JENNIFER C. RICHARDSON
GENERAL INFORMATION
Address:
1748 Sandpiper Drive
West Lafayette, IN 47906
Born:
October 17, 1971
Troy, NY
2. Academic Record
Ph.D. 2001, University at Albany/SUNY, Curriculum and Instruction,
Specializations in Educational Technology and Literacy
*C.A.S.2001, University at Albany/SUNY, Educational Research and Evaluation,
Specialization in Program Evaluation
M.S. 1999, University at Albany/SUNY, Curriculum Design & Instructional
Technology
M.S. 1997, University at Albany/SUNY, Teaching English to Speakers of
Other Languages, Certification Track
M.S. 1996, University at Albany/SUNY, Educational Administration and
Policy Studies, specialization in Policy Studies
B.A.
1993, Russell Sage College, Political Science and History.
*The C.A.S. degree is a Certificate of Advanced Study
Academic Appointments
Assistant Professor, Department of Curriculum and Instruction, Purdue University,
June 2002 to present
Program Convener, Computer Education, Department of Curriculum and Instruction,
Purdue University, June 2002 to present
Assistant Project Director, P3T3 Project, Purdue University, 2002 to present
Adjunct Professor, Department of Educational Theory and Practice, University at
Albany/SUNY, June 1997 to present
Online Teaching and Learning Specialist, Center for Learning and Technology, Empire
State College/SUNY, March 1998 to August 2000
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Program Evaluator, Evaluation Consortium, University at Albany/SUNY,
June 1997-August 2000
Supervisor, Summer Institute for Technology, Department of Educational Theory and
Practice, University at Albany/SUNY, March 1997 to August 1997
Graduate Teaching Assistant, Department of Educational Theory and Practice,
University at Albany/SUNY, January 1997 to May 1997
Research Assistant, Department of Educational Theory and Practice, University at
Albany/SUNY, August 1995 to May 1997
K-12 Teaching and Professional Development Experience
Instructor, Tech-Know-Build Summer Institute, Crawfordsville, IN, 2005
Instructor, Technology Integration Approaches and Tools, Ackerman Summer Institute
for Civic Education, Purdue University, 2003, 2004, 2005
Professional Development Outreach for P3T3 Project, Instructor, Tecumseh Middle
School, Lafayette, IN. Fall 2002.
Professional Development Instructor, Albany Regional Catholic Diocese, Albany, NY,
Summer 2000
Professional Development Instructor, Evaluation in Context Workshops, Corinth
Central School District Professional Development, Corinth, NY, Nov 1999
Professional Development Instructor, South Colonie Professional Development, Mixed
Ability Level Technology Workshops, Albany, NY, September 1998 to August
1999
Site Coordinator and ESL Instructor, Lattimer After School Education Program,
September 1995 to May 1997
TESOL Teacher (K-6), Zoller and Paige Elementary Schools, Zoller and Paige
Elementary Schools, Schenectady, NY, September 1995 to June 1997
Corporate/Business Experience
Research Analyst, Pelavin Research Center, American Institutes for Research,
Washington, DC, August 2000 to May 2002.
3. Certification
New York State Teaching Certificate, English as a Second Language (ESL) (inactive)
4. Citation in Biographical Works
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listed, Academic Keys Who’s Who in Education (2003)
5. Honors
Purdue Distance Learning Award (2005)
6. Memberships in Academic, Professional, and Scholarly Societies
 American Educational Research Association (AERA)
Division C: Learning and Instruction
Division K: Teachers and Teacher Education
Media, Culture and Curriculum (SIG)
Computer Applications in Education (SIG)
Instructional Technology (SIG)
 Association for the Advancement of Computing in Education (AACE)
 Association for Educational Communications and Technology (AECT)
Teacher Education (SIG)
Distance Learning (SIG)
 Midwestern Educational Research Association (MWERA)
 CERIAS Affiliate, Purdue University
SECTION A. TEACHING
A1. Courses taught in last 3 years
Courses taught at Purdue University:
EDCI 564 Integration and Management of Computers in Education
traditional and online (Sp03, 04, 05, F02, Su02, 04)
EDCI 566 Educational Applications of Hypermedia
traditional and off-site (F02, 03, 04, 05, Su03)
EDCI 560 Educational Technology for Teaching and Learning (Su05)
EDCI 660 Seminar in Educational Technology (F02, 03, 04, 05)
EDCI 660 Seminar for Ph.D. students in Educational Technology (Sp06)
EDCI 590S Curriculum & Instruction (for Computer Science Faculty)
EDCI 660 Program Evaluation and Grant Writing (online)
EDCI 673 Issues and Methods in Educational Technology Research
Courses taught at University at Albany/SUNY:
ETAP 522 Mass Media and Education
ETAP 523 Media in Teaching and Learning
ETAP 687 Introduction to Computer Applications
ETAP 687 Introduction to HTML
ETAP 687 Learning by Design: HyperStudio in the Classroom
ETAP 687 Integrating Technology into the Curriculum
ETAP 687 Principles of Technology and Evaluation
A3. Contributions to course and curriculum development
Redesign
EDCI 560 Educational Technology for Teaching and Learning (Summer 2005)
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EDCI 270 Introduction to Educational Technology and Computing (Spring 2005)
EDCI 566 Educational Applications of Hypermedia (Fall 2005)
EDCI 564 Integration and Management of Computers in Education (online course)
EDCI 566 Educational Applications of Hypermedia (Spring 2004) AT Crawfordsville
EDCI 673 Issues and Methods in Educational Technology Research
EDCI 564 Integration and Management of Computers in Education
ETAP 522 Mass Media and Education (SUNY Albany)
ETAP 523 Media in Teaching and Learning (SUNY Albany)
New course development
EDCI 660 Ph.D. Seminar (Spring 2006)
EDCI 591C Online Learning Research (Fall 2005)
EDCI 566 Educational Applications of Hypermedia (Summer 2003)
EDCI 590S Curriculum & Instruction (Summer 2003)
EDCI 660 Seminar in Ed Tech (for Fall 2002, 2003, 2004, 2005)
EDCI 660 Program Evaluation and Grant Writing (for Spring 2003)
A4. Preparation of instructional materials
c. Statements of course objectives:
 State and Initiate discussions with students of course objectives, as aligned
with ISTE and IN state standards, for each course.
d. Course packets:
 Created an Online Environment in WebCT, in lieu of course packets, where
articles, resources, and discussions questions were posted for EDCI 566.
 Created an Online Environment in WebCT, in lieu of course packets, where
articles, resources, and discussions questions were posted for EDCI 591C.
 Created an Online Environment in WebCT, in lieu of course packets, where
articles, resources, and discussions questions were posted for EDCI 660 (Ph.D.
seminar).
 Created course packet equivalent for EDCI 564 (online readings) to reflect a
variety of areas not covered within text as well as up-to-date research.
 Created an Online Environment in Angel, in lieu of course packets, where
articles, resources, and discussions questions were posted for EDCI 566
(Spring 2004), taught at Crawfordsville.
 Created an Online Environment in WebCT, in lieu of course packets, where
articles, resources, and discussions questions were posted for EDCI 590S.
 Created an Online Environment in WebCT, in lieu of course packets, where
articles, resources, and discussions questions were posted for EDCI 673.
 Created course packet for EDCI 660, Program Evaluation and Grant Writing, to
incorporate readings from educational contexts as well as business/industry,
differing approaches to conducting qualitative and quantitative evaluation
procedures.
e. Visual aids:
 Designed PowerPoint Presentations for majority of class sessions, EDCI 566,
as a way to reinforce readings and discussions (for class and then posted to
WebCT).
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


Designed PowerPoint Presentations for majority of class sessions, EDCI 564,
as a way to reinforce readings and discussions (for class and then posted to
WebCT).
Designed PowerPoint Presentations for majority of class sessions, EDCI 270,
as a way to reinforce readings and discussions (for class and then posted to
WebCT).
Designed PowerPoint Presentations for majority of class sessions, EDCI 673,
as a way to reinforce readings and discussions (for class and then posted to
WebCT).
f. Other materials:
 Developed an online course (EDCI 564) using best-practices from today's
research on online learning. This includes continuity across learning modules,
design of online discussions, team-projects, and other course activities.
A5. Experimentation in teaching methods and techniques
Fall 2005
 Utilized the power of the videoconferencing system to solicit national speakers
for 7of the 12 class sessions (EDCI 660) in our introductory seminar for
students in Educational Technology. This allowed students to interact with
major names in our field as well as former grads working in the field.
Fall 2004, Fall 2005
 Incorporated an evaluation component into an application course (EDCI 566)
so that students had to go beyond construction of the project to ensure it's
reliability and credibility. Students were asked to solicit feedback from multiple
stakeholder groups on an application project and incorporate
recommendations. (Fall 2004, 2005)
 Introduced new technologies into application course (EDCI 566), notably
Camtasia and MovieMaker. Student projects were extended to include
development of an educational video. (Fall 2005)
Spring 2005
 Taught EDCI 270, my first large-lecture course, with approximately 450
students. The format of large lectures is very different from my past teaching
experiences and I learned much in terms of how to conduct a large lecture and
instructional strategies that can be incorporated into this type of setting.
 While EDCI 564 serves as the first online course for many students, I
experimented with some best practices, such as allowing students to choose
topic (within particular parameters), serve as the expert, develop the discussion
questions and facilitate the online discussion with guidance from me. Many
students indicated they enjoyed being able to not only serve as experts but also
experience what it is like to teach online.
 Introduced students in EDCI 564 to the concept of peer feedback. After
modeling feedback for several weeks students were then asked to provide
feedback to one another (instructor assigned) using the same rating scale and
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while providing a rationale/feedback. Many students indicated that it was during
this process that they learned the most as they had t reflect not only on their
peers discussion items but also their own.
 Requested and had the first online SGID performed at Purdue University (EDCI
564).
Spring 2004
 Taught an apprenticeship-style course, EDCI 673 Issues and Methods in
Educational Technology Research, which is an advanced research course that
utilizes a hands-on, real-world research project that students engage in from
developing of the research question to writing final results.
Fall 2003
 Trained on and experimented with various video-editing packages within EDCI
566 context in an effort to find a compatible package that was both accessible
for students and easy to use.
 Experimented with offering the EDCI 660 EdTech seminar course via a more
traditional correspondence-style for teachers who were unable to attend the
traditionally lunch time seminar.
Summer 2003
 Developed and co-taught a course in conjunction with CERIAS, EDCI 590S
Curriculum & Instruction, which was designed for Computer Science Faculty
from across the country working on certification in information assurance and
security (a NASA grant initiative).
Spring 2003
 Designed a new online course, EDCI 660, Program Evaluation and Grant
Writing (for Spring 2003), utilizing WebCT course management system.
 Co-taught EDCI 673: Advance Research Methods for EdTech, with Dr. Peg
Ertmer, based on an apprenticeship-mentoring model that allows students
hands-on experience with authentic research and subjects.
Fall 2002
 Taught courses ETAP 522 and 523 online via the SUNY Learning Network for
the University at Albany/SUNY.
 Experimented with course management systems (Lotus Notes, WebCT) and
facilitation methods for online learning environments.
 Conducted several class session of EDCI 660: EdTech Seminar utilizing
videoconferencing and audioconferencing in addition to traditional guest
speakers.
A7. Professional Development:
 Faculty Mentee, Purdue’s Faculty Mentoring Network, Sponsored by the Teaching
Academy (2003 to 2005)
 RCET’s Conference on Handheld Technology in the K-12 Classroom, Kent State
University, Ohio (2003, October).
 Cyber-Infrastructure Workshop (2003, August)
 Purdue ITAP Workshops:
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



o Faculty Intensive (overview of DLC, Photoshop basics, Movie Maker basics,
MIDC form designer) (January 2004)
o Adobe Acrobat (January 2004)
o Dreamweaver II (Spring 2004)
o Adobe Photoshop I (Fall 2003)
o Dreamweaver I (Spring 2003)
o WebCT (various), Fall 2002
o WebCT Vista (various) (Summer 2003, Summer 2004)
P3T3 Workshop on Faculty Development, Integrating Technology, June 2002
Evaluators Institute, San Diego; January 2002
SAS Programming, Rockville, MD; January 2002
Lotus Notes as an Online Course Management System, Saratoga Spring, NY;
September 2001-October 2001
Non-Parametric Statistics, AERA Conference, New Orleans; April 2000
A8. Recognition received from students and other impact on students
Below are the median ratings received from the students’ reports on the PICES
evaluation forms. The complete reports, including additional evaluation questions, are
included in the folder along with student comments and notes related to the impact of
the courses/instructor. In addition, evaluation forms from the SUNY Online courses are
included in the folder.
Median Ratings from PICES Evaluation Forms
Across Courses and Semesters*
EDCI 591C
Fall 2005
EDCI 566*
Fall 2005
EDCI 660
Fall 2005
EDCI 564**
Spring 2005
EDCI 270
Spring 2005
EDCI 566
Summer 2005
EDCI 560
Summer 2005
EDCI 660*
Fall 2004
No. of
Overall I would rate
students
this course as
completing
evaluation
(n=7)
4.6
Overall I would rate this
instructor as
4.9
(n=14)
4.2
4.9
(n=11)
4.3
4.6
(n=17)
4.3
4.6
(n=270)
3.6
3.7
(n=14)
4.7
4.8
(n=8)
4.4
4.8
(n=10)
4.4
4.8
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EDCI 566*
Fall 2004
EDCI 564**
Summer 2004
EDCI 673
Spring 2004
EDCI 566
Fall 2003
EDCI 660*
Fall 2003
EDCI 566
Sum 2003
EDCI 564
Spring 2003
EDCI 564
Fall 2002
EDCI 660
Fall 2002
(n=6)
4.1
4.4
(n=12)
4.3
4.3
(n=4)
5.0
5.0
(n=12)
4.2
4.5
(n=14)
4.9
5.0
(n=9)
4.1
4.8
(n=13)
4.2
4.7
(n=10)
4.7
4.8
*course evaluations not yet returned or were never returned.
**This was an online course, feedback was provided through an online survey instead of
PICES.
SECTION B. CREATIVE ENDEAVOR, RESEARCH, AND SCHOLARSHIP
B1. Published Papers
B1b. Chapters
Lehman, J., Richardson, J.C., Malewski, E. & Phillion, J. (2005). P3T3: Purdue program
for preparing tomorrow’s teachers to use technology. In S. Rhine (Ed.), Integrated
technologies, innovative learning: Insights from the PT3 program. Eugene, OR: ISTE.
(acceptance rate: 28%)
B1e. Refereed Publications at Professional Conferences
Richardson, J.C. (1999). A look at technology anxiety: The impact of gender and years of
experience on technology anxiety. Proceedings from the 13th Annual
Edward F. Kelly International Evaluation Conference, Albany, NY.
Powell, K.A., Richardson, J.C., & Baker, J. (1999). Development of problem-solving skills
in computer-based learning settings. Proceedings from the 13th Annual Edward F.
Kelly International Evaluation Conference, Albany, NY.
Richardson, J.C. & Swan, K.P. (2000). Evaluating software for the new millennium: An
example from Project Links. Proceedings from EdMedia, Montreal.
Richardson, J.C. & Swan, K.P. (2000). How to make the most of online interaction.
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Proceedings from EdMedia, Montreal
Polhemus, L., Shih, L., Swan, K.P., & Richardson, J.C. (2000). Building affective learning
community: Social presence and learning engagement. Proceedings from EdMedia,
Montreal
Richardson, J.C., Tunwall, C. & Carnevale,C. (2000). The affordances and constraints of
asynchronous learning networks: A re-examination of the benefits of online learning.
Proceedings from EdMedia, Montreal.
Dugan, R.F. & Richardson, J.C. (2000) The relationship of teachers’ level of training in
integrating technology into the curriculum to their attitudes toward technology.
Proceedings from EdMedia, Montreal.
Richardson, J.C. (2000). Evaluating the usability of content-expert designed software.
Proceedings from the 14th Annual Edward F. Kelly International Evaluation
Conference, Albany, NY.
Richardson, J.C. (2001). A snapshot of technology in US schools: Where are we today?
Proceedings from EdMedia, Tampere, Finland.
Richardson, J.C. & Swan, K.P. (2001). Richardson, J.C. and Swan, K.P. (2001). The role
of social presence in online courses: How does it relate to students' perceived
learning and satisfaction? Proceedings from EdMedia, Tampere, Finland.
Levin, D. Arafeh, S., & Richardson, J.C. (2002). The digital disconnect: The widening gap
between Internet-savvy students and their schools. Proceedings from EdMedia,
Denver.
Richardson, J.C. (2002). Social presence in asynchronous learning environments
and the implications for learning. Proceedings from EdMedia, Denver.
Richardson, J.C. & Lehman, J. (2003). Developing a large-scale, web-based, professional
electronic portfolio system. Proceedings from EdMedia, USA.
Lehman, J. & Richardson, J.C. (2003). Virtual field experiences: Helping pre-service teachers
learn about diverse classrooms through video conferencing connections with K-12
classrooms. Proceedings from EdMedia, USA.
Schaffer ,S. & Richardson, J.C. (2003). Supporting performance in the teacher education
system. Proceedings of the Association for Educational Communications
and Technology, USA.
Lehman, J. & Richardson, J.C. (2004). Making connections in teacher education: Electronic
portfolios, videoconferencing, and distance field experiences. Proceedings of the
Association for Educational Communications and Technology, USA.
Richardson 9
Richardson, J.C. & Newby, T. (2004). Students' cognitive engagement in online learning
environments: Learning strategies and motivations. Proceedings from
EdMedia, Switzerland.
Schaffer, S. & Richardson, J.C. (2004). A systems approach to technology integration.
Proceedings from EdMedia, Switzerland.
Richardson, J.C., Alsup, J., Rose, M.R., & Schade Eckert, L. (2004). Exploring the
intersection of teacher practices, online literacy learning, and information security.
Proceedings from EdMedia, Switzerland.
Schaffer, S. & Richardson, J.C. (2004). Supporting technology integration across
the teacher education system. Proceedings from Society from Information
Technology and Teacher Education International Conference, Atlanta.
Ertmer, P. & Richardson, J.C. (2005, October). Impact and perceived value of peer feedback
in online learning environments. Annual Meeting of the Association for Educational
Communications and Technology: Orlando, FL.
Ottenbreit-Leftwich, A., Richardson, J.C. & Newby, T. (2005, October). Pre-service teachers:
Development of perceptions and skills pertaining to technology integration. Annual
Meeting of the Association for Educational Communications and Technology:
Orlando, FL.
Swain, P., Campbell, J. & Richardson, J.C. (2005) Scaffolding student learning through peerrated online discussion. Proceedings from the 21st Annual Distance Learning
Conference, Madison, WI.
York, C., Ottenbreit-Leftwich, A., Richardson, J.C. & Newby, T. (2005). Exploring delivery
options for delivery in a large technology integration lecture course for pre-service
teachers. Proceedings from Society from Information Technology and Teacher
Education International Conference, Phoenix.
B1f. Monographs
Lehman, J.L. & Richardson, J.C. (2003). Creating a web-based electronic portfolio system:
Lessons from one teacher education program. ISU: Terre Haute, IN.
B1g. Refereed Papers
Richardson, J.C. and Swan, K.P. (2003). An examination of social presence in online
courses in relation to student’s perceived learning and satisfaction. Journal of
Asynchronous Learning, 7(1).[available online at
http://www.aln.org/publications/jaln/v7n1/v7n1_richardson.asp]
Schaffer, S. & Richardson, J.C. (January 2005). Supporting technology integration
within a teacher education system. Journal of Educational Computing Research, 31(4).
Richardson 10
Ertmer, P., Richardson, J.C., Cramer, J., Hanson, L., Huang, W. Lee, Y., O’Connor, D.
Ulmer, J. & Joon, E. (January 2005). Critical characteristics of professional
development coaches: Content expertise or interpersonal skills? Journal of School
Leadership, 15, 52-75.
Richardson, J.C. & Newby, T. (accepted, March 2006). Students' Cognitive Engagement
and Online Learning. The American Journal of Distance Education, 20(1).
Richardson, J.C. Ertmer, P., Aagard, H., Ottenbreit-Leftwich, A., Yang, D. & Mack, N.
(accepted). Factors influencing teachers' implementation of digital
age literacy skills and strategies. Teacher Education & Practice.
B1i. Technical Reports
Newman, D.L., Richardson, J.C. & Bliss, L.A. (1998). Rensselaer Polytechnic Institute
Instructional Evaluation Report, September 1998. Albany, NY: Evaluation Consortium,
University at Albany.
Newman, D.L., Bliss, L.A., Bringsjord, E.L., Meyer, T.R. & Richardson, J.C. (1998).
Rensselaer Polytechnic Institute Project Links: Mathematics and its Application Across
the Curriculum, Year 1. Albany, NY: Evaluation Consortium, University at Albany.
Newman, D.L., Richardson, J.C. & Powell, K. (1999). Rensselaer Polytechnic Institute
Project Links: Mathematics and its Application across the Curriculum, Year 2. Albany,
NY: Evaluation Consortium, University at Albany.
Newman, D.L., Richardson, J.C. & Smith, J.A. (1999). Technology Literacy Challenge
Grant.Albany, NY: Evaluation Consortium, University at Albany.
Newman, D.L., Gibney, L.A., Powell, K.A., Richardson, J.C. & Singer, M. (1999).
Niskayuna Central School District Middle School Program Evaluation of the Flexible
Instructional Period. Albany, NY: Evaluation Consortium, University at Albany.
Newman, D.L., Singer, M.S., Fama, L., Powell, K.A. & Richardson, J.C. (1999).
Niskayuna Central School District Middle School Program Evaluation of the Advocacy
Program. Albany, NY: Evaluation Consortium, University at Albany.
Richardson, J.C., Newman, D.L. & Kirk, J. (2000). Rensselaer Polytechnic Institute
Project Links: Mathematics and its Application across the Curriculum, Year 3.
Albany, NY: Evaluation Consortium, University at Albany.
Richardson, J.C., Newman, D.L., & Dugan, R. (2000). Technology Literacy Challenge
Grant, Year 2. Albany, NY: Evaluation Consortium, University at Albany.
Newman, D.L., Richardson, J.C., Spaulding, D.S., Yezzi, L. & Kirk, J. (2000). An
Examination of the First Year of Kendra’s Law: The Assisted Outpatient Treatment
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Initiative for New York State. Albany, NY: Evaluation Consortium, University at
Albany.
Richardson, J.R. & Spaulding, D.S. (2000). An Exploration of the Perceived Needs of
Teachers in Relation to Professional Development: What Do They Really Want?
Albany, NY: Evaluation Consortium, University at Albany.
Levin, D. Arafeh, S., & Richardson, J.C. (2002). The Digital Disconnect: The widening gap
between Internet-savvy students and their schools. Pew Internet & American Life
Project. [available online at http://www.pewinternet.org/reports/toc.asp?Report=67]
Condelli, L. Cronen, S., Richardson, J., & Padilla, V. (2002). What Works for Adult ESL
Literacy Students: Findings from Year 1. Washington, D.C.: American Institutes for
Research.
Newman, D., Richardson, J.C., Kirk, J., Reinhard, D.E., Mountain, L.A., Chaisson, V. & Teng,
Yuzhu. (2003). Renseelaer Polytechnic Institute’s Multi-media based tools for
integration of teaching, analysis, and design in materials handling education: Final
evaluation. Albany, NY: Evaluation Consortium, University at Albany.
Richardson, J.C., Yekyung, L. & Bai, H. (2004). Evaluation of the Implementation of WebCT
Vista at Purdue University: Final Report. West Lafayette, IN: Purdue University.
Richardson, J.C., Yekyung, L. & Bai, H. (2004). Evaluation of the Implementation of WebCT
Vista at Purdue University: Preliminary Evaluation Data. West Lafayette, IN:
Purdue University.
Newby, T., Schaffer, S. and Richardson, J.C. (2005). Needs Analysis for HomeAid America.
Final Report. West Lafayette, IN: Purdue University.
Newby, T. & Richardson, J.C. (2005). Round Rock Independent School District survey:
Results and analysis. West Lafayette, IN: Purdue University.
Newby, T., Richardson, J., Jones, D. & York, C. (2005). Evaluation of the Firehouse Band.
West Lafayette, IN: Purdue University.
B2b. Works in process of being published
Ertmer, P., Richardson, J.C., Belland, B., Camin, D., Connolly, P. Coulthard, G., Lei, K., and
Mong, C. (submitted). Peer Feedback in Online Learning Environments: Impact and
Perceived Value. Internet and Higher Education.
Phillion, J. Malewski, E, Miller, P. & Richardson, J.C. (submitted). Creative Practices in
Multicultural Teacher Education: Personalizing Technology to Inspire Pre-service
Teachers to Develop Diverse Community Connections. Multicultural Education.
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Richardson, J.C., Alsup, J., Rose, M.F., & Schade Eckert, L. (submitted, August 2004).
Exploring the intersection of teacher practices, online literacy learning, and
information security. Contemporary Issues in Technology and Teacher Education.
Invited Lectures and Presentations
B4a. International Meetings
Richardson, J.C. and Ting, E. (1999, October). Virtual student center: Learner supports for
online students. The 5th International Asynchronous Learning Network Conference:
Baltimore, MD.
Ting, E. and Richardson, J.C. (1999, October). Making the most of interaction online: What
instructors do that most effect students’ perceptions of their learning. The 5th
International Asynchronous Learning Network Conference: Baltimore, MD
Oaks, S., Carnevale, C., and Richardson, J.C. (1999, October). Connecting the person with
the learner: Student and faculty learning experiences with web courses at SUNY
Empire State College. Alliance International Conference: Saratoga Springs, NY.
Richardson, J.C. and Swan, K.P. (2000). Evaluating software for the new millennium: An
example from Project Links. EdMedia 2000 Conference: Montreal, Canada.
Richardson, J.C. and Swan, K.P. (2000). How to make the most of online interaction.
EdMedia 2000 Conference: Montreal, Canada
Polhemus, L., Shih, L., Swan, K.P., & Richardson, J.C. (2000). Building affective learning
community: Social presence and learning engagement. EdMedia 2000 Conference:
Montreal, Canada
Richardson, J.C., Tunwall, C. and Carnevale, C. (2000). The affordances and constraints of
asynchronous learning Networks: A re-examination of the benefits of online
learning. EdMedia 2000 Conference: Montreal, Canada
Dugan, R.F., Richardson, J.C. (2000) The relationship of teachers’ level of training in
integrating technology into the curriculum to their attitudes toward technology.
EdMedia 2000 Conference: Montreal, Canada.
Richardson, J.C. (2001). A snapshot of technology in US schools: Where are we today?
EdMedia 2001 Conference: Tampere, Finland.
Richardson, J.C. and Swan, K.P. (2001). The Role of social presence in online courses:
How does it relate to students’ perceived learning and satisfaction? EdMedia 2001
Conference: Tampere, Finland.
Richardson, J.C. (2002). Social presence in asynchronous learning environments
and the implications for learning. Invited Panel. EdMedia 2002 Conference: Denver.
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Arafeh, S, Levin, D. and Richardson, J.C. (2002). Digital disconnect: students' perceptions
and experiences with the Internet and education. EdMedia 2002 Conference:
Denver, CO.
Schaffer, S. & Richardson, J.C. (2003). Supporting performance in the teacher education
system. Annual Meeting of the Association for Educational Communications and
Technology: Anaheim, CA.
(presented by S. Schaffer)
Richardson, J.C. & Lehman, J. (2003). Developing a large-scale, web-based, professional
electronic portfolio system. EdMedia 2003 Conference: Oahu, HI.
Lehman, J. & Richardson, J.C. (2003). Virtual field experiences: Helping pre-service teachers
learn about diverse classrooms through video conferencing connections with K-12
classrooms. EdMedia 2003 Conference: Oahu, HI.
Richardson, J.C. & Newby, T. (2004). The role of students cognitive engagement in online
learning. Annual Meeting of the Association for Educational Communications and
Technology: Chicago, IL.
Lehman, J. & Richardson, J.C. (2004). Making connections in teacher education: Electronic
portfolios, videoconferencing, and distance field experiences. Annual Meeting of the
Association for Educational Communications and Technology: Chicago, IL
Richardson, J.C., Bai, H. & Lee, Y. (2004). Implementing a new course management
system at a Big 10 university: Issues and concerns. Annual Meeting of the
Association for Educational Communications and Technology: Chicago, IL
Richardson, J.C. & Newby, T. (2004). Students' cognitive engagement in online learning
environments: learning strategies and motivations. EdMedia 2004 Conference:
Lugano, Switzerland.
Schaffer, S. & Richardson, J.C. (2004). A systems approach to technology integration.
EdMedia 2004 Conference: Lugano, Switzerland.
Richardson, J.C., Alsup, J., Rose, M.F., & Schade Eckert, L. (2004). Exploring the
intersection of teacher practices, online learning, and information security.
EdMedia 2004 Conference: Lugano, Switzerland.
Schaffer, S. & Richardson, J.C. (2004). Supporting technology integration across
the teacher education system. Society from Information Technology and Teacher
Education International Conference: Atlanta, GA.
Richardson, J.C. & Newby, T. (2005, November). Developing scaffolds for student
learning through peer-rated online discussion. The 11th Annual Sloan-C
International Conference on Asynchronous Learning networks. Orlando, FL.
Richardson 14
Richardson, J.C, Ertmer, P., Aagard, H. & Lehman, J. (2005, October). Scaffolding student
learning through peer-rated online discussions. Annual Meeting of the Association for
Educational Communications and Technology: Orlando, FL.
Ertmer, P., Richardson, J.C., Belland, B. & Mong, C. (2005, October). Impact and perceived
value of peer feedback in online learning environments. Annual Meeting of the
Association for Educational Communications and Technology: Orlando, FL.
Ottenbreit-Leftwich, A., Richardson, J.C. & Newby, T. (2005, October). Pre-service teachers:
Development of perceptions and skills pertaining to technology integration. Annual
Meeting of the Association for Educational Communications and Technology: Orlando,
FL.
B4b. National Meetings
Richardson, J.C., Newman, D.L., Swan, K. (1999, November). Evaluating the Usability
of Computer Software: Constructing Users’ Cognitive Patterns. American Evaluation
Association Annual Conference: Orlando, FL.
Newman, D.L. and Richardson, J.C. (1999, November). The Impact of Stakeholders’ Prior
Affect on Process and Product Outcome: Relationship of Technology Anxiety on Later
Use. American Evaluation Association Annual Conference: Orlando, FL.
Swan, K., Richardson, J.C., and Cocks, D. (1999, June). Redefining Literacy: Standards
across the Nation. National Educational Computing Consortium Annual Conference:
Atlantic City, NJ.
Richardson, J.C , Newman, D.L., and Fama, L.D. (1999, April). The Impact of Technology
Anxiety on Perceived Need for Training and Confidence. American Educational
Research Association Annual Conference: Montreal.
Newman, D.L., Richardson, J.C., and Bliss, L.A. (1999, April). The Impact of Computerized
Instructional Modules on Math, Science, and Engineering Curriculum: Student
Outcomes. American Educational Research Association. Annual Conference:
Montreal.
Swan, K. and Richardson, J.C. (1999, April). Redefining Literacy for the Information Age: A
Survey of Standards. American Educational Research Association Annual
Conference: Montreal.
Bowman, J.E., Swan, K., Callendar, M., Currie, S.N., Holmes, A., and Richardson, J.C.
(1999, February/March). Diffusion, Technology Planning, and Professional
Development for In-service K-12 Teachers. Annual Conference of the Society for
Information Technology and Teacher Education Association (SITE): San Antonio, TX.
Richardson, J.C. and Swan, K. (2000, April). Evaluating Software for the New Millenium.
American Educational Research Association Annual Conference: New Orleans, LA.
Richardson 15
Bowman, J., Swan, K., Richardson, J.C., Vargas, J. (2000, April). Teacher Education and
Technology: A Model for Professional Development. American Educational Research
Association Annual Conference: New Orleans, LA.
Newman, D.L. and Richardson, J.C. (2000, April). Documenting Cognitive Patterns in
Computer Supported Learning: The Validation of Patterns of Usability. American
Educational Research Association Annual Conference: New Orleans, LA.
Richardson, J.C. and Swan, K.P. (2001, April). Examining the Role of Social Presence in
Online Courses in Relation to Students Perceived Learning and Satisfaction.
American Educational Research Association Annual Meeting Conference:
Seattle, WA.
Condelli, L., Spruck-Wrigley, H., and Richardson, J.C. (2001, March). What Works in ESL
Literacy? TESOL Annual Meeting: St. Louis, MO.
Lehman, J. & Richardson, J.C. (2003, April). Connections in teacher education: Lessons from
electronic portfolios, videoconferencing, and distance field experiences. American
Educational Research Association Annual Meeting: Chicago, IL.
Aagard, H. & Richardson, J.C. (2003, April). Does web-based learning really work? American
Educational Research Association Annual Meeting: Chicago, IL.
Lehman, J.L. & Richardson, J.C. (2003, January). Creating a web-based electronic portfolio
system: Lessons from one teacher education program. American Association of
Colleges of Teacher Education: New Orleans, LA
(presented by J. Lehman)
Richardson, J.C. Schaffer, S., and Park, S. (2004, April). Looking at barriers to educational
technology integration in schools from a performance support systems approach.
American Educational Research Association Annual Meeting: San Diego, CA.
Richardson, J.C. & Newby, T. (2005, April). An investigation of Students' Cognitive
Engagement in Online Learning Environments: Learning Strategies and Motivations.
American Educational Research Association Annual Meeting: Montreal, Canada.
Richardson, J.C., Ertmer, P., Aagard, H., Newby, T., and Lehman, J. (accepted). Scaffolding
Student Learning Through Peer-Rated Online Discussion. American Educational
Research Association Annual Meeting: San Francisco, CA.
Richardson, J.C. and Aagard, H. (accepted). Mentoring Graduate Students in Best
Pedagogical Practices of Online Learning. American Educational Research
Association Annual Meeting: San Francisco, CA.
Ertmer, P., Richardson, J.C., Belland, B., CAmin, D., Mong, C. and Coulthard, G. (accepted).
Efficacy of Peer Feedback in Online Learning Environments. American Educational
Richardson 16
Research Association Annual Meeting: San Francisco, CA.
B4c. Regional Meetings
Richardson, J.C. and Swan, K. (1999, April). Evaluating Technology-based Reform: A Case
Study from Project Links. New England Educational Research Association Annual
Conference: Portsmouth, NH.
Newman, D.L., Powell, K.A., Baker, J., and Richardson, J.C. (April 1999). Effects of
Collaboration on Motivation and Problem-solving in Computer-based Learning
Environments. New England Educational Research Association Annual Conference:
Portsmouth, NH.
Richardson, J.C. (1999, March). A Look at Technology Anxiety: The Impact of Gender and
Years of Experience on Technology Anxiety. Edward F. Kelly Evaluation Conference:
Kingston, Ontario.
Powell, K., Baker, J., Bliss, L. and Richardson, J.C. (1999, March). Development of
Problem-Solving Skills in Computer-Based Learning Settings. Edward F. Kelly
Evaluation Conference: Kingston, Ontario.
Richardson, J.C. (1999, March). Issues Encompassing Faculty Utilization of Project Links.
Albany Consortium for Research, Instructional Design, and Theory: Albany, NY
Richardson, J.C., Newman, D.L., Fama, L.D., Powell, K., and Smith, J.A. (1999, February).
The Impact of Technology Anxiety on the Implementation of Technology in the
Classroom. Eastern Educational Research Association Annual Conference: Hilton
Head, SC.
Newman, D.L., Richardson, J.C., and Bliss, L.A. (1999, February). Gender Differences on
the Impact of Computerized Instructional Modules on Math, Science, and Engineering
Curriculum: Student Perceptions of Benefits and Outcomes. Eastern Educational
Research Association Annual Conference: Hilton Head, SC.
Richardson, J.C., Kirk, J., and Maher, G. (2000, March). An Examination of the Usability of
Software Process. New England Educational Research Association Annual
Conference: Portsmouth, NH.
Richardson, J.C. (2000, March). Evaluating the Usability of Content-Expert Designed
Software. 14th Annual Edward F. Kelly International Evaluation Conference:
Richardson, J.C. (2000, February). Documenting Cognitive Patterns in Computer Supported
Learning. Eastern Educational Research Association Annual Conference:
Clearwater, FL.
Richardson, J.C. and Newman, D.L. (2000, February). Teacher’s Perceptions of Levels of
Technology Integration in the Classroom. Eastern Educational Research Association
Richardson 17
Annual Conference: Clearwater, FL.
Richardson, J.C. (2000, February). Meaningful Instructor-Student Interaction in an Online
Learning Environment. Eastern Educational Research Association Annual
Conference: Clearwater, FL.
Ertmer, P., Richardson, J.C., Cramer, J., Hanson, L., Lee, Y., O’Connor, D., Ulmer, J. &
Joon, E. (October 2003). Critical characteristics of professional development coaches:
Content expertise or interpersonal skills? Annual Meeting of the Mid-Western
Educational Research Association: Columbus, OH
Richardson, J.C., Aagard, H., Ottenbreit, A. & Yang, D. (2004, October). Factors that
Influence Teachers' Implementation of Digital Age Literacy Skills and Strategies.
Annual Meeting of the Mid-Western Educational Research Association:
Columbus, OH.
Lehman, J. & Richardson, J.C. (2004, January). Internet-based Video conferencing for linking
schools. Indiana Computer Educators Annual Meeting: Indianapolis, IN.
B6. Research and Training Grants
B6a. Research Grants Received
Richardson, J.C. (2002). Social presence techniques and problem-based learning:
Creating an ideal online learning environment for EdTech students. Undergraduate
Research Trainee Grant, Purdue University.
Richardson, J.C., Schade, L, Alsup, J & Rose, M.F. (2003). Exploring Technology and
Critical Literacy in K-12 Education. Funded by Purdue University, Discovery Learning
Center. Funded for $32,000.
Richardson, J.C. (2003). Evaluation of the WebCT Course Management System at
Purdue University. Funded by Purdue University ITAP Department, Purdue University.
Funded for approximately $40K.
Richardson, J.C. (2003). Request for undergraduate instructional equipment. Funded by
Purdue University, ITAP Department. Funded for $5580.
Dark, M., Rose, M.F., Meunier, P. & Richardson, J.C. (2004). A Summer Workshop for
INFOSEC Educators. National Science Foundation. ($5521 for my part, Effective
Instructional Design of Learning Modules).
Richardson, J.C. (2004). Utilization of Peer-Feedback to Enhance Learning in Online
Discussions. Undergraduate Research Trainee Grant, Purdue University.
Richardson, J.C. (2004). Online Development of EDCI 564. Online Course Development
Initiative. Funded for approximately $5000. *proposal ranked #1 (tie).
Richardson 18
Richardson, J.C. (2004). EdMedia Conference, Lugano, Switzerland. Purdue PRF
international travel grant; approximately $1300.
Richardson, J.C. & Yang, D. (2004-present). Teacher Educators' Pedagogical Beliefs and
Technology uses in Relation to Preservice Teachers' Pedagogical Beliefs and
Attitudes Toward technology. Purdue PRF year-long grant.; approximately $26,280
over 2 years.
Richardson, J.C., Campbell, J, Swain, P., Lehman, J., Newby, T., Akridge, J. & Bill, R.
(2004-2005). Socially Constructed Knowledge in Online Learning Environments:
Student Scaffolding Strategies. (Discovery Learning Center, Purdue University,
$20,000). 6/1/04-6/31/05.
Schaffer, S., Richardson, J.C. & PAET. (2005). Recruitment Initiative Award. The
Graduate School, Purdue University, $4500.
Newby, T. and Richardson, J.C. (2005-2006). Development of Introduction to Educational
Technology (EDCI 270) as a Distance Education Course. Continuing Education,
Purdue University.
Richardson, J.C. (2005-2006). Developing an Authentic Problem-Solving Environment for
Integrating Technology. Teaching and Learning Technologies Department, Purdue
University; $14,149. 6/1/05-6/1/06
Training Grants Received
P3T3 Technology Integration incentive, Purdue’s P3T3 Project, $600; June 2002
Evaluators’ Institute, American Evaluation Association, $1000; January 2002
B6b. Research Grants Under Review
Turpin, T., Yaninek, S, Newby, T & Richardson, J.C. (under review). Insectaganza:
Science on Six Legs. Terminix.; $2.1M over 30 months.
Glen Acres Elementary School, Richardson, J.C. & Capobianco, B. (under review).
Prepared Responsible Intelligent Discipline Empowered students (PRIDE). US
Department of Education; approximately $50K for our part as evaluators.
El Camino College, Richardson, J.C. & Schaffer, S. (under review). Advanced
Aerospace Manufacturing Education Initiative. NSF: Advanced Technologies
strand; approximately $55K for our part as evaluators.
Richardson, J.C & Yang, D. (2005). Variables that Impact Learning and Motivation to
Learn in Online Learning Environments: A multidisciplinary approach. Purdue
PRF year-long grant.; approximately $14,140.
Richardson, J.C. (2005). Using Peer feedback to enhance Students Learning in Online
Richardson 19
Courses. Purdue PRF summer grant.; approximately $7,000.
B6c. Other recent grant proposals (not funded)
Richardson, J.C., Ertmer, P., Lehman, J., Newby, T., Campbell, J., Swain, P. & Akridge, J.
(2005). Preparing STEM Students for the Virtual Workplace: Using Online
Discussions with Peer Feedback to promote Team Learning.
NSF: ROLE competition, $1.2M.
Simons, K. VanFossen, P., Richardson, J.C. Kline, C. & Baha, Z. (2005).South Asia
Professional Exchanges and Training Program for Afghanistan. US Department of
State: Bureau of Educational and Cultural Affairs.
*Grant was recommended for funding but not funded due to budget constraints.
Simons, K. VanFossen, P., Richardson, J.C. Kline, C. & Baha, Z. (2005). Fostering the
Advancement of a Participatory Afghan Citizenry (Project A-PAC). US
Department of State, Cooperative International Projects competition; $155,000
over 2 years. Role: Project Team Member, Evaluator.
Richardson, J.C. & Ertmer, P. (2004). An Innovative Pedagogical Approach
Using Peer Feedback to Enhance Student Learning in Online Discussions. US
Department of Education, FIPSE grant competition; $499,000 over 3 years.
Role: Co-Principal Investigator.
(SPECIAL NOTE: We received three scores of 7 out of a possible 7 from the
reviewers on this, but there was no money to fund FIPSE for this year).
VanFossen, P., Simons, K., Ertmer, P., & Richardson, J.C. (2004).
Improving Civic Education Using Problem-based, Digital Case Studies. US
Department of Education, FIPSE grant competition; $580,000 over 3 years. Role:
Project Team Member, Evaluator.
Schade Eckert, L. Alsup, J. Richardson, J.C. & Rose, M.F. (2004).
Securing New Literacies: The Role of Online Communication and Information
Security in Best-model Middle and High School Literacy Instruction. US
Department of Education, FIPSE grant competition; $436,299 over 3 years.
Role: Project Team Member, Evaluator.
*Richardson, J.C., Swain, P., Campbell, J. (2004). Materials Development for an
Innovative Approach Using Peer Feedback to Enhance Learning in STEM
Online Discussions. NSF CCLI Materials Development grant.
Role: Principal Investigator. $99,971 over 16 months.
Newby, T., Glazewski, K., Richardson, J.C. & Kline, C. (2004). Project
PACE: Purdue-Afghanistan collaborative exchange. U.S. Department of State,
Bureau of Educational and Cultural Affairs; $390,390 over 3 years.
Ertmer, P., Richardson, J.C., Glazewski, K. & Capobianco, B. (2003). Coaching for
Digital Age Literacy Skills: Impact on Teacher Practice and Student
Richardson 20
Achievement. U.S. Department of Education, Teacher Quality Grants;
$2,977,735 over 4 years.
Dark, M. & Richardson, J.C. (2004). Information Security Risk Assessment.
National Science Foundation, CNS-CISE Edu Res. & Curriculum Development;
$199,101 over 2 years.
VanFossen, P. & Richardson, J.C. (2003). Project EnTICE: Encouraging
technology integration in Citizenship Education. National Endowment for the
Humanities, We the People Grant Initiative; $250,942 over 2 years.
Ertmer, P. & Richardson, J.C. (2003) Tech stable: Technology for standards-based
learning. U.S. Dept of Education, Preparing Tomorrow’s Teachers to Use
Technology; $1,881,022 over 3 years.
Baptiste, H.P., Graham, K.M., Vazquez, L., Wiburg, K., Richardson J.C. & Rose,
M.F. (2003). InfoSci: Materials development collaboration for middle grades.
National Science Foundation; $5,609,877 over 5 years.
Dark, M. & Richardson, J.C. (2003). Information security risk assessment service
learning course. National Science Foundation, Course, Curriculum and
Laboratory Improvement.
Richardson, J.C., Capobianco, B. & Ertmer, P. (2002). Teaching and
learning for tomorrow: Design activities utilizing IT-intensive STEM content.
National Science Foundation; $1.2M over 3 years
Van Fossen, P.J. & Richardson, J.C. (2002). Project EnTICE: Encouraging
Technology Integration in Citizenship Education. National Endowment for the
Humanities; $300,000 over 3 years.
Richardson, J.C. & Bai, H. (2002). An examination of students’ motivation
in relation to social presence in online learning environments. PRF Grant.
External advisor for: Hallett, K. (2002). Developing online courses.
IHETS; $20K.
B7. Current Research Interests and Projects
a) Peer Feedback as Scaffolding in Online Learning Environments (Ongoing)
The role of peer feedback in online discussions is not an avenue that has been heavily
researched, especially as a scaffolding tool, and the interdisciplinary Online Learning
Environments research team (see evidence of interdisciplinary work for further info here)
is examining how peer feedback can be utilized in order to maintain quality online
discussions, which is a time-consuming task for instructors. In addition, we are focusing
on the general features and functionality that are required to make a peer feedback tool
extensible across disciplines and institutional environments.
Richardson 21
Pilot-test data was collected in fall of 2004, background research and literature reviews
completed to date that focuses ont eh efficacy of peer feedback. Protocols are in
development and data is to be collected spring 2006 from my EDCI 564 course, focusing
on peer feedback and critical thinking. The next phase will be to look to other content
areas and types of classes when the peer feedback tool itself becomes available
(approximately summer 2006). In addition, several grant proposals have been submitted
and the group has received a Discovery Learning Center SEED grant for the project.
b) Scaffolding in Online Learning Environments
My individual research efforts into scaffolds in online learning environments takes a
broader approach than the previous area of peer feedback. While peer feedback is one
type of scaffold, with this line of inquiry I hope to establish best practices for types of
scaffolds built into online learning environments. In particular, I am working on the hard
(pre-planned, generally built-in) scaffolds and the soft ("on-the-fly") scaffolds that are
typically used in online learning environments, as they do differ from traditional class
formats. Current efforts involve background research on scaffolding practices and the
development of a survey related to typical scaffolds to be administered to several
programs at Purdue; notably the CEE, MBA, and EdTech program.
c) Redefining Webquests
WebQuests are an instructional tool that incorporates the power of the Internet while
utilizing open-ended or problem-based learning. I am currently working with Phil Van
Fossen and Ann Stickman ( a graduate student), on redefining what a WebQuest is based
on the original principles. We are looking to establish a way to define what an exemplar
WebQuest looks like and why, given that so many are posted on the web that really do
not adhere tot eh principles. The outcome of this research is to allow practitioners to be
able to evaluate WebQuests while also raising the bar for this particular instructional
strategy. We are currently collecting reliability data on a rubric that will be used to identify
exemplary examples of WebQuests.
d) Cognitive Engagement and Social Presence in Online Courses (Ongoing)
A continuation of my earlier research examining the impact and importance of social
presence in online learning environments this takes the research to the next level by
looking at how students engage with learning materials and activities in an online learning
environment. The data included surveys that gauge cognitive engagement via learning
styles and strategies, as modified from John Biggs (1987) work on cognitive engagement
in traditional higher education classrooms. Presentations related to the data at both
international and national conferences (EdMedia, AECT) were conducted and an article
was submitted and accepted (2005) on cognitive engagement and online learning. The
final step for this data source, but not necessarily for this area, relates to cognitive
engagement and students’ perceptions of online community. The outcomes from this line
of research inform online learning instructors and instructional designers on how students,
according to their learning style and strategies, engage with different learning activities as
well as how their perceptions of online community impacts learning style and strategy.
Richardson 22
e) Researching the Impact of a Digital Literacies: A District-wide Curriculum
Redevelopment. (Ongoing)
In coordination with the EDCI 673 course and Peg Ertmer this project in phase 1
examined the Digital Literacy Initiative at Lawrence Township in Indianapolis in terms of
effective coaching techniques, professional development of coaches, affordances and
constraints of the coaching process. To date, little research has been done on the
coaching model of professional development, and even that literature has had little to do
with district-wide, systemic change process. The district, through the advice of its advisory
board asked us to help asked us research the process and characteristics involved.
Findings were reported to the district and at a professional conference In addition, an
article has been accepted for publication (Journal of School Leadership), written by Dr.
Ertmer and myself with the assistance of students in 673. It is scheduled to be published
in January 2005. The 673 students, Peg, and I also presented the findings at the 2003
MWERA conference
Phase 2 (2003-2004), also in conjunction with EDCI 673, examined the impact of the
initiative on teachers’ instruction, beliefs, and practices as well as on student
achievement. Again, Peg Ertmer and I, along with our 673 students, submitted an article
for publication related to the project, it is currently under review (Teacher Education &
Practice). The 673 students and I also presented the findings at the 2004 MWERA
conference
Future research areas include (1) investigating principals’ leadership styles and how that
has impacted the initiative in terms of teachers’ change in practice, and (2) revisiting the
digital literacy coaches at the official end of their terms to see how the coaching model
has fared and lessons learned (2005-2006).
B8. Evidence of Interdisciplinary Activity
Professor Richardson believes in the strength of interdisciplinary work, whether it be in
research, service or teaching. She has worked with many different colleagues across
Purdue and beyond, some from within the EdTech program (Peg Ertmer, Scott Schaffer,
Jim Lehman, Tim Newby and Krista Simons), and some from within the larger COE
Department (Erik Maelwski, JoAnn Phillion, Chuck Kline, etc.). In addition, she has
managed to meet and work with colleagues from other departments and programs either
through grant-writing efforts, grant-related work, teaching courses, or a shared interest in
research topics. The most important aspect of the interdisciplinary work she has been
engaged in is how the varying backgrounds and research methods have provided new
insight into her own research and ideas.

Jennifer established a research group dedicated to the investigation of Online
Learning Environments. The group includes herself, Peg Ertmer, Jim Lehman and Tim
Newby (EdTech), Phil Swain (Engineering), Jay Akridge (Ag Econ), and John
Campbell (ITaP). We meet regularly meeting to brainstorm and discuss possible new
avenues of research which, given the interdisciplinary nature of the group, has already
Richardson 23
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produced some innovative lines of inquiry, grant proposals, a Discovery park SEED
grant award, and research projects related to peer feedback.
Jennifer has been working with Lawrence Township School District in Indianapolis,
along with Peg Ertmer, on research related to their systemic coaching program. This
inter-disciplinary activity also allows Jennifer to keep in touch with the everyday
practices of teachers and administrators in the K-12 arena while also conducting
research related to the project.
Beginning in the summer of 2005 Jennifer has been working with faculty from
Educational Technology (Tim Newby, Krista Simons) and the Department of
Entomology (Tom Turpin, Steve Yaninek) on the Insectaganza project, a national
version of the Bug Bowl. A proposal was in the works to be funded by Terminix but fell
through when a third partner, the Audobon Society of New Orleans, was rendered
inoperable due to Hurricane Katrina. Current efforts include grant-writing to support the
line of inquiry, for which the faculty of Educational Technology will focus on
establishing and evaluating the educational science principles of entomology into the
everyday classroom.
Jennifer has previously worked with faculty from English Education and CERIAS on a
research project that examines the practices of secondary ed teachers and online
communication practices as well as knowledge of online security issues. This project
has been completed and an article submitted.
Grant-writing efforts that were interdisciplinary in nature included:
o Discovery Learning Center grant with faculty from Educational technology,
Engineering, Vet Med, Ag Econ, ITaP (funded)
o An inter-university grant (Bellevue Community College) NSF CCLI grant with
faculty from Engineering, Vet Med, Ag Econ, ITaP (not funded)
o US Dept. of State grant with faculty from Ed Admin and the School of
Technology as well as other EdTech faculty.
o A Discovery Learning Center grant with faculty and staff from CERIAS and
English Education (funded)
o Several (NSF) grant efforts with Melissa Dark from CERIAS and the School of
Technology (not funded)
o An inter-university grant (NSF) with the University of New Mexico and CERIAS
(not funded)
o An NEH grant with Phil Van Fossen of Social Studies Education (not funded)
o A Teacher Quality Grant (US Dept. of Ed) that included faculty from other
programs, such as Brenda Capobianco (Science Education) and Megan
Staples (Math Education). (not funded)
During the summers of 2003 and 2004 Jennifer worked with Phil Van Fossen as an
instructor for the Ackerman Center’s Summer Institute for Civics Education
Also during the summers of 2003 and 2004 Jennifer developed and co-taught a
course, 590S Curriculum & Instruction, with Matt Rose and Melissa Dark of CERIAS.
The course was for Computer Science faculty from across the US seeking certification
in information assurance and security.
Solicited potential research partners across campus including faculty from School of
Liberal Arts, School of Engineering, School of Technology, CERIAS and Computer
Science Outreach.
Richardson 24
B9. Evidence of International and National Activity
 Editorial Board, Journal of Asynchronous Learning Networks (JALN), 2002 to present.
 Editorial Board, International Journal on E-Learning (IJEL), AACE publication,
2002 to present.
 Editorial Board, Journal of Technology and Teacher Education (JTATE),
2003 to present.
 Consulting Editor, Educational Technology Research & Development (ETR&D),
2003 to present.
 Consulting Editor, Journal of Educational Computing Research (JECR), Special
Topics, 2004.
 Editor, 14th Annual Edward F. Kelly International Evaluation Conference, 2000.
 Editor, 13th Annual Edward F. Kelly International Evaluation Conference, 1999.
SECTION C. EXTENSION, SERVICE, AND UNIVERSITY OUTREACH
C1. Major Programs and Roles
a) Role in EdTech Program
My role in the EdTech Program includes:
Serving as the Program Convener for the Computer Education endorsement program
(end Fall 2004) and the new program in Computer Education licensure (start Fall
2004),
Course scheduling,
Course revision and development,
Developing the strategic plan for Educational Technology
Materials development,
Review of MS and Ph.D. applicants to the Program,
Advising and counseling of MS. and Ph.D. students,
Guiding doctoral student in relation to the research process, research design issues,
and their research topics
Serving on student committees, and
Attend to miscellaneous issues related to the Program
Previous duties included:
Overseeing the alignment of the new program in Computer Education licensure
with NCATE, mapping the courses, etc.,
Managing the development of new program in Computer Education licensure, in
terms of alignment with ISTE, IN state standards, Purdue's licensure office,
etc. (developing student and program matrices),
b) Program Convener Council
This council, established in 2005, is represented by all program conveners in the COE
and in my role as the program convener for the Computer Licensure Program I am a
member. To date my duties have included re-visiting the COE strategic plan, representing
my program, and developing criteria for technology for the TTT program.
Richardson 25
c) Faculty Affairs Committee
My term for this committee began in 2005 and to date has involved:
 establishing criteria for courtesy appointments
 developing a survey related to faculty mentoring
 reviewing criteria for faculty awards
d) Secondary Education Committee
This committee was discontinued in 2005, but prior to that I served on it representing the
interests of Educational Technology, both as a program and as it served the larger COE
community.
C3. Principal conferences, workshops, short courses, etc.
Simons, K. & Richardson, J.C. (2005). Tech-Know-Build Summer Institute. Role:
Instructor. Crawfordsville, IN.
Van Fossen, P. & Richardson, J.C. (2003, 2004, 2005). Integrating Technology into
Citizenship Education. Ackerman Summer Institute.
Role: co-developer (technology) and a principal instructor.
http://www.edci.purdue.edu/ackerman/summer_institute.html
Newby, T., Richardson, J.C., Glazewski, K. & Joseph, R. (2004). Afghanistan
Technology Training Initiative. Role: Instructor for various topics: powersearching,
Internet, evaluation, online learning, etc.
Richardson, J.C. (2003, February). Developing a large-scale e-portfolio system.
collaborative exchange (CE) visit for the PT3 grant, University of Puerto Rico.
Role: invited guest speaker.
Lehman, J. & Richardson, J.C. (2003, November). Planning for online learning. A P3T3
Techie Talk, Purdue University, SOE. Role: guest speaker
Ertmer, P & Richardson, J.C. (2003, October). Critical Characteristics of Coaches. Lawrence
Township’s Digital Age Literacy Advisory Group. Role: invited guest speaker
Richardson, J.C. (2003, October). Online learning. EDCI 591E, Purdue University, SOE.
Role: invited guest speaker
Richardson, J.C. & Ertmer, P. (2003, October). Let’s Chat! A Back to Class Workshop for
Purdue Alumni, Purdue University, SOE. Role: invited guest speaker
Richardson, J.C. & various. (2003, March). WebCT Panel of faculty and student users. A TLT
Showcase event, Purdue University. Role: invited gust speaker
Richardson 26
Richardson, J.C., White, P. Bai, H , Lee, Y. & Yang, D. (2002, Fall). Integrating PowerPoint
into the curriculum workshop series. Tecumseh Middle School, Lafayette, IN. Role:
workshop coordinator, materials development, instructor
Richardson, J.C. (2002, December). Importance of Social Presence in Online Learning.
Vocational Education Seminar, Purdue University, SOE.
Role: invited guest speaker
Richardson, J.C. & Schade, L. (2002, October). Getting a job in academia: a CIGSA Job
Talk. Purdue University, SOE. Role: invited guest speaker
C6. Student Counseling and Advisement Service
Purdue Service
Professor Richardson currently serves as co-chair for 5 Ph.D. student committees and
chair of 4 Master’s student committees. In addition she is serving on 13 Ph.D. student
committees (2 candidates graduated this past year) and 2 Master’s committees (5
Master's graduated this past year).
Official Advisement Duties, 4 Master’s students, 5 Ph.D. students
Co-Chair of the following Ph.D. Committees:
Current: Denise Musick, John Nichols, Brian Belland, Dazhi Yang, Ann
Stickman
Member of the following Ph.D. Committees:
Current: Yekyung (Lisa) Lee, Deborah Conklin, Jeff Cramer, John Ulmer,
John Hooker, Anne Ottenbreit-Leftwich, Hans Aagard, Patrick Connolly,
Denise Camin, Chai-Ka Shen, Jason (Kimfong) Lei, Travis Miller, Cindy
York
Graduated: Debra O’Connor, Hua Bai
Chair of the following Master’s Committees:
Current: Lisette Reyes (Fulbright Scholar), Graziela Santos, Kim
Thatcher, Jay Blackman, River Karner
Graduated: Doug Hauser
Member of the following Master’s Committees
Current: Jaejin Seok, Brad Rice
Graduated: Dazhi Yang, Hans Aagard, Grace Kwon, Terri Schmidt,
Laura Brown-Yahn, Paige Jones (Thesis), Xuemei (Lily) Wu
University at Albany/SUNY
Informal Advisor for ETAP Program, Master’s and Ph.D. Program;
1997-2000
Program Convener, Computer Education Licensure Program
Richardson 27
I serve as the official advisor for this program. The program is new (fall 2005),
replacing the endorsement program, and currently has three students enrolled. I also
handle all inquiries related to the program.
Informal Advisement
During 2005 I worked with several students (n=5) on independent studies related to one of
my areas of specialization, distance education (Pat Connolly, Josh Clark, Dazhi Yang,
Cindy York, and Hans Aagard). In addition, I have been working with Hans Aagard and
Dazhi Yang on my peer feedback project and training them about different aspects related
to research (development of protocols, literature reviews, annotated bibliographies,
interviews, etc.). Moreover, I have been working with two of our Ph.D. students, Cindy
York and Anne Ottenbreit-Leftwich on a project that looks at our pre-service teachers in
EDCI 270 and how they can learn most effectively given the types of delivery media they
are exposed to. We conducted a research study and have presented our findings at
national and international presentations; currently we are working on a write-up of the
results for publication. Furthermore, I have worked closely the past several years with
Peg Ertmer and her 673 class, Advanced Research, on conducting research studies and
following through to the publication stage (n=approximately 15 students). I have worked
with students (Pat Connolly, Hans Aagard and Ann Stickman) in the mentoring of teaching
online courses. As part of this process they have co-taught several online courses with
me, and Hans and I are currently writing an article about that mentoring process. Finally, I
supervise 4graduate students who have appointments under me (Hans Aagard, Ann
Stickman, Anne Leftwich, Dazhi Yang).
C8. University and Departmental Service
Educational Technology Program
EdTech Program Faculty
PAET (Purdue Association of EdTech Students), advisor, 2004-present
Search Committee, EdTech Program, 2002-2003
Guest Speaker, EDCI 591E, 2002-2004
School of Education
Secondary Education Committee, 2002-2005
Program Convener Committee, 2005-present
Faculty Affairs Committee, 2005-present
School of Education Student Orientation Leader, SOE Freshmen
Orientation, Fall 2002, 2003, 2004, 2005
President Jischke’s Annual COE Visit, 2004, 2005
SOE PRF Grant Reviewer, 2003, 2005
Guest speaker, TTT program. (2005). What is Educational Technology?
Research Poster, EDCI Annual Retreat, 2005
Search Committee, Science Education Program, 2003-2004
Core Member, SOE TECHNOLOGY Group (TRC), 2003
Spring Commencement Participant, 2003
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School of Education Homecoming Participant, Fall 2002, 2003
Organizer of Brown Bag “Techie Talks” for P3T3 Project, 2002-2004
Organizer of Faculty/Staff Workshops for P3T3 Project, 2002-2004
Guest Speaker, Career and Technical Education, 2003, 2006
Purdue University Service
University Censure and Dismissal Procedures Committee, 2003-2006
Panel Presenter at the TLT Showcase, 2005
"Online Discussions: Fostering Quality Participants and Enhancing
Student Learning"
Presenter at the TLT Showcase, 2003, 2004
Program Committee Member, TLT Showcase, Spring 2003
Presenter at Purdue’s Showcase for Excellence: Purdue Electronic
Portfolio, Dec 2002
University at Albany/SUNY
Graduate Student Committee
ETAP Department Program Committee
C9. Offices held in Professional Societies
Media, Culture and Curriculum SIG, AERA, Program Chair, 2002 to present
EdMedia Annual Conference Program Committee, 2000 to present
C10. Government Service Activities
National Science Foundation (NSF), Panel review member for CAREER
proposal submissions, 2002, 2004
National Science Foundation (NSF), Panel review member for ROLE proposal
submissions, 2003
Department of Education, Community Technology Committee (CTC) Program,
Panel reviewer member, 2001
C12. Consulting Activities
Reviews
Textbook Review. (2005). TEACHnology.
Textbook Review. (2005). Multimedia for Learning: Methods and Development.
Textbook review. (2004). Learning to Solve Problems with Technology. Pearson Merrill
Prentice-Hall.
Textbook Review. (2004). Research and Evaluation Methods. Jossey-Bass.
Richardson, J.C. (2003). ACT Policy Report Review: Accountability and Technology in
K-12 Achievement.
Textbook review (2003). Introduction to Technology. John Wiley & Sons, Inc.
Evaluation and Research Studies:
Newby, T., Schaffer, S. and Richardson, J.C. (2005-2006). Needs Analysis for
HomeAid.
Newby, T. & Richardson, J.C. (2005). Round Rock Independent School District.
Richardson 29
Newby, T., Richardson, J., Jones, D. & York, C. (2005). Evaluation of the
Firehouse Band.
Richardson, J.C. (2003). Evaluation and development of the ISTE and NYS
Educational Technology standards to the MAT program at Empire State
College, NY
Study of Technology and Information Handling Skills in the Eleventh Grade. (20002002). Research Analyst, American Institutes for Research, Washington, D.C.
Pew Internet Grant (PIP). (2001-2002). Research Analyst, American Institutes for
Research, Washington, D.C.
Supplementary Study of the Technology Literacy Challenge Fund. (2001-2002).
Research Analyst, American Institutes for Research, Washington, D.C.
“What Works” Evaluation of Adult English as a Second Language (ESL) Programs.
(2000–2002). Research Analyst, American Institutes for Research,
Washington, D.C.
Assisted Outpatient Treatment Initiative, Evaluation Project Co-Director. (2000).
Evaluation Consortium/SUNY, Albany, NY.
Evaluation for Professional Development Schools, Principal Investigator. (1999-2000).
Evaluation Consortium/SUNY, Albany, NY.
Technology Literacy Challenge Grant; Evaluation Project Director. (1997-2000).
Evaluation Consortium/SUNY, Albany, NY.
Project Links; Evaluation Project Director. (1997-2000), Evaluation Consortium/SUNY,
Albany, NY.
C13. State, National, and International Service
Requests to review work specifically related to my research areas:
Review article for the Journal of Computer-Mediated Communication,
December 2005
Outside committee member, dissertation, University of Southern
Queensland, Fall 2005
International
Proposal reviewer for EdMedia Annual Conference (1999 to present)
Program Committee for EdMedia (2001 to present)
Chair & Discussant for Conference Sessions (EdMedia, AERA)
(2002 to present)
Reviewer for the 2005 Young Researcher Award, (AECT), 2005
National
Proposal reviewer for American Educational Research Association (AERA)
SIG-Media, Culture & Curriculum (1998-present)
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SIG-Instructional Technology (1998-present)
Division C, Learning & Instruction (1996-present)
Division H, School Eval & Program Development (1996-2000)
Division K. Teaching & Teacher Education (1998-2003)
Reviewer for the 2005 SIG-IT Young Researcher Award, (AERA), 2004, 2005
Proposal reviewer for AECT (2002-present)
State of Indiana
Digital Age Literacy Advisory Board Member, Metropolitan School District of
Lawrence Township, 2003-present
Indiana Higher Education Telecommunication System (IHETS), Panel review
member, 2004
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