world problems in the context of school subjects.
I am consulting with the Ministry of Education in Singapore on their Third Master Plan for educational ICT to help them think about connecting ICT, education reform, and economic development.
Since 2005, I have consulted with Intel Corporation’s Education Initiative and their World Ahead Program on strategic initiatives in developed and developing countries. I connection with this work, I have written white papers, provided keynote addresses, and consulted with government and NGO agencies on the use of ICT to reform education and advance economic development.
I am an expert advisor for Cisco Systems the Global Education Initiative advising on strategic initiatives around the world.
I helped The Partnership for 21st Century Skills to write a policy briefing for educational leaders and politicians that analyzed the implications of global economic trends for curriculum design.
I headed an international evaluation team to review Singapore’s First ICT Master Plan and provided recommendations to the Ministry of Education for the design of the second Master Plan. Five years later, the Ministry asked me to return and head another team to review the Second Master Plan and provide recommendations for the design of the Third Master Plan.
The Economics Minister of Chile asked me to be the education specialist on an international panel to review that country’s National ICT Plan.
I advised the Hewlett Packard philanthropic department on options for their strategic funding plan.
I conducted an evaluation of the World Links Arab Region (WLAR) project in Jordan, which trained teachers to integrate ICT into their curricula. The evaluation included surveys of teachers, principals, and students in both participating and non-participating schools, as well as case studies of participating schools.
I consulted with the UNESCO Communication and Information Sector to help them develop a set of ICT Standards for Teachers that linked education reform to economic development.
In support of the Millennium Villages Project at Columbia University's Earth Institute, I conducted research on the use of ICT to support rural development.
I visited community technology centers in Uganda and Tanzania, and worked with the Executive Committee and the Education Committee in the rural sub-location of Sauri, Kenya to think about how information and technology could support their development goals.
In preparation for their workshop at the World Summit on the Information Society, I consulted with Intel's Innovation in Education program on how technology could be used to support education reform and economic and social development.
As part of a World Bank infoDev-funded international team, I wrote a handbook on evaluation and monitoring of educational ICT for developing countries.
In Egypt, I consulted with the USAID-funded Project for a Competitive Egypt on a project to introduce computers into Egyptian schools in support of that country's education reform. In the process, I advised the Ministry of Education on how technology and coordinated education reform could also contribute to the country's economic reform goals.
In Thailand I conducted a series of staff development workshops for the Institute for the Promotion of Teaching in Science and Technology (IPST), the agency in Thailand responsible for the development of software, textbooks, and curriculum materials and for in-service teacher training in science, math, and technology. The workshops focus on psychological and social foundations of education, instructional design, and software design. Previously, I worked with IPST to develop a Master Plan for Training Teachers on the Integration of ICT into the Curriculum.
I worked with the International Literacy Institute at the University of Pennsylvania on policy reports related to the use of ICT to promote literacy in developing countries. I have served on an expert panel for the Organization for Economic Cooperation and Development (OECD) to plan a large-scale international study on the assessment of ICT literacy as part of the (PISA) 2006 study.
SITES Module 2 was a study from 1999-2002, sponsored by the International Association for the Advancement of Educational Achievement, in which I directed a team of researchers from the US, Canada, and the Netherlands to design and coordinate a study in which research teams from 28 countries in North America, South America, Europe, Africa, and Asia collected 174 case studies in which technology supported classroom innovation. The findings from the study were published by the International Society for Technology in Education.
The World Bank established the World Links for Development Program (subsequently the Work Links Organization to put networked computers in secondary schools in developing countries and train teachers to integrate them into the curriculum. The program has since grown to serve over a thousand secondary schools in 26 developing countries in Africa, Latin America, the Middle East, and Southern and Southeastern Asia. Over a three-year period, my colleague Ray McGhee and I served as the external evaluator for the project. We examined its implementation in 15 countries in Africa and Latin America and making recommendations for practice and policy.
From 1997-2001, my colleague Andy Zucker and I were the external evaluators for the Virtual High School. This was a major U.S. Department of Education-funded program to teach high school courses entirely online. By its fourth year of operation VHS, run by the Concord Consortium and Hudson Public Schools, provided nearly 120 courses to over 1700 students from nearly 200 schools in 25 states. We described VHS, compared it to other virtual schools, and analyzed its success in a book entitled "The Virtual High School: Teaching Generation V".
In 2001, I consulted with the Ford Foundation on the development of a new funding program to support the use of information technology to support educational improvement and reform in developing countries.
In the area of technology and science education:
From 1999-2001, I co-directed a project and collaborated with social scientists and chemists to develop a software package in chemistry called ChemSense. Targeted at both high school and college students, the software was designed to allow students to create chemical structures and molecular animations that illustrated the reactions they conducted on the laboratory bench. Research and development continues in this area at the Center for Technology in Learning.
From 1993-1996, I directed a project and collaborated with social scientists and chemists to conduct research on expertise in chemistry and on student misconceptions. This research resulted in the development of chemical software initially entitled 4M:Chem which was ultimately published by Wiley as SMV:Chem.
I was the evaluator for two large NSF-funded projects to use technology to improve science education. One was a systemic chemistry project centered at the University of California, Los Angeles and the other was a project in biology, conducted at the University of Southern California.