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Shelley Goldman studies learning in and out of school, and applies findings to the development of teaching and learning environments. Goldman's work focuses on creating opportunities for rich math learning, and understanding how design thinking and technologies can increase access to and transform learning. A professor at Stanford University's School of Education, Shelley is on the faculty of the Learning Design and Technology master's degree program and the Learning Sciences and Technology Design doctoral program. She is also, by courtesy, faculty in Mechanical Engineering-Design Track. Shelley has been involved in the founding of three public schools (an alternative school, a school-within-a-school, and a charter). Goldman's work combines research and practice, and focuses on bringing design thinking into K-12 teaching and learning, rich mathematics learning, and the design and research of learning technologies. She has been developing and researching mobiles for learning in school and out in the world. Goldman has published widely and is co-editor of two volumes, Thinking Practices in Mathematics and Science and Learning and Educating Learning Technology Designers.
Molly B. Zielezinski is a doctoral candidate at the Stanford Graduate School of Education with dual specialization in Learning Sciences & Technology Design and Curriculum & Teacher Education. As a former teacher, she is deeply committed to identifying and interrogating innovative practices that support the development of critical thinking, collaboration, and content knowledge in K-12 classrooms. As part of this agenda, Molly researches learning associated with the integration of digital technologies into K-12 curriculum, mapping these within the myriad of interconnected contextual factors at play in modern classrooms. In other work, she researches design thinking as a pedagogical tool, presenting evidence that design can be a vehicle for authentic problem solving which promotes creative confidence and scaffolds empathy driven solution finding. A central theme emerging from both strands of this work is the criticality of intentional alignment, specifically that opportunities for meaningful learning are strengthened considerably when innovative pedagogical tools and practices are leveraged deliberately because of their strong alignment with specific learning objectives, contextual features at play in the learning environment, and a deep knowledge of the learners involved.
Elizabeth Calhoon-Brumbaugh is Manager of Educational Technology Services at Santa Clara County Office of Education. Elizabeth is a Google for Education Certified Innovator, ACSA's 2015 Technology Administrator of the Year, Leading Edge Certified Professional Developer, and Manager of Educational Technology Services in San Jose, CA. She started as a crossing guard and has taught 6-12 grade English and college-level students. She taught all levels of English, from remedial to Advanced Placement and was Newspaper Advisor, Mock Trial Coach and English-Language Arts Curriculum Leader. She then earned her Master's in Educational Leadership, became Vice Principal of a comprehensive high school and then middle school, before landing at the SCCOE in Educational Technology. She has an unquenchable thirst for learning and increasing access for all teachers and students.
Mary Jo is Senior Editor at EdSurge. Previously, she taught middle school math/science with Teach for America (Houston corps '09), KIPP Houston, and the Archdiocese of Los Angeles at St. Cyril of Jerusalem School, where she also served as an administrator, curriculum coordinator, and decathlon coach. Following her years teaching, she worked on the ScratchED team at the MIT Media Lab, and served as an Education Entrepreneurship Fellow at the Harvard University Innovation Lab while piloting an educational media start-up. Mary Jo has an Ed.M. from the Harvard Graduate School of Education and a B.A. from Northwestern University. Most recently, she was featured on the Forbes "30 Under 30" list for 2016.