Technology & Learning

Ruth Krumhansl

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Ruth Krumhansl

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Krumhansl

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Ruth Krumhansl is an expert in curriculum development, education research, Earth science, science teaching, and applied science. As Founder of the Oceans of Data Institute, an initiative dedicated to fostering data literacy and transforming science education to support student entry into a world of Big Data, her work has a special focus on the design of Internet-based tools that bring authentic scientific data into K–16 classrooms.

Krumhansl leads research that is advancing the field's knowledge of how students learn to work with data and is drawing upon findings to design innovative instructional resources that help teachers foster students' data literacy, build their capacity to work with complex datasets, and support their mastery of essential tools and techniques. She is the principal investigator of the National Science Foundation (NSF)-funded Ocean Tracks College Edition study. (Read a blog post by Krumhansl about the Oceans of Data Institute and the importance of teaching data literacy to high school students.)

In collaboration with the Scripps Institution of Oceanography, Krumhansl led a multidisciplinary review of studies and expert opinion and developed guidelines for the development of educational electronic interfaces to large scientific data infrastructures. The guidelines, described in the report Visualizing Oceans of Data, are being instantiated in the Ocean Tracks project, which has developed an interactive website to provide students with access to near real-time and archival data from electronically tagged marine animals, drifting buoys, and Earth-orbiting satellites, along with web-based data visualization and analysis tools.

Krumhansl is lead author of EDC Earth Science, a full-year Earth science course for high school stressing rigorous, inquiry-oriented learning, which was published by LAB-AIDS in 2014. In collaboration with SRI International and NASA, she contributed to the design of websites that allow teachers to access NASA’s remotely sensed Earth observation mission data. She is currently working with the Gulf of Maine Research Institute on the NASA-funded Real World, Real Science project, which will bring climate data to fifth- and sixth-grade students via interactive exhibits and classroom activities. 

Before joining EDC, Krumhansl was a high school science teacher and department coordinator, a chief scientist and senior project manager in environmental consulting on Superfund sites, and a petroleum exploration geologist. Her career in applied science immersed her in the search for patterns in complex geospatial data, providing a foundation for her current interest and work in preparing students to live in a data-intensive world.

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Principal Research Scientist

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Science and Mathematics Programs

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43 Foundry Avenue
Waltham, Massachusetts 02453-8313

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617-618-2414

Impact of the Thinking Reader Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation

Mon, 04/04/2011

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Kathryn Drummond, Marjorie Chinen, Teresa Garcia Duncan, H. Ray Miller, Lindsay Fryer, Courtney Zmach, American Institutes for Research; Katherine McMillan Culp, Education Development Center, Inc.

The Thinking Reader® software is designed to improve middle school students’ reading vocabulary and comprehension. This report describes findings from a randomized controlled trial that AIR and EDC researchers conducted to determine the effect of the software on students' reading achievement.

Impact of the Thinking Reader Software Program

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170pp

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Shelley Pasnik

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Shelley Pasnik

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Shelley Pasnik leads a team that advances knowledge of how the thoughtful use of technology can support educators in enhancing learning, engaging families, and closing opportunity gaps. Her long-term research on young children and technology is providing evidence of effective strategies to foster school readiness and success—especially for young children living in impoverished communities—that is helping inform policy-making and practice in the U.S. and around the world.

Since 2006, Pasnik has served as the Principal Investigator of studies that are examining the impact of Ready To Learn, a federal program that uses transmedia to improve the literacy and STEM skills of children in high-need communities. She has published findings from this research in an extensive series of reports—including, most recently, Reflections on the Ready To Learn Initiative—and journal articles (e.g., The Journal of Children and Media and Early Childhood Research Quarterly). She also shares insights from this work at national forums (e.g., White House Symposium on Early STEM Learning and 2016 Fostering STEM Trajectories) and the conferences of organizations such as American Educational Research Association, Society for Research on Educational Effectiveness, and the National Association for the Education of Young Children.

Pasnik and her team collaborate with the U.S. Department of Education, National Science Foundation, PBS, Corporation for Public Broadcasting, Bill & Melinda Gates Foundation, Google, MIT Media Lab, MOUSE, Benton Foundation, SRI International, IBM, NySci, WGBH, Thirteen/WNET, Carnegie Hall, Global Kids, New America, Sesame Workshop/Joan Ganz Cooney Center, and IBM, among others. Currently, she sits on advisory boards for Apple ConnectEd and Games for Change; previously, she was a board member for Global Action Project (2003–2013).

Throughout her career, Pasnik has developed resources and written articles to support parents and educators in weaving technology-enhanced explorations into learning in the classroom and at home. These include the Parents Guide to Children and Media for PBS, a series of articles for Cable in the Classroom, and features for Discovery Education. She speaks frequently to national and local journalists and blogs for organizations such as Fred Rogers Center for Early Learning & Children’s Media and Joan Ganz Cooney Center.

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Job title: 

Vice President and Director

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Center for Children and Technology

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96 Morton Street, 7th Floor
New York, NY 10014

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(212) 807-4255

Do Web 2.0 Right

Tue, 02/01/2011

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Daniel Light offers strategies—drawn from educators' experiences—on how to effectively use Web 2.0 tools. The article summarizes key points from Light and Deborah Keisch Polin’s 2010 report Integrating Web 2.0 Tools into the Classroom: Changing the Culture of Learning.

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The Wisdom of Practice: Web 2.0 as a Cognitive and Community Building Tool in Indonesia

Tue, 02/01/2011

Author(s): 

Mary Burns and Petra Wiyakti Bodrogini

Mary Burns coauthored this chapter for the book Digital Education: Opportunities for Social Collaboration published by Palgrave-MacMillan. In 2009-10, EDC introduced a suite of Web 2.0 applications as part of an online professional development program in Indonesia. The goal was to help technology trainers become effective school-based coaches who could help teachers integrate classroom technology to support learner-centered instruction. This chapter describes EDC staff's experiences in this endeavor.

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Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

Fri, 10/01/2010

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Wendy Martin, Scott Strother, Lauren Bates, Timothy Reitzes, and Katherine McMillan Culp with Monica Beglau from eMINTS National Center

Published in the International Society for Technology in Education's (ISTE) Journal of Research on Technology in Education, this article reports on an evaluation of an instructional technology professional development program that uses many practices advocated by professional development experts. The authors found that greater fidelity of implementation of the professional development program was associated with higher-quality lesson plans and higher student achievement.

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ETLO Wins Prestigious Innovator Award

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A program in the Learning and Teaching Division has won the prestigious Online Learning Innovator Award, given by the International Association for K–12 Online Learning (iNACOL). The award recognizes EdTech Leaders Online’s (ETLO) “outstanding and innovative online learning practice” through the e-Learning for Educators program, a 10-state consortium funded by the U.S. Department of Education through Alabama Public Television.

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NSF Funds What’s Cooking? for STEM

The National Science Foundation has awarded $2 million over two years to create a free public online multimedia resource serving up STEM concepts to adults with low levels of literacy and numeracy. “TV411 What’s Cooking?” puts on the front burner the biochemical, physical, and mathematical processes at play in our home kitchens, in the news, and in our lives, while offering multiple and engrossing opportunities for informal science education designed explicitly for the much-neglected audience of undereducated adults.

Last Updated: October 2010

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The eNLVM Project: Promoting Student Achievement in Mathematics through Educator Collaboration

Sat, 02/09/2008

Author(s): 

Pamela Buffington, Burt Granofsky

How can educators collaborate to use technology to promote student achievement? Drawing upon lessons learned from the Extending and Enhancing the National Library of Virtual Manipulatives (eNLVM) project, the authors offer a real-life example of how curriculum developers, math content experts, special education professionals, teachers, and technology integration specialists/applet developers can enhance mathematics learning for all students by co-designing content and technology-rich eModules.

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9 pgs

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