Tom Carroll, Ph.D., serves as President of the National Commission on Teaching and America's Future (NCTAF). He leads NCTAF in its mission to empower educators who are transforming their schools from teaching organizations into learning organizations. Tom founded the Preparing Tomorrow’s Teachers to Use Technology (“PT3”) program, and created the Technology Innovation Challenge Grants Program at U.S. Ed. He was the first Director of Technology Planning and Evaluation for the E-Rate program. He served as the U.S. Secretary of Education’s liaison to the Corporation for National Service during the launch of AmeriCorps. He was Deputy Director of the Fund for the Improvement of Postsecondary Education, prior to which he was Director of National Research Centers and Regional Laboratories at the National Institute of Education (NIE). He taught and did research in the School of Education at Clark University, and holds a Ph.D. in Cultural Anthropology from SUNY Buffalo. He served as a Peace Corps Volunteer in Lesotho from 1967 -1969. NCTAF publications are at: nctaf.org.
Prior to his appointment as President of National Council for Accreditation of Teacher Education (NCATE), Cibulka served as dean of the College of Education at the University of Kentucky from 2002 to 2008, with appointments as professor in the Department of Educational Leadership Studies and the Department of Education Policy Studies and Evaluation. While in Kentucky, Cibulka was appointed by the governor to the Kentucky Education Professional Standards Board, and he served as chair of that body.
Cibulka has a long and distinguished record in higher education. Prior to his service in Kentucky, he was associate dean and professor in the University of Maryland’s College of Education and served as chair of the Department of Educational Policy, Planning, and Administration. From 1972 through 1995, Cibulka was a professor at the University of Wisconsin-Milwaukee, where he established the Department of Community Education. From 1988 to 1995, he directed the Ph.D. program in urban education at Wisconsin. From 1992 to 1995, he also served as editor of the Educational Administration Quarterly.
Cibulka started his career as an administrator for the Chicago Board of Education and as a teacher and administrator in the Model City Community Schools Program in Duluth, MN. His areas of academic interest and expertise include the politics of education, education policy, policy analysis, and urban education. His research has focused on urban school governance, school policy and politics, and education accountability. He has authored or coauthored numerous books and scores of articles on education policy, administration, and community development.
Cibulka holds a B.A. from Harvard College, magna cum laude, with a major in Government. He received his Ph.D. from the University of Chicago in the Department of Education, where he concentrated in the fields of educational administration and political science. Cibulka has held leadership and service positions in numerous professional associations and has been active on a number of community boards. His career also includes service as a senior research fellow at the U.S. Department of Education and active membership in several associations that address teacher preparation and teacher quality.
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. His funded research includes four grants from NSF and the US Department of Education to explore immersive and semi-immersive simulations as a means of student engagement, learning, and assessment. In 2007, he was honored by Harvard University as an outstanding teacher.
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. His co-edited book, Scaling Up Success: Lessons Learned from Technology-based Educational Improvement, was published by Jossey-Bass in 2005. A second volume he edited, Online Professional Development for Teachers: Emerging Models and Methods, was published by the Harvard Education Press in 2006.
In September 2007, with the appointment of Jean-Yves Charlier as CEO, Stephen was elevated to the position of Vice Chairman, Education Strategy at Promethean. Throughout his time with Promethean, Stephen has guided the company through tremendous growth and development and has seen the company become a major player in the international educational ICT industry.
Stephen is committed to the continuing advancement of education and has served on a number of groups advising Government ministers and agencies.
Prior to joining Promethean, Stephen was the CEO of Shropshire Chamber of Commerce, Training and Enterprise (formerly Shropshire TEC). In this role he served on various national policy advisory groups on Education and Youth Training and also Rural Issues. He has also served as a school and college governor.
Earlier in his career, Stephen worked at East Lancashire Training and Enterprise Council, managed a manufacturing business in East Lancashire, and worked for P&O in London and Miami, USA.
Stephen holds a first class honours degree from Manchester University and an Open University MBA.
Dr. Knezek is Regents Professor of Learning Technologies at the University of North Texas and Director of the Institute for the Integration of Technology into Teaching & Learning (IITTL) at UNT. He is President of the Society for Information Technology & Teacher Education (SITE).
He is currently Lead Principal Investigator for the US National Science Foundation ITEST Project MSOSW (#0833706), and Co-Principal Investigator for a US Fund for Improvement for Post-Secondary Education project titled simMentoring (#P116B060398). Dr. Knezek was doctoral program coordinator for Educational Computing from 2002-2004. He held the Matthews Chair for Research in Education at the University of North Texas from 1995-1997. He was a Fulbright Scholar at the Tokyo Institute of Technology and Japan 's National Center for University Entrance Examinations during 1993-94 and shared time between Texas and Ecuador on a Fulbright Senior Specialist appointment during 2006-07.
Dr. Knezek received his B.A. in Mathematics and the Social Sciences from Dartmouth College , and his M.Ed. and Ph.D. degrees in Educational Psychology from the University of Hawaii.
Barbara Means directs the Center for Technology in Learning at SRI International, an independent nonprofit research organization based in Menlo Park, CA. Dr. Means’ research focuses on the interplay between technology and educational reform. She specializes in defining issues and approaches for evaluating the implementation and efficacy of technology-supported educational innovations. Currently, she directs SRI’s research and assistance efforts in support of National Technology Activities within the U.S. Department of Education, including the planning process for a new draft National Educational Technology Plan. Previously, she led SRI’s study of how schools and districts use student data systems and data generally to make instructional decisions. Her other recent work includes a meta-analysis of research on the effectiveness of online learning; a synthesis of cognitive, curriculum, and intervention research on secondary mathematics learning; and an examination of high schools with a science, technology, engineering, mathematics (STEM) focus.
Dr. Means served on the National Academy of Sciences’ Committee on Developments in the Science of Learning, which produced the volume How People Learn, and as a member of the Academy’s Board on Testing and Assessment (BOTA). Her published works include the edited volumes Evaluating Educational Technology, Technology and Education Reform, and Teaching Advanced Skills to At-Risk Students as well as the jointly authored volumes Using Technology Evaluation to Advance Student Learning, The Connected School, and Comparative Studies of How People Think. Dr. Means earned her bachelor’s degree in psychology from Stanford University and her Ph.D. in educational psychology at the University of California, Berkeley.
Susan Patrick is the President and CEO of the International Association for K-12 Online Learning (iNACOL). iNACOL is the professional association for advocacy and research in K-12 online learning, publishing national quality standards and best practices. Susan previously served as the Director of the Office of Educational Technology at the U.S. Department of Education and published the National Education Technology Plan in 2005.
In 2008, eSchool News named Susan Patrick one of the top 10 national education leaders who “have had a profound impact on educational technology” in the past decade for her work at iNACOL and at the U.S. Department of Education. Prior, Patrick worked in Arizona on government technology policy and legislation under Governor Hull. She received the 2001 Governor’s Spirit of Excellence Award.
Ms. Mariana Patru is a programme specialist responsible for activities in the area of information and communication technologies (ICTs) and open and distance learning in UNESCO's Division for Higher Education at the Organization's Headquarters in Paris. She has a long professional experience in the areas of strategic international and national-level policy and strategy advice to governments and institutions, designed to promote wider and equitable access to quality education for all through appropriate use of new technologies.
Dr. Patru has coordinated and/or served as keynote speaker at various international professional meetings on the role of ICTs and e-learning such as UNESCO's Second Congress on Education and Informatics (Moscow, July 1996); The Round Table on the "Impact of Information and Communication Technologies on Teaching and Teachers" (45th ICE session, Geneva, September 1996); ECOSOC panel on "Higher Education in Africa in the Information Age" (UN Headquarters, New York, May 2001); Forum on the "Impact of Open Courseware for Higher Education in Developing Countries" (Paris, July 2002); International Sub-Regional Seminar on the "Use of Distance Education and Information and Communication Technologies in Teacher Education: Trends, Policy and Strategy Considerations" (Kiev, November 2002); "Education in Knowledge Societies" organized in the framework of the International Conference "UNESCO between Two Phases of the World Summit on the Information Society" (St. Petersburg, May 2005); Fifth EDEN Research Workshop (Paris, October 2008).
Dr. Patru has contributed to the development and publication of original research and studies on the use of ICTs and online in education and teacher training, which have enjoyed wide international success.
She is a member of international professional associations promoting the creation and dissemination of knowledge and best practices about the use of information technology in education and teacher development, such as the Society for Information Technology and Teacher Education (SITE).