Beverly+Hunter

Beverly Hunter

I. INFORMATION
Beverly Hunter is a Systems Engineer and Director of Piedmont Research Institute; she also is a co-principal investigator for VISIT Teacher Enhancement Project. Since 1965, Beverly served as principal investigator for educational technology research, development, and teaching projects funded by the National Science Foundation, U.S. Department of Education, Defense Advanced Research Projects Agency, Department of Defense Dependent Schools, private industry and public organizations. She works with teachers, scientists, and technologists to create new applications of advances technologies to learning and teaching such as telecommunications networks, computational simultations, data bases, hypermedia, GIS, and varios programming languages. She has funded thousands of creative teachers to develop innovations in learning and teaching. She also funded university faculty and working scientists to develop pedagogically meaningful scientific investigations using geospatial tools and data. Hunter serves as a member of the ISTE Research Committee.

**II. PUBLICATIONS**

**A) BOOKS**


 * Learning and teaching on the Internet: contributing to educational reform - (1995)
 * Internetworking: coordinating technology for systemic reform - (1993)
 * Teacher preparation, school renewal, and computer technology - (1991)
 * Computer-mediated communications support for teacher collaborations: researching new contexts for both teaching and learning - (1990)
 * Federal R & D policies supporting educational technology - (1989)
 * Designing educational software for the information age: dilemmas and paradoxes - (1989)
 * What is fundamental in an information age?: a focus on curriculum (1986)
 * Introduction to National educational computer policy alternatives (1986) During the first half of this decade the role of computers in the educational system became a widespread concern of public decision-makers as well as teachers and school administrators. Instructional computer policies also became relevant to families, especially parents who acquire (or consider acquiring) home computers and software. A national debate over computer literacy (see e.g, Seidel, Anderson, and Hunter, 1982) accompanied this rising tide of concern and was one of the key factors behind the hundreds of computer education proposals before school boards, state legislatures and national decision bodies.
 * **My Students use Computers: Learning Activities for Computer Literacy - **(1983)
 * 1) [[image:http://ecx.images-amazon.com/images/I/41SC-byk%2BVL._SY344_BO1,204,203,200_.jpg width="166" align="left"]]


 * =====**An Approach to Integrating Computer Literacy Into the K-8 Curriculum [microfilm] ** - (1980) The goal of the research and development project described is to make it possible for students in grades K-8 to acquire at least minimal computer-related skills. The report gives the long range goals of the project, perceptions on the need for a computer literacy program, recommendations of approaches for satisfying that need, and the pros and cons of a K-8 infusion approach to computer literacy. A series of curriculum guides for the K-8 computer literacy program for use by school administrators, media center people, teachers for grades K-8, and subject coordinators will be produced before the termination of the project, scheduled for September 1983. =====

B) MAGAZINES AND ARTICLES
March 1992, Volume 1, [|Issue 1], pp 23-34 <span style="font-family: Arial,Helvetica,sans-serif;">Abstract:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Journal of Science Education and Technology- **//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 1.066em; line-height: 1.5;">Linking for learning: Computer-and-communications network support for nationwide innovation in education //**

<span style="font-family: Arial,Helvetica,sans-serif;"> Just as the grand challenges in scientific research require computer-communications network support for collaboration among geographically disparate institutions, disciplines, and individuals, so the grand challenges of educational reform require new kinds of collaborations across previously separate institutional boundaries and among individuals whose work was previously isolated from one another. The national and international computer communications infrastructure is being engineered and deployed at the same time as new structures are sought for education. Know-how about productive educational applications of computer communications has been gained from previous and current projects. Productive projects in educational telecomputing will focus on the grand challenges of education, and at the same time help to build appropriate telecommunications infrastructure for education. A reasonable goal is to have in operation, by the mid-1990s, the intellectual, technological, educational, and organizationalfoundation necessary for productive and efficient use of computer-communications networks for education.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">ERIC Number: ED315045 <span style="font-family: Arial,Helvetica,sans-serif;"> Record Type: RIEPublication Date: 1988-JunPages: 12
 * ERIC- //**<span style="font-family: Arial,Helvetica,sans-serif;">Research and Evaluation Trends in the Uses of Computer-Based Tools for Learning and Teaching **//

<span style="font-family: Arial,Helvetica,sans-serif;"> Abstract: <span style="font-family: Arial,Helvetica,sans-serif;">Current research and evaluation studies describe changing knowledge about the effects and conditions of computer-based tools in learning and teaching in elementary and secondary school classrooms. Current studies of computer-based tool use are characterized by: (1) a focus on many dimensions of learning, learners, and learning environments; (2) an increasing concern for learners' individual needs; (3) an interest in the process as well as the outcomes; (4) a concern for the effects of knowledge representation on learning and understanding; (5) interest in teachers' roles; (6) a focus on collaborative learning; and (7) a concern for evaluation methods. While tools are most often used to support the writing process, other applications include social studies problem solving; mathematics concept formation and problem solving; modelling of physical, biological, and social systems; graphing; science collaboration through the use of networking tools; and databases to support scientific inquiry. Recommended areas for research and development include learning and teaching using computer-based tools, reassessment to facilitate the integration of tools into the curriculum, evaluation methods, teacher preparation and enhancement, the development and application of new technologies, and social issues.
 * Fourth International Conferences of the Learning Science (2000) - ** Building a a Real-World Learning Communities: The Work/Site Alliance of Southeastern Michigan **


 * Data Tools for Real-World Learning

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