Margaret Honey, President and CEO of the New York Hall of Science and Chair of National Research Council's Committee on Learning Science: Computer Games, Simulations, and Education
Margaret Honey's extensive work in the field of education technology includes serving as: Senior Vice President for Strategic Initiatives and Research at Wireless Generation, Vice President of the Education Development Center (EDC), and Director of EDC’s Center for Children and Technology. She co-directed the Northeast and Islands Regional Education Laboratory to help educators, policy makers, and communities access and leverage the most current research about learning and K-12 education. She has directed numerous research projects including efforts to identify teaching practices and assessments for 21st century skills, new approaches to teaching computational science in high schools, collaborations with PBS, CPB and some of the nation’s largest public television stations, and investigations of data-driven decision-making tools and practices. With Bank Street College of Education faculty, she created one of the first internet-based professional development programs. Dr. Honey has served as the chair of the Committee on IT Fluency and High School Graduation Outcomes: A Workshop with the Center for Education and the Computer Science and Telecommunications Board. She earned a B.A. in social theory at Hampshire College, Amherst, Massachusetts, and both her M.A. and Ph.D. in developmental psychology from Columbia University, New York, New York.
Margaret Hilton, Senior Program Officer of the National Research Council’s Board on Science Education, collaborated with the committee to draft Learning Science through Computer Games and Simulations
Margaret Hilton’s work at the National Research Council focuses on science education, 21st century skills, and new learning technology. She is currently directing a consensus study of Deeper Learning and 21st Century Skills that builds on 3 previous NRC workshops related to 21st century skills. Her other recent studies reviewed the Department of Labor’s Occupational Information Network and the status of high school science laboratories. She also contributed to studies and workshops exploring the role of state standards in K-12 education, foreign language and international studies in higher education, international labor standards, and the information technology workforce. Prior to joining the National Research Council, Hilton was a consultant to the National Skill Standards Board and a senior analyst with the AFL-CIO Human Resources Development Institute. Earlier, at the Congressional Office of Technology Assessment, she directed studies of workforce training, work reorganization, and international competitiveness. She has a B.A. in geography (with high honors) from the University of Michigan, a master of regional planning degree from the University o f North Carolina, Chapel Hill, and a master of human resource development degree from the George Washington University.
Michael Lach, Special Assistant for Science, Technology, Engineering and Mathematics Education, U.S. Department of Education
Lach is leading education efforts in STEM areas. Previously, Lach was officer of teaching and learning for Chicago Public Schools, overseeing curriculum and instruction in the nation's third-largest school district. Lach began his professional career teaching high school biology and general science in New Orleans in 1990 as a charter member of Teach for America; he later joined the national office of Teach for America as director of program design. He has served as an Albert Einstein Distinguished Educator Fellow, advising Rep. Vernon Ehlers (R-Mich.) on science, technology and education issues. He was lead curriculum developer for the Investigations in Environmental Science curriculum developed at the Center for Learning Technologies in Urban Schools at Northwestern University.
Kwasi Asare is associate director of education technology at the U.S. Department of Education. He is responsible for teaching and learning technology strategy, policy, and research in the Office of Education Technology. He leads internal and external teams, fosters partner projects, and drives education technology initiatives in support of the Education Secretary’s priorities. Prior to joining The Broad Residency, Asare was a senior product manager in the Tivoli brand of IBM’s Software Division. In this role, he was responsible for the profit and loss of compliance software helping customers satisfy regulatory requirements. Previously, Asare was the worldwide product marketing manager for IBM’s energy management portfolio and brand manager. In that capacity, he was a key leader in the establishment of IBM’s market presence in energy efficiency as part of a larger program for a smarter, greener, more efficient planet. Asare has held positions in product management, brand management, software development, consulting, business development, and strategy. He also serves as the college relations director and a mentor for the Simmons Memorial Foundation, a mentoring organization for college bound high school students. Asare holds a bachelor’s degree in computer science from Wake Forest University and a master’s degree in business administration from the UNC Kenan-Flagler Business School. Asare is a participant in The Broad Residency in Urban Education (Class of 2009-2011), serving his two-year Residency at the U.S. Department of Education.
Roy Pea, Co-Director of H-STAR Institute (Human Sciences and Technologies Advanced Research) and Director of Stanford Center for Innovations in Learning, Professor of Education and the Learning Sciences, Stanford University
Since 1981, Dr. Roy Pea has been exploring how information technologies can support and advance learning and teaching, with particular focus on topics in science, mathematics, and technology education. He has published widely on such topics as distributed cognition, learning and education fostered by advanced technologies including scientific visualization, on-line communities, digital video collaboratories, and wireless handheld computers (http://www.stanford.edu/~roypea). His current work is developing a new paradigm for everyday networked video interactions for learning and communications (http://diver.stanford.edu), and for how informal and formal learning can be better understood and connected, as Co-PI of the LIFE Center (http://life-slc.org) funded by the National Science Foundation as one of several large-scale national Science of Learning Centers.
Collins is a member of the National Academy of Education , and a fellow of the American Association for Artificial Intelligence, the Cognitive Science Society, the American Educational Research Association, and the American Association for the Advancement of Science. He served as a founding editor of the journal Cognitive Science and as first chair of the Cognitive Science Society. He has studied teaching and learning for over 30 years, and written extensively on related topics. He is best known in psychology for his work on how people answer questions, in artificial intelligence for his work on reasoning and intelligent tutoring systems, and in education for his work on situated learning, inquiry teaching, design research, and cognitive apprenticeship. From 1991 to 1994 he was Co-Director of the US Department of Education’s Center for Technology in Education. His book with Richard Halverson entitled Rethinking Education in the Age of Technology: The Digital Revolution and the Schools was published by Teachers College Press in September 2009.
Richard R. Halverson is an associate professor in educational leadership and policy analysis at the University of Wisconsin–Madison. His work aims to bring the research methods and practices of the learning sciences to the world of educational leadership by exploring how to access, document, and communicate the practical wisdom of school leaders. Halverson was a teacher and a school administrator in suburban Chicago, and has earned an MA in philosophy and a PhD in the learning sciences from Northwestern University. He is a recent recipient of a National Science Foundation Early Career Award to investigate how school leaders work with teachers to create the capacity for using student achievement data in daily practices of teaching and learning.
Janet Kolodner is currently the Cyberlearning Program Officer at the National Science Foundation. As a Regent's Professor at Georgia Tech, her research has addressed issues in learning, memory, and problem solving, both in computers and in people. Kolodner was founding Director of Georgia Tech's EduTech Institute, whose mission is to use what we know about cognition to inform the design of educational technology and learning environments. She served as coordinator of Georgia Tech's cognitive science program for many years. She is founding Editor in Chief of The Journal of the Learning Sciences and a founder of the International Society for the Learning Sciences.