April 18, 2007
Dr. Anthony Picciano, Professor, School of Education, Hunter College and Graduate Center of the City University of New York, 4-19-07
Dr. Anthony G. Picciano is a Professor in the Graduate Program in Education Leadership at Hunter College. He is also a member of the faculty for the Ph.D. program in Urban Education and the program in Interactive Pedagogy and Technology at the City University of New York Graduate Center.
Dr. Picciano has 37 years of experience in education administration and teaching, and has been involved in a number of major grants from the U.S. Department of Education, the National Science Foundation, IBM, and the Alfred P. Sloan Foundation. In 1998, Dr. Picciano co-founded CUNY Online, a multi-million dollar initiative funded by the Alfred P. Sloan Foundation that provides support services to faculty using the Internet for course development. Currently he serves on the Board of Directors of the Sloan Consortium. His major research interests are school leadership, policy, Internet-based teaching and learning, and multimedia instructional models.
Dr. Picciano has authored numerous articles and eight books including Data-Driven Decision Making for Effective School Leadership(2006, Pearson), Educational Leadership and Planning for Technology, 4th ed. (2005, Pearson), Distance Learning: Making Connections across Virtual Space and Time (2001, Pearson), and Educational Research Primer (2004, Continuum). His most recent book was co-edited with Chuck Dziuban and is entitled, Blended Learning: Research Perspectives (2007, Sloan Consortium).
Dr. Picciano is the lead researcher on the K-12 Online Learning: A Survey of U.S. School District Administrators study. The purpose of the study was to explore the nature of online learning in K-12 schools and to establish base data for more extensive future studies. Issues related to planning, operational difficulties, and online learning providers were also examined. This study was based on a national survey of American school district chief administrators during the 2005-2006 academic year. It is one of the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. The distinction between fully online and blended learning is a most important refinement of previous studies on this topic. This study was funded through the generosity of The Alfred P. Sloan Foundation.
Posted by David Lemberg at April 18, 2007 03:42 PM Return to SCIENCE AND SOCIETY home page