Ed Tech Hour

Janette Scardillo, PT, DPT currently holds the positions of Director of Clinical Education and Faculty Specialist in the Department of Physical Therapy at the University of Scranton in Scranton PA. She received her BS in Health Science (2005), Masters of Physical Therapy (2006), and transitional Doctorate in Physical Therapy (2009) from the University of Scranton.  She additionally completed a Certificate in Simulation through the Drexel University (DREXEL) College of Nursing and Health Professions in 2022. Her current academic teaching responsibilities and research interests include clinical education, simulation, professional development in PT students, acute care PT, cardiovascular and pulmonary PT, and early mobility in the ICU. She is a credentialed trainer for the American Physical Therapy Association's Level 1 and Level 2 Clinical Instructor Credentialing Programs (CCIP) and is a member of the CCIP Level 1 Update Workgroup and the CCIP Booster Modules Workgroup. Previous professional experience includes American Council of Academic Physical Therapy (ACAPT) Vice Chair of External Affairs of the Clinical Education Commission, National Consortium of Clinical Educators Vice Chair and Nominating Committee Chair, Chair of the ACAPT Leadership Academy Summit Planning Committee, and membership on the APTE/APTA Clinical Education Technology Workgroup and CESIG/NCCE Clinical Placement Taskforce.

Dr. Diedra Price is an author, poet, publisher, creative director, and founder of Words Eclectic Publishing. Her work centers authorship, lived experience, and cultural truth as essential forms of knowledge. Her upcoming book, Sugar Uncoated: A to Z, is a standalone poetic work that explores Black ancestral memory and movement while engaging themes of identity, liberation, and resistance. With a background in Educational Psychology and Technology, Dr. Price bridges research, storytelling, and community, reimagining how learning, voice, and knowledge are understood within and beyond academic spaces. 

Dr. Nadia Iftekhar is an alumna of the Educational Psychology and Technology (EPT) program, specializing in instructional design and accessibility. She is the founder of Modal Education, an inclusive learning platform designed to support Deaf and Hard of Hearing students through visual, accessible math practice. With advanced degrees in Deaf education and elementary education from Teachers College at Columbia University, Nadia brings over a decade of experience in curriculum development, IEP consulting, and teacher training. Her current research explores the intersection of burnout and technology use among teachers of the Deaf. She is a passionate advocate for equity in education, digital access, and sustainable leadership. 

Kelly B. Renner, Ph.D., LPC is the Assistant Dean, Curriculum and Program Chair of Psychology and Social Sciences at Franklin University. During her time at Franklin University, Dr. Renner has held a variety of positions including the Assistant Director and then the Director of the Student Learning Center, as well as Lead Faculty. She has enjoyed teaching at Franklin University since 2012 and was a 2014 Teaching Excellence Award recipient, as well as the 2019 Inaugural Faculty Fellow. Prior to working full-time at Franklin University, Dr. Renner spent four years working in community mental health as a clinician. Her caseload included clients at various stages of the life span battling addictions, depression, anxiety, and personality disorders, as well as coping with all forms of abuse. Dr. Renner's research interests, speaking engagements, professional presentations, and publications are on the topics of burnout, motivation, and team building. She resides in Westerville, Ohio with her husband, Blake, and their son, Declan. 

Dr. Samantha Tackett is a faculty member at Florida State University where she serves as the Director of the Proactive Referral & Engagement (PRE) Program, and Assistant Director of the Academic Center for Excellence (ACE) in the Division of Undergraduate Studies. Dr. Tackett uses her Doctorate in Educational Psychology and Master’s in Instructional Systems & Learning Technologies to teach, provide support, and mentor the research of both undergraduate and graduate students. Likewise, she enjoys teaching assessment, cognitive psychology, educational psychology, educational technology, and student success/recovery curricula in traditional and online contexts. She has considerable professional experience as a human performance systems consultant, program evaluator, and assessment specialist in government and corporate sectors. Her research interests include students' development of skills to improve their academic recovery and the academic experiences and retention of first-generation and other underrepresented student populations within the American educational systems. Dr. Tackett has published in national and international journals and books and collaborated with colleagues and students to present research at regional, national, and international conferences.

Ms. Lindsey Shah is the Director of Content and Curricula at Parents as Teachers National Center. With her commitment to excellence, she supports the development of research-informed methodologies and resources that emphasize the importance of family engagement to the work of home visiting and early childhood professionals. As a testament to her knowledge and expertise, she serves as a lead author for a publication by Parents as Teachers National Center called "Engaged: Building Intentional Partnerships with Families.”  She underscores the role of family engagement through her insightful discourses in the field.  

Dr. Lord Giddie is the Director of Learning Experience Design (LXD) at National Louis University, where he leads a dynamic team dedicated to innovating course design and instructional methodologies. With 15 years of experience in the field of instructional design, Dr. Giddie has a profound understanding of the intersection between technology and education. Since 2009, he has been an influential adjunct professor, imparting advanced knowledge in educational psychology, educational technology, and international psychology to doctoral students, shaping the next generation of experts in these fields. Dr. Giddie is a passionate advocate for the intentional use of AI in education. He guides his team to leverage AI tools, such as ChatGPT, to enhance course content creation while exploring the benefits, challenges, and future possibilities of integrating AI into course design. His work is characterized by a commitment to fostering inclusive and engaging learning environments that utilize cutting-edge technology to elevate the educational experience. 

Dr. Jessica Evans has nearly 15 years of experience in higher education, specializing in assessment, accreditation, policy development, strategic planning, and organizational training. She currently works for a nonprofit organization focused on accrediting teacher education programs in the U.S. and abroad. Previously, she served as the Director of Assessment and Accreditation at Murray State University, where she was also a member of the Board of Regents. Dr. Evans holds an EdD in Educational Psychology and Technology and master’s degrees in Human Development and Organizational Communication. She is a member of the Steering Committee for Human Rights Educators USA and has served on the Board of Directors for Amnesty International, USA. Recognized for her contributions to higher education, Dr. Evans was honored by the Murray State University Alumni Association as a Top 22 Under 40 honoree in 2020. 

Dr. Leslie Rutkowski is Professor of Quantitative Research Methodology at Indiana University. Leslie’s research is in international large-scale assessment models and methods. Her interests include latent variable models and examining methods for comparing heterogeneous populations in international surveys. Dr. Rutkowski currently serves as associate editor for the Springer journal Large-scale Assessments in Education and as co-executive editor for the Springer book series, IEA Research for Education. She is also the chair of the PISA Technical Advisory Group and the NAEP Questionnaire Standing Committee. Dr. Rutkowski is also the editor of Handbook of International Large-Scale Assessment (Rutkowski, von Davier, and Rutkowski, 2014) with Chapman & Hall. 

Dr. Inaya Jaafar is an educational psychologist with over 23 years of experience in teaching middle school English and science, being a primary grade interventionist, a preschool to 12th grade special services supervisor, and currently an elementary school assistant principal, dissertation reader, and adjunct faculty member. Dr. Jaafar has published an edited reference book on educational technology featuring her dissertation topic on the teacher student relationship with the use of technology. She has conducted research and published manuscripts focused on the educational impact of the pandemic, effects of natural disasters on school staff and student performance, trauma informed practices, and teacher resilience.  

Dr. Taylor Gothard works with the Digital Teaching and Learning Department of The Community Solution Education System and is an adjunct faculty member at The Chicago School. He has over 15 years of experience in higher education in the areas of instruction, curriculum, accreditation, compliance, financial aid, and student support services. In addition to his regular roles, he also operates a consulting business that provides support to growing colleges in these areas of expertise. Prior to joining The Chicago School, he worked extensively in graduate medical education simulation programs in Southern England and on St. Maarten and supported medical schools in Australia, the Caribbean, India, Malaysia, and the Kingdom of Saudi Arabia.” 

Dr. Rhoderick J. Ramsey is a learning and development professional with experience from the U.S. Federal Government and private sector. Dr. Ramsey’s expertise is in instructional systems design, online learning and facilitation, and educational technology. He has engaged in the complete learning cycle, including learning needs assessment/analysis, learning intervention design and development, and program evaluation. Dr. Ramsey earned his Bachelor of Arts in Sociology and Master of Education degrees from the University of Central Oklahoma and was awarded a Doctorate in Educational Psychology and Technology from The Chicago School. 

Dr. Vail Hilbert is a dedicated and passionate international education professional who believes in creating engaging and inclusive learning environments. She began her career in public education in the United States and has been working in an international school in Mexico City for 14 years. Throughout her professional journey, she has had the opportunity to hold a variety of positions including classroom teacher, activity specialist, instructional coach, and dean of students. Dr. Hilbert uses connection to create an educational climate where students feel safe and valued.    Dr. Hilbert received a bachelor’s degree in international studies. It was then that she began to think about and explore how the world is becoming more interconnected and the possibility that creates. Specifically, as she continued her journey into education and moved across borders, it became evident that online and international teaching and learning not only allows education to be more accessible but also provides opportunities for cross-cultural interchange. While online teaching and learning still has limitations and gaps, she continues to be committed to learning more and engaging in conversations about how best to leverage technology and integrate the cultural and psycho-social aspects of learning for the benefits of students everywhere. 

Finishing a 10-year quest of climbing to the top of the highest mountain on each of Earth’s seven continents, Dr. Vora’s expeditions have taken him to some of the most remote places on the Earth, from the Andes Mountains to the Antarctic Ice, from the Alaska Range to the Asian Himalayas. Dr. Vora makes a case for stepping out of our comfort zone to explore our inner world. He has shown the world the power of “big dreams.” He has realized his “big dreams” with hard work, dedication, and perseverance. He now works relentlessly to share his story with others to inspire them to pursue their own “big dreams” and make them come.

Dr. Courtney Kelley has been teaching at Cuyahoga Community College since 2009 and is currently a full-time psychology professor at the Eastern Campus. She holds a Ph.D. in Developmental Psychology from Bowling Green State University and received her B.A. in Psychology from Wittenberg University. While in graduate school, her areas of research included child and adolescent aggression and prosocial behavior, child and adolescent body image, eating attitudes and eating behavior, and academic motivation. Dr. Kelley regularly teaches General Psychology, Child Development, Lifespan Development, Honors Lifespan Development, and Psychology of Human Sexuality. She takes pride in bringing enthusiasm into the classroom and strives to create an active learning experience for students. 

Dr. Jessica Lester is a professor of Qualitative Methodology in the School of Education at Indiana University, Bloomington. Having been trained in cultural studies and qualitative research methodology, she takes an interdisciplinary approach to her scholarship, including both the methodological and substantive foci of her research program. In her methodological work, Dr. Lester focuses on the study of language-based methods, digital tools in qualitative research, and disability in qualitative inquiry. Her substantive research has focused on examining interactional practices in clinical and educational contexts that involve children and youth. Dr. Lester has received numerous awards for her scholarship, among them the 2014 AERA Division D Early Career Award in Measurement and Research Methodology, the 2018 APA Distinguished Early Career Contributions in Qualitative Inquiry Award, and the 2022 American Educational Studies Association Critics’ Choice Book Award. At Indiana University, Dr. Lester teaches qualitative methods courses and was recently recognized by the 2022 Gorman Distinguished Teaching Award.  

Shena Sanchez, PhD is an Assistant Professor of Qualitative Research at the University of Alabama. As a critical qualitative researcher, she uses Critical Race Feminisms to understand the experiences of Girls and Women of Color in K-12 public schools. Her scholarly interests include intersectional research methods, student identity and voice, education policy and leadership, and the social-political-historical contexts of schooling. Dr. Sanchez is the founder of the Lavender Girls Project, a national mentoring and research group for and with Girls of Color from Title I high schools. She is currently conducting a study about the experiences of Women of Color public school administrators who lead using principles of social and educational justice. 

Dr. Tony Adams (PhD, University of South Florida) is a Caterpillar Professor and Chair of the Department of Communication at Bradley University. Before Bradley, he worked at Northeastern Illinois University (NEIU) for nine years. In 2017, he was honored to be named the Bernard J. Brommel Distinguished Research Professor, the highest research award at NEIU. In 2021, he was honored to be named a Caterpillar Professor, the highest research award at Bradley. Dr. Adams has published more than 75 articles and book chapters as well as nine books including Narrating the Closet: An Autoethnography of Same-Sex Attraction (Routledge), Autoethnography (Oxford University Press), and two editions of the Handbook of Autoethnography (Routledge). He has facilitated workshops on qualitative research at numerous institutions, including the University of Edinburgh, Texas A&M, the University of Alabama, and the Autonomous University of Aguascalientes. He is the executive director of the International Association of Autoethnography and Narrative, a co-editor of the Writing Lives: Ethnographic Narratives book series (Routledge), and the founding co-editor of the Journal of Autoethnography (University of California Press). 

Dr. Tom Hoerr holds a Ph.D. in educational planning and policy development from Washington University in St. Louis, and a Master's in Education and Educational Administration from the University of Missouri St. Louis, and a BA in Education from Harris Teacher's College. He led schools for 37 years and is now a scholar in residence at the University of Missouri, St. Louis, where he teaches Prospective Principles. Dr. Hoerr began as a teacher and then moved into a leadership role as a principal in the school district of University City. In 1981, Dr. Hoerr became the head of the New City School in St. Louis, a school founded on a commitment to progressive learning and respect for human diversity. Under his leadership, New City began implementing the theory of multiple intelligences (MI) in 1988 and created the world's first MI library in 2006. During his 34 years at New City, the school raised funds to renovate the building, expand the campus, refurbish the theater, build the MI library, and establish an endowment for need-based financial aid. He was given emeritus status when he retired in 2015. He has also led the Independent Schools Association of the Central State's New Heads Network since its inception in 2010. This program for New Heads of Independent Schools focuses on leadership skills, faculty, collegiality, and school government. He also designed and led the Washington University Program in Nonprofit Management. He has written seven books and more than 175 articles or book chapters. He was the author of the Principal Connection Column in Educational Leadership from 2004 to 2018 and now writes a leadership blog for ASCD. In addition, he has given presentations at conferences and schools throughout the US and abroad on topics like the Formative Five, Grit, faculty, collegiality, leadership, multiple intelligences, school culture, and school governance. Dr. Hoerr has also worked with independent schools on governance issues and planning and led the ASCD Professional Interest Community's MI network for 20 years. 

Dr. Pornchanok Ruengvirayudh is a faculty member of the School of Politics and Government, Faculty of Political Science and Public Administration, at Chiang Mai University in Thailand. Her goal is to apply her knowledge and experiences in statistics and quantitative research to the field of Political Science. When working as Associate Director of Grant Evaluation and Statistical Support at Loyola Marymount University in California, she collaborated with faculty and staff, consulting and conducting analyses. Her application of statistics to research studies has led to publications in STEM and other fields. She has expertise in statistics and public speaking, making her a statistician who can present statistical results in lay language. She is also a storyteller through data visualization. She earned her PhD in Educational Research and Evaluation from Ohio University. During her PhD, she served as a Graduate Associate in the Statistics and Research Lab, which allowed her to practice consulting with students on their doctoral dissertations in the field of Education, especially in research design and statistical analyses. 

Rose Claybon Dean is a passionate educator who has worked as an elementary school teacher for 29 years. She grew up under segregation laws and now works tirelessly for social justice and equity in schools. Ms. Dean graduated from Mississippi University for Women in 1978 with dual degrees in Speech Communications and Journalism. In 2002, she graduated with the highest honors from Drew University in New Jersey with a Master’s Degree in Theological Studies. Her nearly three decades of working as an educator has afforded her the opportunity to mentor and serve as a cooperating teacher for many pre-service teachers. She strives to create a space for students to explore their own learning styles and encourages parents to be active participants in their child’s learning. As an educator she believes that she is in a privileged position to create learning environments that promote effort and hard work. She sincerely believes that every student is unique and the stakeholders in education should embrace this uniqueness to make learning an enriching experience for all students.    

Katherine Demsky is dedicated to gender equality on a global scale as she believes it holds the key to a more peaceful society. She worked in research and gender studies throughout China and now lives in Kathmandu where she monitors programs, on the ground, since 2013. Katherine holds an MA in Medical Anthropology and a BS in Archaeology/Asian Studies. She is an active volunteer and student at the Foundation for the Preservation of the Mahayana Tradition (FPMT) and loves exploring the vast cultures and landscapes of Nepal.

Georgina Harris is the founder of Pamoja Leo children’s charity working to transform care for children in Tanzania. She has her BSc in International Development, and a MA in Development Education with a special interest and focus in children’s rights in practice. She has an interest in early childhood development, family-based care for children, the impacts of orphanage tourism, and is passionate about the healing power of play! She is the mother of two fabulous children who remain her greatest teachers. She is an avid traveler and lover of cross-cultural living and learning.

Mr. Jeff Rives began his teaching career with a bachelor's degree from Northwest Missouri State University, in Business Education. During his 17 years of teaching, he has also worked to obtain his master's degree in Instructional Design and Technology, from Emporia State University, and most recently, he obtained a generalist specialist degree with an emphasis in Instructional Technology, from Northwest Missouri State University. Through his 17 years of teaching, Mr. Rives has taught Journalism, Yearbook, and Digital Literacy classes at the middle school level. Outside of school, he is also responsible for running the cameras and doing stats for the high school football team, and he is on the Chiefs' football staff, working games in the press box.

Dr. Sherri Restauri is a teaching associate in the Department of Psychology at Coastal Carolina University (CCU) and has over 20 years of experience in online learning and educational technology. Currently, she is Senior Executive Director with Digital Learning; which focuses on policies, procedures, and digital accessibility for students on the CCU campus. Additionally, she serves on the Steering Committee for the OLC Innovate and Accelerate annual conferences and is a member of the MERLOT Psychology Editorial Board, as well as the editor of the Professional Coaching MERLOT Board.

Brad Johnson, PhD is Professor of psychology in the Department of Leadership, Ethics and Law at the United States Naval Academy, and a Faculty Associate in the Graduate School of Education at Johns Hopkins University. A clinical psychologist, Dr. Johnson is a mentoring expert specializing in developing gender-inclusive mentoring cultures for organizations around the globe. Dr. Johnson is the author of numerous publications including 14 books, in the areas of mentoring, professional ethics, and gender inclusion. Recent books include: Good Guys: How Men Can Become Better Allies for Women in the Workplace, Athena Rising: How and Why Men Should Mentor Women (both with David Smith) and the Elements of Mentoring 3rd Ed. (with Charles Ridley).

Carl E. James is a professor in the Faculty of Education and in the Graduate Program in Sociology; and is currently the Jean Augustine Chair in Education, Community & Diaspora at York University, Toronto. He is also the Senior Advisor in Equity & Representation in the Office of the VP Equity, People & Culture. He holds a PhD in Sociology and an honorary doctorate from Uppsala University, Sweden, where he also taught. His scholarly interests pertain to questions of equity, access, and social justice for marginalized and racialized people. Specifically, in his research he examines the schooling experiences, educational performance, career trajectories, employment opportunities, and social achievements of marginalized and racialized people – particularly Black youth. His recent publications include: “Colour Matters”: Essays on the Experiences, Education and Pursuits of Black Youth (2021).

Erin Trautman has been working as an international educator for over 24 years. She began her career as a teacher for students with learning disabilities. After a break in education to support and care for her two children, she returned to The American School Foundation (ASF) to work in the Early Childhood Center (ECC). Inspired by her work and effort to reach students’ individual needs she created a literacy intervention program within the ECC to provide strategic and intentional literacy instruction. Erin then took on the leadership role of the Lower School Dean of students. Continuing her journey as an international educational leader, she has currently been working for four years in her role as the head of the ECC at ASF. Erin’s educational background includes a Bachelor's in Elementary Education and Early Childhood from Ohio University, a Master’s in Reading and Learning Disabilities from DePaul University, and a second Master’s in International Education Administration from Endicott College.

Tiffany Michels is the Founder and Executive Director of Helianthus Positive Behavior Supports LLC. She founded the company in 2020 after learning that ABA resources were lacking in her local area of North Carolina. Tiffany graduated with a Bachelor of Science in Psychology at ODU and a Master of Education in Special Education with a Graduate Certificate in Applied Behavior Analysis at GMU. She is attending Walden University for her Doctorate in Education. She started in the field after working for an organization who specialized in working with children with a diagnosis of Emotionally Disturbed, Autism Spectrum Disorder, Intellectually Disabled, Operationally Defiant Disorder, Attention Deficit Hyperactivity Disorder and Attention Deficit Disorder, as a Special Education teacher assistant in an inclusion classroom. It was there she had discovered the world of Behavior Modification and Management. She became intrigued and began her journey into the ABA field. She has worked in the ABA field specifically for over seven years providing direct services, supervision and case management services, parent training and assessment services to young children and adolescents who have varying diagnoses and their families. After moving to North Carolina in 2018, she decided it was time to expand ABA services for families in North Carolina. Tiffany strives to better her community, serving others in need, and lending a helping hand. She takes pride in her work and loves to grow and progress in the field. When she has time, she loves researching, attending conferences and webinars, and finding advancements to better her practice. Outside of work, Tiffany enjoys living on a farm, spending time with her family, and is a HUGE animal lover.

Renee Metty has over 20 years of experience in the education field and additional experience as an Executive Coach, Development Consultant, and Facilitator with Pulse organization. In 2010, she founded the Cove School in West Seattle, which is a preschool that adopts a mindfulness-based approach for students. As far as her educational background, she earned a master's in early childhood education and a master's in special education. Currently, she is pursuing her PhD in Business Psychology and examining the impact mindfulness can have on leadership and how it can change management. Lastly, she is a Certified Mindfulness Facilitator through Mindful Schools and Little Flower Yoga.

Carolyn Burns is the founder and manager of Ukulapha Community Outreach. She was born and raised in South Africa. Her post high school education was nursing with a pediatric specialty. At 32 she ventured over to Canada where she lived and worked on the west coast for 25 years. Aside from many fortunate opportunities to travel and explore within North America, Carolyn’s curiosity evolved into a search for her true and authentic self. At 48, this led her to study at the Seattle campus of Saybrook University for a Masters in Counselling Psychology. In her 50’s, a deep pull and yearning to return to her native land, give back and account for her privileged life, motivated her. As a child of Apartheid, Carolyn is acutely aware of having automatically received privilege. She responded to the urge to fulfil a deeper purpose in her life, a way to ‘measure’ her life so that, one day, when she sinks into her favorite rocking chair, she is able to reflect “old bean, that was a life well lived!”

Jared Mader is the Director of Educational Technology for the Lincoln Intermediate Unit and the former Director of Technology for five years in the Red Lion Area School District. In his past two roles, he has been responsible for all of the instructional technology and infrastructure decision-making, founding his educational philosophy in the ISTE Standards. Jared has promoted engaging staff and student learning communities through online collaboration and Google Apps for students and staff. Further, he is the Co-Science Curriculum Specialist and Independent Consultant for ISTE and is a contributing author for ISTE’s Learning and Leading with Technology Publication.

Joya Hayes has 19 years of experience in human resources, training and organizational development, community-based programming, policy & procedure development and executive level planning.  As Human Resources Director, she also represents the Human Resources department for all formal negotiations with the Austin Police Department, the Emergency Medical Services department, and the Austin Fire department. She previously worked in executive positions providing support for city managers in Texas and Virginia. She is also a member of the National Forum for Black Public Administrators, the Society for Human Resource Management (SHRM), the International Public Management Association for Human Resource Professionals (IPMA-HR), and a board member for the Austin Area Heritage Council and Child Incorporated. She received a master's degree in public administration from Texas State University and a bachelor’s degree in mass communications from Huston-Tillotson University.

Judy Perez has been identified as a national level expert in K-12 online and blended learning by the U.S. Department of Education. Prior to founding the iLearn Collaborative, she directed district-wide blended learning at Jeffco Public Schools and led their online school from turnaround status to Performance accreditation. Judy's career in education includes science teacher, assistant principal, principal, district leader and CAO for the Charter School Institute at the Colorado Dept. of Education. In her 29-year career as an educator, she led districtwide and statewide implementations in innovative learning environments impacting 50+ Colorado school districts. She led and developed Colorado's largest statewide multi-district online school middle school and a districtwide blended learning program for Colorado's largest school district. She is a recognized national expert in blended and online learning contributing to research for the U.S. Dept. of Ed, iNACOL, State of Colorado, and numerous publications. Judy has consulted for the Secretary of Education Manizales, Colombia, S.A., Universidad Nacional de Colombia, The ASCENT Initiative, and other international agencies.

Rohit Kumar, through his work and education, has come to believe that schools are places for an enriching socio-cultural dialogue that can empower or subvert its pupils, depending upon how the school is imagined, designed and brought into action. Rohit holds an M.A. in Education from Tata Institute of Social Sciences, Mumbai, and a Masters in Software Systems from the Somaiya Institute of Management Studies and Research, Mumbai, India. However, he thinks his most important learning comes from having worked with students and educators for over 12 years. Currently, Rohit works as the CEO at Apni Shala Foundation (Mumbai, India) where he co-leads strategy, partnerships and advancement for the organization along with his co-directors. He also works with The National SEED Project (Wellesley, USA) as a consulting staff where he co-facilitates diversity workshops for educators.

With nearly 20 years in the field of education, Mr. Damon Englese will tell you that a school is not just an institute for learning, but has become the heart of a community where effective educational leaders, like himself, are prioritizing the safety and well-being of their students and staff in the wake of a world-wide pandemic. Mr. Englese continues to lead his school with compassion remotely, as residents of New Jersey are mandated to stay home during the Covid-19 outbreak. His ability to lead by example and simultaneously prepare his school for the 21st century world has contributed to successfully shifting his school to a virtual learning environment.

Dr. Nicholas Munro is a senior lecturer and researcher in the Discipline of Psychology at the University of KwaZulu-Natal in South Africa. He has a PhD in Higher Education Studies and is registered with the Health Professions Council of South Africa as a counselling psychologist. Dr. Munro teaches across a range of undergraduate and postgraduate modules in psychology, and conducts research and publishes in the area of university student learning and academic achievement.

Dr. Kevin Cokley is a Professor in the Departments of African and African Diaspora Studies and Educational Psychology at the University of Texas at Austin. For more than 20 years, he has studied and researched various topics in African American Psychology such as racial and ethnic identity development, academic motivation and academic achievement. In recent years, he has been named as a fellow for the American Psychological Association divisions of Counseling Psychology and Culture, Ethnicity, and Race. Additionally, he has won awards from the Academy of Distinguished Teachers Association of Black Psychologists (Distinguished Psychologist), UT System Academy of Distinguished Teachers, Innovators and Trailblazers Scholar, Graduate Mentoring Center for Indiana University and Oscar and Anne Mauzy Regents Professorship for Educational Research and Development.

Kimber serves as the weCreate Director at Shattuck St Mary’s International School in Forest City Malaysia, where she leads inquiry and blended learning programs. Her prior professional roles include serving as Director of Technology at a K-8 school specializing in students with learning differences and teaching 5th and 6th grade students as well as middle school science, K-8 technology and STEAM, and TOSA which focuses on leading the transition from library to design studio. Kimber’s experience both in the U.S. and internationally has given her a unique perspective on educational technology, its role in the classroom, and how to effectively integrate it in academic settings. She loves working with students and educators to integrate technology into teaching and learning and believes technology can be life-changing for students as it allows them to both access knowledge and share their ideas in ways not otherwise possible.

With over 40 years in the field of education, he has conducted research on the development of reading and writing skills within special education for both the elementary and secondary school settings. He is also the recipient of many awards within the field of education and was elected to the Reading Hall of Fame in 2018.

He is a leading specialist in the Gulf region for innovation, quality management, and entrepreneurship. His background is in computer sciences and executive management. He has been a consultant for many global organizations and is a thought leader in the UAE in advancing innovative education and business strategies.

Dr. Meagan C. Arrastía-Chisholm is an assistant professor of educational psychology at Valdosta State University. She teaches undergraduate-level courses in psychology and education and graduate-level courses in research methodology. In her courses, she integrates multiple forms of educational technologies to enhance student learning outcomes and to create a community of learners within her courses.

Dr. Devon Cancilla is the Chief Knowledge Officer at the Online Learning Consortium. He is responsible for leading work in key areas that include product development, learning innovation, quality enhancement, community engagement, professional development and leadership, research, and policy. Devon has received both the Sloan-C (now OLC) Outstanding Achievement Award for Online Education and an Effective Practice Award for his research into the development and use of online laboratories.

Dr. Ian MacLeod is the Associate Principal for Student Services at Amos Alonzo Stagg High School located in Palos Hills, IL. In this administrative role, he works with various school leaders to oversee multiple departments including guidance, special education, and athletics. His school district has implemented a digital learning program that is focused on preparing and inspiring students to become responsible global citizens. Through this program, students become empowered through the use of technology to become autonomous learners.

Brian Hill is the CEO and Founder of Edovo. His organization is focused on helping individuals connected to incarceration build better lives and decreasing recidivism through education and communication. Edovo provides incarcerated individuals access to tablet technology that includes programs focused on educational, vocational, and treatment programming options.

Dr. Michael Lemke is the Vice President of Learning Architecture at Area 9 Lyceum. He manages a global team of learning engineers that are tasked with developing adaptive learning courses for settings that include healthcare, corporate training, and higher education. His interests and professional activities have resulted in projects that focus on a wide range of topics including data science and public education.

Zach Ingrasci is an award-winning humanitarian, activist, and filmmaker, who has had worked on the front lines to fight for human rights. He has raised over $90 million for poverty alleviation efforts, and he has collaborated with the UN Refugee Agency and Google to create an immersive online hub that provides answers to the most widely searched questions about Syria. Zach’s documentaries include Living on One Dollar, Salam Neighbor, and most recently his work has focused on sharing the complex stories found on both sides of the immigration system.

Dr. Helen Crompton is an international expert in the field of educational technology. Her research has focused on mobile learning resulting in the United Nations officially naming her as one of nine mobile learning experts in the world. Dr. Crompton has developed courses for ISTE focused on mobile learning, technology integration, and artificial intelligence.