Moving Beyond Access in K-12 Education
Saturday, May 1, 1999
9:00 am - 4:30 pm


Ellen W. Crocker is Lecturer in German at MIT and has been actively involved in the development of the curriculum for beginning and intermediate German courses. She has taught in the Middlebury College Summer School, and in adult education courses in the Boston area. Before coming to MIT, she taught English as a Foreign Language in Mannheim, Germany, and in Boston at Northeastern University and the Harvard Summer School. She is the author of the interactive CD-ROM In der Niederlausitz, and co-director of Berliner sehen, a hypermedia project for the study of German language and culture. The author of several German language textbooks, she did her graduate study in Applied Linguistics and Modern German Literature at the Albert Ludwigs University in Freiburg, Germany.

Maria D'Itria teaches fifth grade at the Harvard Kent School. After 31 years in the classroom, D"Itria feels that global awareness is a necessity in preparing students for the real world. She and her pupils study Japan as part of her multicultural curriculum. She was born in Italy and has traveled extensively, including trips to Japan and Vietnam.

Kurt Fendt is Research Associate in Foreign Languages and Literatures at MIT. A specialist in hypertext theory and multimedia applications for the humanities, he is co-director of Berliner sehen, a collaborative hypermedia environment for the study of German culture and language. Fendt frequently gives talks, seminars, and workshops in Europe and the United States on the integration of new media into the humanities and the foreign language curriculum, and he also teaches several courses in German at MIT. He formerly held the position of assistant professor of Applied Linguistics at the University of Bern in Switzerland, where he received his Ph.D. in Modern German Literature.

Gilberte Furstenberg was born and educated in France. She taught English at the University of Paris-Nanterre, then moved to the United States where she became a correspondent for the French news magazine L'Express. Her next career move brought her to MIT where she has been teaching French for the last fifteen years. In her courses, she makes use of authentic print and video materials in order to integrate culture into the language curriculum. She is the author of A la rencontre de Philippe, a pioneering interactive multimedia program, published by Yale University Press, which has won many national and international awards. She is completing an interactive multimedia documentary, Dans un quartier de Paris. She is also working in the area of cross-cultural learning, and is starting to develop a technology-based cross-cultural project with the University of Paris VII.

John Galinato holds degrees in electrical engineering from Cornell University. He is the creator of an imaginative web site that aims to encourage children aged 8-16 to become "constructive builders and inventors of the future" by creating toys, games and electronic contraptions using recycled items and LEGO materials (

Henry Jenkins is the Director of the Comparative Media Studies Program and holds the Ann Fetter Friedlaender Chair of the Humanities at MIT. He is the primary author and executive producer of the Virtual Screening Room: A Multimedia Textbook for Film Analysis. He has published six books on various aspects of film, television, and popular culture, including The Children's Culture Reader and From Barbie to Mortal Combat: Gender and Computer Games. His current research interests include children and adolescents in a hypermediated society and the history of postwar American children's culture.

William Mead has worked at the Pollard Middle School in Needham as the Instructional Technology Specialist for the past seven years. He holds a bachelor's degree in sculpture, is certified to teach art and recently completed a Masters in Education at Lesley College. He regularly runs staff development courses for Needham Public Schools staff. These course currently include teachers seeking training from Boston Public Schools clusters 8 and 9, subsidized by a Lighthouse grant from the Massachusetts Department of Education. Mead has expanded his role as a trainer of teachers this year by becoming an Adjunct Professor at Framingham State College, where he teaches courses with a focus on technology in the curriculum. for teachers seeking a Master's degree in Education.

Shigeru Miyagawa is Professor of Linguistics and the Kochi-Manjiro Professor of Japanese Language and Culture at MIT. He is the Executive Producer of Star Festival, a multimedia, interactive novel about Japan, awarded the "Best of Show" at MacWorld. He is also working on a digital narrative about the civil rights movement in the South. These projects are being incorporated into the social studies curriculum (K-12) in Boston and elsewhere.

Peter C. Perdue is Head of the History Faculty at MIT. He is the author of Exhausting the Earth: State and Peasant in Hunan 1500-1850 A.D. (1987), and articles on Asian cultures and social and economic history. He is a recipient of the 1988 Edgerton Award, the James A. Levitan Prize, and he is a past holder of the Ford International Career Development Chair. His current research examines the Chinese conquest of Central Asia from 1680 to 1760. He is the director of The Longbow Project, an on-line archive of materials relating to Chinese history and culture.

Leslie C. Perelman is an Associate Dean in the Office of the Dean of Students and Undergraduate Education at MIT. He is Director of MIT's Writing Requirement, Co-Director of The Writing Initiative, and Project Director of a two-year grant to MIT from the National Science Foundation to develop a model Communication-Intensive Undergraduate Program in Science and Engineering. He also teaches classes in technical communication in the Program in Writing and Humanistic Studies. Before coming to MIT, he directed writing programs at the University of Southern California and Tulane University. He has been a consultant on computers and writing for the Fund for the Improvement of Postsecondary Education of the U. S. Department of Education and for the Modern Language Association. He also has served as a consultant to colleges and universities on procedures for assessing student writing. Perelman is a co-author of the first hypertext technical writing handbook, The Mayfield Guide to Technical and Scientific Writing, and has published articles on technical communication, computers and writing, the history of rhetoric, sociolinguistic theory, and medieval literature.

Randal D. Pinkett is a Ph.D. Student in the Epistemology and Learning Group in the MIT Media Laboratory. Prior to joining the group, Mr. Pinkett was the President and CEO of MBS Educational Services & Training, a company that provides training and development for minority youth. His research interests include the use of technology in low-income communities, the impact of culture on the use of technology, and the participation of under-represented minority groups with technology. He holds a B.S. in Electrical Engineering from Rutgers University, an M.S. in Computer Science from the University of Oxford, England, and a joint M.S. in Electrical Engineering/Master of Business Administration from MIT.

Mitchel Resnick is Associate Professor and Director of the Epistemology and Learning Group at the MIT Media Laboratory. His research aims to develop technological tools and toys in an effort to enhance the ways children think and learn. Resnick led the development of the ideas and technologies underlying the LEGO Mindstorms robotics construction kit. He has also supervised the development of several projects (including StarLogo software and the Virtual Fishtank museum exhibit) designed to help people learn about complex systems and emergent phenomena. He co-founded the Computer Clubhouse, a network of after-school learning centers for youth from under-served communities. Resnick earned a BA in physics at Princeton University, and MS and PhD degrees in computer science at MIT. He worked for five years as a science/technology journalist for Business Week magazine, and he has consulted widely on the uses of computers in education. In 1993 he was awarded a National Science Foundation Young Investigator Award. He is author of Turtles, Termites, and Traffic Jams, (1994).

Mary Rudder currently teaches Kindergarten at the Harvard Kent School. A thirty year veteran of the Boston Public Schools, she has taught at every level of primary school, from kindergarten to grade 8. She is currently working on an Impact/AT&T Disseminator Grant which will post five of her lessons on Japan on the Internet.

Elliot Soloway is a Professor on three faculties of the University of Michigan: the College of Engineering, the School of Education,and the School of Information. For the past nine years, Soloway and his colleagues in the Center for Highly Interactive Computing in Education (Hi-Ce) -- now composed of over 60 undergraduate and graduate students -- have been exploring the ways in which computing and communications technologies can be the catalyst in bringing a constructivist, project-based pedagogy to science classrooms. The Hi-Ce group is developing science curricula that embeds technology into the everyday experiences of students and teachers. Attempting to integrate theory and practice in public schools, Hi-CE now works in ten schools in Detroit, five in Ann Arbor, and a smattering of other schools around the country.

Claudia Urrea is a Ph.D. student in the Epistemology and Learning Group at the MIT Media Laboratory. She holds a bachelor degree in Computer Science and a Master degree in Educational Media and Technology. Her work studies how children develop knowledge concurrently on different subjects (i.e. science, mechanics, math, design, human values, etc) through project-based work. She is interested in formulating and implementing educational strategies for developing countries. Since 1990 she has has applied her research on educational and technology projects in the United States, Costa Rica, Colombia, Argentina, and Thailand.


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