Teacher Education Goes Into Virtual Schooling (TEGIVS)

Niki Davis is the Principal Investigator for this TEGIVS project. She is also Director of the Center for Technology in Learning and Teaching, having joined ISU in January 2000 and teaches in the C&IT programs. Her research interests stem for society current adoption of new technologies and the related need to incorporate effective use of information and communication technologies in education, through modeling of good practice in teacher education. She is interested in communication technologies for teacher education and training, the use of communication technologies for disseminating research, and professional and organizational issues in distance learning with technology.

Dennis McElroy is an Assistant Professor of Education and the Director of Technology for Graceland University's School of Education. In addition to teaching middle and secondary methods courses and facilitating educational seminars, he is heavily involved in the development and implementation of science safety programs across the country. These programs have been adopted by twenty states to date. He has served as a science safety reviewer for several middle and high school textbooks and is involved with several science safety research projects. He is currently a member of the National Science Teachers Association Safety Board.

Ron Ellis earned his doctorate in curriculum and instructional technology from Iowa State University in 2004. He is the Director of Instructional Technology Services for Graceland University located in Lamoni, Iowa. His research interests center around faculty development and teacher preparation with concentration on using technology effectively in teaching.

Ana-Paula Correia is an Assistant Professor at the Center for Technology in Learning and Teaching in the College of Human Sciences at Iowa State University. She joined ISU in August 2005 from Indiana University where she completed her PhD in Instructional Systems Technology. Dr. Correia comes to ISU with a wealth of experiences. For two years she served as an instructional designer for Eli Lilly and Co, a Fortune 500 pharmaceutical company. She has 15 years of teaching experience at both college and K-12 level. She taught science for five years at several Portuguese K-12 schools and educational technology and curriculum development in the teacher education program offered by the University of Minho. Her major research interests are collaborative learning, design of instruction, and evaluation and assessment of educational products and interventions.

Ann Thompson is the Interim Associate Dean for Research, a Professor of Curriculum and Instruction and the Founding Director/Senior Advisor for the Center for Technology in Learning and Teaching in the College of Education at Iowa State University. Developing, testing, and disseminating models for using students to work one-on-one with faculty and teachers to help in the development of technology expertise, has been her major interest.

Carl Smith is the Interim Chair and Professor in the Department of Curriculum and Instruction at Iowa State University. His research interests include behavioral disorders in youth; legal and policy issues related to serving persons with disabilities; assessment issues, policy issues and advocacy issues in relation to students with behavioral disorders.

Chad Harms is an Assistant Professor at Iowa State University with a dual appointment in Human Computer Interaction and the Greenlee School of Journalism and Communication. Dr. Harms earned his doctorate in Communication from Michigan State University in 2004. His research interests include social presence in avatar-based online communities and communication patterns of online predators. Dr. Harms has initiated a program of study entitled S.T.O.P., the Study for the Termination of Online Predators at stopandhelp.org. The goal of this research program is to stop computer-initiated pedophilia by developing and applying empirical research on the communication behaviors and strategies predators use in mediated interactions with targeted juvenile victims and help society by converging supportive information and raising awareness of the phenomenon.

Dale Niederhauser is an Assistant Professor at the Center for Technology in Learning and Teaching in the Department of Curriculum and Instruction. He currently teaches the undergraduate technology course for the teacher preparation program and Graduate classes that emphasize learning theory and instructional design. His research interests focus on the development of teachers' personal theories about teaching and learning, and how those theories influence their use of technology.

David Whaley is Associate Dean of Human Sciences Administration at Iowa State University. Dr. Whaley is a scholar of science and mathematics education, assessment of teacher candidates’ disposition, and admission and retention policies. His recent research focuses on measuring the disposition of teacher education candidates and admission and retention policies in teacher education. Dr. Whaley has conducted grant-funded research to enhance mathematics literacy and achievement, reform science education, measure effectiveness of teachers, and assess teachers' job satisfaction.

Denise Schmidt is an Assistant Professor in the Department of Curriculum and Instruction at Iowa State University. In addition to teaching instructional technology and reading methodology courses, she coordinates the undergraduate educational computing minor program offered by the department. Denise has worked on a number of grants in the Center for Technology in Learning and Teaching that link K-12 teachers and university faculty and students in collaborative efforts that support the diffusion of technology-supported innovations in schools. Her research interests focus on the use and integration of technology in teacher education and K-12 schools.

Eldon Uhlenhopp is Interim Associate Vice President for Continuing and Distance Education and Associate Dean of College of Veterinary Medicine at Iowa State University Dr. Uhlenhopp’s research interests include epidemiology and economics of live stock diseases and epidemiology of antimicrobial resistance development. His primary areas of expertise are technology in veterinary education and animal health issues in relation to public policy; foreign animal diseases; training.

Gayle Huey is the Director of Field Experiences at Iowa State University. She has developed many different models for early field experiences and student teaching including work with content-based cohorts, urban sites and international student teaching. Designing a virtual field experience is an interesting new challenge. Her research interests include cohort models, international student teaching and dispositional issues as manifested in field experiences.

Jason Follett is a practicum placement coordinator for the department of curriculum and instruction at Iowa State University. Since August 2005, Follett has served Iowa State University as a Program Coordinator I in the University Teacher Education Program's Office of Field Experiences. He has a Bachelor of Arts in History and Political Science from the University of Northern Iowa and a Master of Science in Curriculum and Instruction from Buena Vista University. Previous professional experiences include service in Iowa's public and parochial schools, at the University of Northern Iowa and Simpson College, and with then Iowa Secretary of State Chet Culver.

Lily Compton is a doctoral student in the Department of Curriculum and Instruction and the Department of English. Her background is in Teaching English as a Second Language (TESL) and Computer-Assisted Language Learning. She has served as the Assistant to the Editors for TESOL Quarterly and Language Testing, and participated in several research projects including the Virtual High School project. Her current research interests include computer-mediated communication and teacher education with a focus on online, virtual, and distance learning.

Linda Quinn Allen earned her doctorate in foreign language education from Purdue University in 1994. She is an assistant professor at Iowa State University where she teaches French and foreign language methodology. Her research interests are teacher cognition, teacher development, and culture in foreign language instruction. Dr. Allen has given numerous conference presentations and has published articles in journals such as Studies in Second Language Acquisition, Foreign Language Annals, and The Modern Language Journal.

Marcia Harmon Rosenbusch is the Director of the National K-12 Foreign Language Resource Center (NFLRC), a project funded by the Title VI of the US Department of Education.The mission of the NFLRC is the improvement of student learning of foreign languages throughout the nation. Dr. Rosenbusch established and teaches in the elementary school foreign language teacher preparation program in a joint appointment in the Departments of Curriculum and Instruction and Foreign Language and Literatures. In 1996 she received the Flerence Steiner Award for Leadership in Foreign Language Education, and in 2001 she received the Anthony Papalia Award for Excellence in Teacher Education. She was named Editor Emeritus of Learning Languages - the journal of the National Network for Early language Learning in honor of her 15 years as the editor of the publication.

Mari Kemis is a Program Coordinator with the Research Institute for Studies in Education at Iowa State University. Mari has extensive experience with evaluation projects including both formative and summative evaluation plans.

Mi Ok Cho is a visiting scholar who graduated from Iowa State University with a Ph.D. in Curriculum and Instructional Technology. She taught instructional technology courses at Yeonsei University and Sookmyong Women’s University. She served as a researcher in Korean Educational Development Institute and developed softwares for 6th-7th grade students. She also has worked as a consultant in leadership development for numerous organizations in Korea and other Asian countries. She is teaching advanced leadership training and instructional design courses in Curriculum and Instructional Technology at Iowa State University. Her research interests include leadership development and self-managed learning instruction with a focus on online and distance learning.

Michael Clough is an Assistant Professor of Science Education in the Department of Curriculum and Instruction at Iowa State University. He coordinates the secondary science teacher education program, teaches Secondary Science Methods I and II, the Nature of Science and Science Education, and Restructuring Science Activities. His research and publications are directed at the nature of science and science education, learning in the school science laboratory, and preservice science teacher education.

Zahrl Schoeny is a Professor from the University of Virginia with extensive experience and interest in virtual schooling.

Gail B. Wortmann writes curriculum and teaches high school Anatomy and Physiology for Iowa Learning Online, a virtual school sponsored by the Iowa Department of Education. Mrs. Wortmann is a Nationally Board Certified teacher who believes in constantly riding the leading edge of her profession. In her 32 years of teaching, she has made many appearances across the U.S. promoting technology integration and active learning tied to educational standards for both teachers and students. She has served as Iowa's Teacher of the Year, a Pioneer Mentor (Pioneer Electronics, Inc.), a member of NCREL's Teacher Advisory Council, and an Access Excellence Fellow. Mrs. Wortmann has received awards from the Milken Family Foundation, the National Science Teachers Association, the National Association of Biology Teachers, the Mid-American Educator's Hall of Fame, the Iowa Department of Education, and the Iowa Academy of Science.

He has been working in the area of school improvement since the late 70's when he joined the Massachusetts Department of Education Bureau of Equal Educational Opportunity. Working in non-profits since then, he has assisted schools with pressing educational issues. He became involved in online education in the mid 90's when he first began defining and building a method of providing learning communities online. He directed one of the early projects that explored the potential for online teacher professional development. He helped envision, create, and operate The Virtual High School, considered to be the first virtual high school in the country. That program began the virtual school movement in this country. His pioneering work in online professional development and virtual education are making a positive impact on students, teachers, and the way we think about education today.

Rose's professional experience over the past 30 years includes classroom and administrative experience; implementing policy at a state level; consultation with school administrators and policy makers on a broad variety of school improvement issues; providing professional development; co-developing an internationally recognized simulation to model school change; and developing a set of tools that are widely used in educational equity. He has just co-authored a chapter What Works In Online Discussion?in What Works in K-12 Online Learning soon to be published by ISTE.

virtual only

2004- May 2006

virtual only

 January- May 2006

virtual only

2004-August 2006