Incremental ApproachMeet the CTSC Staff
The staff members of the Center for Technology and School Change (CTSC) come from a variety of backgrounds and have a wide range of experience in many distinct education communities. CTSC staff members are highly successful classroom teachers who have taken an intense interest in technology. They have created and can model a variety of approaches to working with technology within the confines of a typical classroom.
Howard Budin,
Co-director
hb50@columbia.edu
Dr. Howard Budin is Co-Director of the Center for Technology & School Change at Teachers College, and an Adjunct Associate Professor of Computing and Education. He taught in New York City schools for ten years, and has worked with schools on integrating technology for over twenty years. Since 1983, he has directed the Intensive version of the M.A. program in Computing and Education, which brings teachers from all over the world to Teachers College for July class sessions. From 2000 to 2004 he has directed the federally funded project Preparing Tomorrow's Teachers to Use Technology, which seeks to ensure that all prospective teachers at the College graduate with the skills and knowledge they need to use technology well in their teaching. Dr. Budin has been teaching online courses at Teachers College for the past five years, and he is advisor to the Web certificate program in Teaching and Learning with Technology.
hb50@columbia.edu
Dr. Howard Budin is Co-Director of the Center for Technology & School Change at Teachers College, and an Adjunct Associate Professor of Computing and Education. He taught in New York City schools for ten years, and has worked with schools on integrating technology for over twenty years. Since 1983, he has directed the Intensive version of the M.A. program in Computing and Education, which brings teachers from all over the world to Teachers College for July class sessions. From 2000 to 2004 he has directed the federally funded project Preparing Tomorrow's Teachers to Use Technology, which seeks to ensure that all prospective teachers at the College graduate with the skills and knowledge they need to use technology well in their teaching. Dr. Budin has been teaching online courses at Teachers College for the past five years, and he is advisor to the Web certificate program in Teaching and Learning with Technology.
Ellen Meier,
Co-Director
ebm15@columbia.edu
Dr. Ellen Meier is Co-Director of CTSC and Professor of Practice in the Communication, Computing, and Technology Program at Teachers College. She is also Co-Chair of the University of the State of New York Council on Technology Policy and Practice, a panel appointed by the Regents to examine technology use in public schools, libraries, museums and other similar state agencies. She began her career as a teacher in a federal experimental school program in Minnesota with an interest in school reform and equity, and soon pursued school change issues more broadly in a succession of regional and national responsibilities. Over the past eight years, in collaboration with the Center's professional developers, she has shaped the Center's successful approach for integrating technology, using a design process focused on essential questions. Dr. Meier also directs the Center's numerous evaluation and research grants related to technology integration. She holds an Ed.D. in Leadership and Organization from Teachers College, Columbia University, an M.A. in Educational Administration from the University of Minnesota, and a B.A. in English Education from the University of Iowa.
ebm15@columbia.edu
Dr. Ellen Meier is Co-Director of CTSC and Professor of Practice in the Communication, Computing, and Technology Program at Teachers College. She is also Co-Chair of the University of the State of New York Council on Technology Policy and Practice, a panel appointed by the Regents to examine technology use in public schools, libraries, museums and other similar state agencies. She began her career as a teacher in a federal experimental school program in Minnesota with an interest in school reform and equity, and soon pursued school change issues more broadly in a succession of regional and national responsibilities. Over the past eight years, in collaboration with the Center's professional developers, she has shaped the Center's successful approach for integrating technology, using a design process focused on essential questions. Dr. Meier also directs the Center's numerous evaluation and research grants related to technology integration. She holds an Ed.D. in Leadership and Organization from Teachers College, Columbia University, an M.A. in Educational Administration from the University of Minnesota, and a B.A. in English Education from the University of Iowa.
Jennifer Charles,
Research and Evaluation
jenken1@optonline.net
Dr. Jennifer Charles has provided in-classroom professional development on integrating technology with instruction for nearly 20 years. A former researcher for the Children's Television Workshop and public school language arts teacher, she has taught courses at Bank Street College and the College of New Rochelle. She studied the effects of social and organizational factors on technology integration for her doctorate, which she received from Teachers College, Columbia University. Dr. Charles holds an M.Ed. from Teachers College and a B.A. from the University of the West Indies.
jenken1@optonline.net
Dr. Jennifer Charles has provided in-classroom professional development on integrating technology with instruction for nearly 20 years. A former researcher for the Children's Television Workshop and public school language arts teacher, she has taught courses at Bank Street College and the College of New Rochelle. She studied the effects of social and organizational factors on technology integration for her doctorate, which she received from Teachers College, Columbia University. Dr. Charles holds an M.Ed. from Teachers College and a B.A. from the University of the West Indies.
Seynabou Diop, Online and Intensive MA Programs Coordinator
sd300@columbia.edu
Seynabou Diop has been a part of CTSC for over four years. As program coordinator of the intensive and online masters programs, Seynabou works with Dr. Budin to coordinate the programs and activities involving students and faculty support. Seynabou also coordinates CTSC weekend workshops designed for student teachers and administrators who desire to come during the weekend to Teachers College and learn how to use and integrate different technologies in their classroom. She holds a BA in American Civilization and Culture from the University of Lyon Lumiere II, France, and a Masters degree from Teachers College in Instructional Technology and Media. Seynabou is currently pursuing her doctorate degree in Instructional Technology and Media at Teachers College, Columbia University. Her research interests include the role of technology in student achievement and the role of culture and technology in fostering literacy.
sd300@columbia.edu
Seynabou Diop has been a part of CTSC for over four years. As program coordinator of the intensive and online masters programs, Seynabou works with Dr. Budin to coordinate the programs and activities involving students and faculty support. Seynabou also coordinates CTSC weekend workshops designed for student teachers and administrators who desire to come during the weekend to Teachers College and learn how to use and integrate different technologies in their classroom. She holds a BA in American Civilization and Culture from the University of Lyon Lumiere II, France, and a Masters degree from Teachers College in Instructional Technology and Media. Seynabou is currently pursuing her doctorate degree in Instructional Technology and Media at Teachers College, Columbia University. Her research interests include the role of technology in student achievement and the role of culture and technology in fostering literacy.
Sharmin Hakim,
Facilitator, Research and Evaluation
sah2028@columbia.edu
Sharmin Hakim has provided in-classroom professional development on integrating technology into the curriculum for over 5 years. Prior to joining CTSC, Sharmin worked as a staff developer for various New York City public schools through Media Workshop New York, an instructional technology organization specializing in professional development. Sharmin is also a former high school mathematics teacher. She is currently pursuing her doctorate in Instructional Technology and Media at Teachers College, Columbia University. She is examining the relationship between math teacher beliefs and their use of technology in the classroom. Her other interests lie in the use of computer manipulatives and various mathematics software in the teaching and learning of mathematics. Sharmin holds a M.A. in Secondary Mathematics Education from New York University and a B.A. from the University of Pennsylvania.
sah2028@columbia.edu
Sharmin Hakim has provided in-classroom professional development on integrating technology into the curriculum for over 5 years. Prior to joining CTSC, Sharmin worked as a staff developer for various New York City public schools through Media Workshop New York, an instructional technology organization specializing in professional development. Sharmin is also a former high school mathematics teacher. She is currently pursuing her doctorate in Instructional Technology and Media at Teachers College, Columbia University. She is examining the relationship between math teacher beliefs and their use of technology in the classroom. Her other interests lie in the use of computer manipulatives and various mathematics software in the teaching and learning of mathematics. Sharmin holds a M.A. in Secondary Mathematics Education from New York University and a B.A. from the University of Pennsylvania.
Audrey Heinesen,
Graduate Assistant- Evaluation
ah2070@columbia.edu
Audrey Heinesen brings over six years managerial experience in high growth technology organizations and three years professional experience within higher education. Audrey has had extensive experience in curriculum development and computer-assisted learning both in the States and abroad. She is currently working on her doctorate in Instructional Technology and Media at Teachers College, Columbia University, exploring identity construction and cognition in digital social spaces. Audrey holds a Ed.M in Instructional Technology and Media from Teachers College, Columbia University, a M.A. in Second and Foreign Language Education from Soka University of America, and a B.A. from the University of California, Berkeley.
ah2070@columbia.edu
Audrey Heinesen brings over six years managerial experience in high growth technology organizations and three years professional experience within higher education. Audrey has had extensive experience in curriculum development and computer-assisted learning both in the States and abroad. She is currently working on her doctorate in Instructional Technology and Media at Teachers College, Columbia University, exploring identity construction and cognition in digital social spaces. Audrey holds a Ed.M in Instructional Technology and Media from Teachers College, Columbia University, a M.A. in Second and Foreign Language Education from Soka University of America, and a B.A. from the University of California, Berkeley.
Fiona Hollands,
Research and Evaluation
fhollands@earthlink.net
Dr. Fiona Hollands has been conducting research in education, primarily on the impact of technology on K-12 teaching and learning, for five years. Between finishing an M.A. in Sociology and Education at Teachers College, Columbia University and beginning a Ph.D. in Politics and Education at the same institution, Fiona taught mathematics for a year at Rice High School in Harlem, NY. Fiona was awarded her Ph.D. in May 2003 and her dissertation focused on whether and how computer use allows for greater individualization of students' learning experiences. The research findings were presented at the American Educational Research Association's Annual Conference in San Diego in April 2004. Prior to entering the field of education, Fiona worked for six years in the financial securities industry for JPMorgan in England, France and New York. During this time she managed a 5 month training program in finance for an international group of new hires. Fiona conducted her undergraduate studies at Oxford University, England where she earned a B.A. in Pure and Applied Biology.
fhollands@earthlink.net
Dr. Fiona Hollands has been conducting research in education, primarily on the impact of technology on K-12 teaching and learning, for five years. Between finishing an M.A. in Sociology and Education at Teachers College, Columbia University and beginning a Ph.D. in Politics and Education at the same institution, Fiona taught mathematics for a year at Rice High School in Harlem, NY. Fiona was awarded her Ph.D. in May 2003 and her dissertation focused on whether and how computer use allows for greater individualization of students' learning experiences. The research findings were presented at the American Educational Research Association's Annual Conference in San Diego in April 2004. Prior to entering the field of education, Fiona worked for six years in the financial securities industry for JPMorgan in England, France and New York. During this time she managed a 5 month training program in finance for an international group of new hires. Fiona conducted her undergraduate studies at Oxford University, England where she earned a B.A. in Pure and Applied Biology.
Dawn Horton,
Research Coordinator
dmh52@columbia.edu
Dawn Horton has worked with CTSC for four years. She is currently managing several evaluation grants and had previously worked extensively on CTSC's PT3 Catalyst Grant. Dawn is a doctoral student in the Department of Curriculum and Instruction with a research interest in the epistemology of knowledge.
dmh52@columbia.edu
Dawn Horton has worked with CTSC for four years. She is currently managing several evaluation grants and had previously worked extensively on CTSC's PT3 Catalyst Grant. Dawn is a doctoral student in the Department of Curriculum and Instruction with a research interest in the epistemology of knowledge.
Angela Kelly,
Facilitator
akelly@summit.k12.nj.us
Angela Kelly has been a teacher of science for the past six years. She is currently pursuing a doctorate in Science Education and attending TC full-time, where she is also teaching courses in physics content, mentoring in the Peace Corps Fellows Program, and giving professional development workshops in the integration of technology in the science classroom. She most recently worked in Summit High School (NJ), where she taught physics, chemistry, and an online course in astronomy through the Virtual High School (VHS). Her research examines inequities in access to advanced science courses in NYC high schools. She is also interested in the use of technology in narrowing the achievement gap among diverse learners, and conceptual change in the physical sciences. Angela holds a M.A. in Secondary Science Education from Teachers College, Columbia University, and a B.A. in Chemistry from La Salle University.
akelly@summit.k12.nj.us
Angela Kelly has been a teacher of science for the past six years. She is currently pursuing a doctorate in Science Education and attending TC full-time, where she is also teaching courses in physics content, mentoring in the Peace Corps Fellows Program, and giving professional development workshops in the integration of technology in the science classroom. She most recently worked in Summit High School (NJ), where she taught physics, chemistry, and an online course in astronomy through the Virtual High School (VHS). Her research examines inequities in access to advanced science courses in NYC high schools. She is also interested in the use of technology in narrowing the achievement gap among diverse learners, and conceptual change in the physical sciences. Angela holds a M.A. in Secondary Science Education from Teachers College, Columbia University, and a B.A. in Chemistry from La Salle University.
Ina King,
Facilitator
Ina_King@msn.com
Dr. Ina H King has been a teacher, a reading specialist and a staff developer in elementary and junior high schools in New York City. She served as an administrative mentor in high schools, a college instructor and an adjunct Associate Professor at CCNY. She received a doctorate from Teachers College, Columbia University. She currently serves as a liaison to the principals of schools working with CTSC.
Ina_King@msn.com
Dr. Ina H King has been a teacher, a reading specialist and a staff developer in elementary and junior high schools in New York City. She served as an administrative mentor in high schools, a college instructor and an adjunct Associate Professor at CCNY. She received a doctorate from Teachers College, Columbia University. She currently serves as a liaison to the principals of schools working with CTSC.
Mary Metzger,
Facilitator
mm100@bestweb.net
Mary Metzger collaborates with educators to provide valuable learning experiences for their students. She helps teachers create technology projects that will meet the needs of the students and state standards. Discovering that technology expanded learning experiences when she was a classroom teacher in Harlem, she attended Bank Street College of Education to master how to use the computer as a tool for different ages and different subject areas. For the past six years, Mary has created technology workshops (PreK-12) that prepare teachers to implement the technology project into the classroom. Mary has provided support in over 100 classrooms in the Yonkers Public Schools. Mary is a graduate of Boston University and Bank Street College of Education. Her favorite subjects in school were reading and algebra. Mary became a teacher because she loved being in school.
mm100@bestweb.net
Mary Metzger collaborates with educators to provide valuable learning experiences for their students. She helps teachers create technology projects that will meet the needs of the students and state standards. Discovering that technology expanded learning experiences when she was a classroom teacher in Harlem, she attended Bank Street College of Education to master how to use the computer as a tool for different ages and different subject areas. For the past six years, Mary has created technology workshops (PreK-12) that prepare teachers to implement the technology project into the classroom. Mary has provided support in over 100 classrooms in the Yonkers Public Schools. Mary is a graduate of Boston University and Bank Street College of Education. Her favorite subjects in school were reading and algebra. Mary became a teacher because she loved being in school.
Caron Mineo,
Graduate Assistant- Evaluation
cmm2113@columbia.edu
Caron Mineo works as a Graduate Assistant at CTSC, where she serves as a member of the evaluation team. Caron is currently a Master of Education candidate at Teachers College, Columbia University, specializing in Instructional Design and Media. She has previously worked within schools as a classroom teacher, professional developer, and after school educator. Before joining CTSC, Caron was developing youth programs at a technology centered, community based organization. Caron holds an undergraduate degree in computer science from Boston College.
cmm2113@columbia.edu
Caron Mineo works as a Graduate Assistant at CTSC, where she serves as a member of the evaluation team. Caron is currently a Master of Education candidate at Teachers College, Columbia University, specializing in Instructional Design and Media. She has previously worked within schools as a classroom teacher, professional developer, and after school educator. Before joining CTSC, Caron was developing youth programs at a technology centered, community based organization. Caron holds an undergraduate degree in computer science from Boston College.
Carmen Nazareth,
Administrative Assistant
cn2129@columbia.edu
Carmen Nazareth has been with CTSC for over a year. Carmen helps to keep track and manage information from various grants. She brings enormous enthusiasm to her colleagues at CTSC. Carmen studied in Rio de Janeiro, Brazil. She graduated from the Brazilian Institute of Medicine and Rehabilitation with a degree in Speech Pathology.
cn2129@columbia.edu
Carmen Nazareth has been with CTSC for over a year. Carmen helps to keep track and manage information from various grants. She brings enormous enthusiasm to her colleagues at CTSC. Carmen studied in Rio de Janeiro, Brazil. She graduated from the Brazilian Institute of Medicine and Rehabilitation with a degree in Speech Pathology.
Dick Parsons,
Facilitator
dparsons@ilt.columbia.edu
Richard Parsons has been facilitating professional development at CTSC for the past three years and for nearly 30 years of his professional life, has continued to explore promising directions for furthering educational improvement. Dick Parsons was a public school social studies teacher and instructional leader for 25 years, before joining the National Re:Learning Faculty of the Coalition of Essential Schools. There he trained and facilitated Critical Friends Groups in New York, Massachusetts, Connecticut, and California. From 1994-1996, he served as the Coordinator of the Westchester Regional Center for Collaborative Education, working in a variety of ways to administer and direct both the organization and its programs. Prior to coming to CTSC, Dick was the social studies curriculum specialist and professional development manager for the Institute for Learning Technologies at Teachers College, Columbia University. In both organizations his role has been to design, build, and assist teachers to implement a portfolio of instructionally sound teaching strategies that sensibly intersect with the latest developments in the new technologies. By working with individuals as well as clusters of teachers in workshop environments, in both urban and suburban settings, his work continues to focus on the development and growth of technology-rich learning environments. Richard Parsons has a B.S. in Marketing Research from the University of Connecticut, and M.A. in Social Studies Education from Hunter College.
dparsons@ilt.columbia.edu
Richard Parsons has been facilitating professional development at CTSC for the past three years and for nearly 30 years of his professional life, has continued to explore promising directions for furthering educational improvement. Dick Parsons was a public school social studies teacher and instructional leader for 25 years, before joining the National Re:Learning Faculty of the Coalition of Essential Schools. There he trained and facilitated Critical Friends Groups in New York, Massachusetts, Connecticut, and California. From 1994-1996, he served as the Coordinator of the Westchester Regional Center for Collaborative Education, working in a variety of ways to administer and direct both the organization and its programs. Prior to coming to CTSC, Dick was the social studies curriculum specialist and professional development manager for the Institute for Learning Technologies at Teachers College, Columbia University. In both organizations his role has been to design, build, and assist teachers to implement a portfolio of instructionally sound teaching strategies that sensibly intersect with the latest developments in the new technologies. By working with individuals as well as clusters of teachers in workshop environments, in both urban and suburban settings, his work continues to focus on the development and growth of technology-rich learning environments. Richard Parsons has a B.S. in Marketing Research from the University of Connecticut, and M.A. in Social Studies Education from Hunter College.
Kathy Powell,
Facilitator, Research and Evaluation
kpowell34@aol.com
Dr. Kathy Powell is an educational consultant who works throughout New York State. She provides support to educators who are trying to integrate technology into their various settings (i.e., public schools, private schools and community-based organizations). For over a decade, she has taught young people, of all ages, how to use emerging technologies. She also spent a number of years conducting educational research and investigating issues of diversity in the design of multimedia technologies. The current focus of her work is professional development, project evaluation, and media design.
kpowell34@aol.com
Dr. Kathy Powell is an educational consultant who works throughout New York State. She provides support to educators who are trying to integrate technology into their various settings (i.e., public schools, private schools and community-based organizations). For over a decade, she has taught young people, of all ages, how to use emerging technologies. She also spent a number of years conducting educational research and investigating issues of diversity in the design of multimedia technologies. The current focus of her work is professional development, project evaluation, and media design.
Wendy Schwartz,
Editor
wendycarol@earthlink.net
Wendy Schwartz has been a freelance writer and editor, specializing in urban education concerns, for nearly twenty years. During this period she was the managing editor of the ERIC Clearinghouse on Urban Education, at Teachers College, Columbia University. She currently works with several other Teachers College projects, including CTSC, the Superintendents Leadership Network, the Center for Education and the Economy, and Teachers College Press. More than 200 of her research-based papers have been published. She also works with other universities in New York and Washington, DC, and non-profit research foundations, such as The Commonwealth Fund. She writes articles and reviews for a variety of popular progressive magaines, and prepares development materials for peace and social justice organizations. Wendy Schwartz has a B.A. from Queens College.
wendycarol@earthlink.net
Wendy Schwartz has been a freelance writer and editor, specializing in urban education concerns, for nearly twenty years. During this period she was the managing editor of the ERIC Clearinghouse on Urban Education, at Teachers College, Columbia University. She currently works with several other Teachers College projects, including CTSC, the Superintendents Leadership Network, the Center for Education and the Economy, and Teachers College Press. More than 200 of her research-based papers have been published. She also works with other universities in New York and Washington, DC, and non-profit research foundations, such as The Commonwealth Fund. She writes articles and reviews for a variety of popular progressive magaines, and prepares development materials for peace and social justice organizations. Wendy Schwartz has a B.A. from Queens College.
Dana Unger,
Facilitator
danaunger@verizon.net
Dana Unger has provided in-classroom professional development on integrating technology into the curriculum for over 5 years. In addition to working with CTSC, Dana consults for education technology organizations including Classroom Connect, echalk, and several school districts in the tri-state area. Prior to this, Dana worked at Disney Online in website production and as a multimedia production manager at a Manhattan-based web development company. Dana is currently finishing up her Ed. M. in assistive technology and special education with an emphasis on blindness and visual impairments at Teachers College, Columbia University. Her educational interests include technology mentoring in schools, assistive technology in education, and media literacy. Dana holds an M.A. in Instructional Technology and Media from Teachers College, Columbia University and a B.A. from the University of Wisconsin-Madison.
danaunger@verizon.net
Dana Unger has provided in-classroom professional development on integrating technology into the curriculum for over 5 years. In addition to working with CTSC, Dana consults for education technology organizations including Classroom Connect, echalk, and several school districts in the tri-state area. Prior to this, Dana worked at Disney Online in website production and as a multimedia production manager at a Manhattan-based web development company. Dana is currently finishing up her Ed. M. in assistive technology and special education with an emphasis on blindness and visual impairments at Teachers College, Columbia University. Her educational interests include technology mentoring in schools, assistive technology in education, and media literacy. Dana holds an M.A. in Instructional Technology and Media from Teachers College, Columbia University and a B.A. from the University of Wisconsin-Madison.
