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IEA-sanctioned studies are designed and directed by an International Coordinating Center (ICC).
The ICC for SITES M2 is a consortium of four institutions headed by the Center for Technology in Learning (CTL) at SRI International (USA).
ICC researchers and organizations collaborating in the ICC consortium are:
Dr. Ronald Anderson, University of Minnesota (USA), and Dr. Tjeerd Plomp, Twente University, are ex-officio members, as co-Chairs of the IEA SITES Steering
Committee.
The SITES M2 study is being designed to complement the efforts of the Organization for Economic Cooperation and Development's Center for Educational Research
and Innovation to study the impact of ICT's cross-nationally. The SITES M2 ICC will coordinate its activities with the directors the OECD's International Evaluation Programme. This collaboration between
the SITES M2 ICC and the OECD research team will allow a variety of resources to be leveraged and promote a mutually supportive partnership that will result in findings that will contribute to a broad knowledge base
on the role of ICT in school change.
Robert Kozma
Robert.Kozma@sri.com
Dr. Kozma will direct the ICC for SITES Module 2. Dr. Kozma has had
extensive experience conducting large-scale projects that use a variety of methodologies to evaluate the impact of technology on education, including: case study and classroom observation, surveys, think-aloud
protocol analysis, focus groups, and controlled experiments. His experience includes directing a project for the World Bank to evaluate the impact of networked computing in high schools in six countries in
Africa and South America, directing the evaluation of the Virtual High School project (an US-wide project to offer high school courses via the Internet), designing the evaluation for a university-level project to
teach college chemistry via the Internet, and conducting case studies of technology-based innovation at 24 universities and colleges in the US. Over his 25-year professional career, he has directed or
co-directed nearly 30 grants or contracts with a total budget of over $10 million. He has authored or co-authored more than 40 articles, chapters, encyclopedia entries, and books and his work has appeared in
such publications as the Review of Educational Research, Cognition and Instruction, Annual Review of Psychology, Journal of Higher Education, Education and Urban Society, Journal for Research in Science Teaching, Journal of Research on Computing in Education, Computers in Human Behavior, Academic Computing, Computers and Composition, Educational Technology Research and Development, and the International Encyclopedia of Education.
He has given more than 75 presentations and invited addresses at national and international conferences on topics related to educational technology.
Raymond McGhee
mcghee@wdc.sri.com
Dr. McGhee is a Research Social Scientist at SRI's Center for Technology in
Learning. He has been involved in a variety of state and national evaluation efforts examining technological and curricular innovation in schools and universities. He has participated as a team member
evaluating undergraduate reform activities in science, mathematics, engineering, and technology education supported by the U.S. National Science Foundation. At the state level, he participated in a recent study
analyzing the availability and usage of educational technology in Virginia public schools. In addition to serving as a lead site evaluator, he assisted in the data analysis and synthesis across all of the
sites visited. Dr. McGhee is currently serving as the Africa coordinator of a World Bank program evaluation assessing the impact of information technology and training in secondary schools in Africa and Latin
America.
Willem J. Pelgrum
pelgrum@edte.utwente.nl
Dr. Pelgrum is Senior Researcher at the Center for Applied
Educational Research of the University of Twente in the Netherlands. His main experience is in the field of large-scale international comparative assessments. His have responsibilities included: the National
Research Coordinator of the IEA-Second International Mathematics Study and Second International Science Study and International Coordinator of the IEA Computers in Education studies, which were conducted in 1989 and
1992. He conducted an extensive training project of researchers in Central and East Europe and was involved in several consultancy visits. He also performed several studies for the European Commission in the areas
of educational monitoring and ICT. He is the coordinator of the European network for educational research on Assessment, Effectiveness, and Innovation. The results of his work appeared in several books and
international research journals, among them: Studies in Educational Evaluation, Computers in Education, the International Journal of Educational Research, and Prospects.
Joke Voogt
voogt@edte.utwente.nl
Dr. Voogt is a Senior Lecturer at the Faculty of Educational Science and
Technology of the University of Twente. Her research focuses on innovative uses of information and communication technologies in the curriculum. Her national and international research projects have
included an examination of computer-assisted lab work, the use of computer networks to support staff development, international case studies of innovative uses of information technology in education in four
countries; SITES Module 1; evaluation of technology rich learning practices at the experimental teacher education college in Amsterdam; and a technology project with Russian and Hungarian teacher education colleges.
Ron Owston
rowston@yorku.ca
Dr. Owston is Associate Professor of Education and founding Director of the Centre for the
Study of Computers in Education at York University in Toronto. He has spoken at numerous national and international conferences, and published in variety of fields including technology in education, program
evaluation, and teacher development in journals such as Research in the Teaching of English, Journal of Computer-Based Instruction, Journal of Information Technology in Teacher Education, Journal of
Computer Assisted Learning, Journal of Research on Computing in Education, and Educational Researcher. Recently, he co-authored The Learning Highway: Smart students and the Internet (Key Porter, 1998) and authored Making
the Link: Teacher Professional Development on the Internet (Heinemann, 1998). His current projects include the evaluation of Web-based learning at the college level; a multi-site longitudinal study on how teachers and young children make use of notebook computers in their classrooms; and the application of online learning to teacher development, as part of the Telelearning Network of Centres of Excellence where he is principal investigator.
Richard Jones
jonesr@eqao.com
Dr. Jones is Project Manager for National, International, and Special Projects with the
Education Quality and Accountability Office (EQAO) in Toronto. Prior to this, Dr. Jones was the Director of the Assessment and Evaluation Branch with the Saskatchewan Department of Education. His
responsibilities included designing and implementing initiatives related to student evaluation, program evaluation, curriculum evaluation, provincial learning assessment, education indicators, and national and
international testing. In recent years, he has authored numerous articles on these topics. During three years in the Middle East, he served as Deputy Project Manager and Administrative Manager for an
American-based consulting firm. He coordinated provincial learning assessment activities and was Assistant Director of the provincial and scholarship examination program during three years with the Student
Assessment Branch of the B.C. Ministry of Education. He has several years of teaching experience at elementary, secondary, community college, and university levels in Ontario, British Columbia, and Africa.
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