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Jeremy Roschelle

Director

Jeremy's research examines the design and classroom use of innovations that enhance learning of complex and conceptually difficult ideas in mathematics and science. Through cognitive science-based research on the "Envisioning Machine" and later "SimCalc," he has explored how computer-based representations can make the mathematics of change and the related physics of motion accessible to many more students. Two running themes in his work are the study of collaboration in learning and the appropriate use of advanced or emerging technologies (such as component software and wireless handhelds) in education. More recently, Jeremy has been addressing large-scale use of innovative technologies in education, both through consulting to companies with a large impact in the market, such as Texas Instruments, Apple, and Scholastic, and through implementation research on scaling up SimCalc to a wide variety of teachers and classrooms.

His 1992 paper on "Learning by Collaborating" is frequently cited as a seminal work in Computer Supported Collaborative Learning. A 1993 paper with Jack Smith and Andy diSessa on "Misconceptions Reconceived" is an important reference work on the nature of students' conceptual development. A 2001 review paper on the topic of "Changing How and What Children Learn in School with Computer-Based Technologies" often appears in graduate syllabi. His 2002 paper with Roy Pea, "Walk on the Wild Side," has been influential in understanding the future possibilities for wireless handheld learning devices. Jeremy also authored an important early video analysis tool, "CVideo," and contributed to the literature on video-based research methods.

Jeremy became intrigued with educational technology through an undergraduate research opportunity in the Logo group while he was a computer science student at MIT, where he worked on Music Logo and Boxer. He received the first Ph.D. in Berkeley's Educational: Math, Science, and Technology program and pursued educational technology research at both Xerox PARC and the Institute for Research on Learning. After stints in the former British colonies of Massachusetts and Australia, he settled down at SRI International in 1997.

As Director of the Center for Technology in Learning at SRI International, Jeremy works with over 60 talented researchers and staff. Jeremy founded SRI's Strategic Learning Consulting practice, which translates research knowledge into innovative products. He serves on the editorial boards of five leading journals and has been a program chair of a Computer-Supported Collaborative Learning conference, an IEEE Wireless and Mobile Technologies in Education workshop, and two AERA Special Interest Groups. He has been invited to give keynote addresses in North America, Asia, and Europe.

Education 

• Ph.D., Education/Cognitive Science, University of California, Berkeley, 1991
• M.A., Education/Cognitive Science, University of California, Berkeley, 1989
• B.S., Computer Science, Massachusetts Institute of Technology, 1985

Professional Experience 

• Director, SRI International, Menlo Park, CA (2004-present)
• Senior Cognitive Scientist, SRI International, Menlo Park, CA (1998-2004)
• Senior Software Developer, University of Massachusetts, Dartmouth, MA (1994-1998)
• Research Scientist, Institute for Research on Learning, Palo Alto, CA (1987-1994)
• Research Intern, Xerox Palo Alto Research Center (PARC), Palo Alto, CA (1986-1987)

Research Areas at CTL

Learning Environments
Technology Development

Current Projects at CTL

• Dynabook: A Digital Resource for Preservice Mathematics Teachers (Leader)
• SimCalc (Leader)
• Wireless Internet Learning Devices (WILD)

Past Projects at CTL

• CATAALYST: Planning an experimental study of the participation and achievement outcomes of a classroom-network-supported pedagogy (Leader) ended 2004
• Center for Innovative Learning Technologies (CILT) ended 2003
• Educational Software Components of Tomorrow (ESCOT) ended 2001
• Google Initiatives in Education, Computing Across the Curriculum: Computational Thinking in Mathematics (Principal Investigator) ended 2010
• Google Initiatives in Education: Computational Thinking Across the K-12 Curriculum ended 2010
• Information Technology Research and Education, Teaching and Learning Workshops ended 2003
• JOMA (Leader) ended 2002
• Strategic Alliance Agreement (TI) (Leader) ended 2002
• SunBay Digital Mathematics (Leader) ended 2010
• Technology & Math Learning Strategic Alliance (Leader) ended 2006
• TechPALS: Getting Fractions Right with Technology-Mediated Peer-Assisted Learning (Leader) ended 2008
• Training and Resources for Assembling Interactive Learning Systems (TRAILS) ended 2007
• Tuple Spaces as a Foundation for Collaborative Learning (Leader) ended 2006
• Wireless Handhelds for Improving Reflection on Learning (WHIRL) ended 2004

Selected Publications

• Shechtman, N., Roschelle, J., Haertel, G., & Knudsen, J. (2010). RUNNING HEAD: TEACHER KNOWLEDGE AND STUDENT LEARNING Investigating Links from Teacher Knowledge, to Classroom Practice, to Student Learning in the Instructional System of the Middle School Mathematics Classroom. SRI International, Menlo Park, CA.
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• Roschelle, J., Rafanan, K., Estrella, G., Nussbaum, M., & Claro, S. (November, 2010). "From handheld collaborative tool to effective classroom module: Embedding CSCL in a broader design framework." Computer & Education, Elsevier, Vol. 56, Issue 3, pp. 1018-1026.
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• Roschelle, J., Schechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Knudsen, J., & Gallagher, L. (2010). Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies. Paper in the American Educational Research Journal.
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• Fishman, B., Penuel, W., Hegedus, S., Moniz, R., Dalton, S., Brookstein, A., Beaton, D., Tatar, D., Dickey, M., & Roschelle, J. (2009). What happens when the research ends? Factors related to the sustainability of a research-based innovation. (SimCalc Technical Report 04). Menlo Park, CA: SRI International.
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• Roschelle, J., Rafanan, K., & Estrella, G. (2009). "Scaffolding group explanation and feedback with handheld technology: impact on students’mathematics learning ." Education Tech Research Dev, Springer, 58, pp. 399-419.
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• Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, W. R., Nussbaum, M., Claro, S. (2009, October). Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning. Educational Technology Research and Development, doi: 10.1007/s11423-009-9142-9.
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• Roschelle, J., Tatar, D., Shechtman, N., & Knudsen, J. (2008). The role of scaling up research in designing for and evaluating robustness. Educational Studies in Mathematics. 68(2).
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• Tatar, D., Roschelle, J., Knudsen, J., Shechtman, N., Kaput, J., & Hopkins, B. (2008). Scaling Up Innovative Technology-Based Math. Journal of the Learning Sciences. 17(2). 248-286.
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• Brecht, J., DiGiano, C., Patton, C., Tatar, D., Chaudhury, R., Roschelle, J., & Davis, K. (2007). Coordinating networked learning activities with a general-purpose Interface. International Review of Research in Open and Distance Learning.
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• Penuel, W.R., Roschelle, J. & Shechtman, N. (2007). Designing formative assessment software with teachers: An analysis of the co-design process. Research and Practice in Technology Enhanced Learning, 2, 1, 51-74.
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• Roschelle, J., Patton, C., Tatar, D. (2007). Designing networked handheld devices to enhance school learning. In M. Zelkowitz, Ed. Advances in Computers, 70, 1-60.
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• Roschelle, J. (2007). Can Technology-Based Representations Deepen Math Learning and Close the Gap? Research Findings from a Large Scientific Study. Featured speaker session presented at the annual meeting of the National Council of Teachers of Mathematics, Atlanta, GA.
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• Roschelle, J. (2007). Scientifically-Based Research Studies Examining the Use of Technology in Mathematics Education. Presentation at the Consortium for School Networking (CoSN), 12th Annual K-12 School Networking Conference, San Francisco, CA.
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• Roschelle, J., Tatar, D., Chaudhury, R., Dimitriadis, Y., Patton, C., & DiGiano, C. (2007). Ink, improvisation, and interactive engagement: Learning with tablets. Computer, 40(9), 42-48.
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• Roschelle, J., Tatar, D., Shechtman, N., Hegedus, S., Hopkins, B., Knudsen, J., & Dunn, M. (2007). Extending the SimCalc approach to grade 8 mathematics (SimCalc Technical Report 02). Menlo Park, CA: SRI International.
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• Roschelle, J., Tatar, D., Shechtman, N., Hegedus, S., Hopkins, B., Knudsen, J., & Stroter, A. (2007). Can a technology-enhanced curriculum improve student learning of important mathematics? (SimCalc Technical Report 01). Menlo Park, CA: SRI International.
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• Roschelle,J., Tatar, D. , Shechtman, N., Hegedus, S., Hopkins, B., Knudsen, J., Stroter, A. (2007). Can a Technology-enhanced Curriculum Improve Student Learning of Important Mathematics? (SimCalc Technical Report 1). Menlo Park, CA: SRI International.
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• Vahey, P., Tatar, D., & Roschelle, J. (2007). Using handheld technology to move between private and public interactions in the classroom. In M. van 't Hooft & K. Swan (Eds.). Ubiquitous computing in education: Invisible technology, visible impact (pp. 187-210). Mahway, NJ: Lawrence Erlbaum Associates.
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• Vahey, P., Tatar, D., & Roschelle, J. (2007). Using Handhelds to Link Private Cognition and Public Interaction. Educational Technology Magazine, v47(3) pp 13 - 16.
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• Chan, T., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J., Pea, R., Norris, C., Soloway, E., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C., Milrad, M., & Hoppe, U. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.
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• Penuel, W. R., Abrahamson, A. L., & Roschelle, J. (2006). Theorizing the transformed classroom: A sociocultural interpretation of the effects of audience response systems in higher education. In D. Banks (Ed.), Audience response systems in higher education: Applications and cases (pp. 187-208). Hershey, PA: Information Science Publishing.
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• Shechtman, N., Roschelle, J., Haertel, G., Knudsen, J., & Vahey, P. (2006). Measuring middle school teachers’ mathematical knowledge of teaching rate and proportionality. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
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• Bransford, J., Barron, B., Pea, P., Meltzoff, A., Kuhl, P., Bell, P., Stevens, R., Schwartz, D., Vye, N., Reeves, B., Roschelle, R., & Sabelli, N. "Foundations and opportunities for an interdisciplinary science of learning" (2005). In. K. Sawyer (Ed.) Cambridge Handbook of the Learning Sciences.
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• Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., Meltzoff, A., Barron, B., Pea, R., Reeves, B., Roschelle , J. & Sabelli , N. "Learning Theories and Education: Toward a Decade of Synergy" (2005). In P. Alexander & P. Winne (Eds.), Handbook of Educational Psychology (Second Edition). Mahwah, NJ: Erlbaum.
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• Shechtman, N., Roschelle, J., Haertel, G., Knudsen, J., & Tatar, D. (2005). Measuring student learning gains in conceptual mathematics when scaling a technological intervention for middle school mathematics. Paper presented at the American Educational Research Association Annual Meeting, Montreal, Canada.
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• Means, B., Roschelle, R., Penuel, W., Sabelli, N., & Haertel, G. (2004). Technology’s contribution to teaching and policy: Efficiency, standardization, or transformation? In R. E. Floden (Ed.), Review of Research in Education (Vol. 27). Washington, DC: American Educational Research Association.
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• Penuel, W. R., Tatar, D., & Roschelle, J. (2004). The role of research on contexts of teaching practice in informing the design of handheld learning technologies. Journal of Educational Computing Research, 30(4), 331-348.
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• Penuel, W.R., Roschelle, J., Crawford, V., Shechtman, N. & Abrahamson, L. (2004). Workshop report: Advancing research on the transformative potential of interactive pedagogies and classroom networks. Menlo Park: SRI International.
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• Roschelle, J., & DiGiano, C. (2004). ESCOT: Coordinating the influence of R&D and classroom practice to produce educational software from reusable components. Interactive Learning Environments, 12(1-2), 73-107.
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• Roschelle, J., Penuel, W. R., & Abrahamson, L. A. (2004). The networked classroom. Educational Leadership, 61(5), 50-54.
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• Roschelle, J., Tatar, D. G., Knudsen, J., Kaput, J. J., Hopkins, B., Shectman, N. (2004, April). Scaling up restructuring knowing: From design experiments to experimental design. Panel presentation at the American Educational Research Association Annual Meeting, San Diego, CA.
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• Shechtman, N., Chung, M., & Roschelle, J. (2004). Supporting Member Collaboration in the Math Tools Digital Library: A Formative User Study. D-Lib Magazine, Volume 10 Number 2, February 2004.
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• Vahey, P., Tatar, D., & Roschelle, J. (2004). Leveraging handhelds to increase student learning: Engaging middle school students with the mathematics of change. Proceedings of The Sixth International Conference of the Learning Sciences (pp. 553-560). NJ: Lawrence Erlbaum Associates.
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• Roschelle, J. (2003). Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19(3), 260-272.
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• Roschelle, J., Vahey, P., Tatar, D., Kaput, J., & Hegedus, S. J. (2003). Five key considerations for networking in a handheld-based mathematics classroom. In N. A. Pateman & B. J. Dougherty & J. T. Zilliox (Eds.), Proceedings of the 2003 Joint Meeting of PME and PMENA (Vol. 4, pp. 71-78). Honolulu, Hawaii: University of Hawaii.
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• Tatar, D., Roschelle, J., Vahey, P., & Penuel, W. R. (2003). Handhelds Go To School: Lessons Learned. IEEE Computer, 36(9), 30-37.
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• DiGiano, C., Yarnall, L., Patton, C., Roschelle, J., Tatar, D. G., & Manley, M. (2002). Collaboration design patterns: Conceptual tools for planning for the wireless classroom. In Proceedings of WMTE 2002 (pp. 39-47).
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• Roschelle, J. & Patton, C., Pea, R. (Stanford) (2002). To unlock the learning value of wireless mobile devices, understand coupling. In M. Milrad, U. Hoppe, Kinsuk (Eds.), Wireless and mobile devices in education, Los Alamitos, CA: IEEE Computer Society, 2-6.
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• Roschelle, J., & Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168.
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• Stroup, W. M., Kaput, J., Ares, N., Wilensky, U., Hegedus, S. J., Roschelle, J., Mack, A., Davis, S., & Hurford, A. (2002). The nature and future of classroom connectivity: The dialectics of mathematics in the social space. Paper presented at the Psychology and Mathematics Education - North America, Athens, GA.
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• DiGiano, C., Roschelle, J., & Chung, M. (2001). The need for a coordinated engineering discipline for the production of educational software. Accepted for workshop paper, IEEE International Conference on Advanced Learning Technologies (ICALT).
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• Repenning A., Ioannidou A., Payton M., Ye W., & Roschelle J.. (2001). Using Components for Rapid Distributed Software Development. IEEE Software 18(2).
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• Roschelle, J., Hand, V., & DiGiano, C. (2001). Towards a coherent on-line collection of tools for math learning. Journal of Online Mathematics and its Applications, 1(2). Available at http://mathforum.org/joma/vol1-2/articles/digiano/
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• DiGiano, C., & Roschelle, J. (2000). Rapid-assembly componentware for education. In Proceedings of the International Workshop on Advanced Learning Technologies at Palmerston North, New Zealand (pp. 37-40). Los Alamitos, CA: IEEE Computer Society Press.
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• Roschelle, J. DiGiano, C., Chung, M., Repenning, A., Tager, S., & Treinen, M. (2000). Reusability and interoperability of tools for mathematics learning: Lessons from the ESCOT project. In Proceedings of Intelligent Systems & Applications at University of Wollongong, NSW Australia. ICSC Academic Press, Wetaskiwin, AB, Canada, pp. 664-669.
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• Roschelle, J., & Jackiw, N. (2000). Technology design as educational research: Interweaving imagination, inquiry & impact. In A. Kelly & R. Lesh (Eds.), Research design in mathematics & science education (pp. 777-797). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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• Roschelle, J., Kaput, J., & Stroup, W. (2000). SimCalc: Accelerating students' engagement with the mathematics of change. In M. J. Jacobson & R. B. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 47-75). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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• Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10(2), 76-101.
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• Pea, R.D., Tinker, R., Linn, M., Means, B., Bransford, J., Roschelle, J., Hsi, S., Brophy, S., & Songer, N. (1999). Toward a learning technologies knowledge network. Educational Technology Research and Development, 47, 19-38.
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• Roschelle, J. & Pea, R. (1999). Trajectories from today’s WWW to a powerful educational infrastructure. Educational Researcher, 8(5), 22-25.
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• Roschelle, J. (1999). Forward. In B. Henderson, The components on online education. Saskatoon, Canada: University of Saskatchewan, Centre for the Study of Cooperatives. 1-4.
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• Roschelle, J., DiGiano, C., Koutlis, M., Repenning, A., Jackiw, N., & Suthers, D. (1999). Developing educational software components. IEEE Computer, 32(9), 50-58.
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• Roschelle, J., Pea, R., DiGiano, C., & Kaput, J. (1999). Educational software components of tomorrow. In M/SET 99 Proceedings [CD ROM], Charlottesville, VA: American Association for Computers in Education.
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• Soloway, E., Grant, W., Tinker, R., Roschelle, J., Mills, M., Resnick, M., Berg, R., & Eisenberg, M. (1999). Science in the palm of their hands. Communications of the ACM, 42(8), 21-26.
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• Kaput, J., & Roschelle, J. (1998). The mathematics of change and variation from a millennial perspective: New content, new context. In C. Hoyles & C. Morgan & G. Woodhouse (Eds.), Rethinking the mathematics curriculum. London, UK: Falmer Press.
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• Roschelle, J., Kaput, J., Stroup, W., & Kahn, T. (1998). Scalable integration of educational software: Exploring the promise of component architectures. Journal of Interactive Media in Education.
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• Roschelle, J., Mills, M., & Stillman, P. (1998). DataGotchi Deep Dive. Menlo Park: SRI International.
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• Kaput, J., & Roschelle, J. (1996). Connecting the connectivity and the component revolutions to deep curriculum reform. Washington, DC: Department of Education.
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• Roschelle, J. (1996). Designing for cognitive communication: Epistemic fidelity or mediating collaborating inquiry. In D. L. Day & D. K. Kovacs (Eds.), Computers, Communication & Mental Models (pp. 13-25). London: Taylor & Francis.
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• Roschelle, J., & Kaput, J. (1996). Educational software architecture and systemic impact: The promise of component software. Journal of Educational Computing Research, 14(3), 217-228.
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• Roschelle, J. (1995). Learning in interactive environments: Prior knowledge and new experience. In J. H. Falk & L. D. Dierking (Eds.), Public institutions for personal learning: Establishing a research agenda (pp. 37-51). Washington, DC: American Association of Museums.
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• Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2).
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• Teasley, S. D., & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie & S. J. Derry (Eds.), Computers as Cognitive Tools (pp. 229-258). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
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• Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. The Journal of the Learning Sciences, 2(3), 235-276.
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