Abstract
For a special issue of the Journal of Asynchronous Learning Networks (JALN), Conducted March 9, 2007 by Anthony G. Picciano.
Highlights
Wirth Professor of Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. His funded research includes a grant from the National Science Foundation to aid middle school students learning science via shared virtual environments and a Star Schools grant from the U.S Department of Education to help high school students with math and literacy skills using wireless mobile devices to create augmented reality simulations
Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment, a member of the U.S Department of Education’s Expert Panel on Technology, and International Steering Committee member for the Second International Technology in Education Study
He serves on Advisory Boards and Commissions for PBS TeacherLine, the Partnership for 21st Century Skills, the Pittsburgh Science of Learning Center, and several federal research grants
Summary
When teacher professional development is offered across distance, the instructional model is often similar: face-to-face learning repackaged for remote delivery, via video or Internet-based presentations, readings, and discussions. Advanced developments in technology-based and distance education are generating novel instructional strategies based on the capabilities of new interactive media and the learning styles and strengths of Internet-generation students.
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