Ellen B. Meier
- Ed.D. in Leadership and Organization, Teachers College, Columbia University
- M.A. in Educational Administration, University of Minnesota
- B.A. in English Education, University of Iowa
- Innovation and systemic change
- Technology policy and practice
- Technology leadership in schools
- Curriculum design and teaching with technology
Xiao, Y. &, Meier, E. (2011). Education Technology as a Catalyst for Education Development - a Policy Perspective. In T. Huang and A. Wiseman (Eds.), The Impact and Transformation of Education Policy in China (pp. 313-343). Bingley, U.K.: Emerald Group Publishing Limited.
Crocco, M., Cramer, J. Meier, E. (2008). (Never) Mind the gap! Gender equity in social studies research on technology in the twenty-first century. Multicultural Education & Technology Journal, 2(1),19-36.
Orr, M., Berg, B., Shore, R., Meier, E. (2008).Putting the pieces together: Leadership for change in low-performing urban schools. Education and Urban Society, 40(6), 670-693.
Horton, D., Meier, E. Mineo, C. (2008, July). A winning after-school program. T.H.E. Journal. http://www.thejournal.com/articles/22922
Meier, E. (2005). Situating Technology Professional Development in Urban Schools. Journal of Educational Computing Research, 32(4), 395-407.
Miller, S., Meier, E., Payne-Bourcy, L. (2003, October 20). Technology use as a catalyst for change: A leadership framework for transforming urban teacher preparation. The International Electronic Journal for Leadership in Learning, 7(12). http://www.ucalgary.ca/~iejll/
Swan, K. Holmes, A., Vargas, J., Jennings, S., Meier, E., Rubenfeld, L. (2002). Situated professional development and technology integration: The capital area technology and inquiry in education (CATIE) mentoring program. Journal of Technology and Teacher Education, 10(2). 169-190.
Current work with schools: Leadership and professional development
- TLQP Science and Mathematics Project (2003 - 2009). NY State Teacher Leadership Quality Partnership Program.
- Enhancing Education Through Technology - Leadership and System Change through Technology Innovation (2008 - 2009). NCLB Title IID through Yonkers Public Schools.
- LDRS: Laboratory for the Design & Redesign of Schools (2006 - 2009). NYCDOE through Bank Street College of Education.
- Jewish Learning in a Digital Age (2008 - 2009). NCLB Title IID through the NY Board of Jewish Education
- Building Healthy Communities Online (2008 - 2009). A Learn and Serve America Program through The After School Corporation (TASC).
- Mathematics for All: Multimedia Cases for Inclusion (2003 - 2008). NSF through Bank Street College of Education
- Enhancing Education Through Technology - Technology Enhancing Literacy Learning (2008 - 2010). NCLB Title IID through Ulster Boces
- Enhancing Education Through Technology (2008 - 2010). NCLB Title IID through S. Westchester Boces
- Math & Science Partnership (2004 - 2010). NCLB Title IIB through NYC Districts 19 and 23.
- Teaching American History: America Through the Ages (2006 - 2009). NCLB Title IIC through NYC District 27
- Associate Professor of Practice, Computing, and Education, Department of Math, Science & Technology Teachers College, Columbia University: Co-Director, Center for Technology and School Change, Teachers College, Columbia University; 1996-Present;
- New York Board of Regents: Co-Chair, University of the State of New York Council on Technology Policy and Practice. 2004-Present
- Teachers College, Columbia University: Adjunct Assistant Professor, Communications, Computing and Technology and Online Classes; 2002-present
- Teachers College, Columbia University: Director, Teacher Leadership Quality Partnership Project 2003- Present
- New York State Education Department: Teachers College Director, Preparing Tomorrow’s Teachers to use Technology Catalyst Grant. 2000-2004.
- Teachers College, Columbia University, Director, New York Youth Network, 1990-1996.
- Cottage Technologies: President and Owner, 1983-Present
- Teachers College, Columbia University: Grant initiator and project director, Technology for the National Diffusion Network, 1983-1987.
Association for the Advancement in Computing and Education
International Society for Technology in Education
MSTU 4001: Technology and school change
Explores how technology is currently used in our schools and how technology can be used more effectively as a catalyst for larger school reform efforts. Participants will examine some of the institutional forces shaping the integration of technology into our schools and some of the institutional change theories that influence these forces to address the question: What can technology contribute to school improvement and how can we facilitate those changes?
MSTU 4700: Student teaching practicum in educational technology
The Technology Specialists student practicum supports the school practicum experiences through readings and weekly classes focused on key issues: addressing diversity, classroom project design, technology integration, and professional development. The Practicum provides an opportunity to reflect on classroom experiences, to design technology-integrated projects, and to match the unique skills of each candidate with the unique demands of each placement.
MSTU 5001: Assessing the impact of technology in our schools
Examines the evidence of effectiveness of technology in our schools. Through an examination of key concerns in the technology research literature, we will address essential questions for understanding the impact of technology.
MSTU 5020: Computer-mediated communication
Analyzes characteristics of such computer-mediated communication systems as networked multimedia, electronic mail, bulletin boards, and computer conferencing and situates these systems in the context of the emerging national information infrastructure. Students will participate in online communication systems. Special fee: $35.
Centers and Projects
The Center for Technology and School Change helps schools integrate technology into their curricula and daily lives, by planning with schools for the use of technology, educating teachers how to use it, planning curriculum projects that include technology, helping teachers to implement projects, and assessing the effect of technology on schools. The Center is based on the idea that technology will have a large impact on the structure of schooling, as it has in the past, and that schools must plan for the kinds of change they want it to have. We believe that technology should be integrated with curriculum in ways that emphasize active student learning, collaboration, interdisciplinary learning and problem-solving in areas that are meaningful to schools, and conducts site-based research.
The Harlem Schools Partnership (HSP) for STEM Education (Science, Technology, Engineering and Mathematics) is a collaborative effort of Teachers College (TC), and the Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University in association with the New York City Department of Education (NYC DOE) and with support from the General Electric Foundation.
The mission of the HSP is to improve STEM education by helping schools create rich environments for STEM teaching and learning. We accomplish this through professional development that strengthens curriculum, increases teacher knowledge of STEM content and teaching practices, diversifies assessment of student learning, and ensures that English Language Learners are successful in STEM. The intended outcome is that HSP schools will be models of excellence for STEM teaching and learning, and that participating teachers will become leaders and mentors for others at their schools and in the Department of Education.
The National Center for Restructuring Education, Schools, and Teaching (NCREST), established at Teachers College in 1990, supports restructuring efforts by documenting successful school improvement initiatives, creating reform networks to share new research findings with practitioners, and linking policy to practice.
NCREST works to develop understandings that help schools become: learner-centered by focusing on the needs of learners in decisions about school organization, governance, and pedagogy; knowledge-based, by restructuring teacher learning and professional development that are supported by disciplined inquiry; and responsible and responsive, by refocusing and re-inventing accountability and assessment practices.
Currently, NCREST is involved in a variety of projects including aligning curriculum and educational technology, Professional Development Schools, teacher learning, student assessment, the documentation of successful school reform efforts in elementary and secondary schools, and the development of local, state, and national policies that reflect the relationship of research and practice.
Jacqueline Ancess is the director of NCREST.