Brigid Barron, TELOS Co-Lead, is Professor of Education and the Learning Sciences at Stanford’s Graduate School of Education. Her research investigates how digital technologies can serve as catalysts for collaborative learning across home, school, and community settings with the goal of creating more equitable opportunities for the development of expertise and interest-driven learning. Current projects include the documentation of learner pathways to expertise through personal social networks, and designed settings for learning. She is founder of The YouthLAB at Stanford, and a co-lead of the NSF-funded LIFE Center (Learning in Informal and Formal Environments), investigating the social foundations of learning across diverse communities, contexts, and domains. At Stanford she teaches in the Learning Design and Technology MA program, the LSTD doctoral program and the DAPS doctoral program.
Christine Bywater is a Clinical Associate in Educational Technology for STEP (Stanford Teacher Education Program). Her work focuses on supporting STEP students and faculty in integrating technology in engaging and equitable ways for students. She also collaborates with local schools and teachers to support the use of technology in K-12 curriculum and teacher professional development. As a member of the TELOS initiative, her work centers around the cohesive and equitable use of technology for K-12 students, the preparation of pre-service teachers to use technology, and the development of technology infused professional learning experiences for teachers. Christine has a background in Social Studies education and spent four years as a teacher in Brooklyn. Most recently she worked for Apple supporting education, youth and professional development programs.
Janet Carlson, TELOS Co-Lead, is Associate Professor at Stanford Graduate School of Education and Director of the Center to Support Excellence in Teaching. Her research interests include the impact of educative curriculum materials and transformative professional development on science teaching and learning. She began her career as a middle and high school science teacher and has spent the last 20 years working in science education developing curriculum, leading professional development, and conducting research. Dr. Carlson received a BA in Environmental Biology from Carleton College, an MS in Curriculum and Instruction from Kansas State University, and a PhD in Instruction and Curriculum (science education) from the University of Colorado.
Angela Estrella is a Professional Development Associate and Instructional History Coach for the Hollyhock Fellowship Program at the Center to Support Excellence in Teaching. In addition to her work at Stanford, Angela works part-time as a professional development facilitator for Overfelt High School in San Jose and is a Teacher in Residence for Imagine K12, an incubator for educational technology startups. Prior to joining CSET, Angela taught history for 9 years and served as an educational technology mentor and instructional coach.
Javier Heinz is the Project Manager for the TELOS Initiative. His work includes managing TELOS grants and project deliverables, compiling reports to represent the Initiative’s accomplishments, and overseeing TELOS events. In addition to his work on TELOS, Javier is also the Communications Manager for the Center to Support Excellence in Teaching (CSET). Before joining the Stanford GSE, Javier worked in the Stanford School of Medicine, the UCSF School of Medicine, and served in the District Office for Congressman Tom Lantos.
Specialist in Educational Technology, Professional Development Associate and Instructional History Coach
Vielka serves as Professional Development Associate and Instructional Coach in History with the Hollyhock Fellowship Program and Specialist in Educational Technology with TELOS. She supports history teachers in meeting their instructional goals and works with under-resourced schools to integrate greater use of technology in the classroom. Prior to joining CSET, Vielka worked for nearly twenty years in public, private, charter, and schools abroad as a teacher, administrator, and program coordinator. She also founded two college admissions consulting companies, Vielka Hoy Consulting LLC and Bridge to College Inc. She earned her BS in Social Studies Education from New York University and MA in Afro-American Studies from UCLA.
Amber Maria Levinson is a Research Associate at Stanford Graduate School of Education as part of the TELOS Initiative (Technology for Equity in Learning Opportunities). Her recent research examines how Hispanic-Latino immigrant families use media and opportunities for technology to support intergenerational language learning, and previously she contributed to ethnographic work on youth as media producers as part of the Digital Youth Network. Amber earned a Ph.D. in Education at Stanford in the Learning Sciences and Technology Design program and was a Post-Doctoral Scholar with the Joan Ganz Cooney Center at Sesame Workshop. She is also leads design experiences and coaches design teams particularly in the area of serving youth, schools, and families. Amber began her career as a classroom teacher. Her experience also includes six years in Rio de Janeiro, Brazil, where she helped establish Cinema Nosso, a media arts program for youth from the city’s poorest areas, and also worked as a writer and associate producer on films for the BBC, National Geographic and others. She has authored multiple publications in the field of technology and learning, with recent chapters in Children and Families in the Digital Age and The Digital Youth Network: Cultivating Digital Citizenship in Urban Communities.
Adam J. Banks joined Stanford in 2015 as Professor at the Graduate School of Education. He was previously Professor of Writing, Rhetoric and Digital Studies at the University of Kentucky, and the Chair of the Conference on College Composition and Communication. Prior to arriving at Kentucky he served on the faculty of the Writing Program at Syracuse University. In addition to these academic appointments, he served jointly with Andrea Lunsford as the Inaugural Rocky Gooch Visiting Professors for the Bread Loaf School of English, and has been invited to short term visiting scholar roles at Spelman College, Ohio State, and MIT. He is the author of Digital Griots: African American Rhetoric in a Multimedia Age and Race, Rhetoric and Technology: Searching for Higher Ground, which was awarded the 2007 Best Book in Computers and Writing Award.
Paulo Blikstein is an assistant professor at the Graduate School of Education and (by courtesy) the Computer Science Department, where he directs the Transformative Learning Technologies Lab. Blikstein’s research focuses on how new technologies can deeply transform the learning of science, engineering, and mathematics. He creates and researches cutting-edge educational technologies, such as computer modeling, robotics, digital fabrication, and rapid prototyping, creating hands-on learning environments in which children learn science and mathematics by building sophisticated projects and devices. He also focuses on the application of data-mining and machine learning for the assessment of hands-on, project-based learning. Blikstein has recently spearheaded the FabLab@School project, building advanced digital fabrication labs in middle and high-schools in the US, Russia, and Thailand. Paulo is also the Founder and Principal Investigator of the newly-created Lemann Center for Brazilian Education at Stanford, a 10-year initiative to transform public education in Brazil.
Shelley Goldman is Professor at Stanford University’s GSE and by Courtesy, in the Engineering School in the Hasso-Plattner Institute for Design Research. Shelley is an educational anthropologist interested in the idea that learning takes place when students are actively engaged with each other, their teachers, and others in conversations, activities and content. She is very interested in the power of real-world contexts to drive learning, and researches how people learn in and out of school. She currently studies how families engage with mathematics in the course of everyday problem solving. Her quest to give people the tools they need to collaborate and accomplish learning has led her to study and design computer technologies. Goldman has been the faculty sponsor for the Stanford K-8 charter school.
Jennifer Langer-Osuna‘s research focuses on the nature of student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in interaction. Recent work has focused on developing theoretical and analytic tools to capture the construction of marginalization and privilege in patterns of student engagement, and the spread of ideas in student-led collaborative work. Her work has been published in the Journal for Research in Mathematics Education, Journal of the Learning Sciences, Mathematics Education Research Journal, Canadian Journal of Science, Mathematics, and Technology Education, among other outlets.
Ira Lit is an Associate Professor (Teaching) at Stanford University and Director of the Stanford Elementary Teacher Education Program. He holds a doctorate from Stanford University in Curriculum Studies and Teacher Education. A former elementary school teacher, Lit’s research and practice focuses on teacher education, elementary education, educational equity, and the design and purpose of education and schooling, as well as the exploration of the educational experience of students often marginalized by the school context. Lit served as executive director for Teachers for a New Era initiative at the Bank Street College of Education from 2005 to 2007. His recently published book, The Bus Kids, explores the experiences of minority students in a voluntary desegregation program.
Carl Wieman holds a joint appointment as Professor of Physics and of the Graduate School of Education. He has done extensive experimental research in atomic and optical physics. His current intellectual focus is now on undergraduate physics and science education. He has pioneered the use of experimental techniques to evaluate the effectiveness of various teaching strategies for physics and other sciences, and recently served as Associate Director for Science in the White House Office of Science and Technology Policy.