Bridget Dalton, Ed.D.
Bridget Dalton is the Assistant Professor of Learning, Literacy, and Culture at the Peabody College of Vanderbilt University. Prior to joining Vanderbilt, Bridget served as the Chief Officer of Literacy and Technology for CAST, Inc., a non-profit research and development organization that develops and applies universal design for learning theory and practice. While there, she collaborated with David Rose to develop the reading comprehension program, Thinking Reader. She also was an Associate Professor at the University of Guam, where she directed the Literacy Lab and coordinated the graduate program in Language and Literacy, and was a Lecturer in Education at the Harvard Graduate School of Education. Bridget has published articles in Reading Teacher, Journal of Learning Disabled, and Journal of Special Education Technologies.
Peggy Healy Stearns, Ph.D.
Peggy Healy Stearns has over 20 years of experience as a classroom teacher and district technology coordinator at the K – 12 level. Her innovative designs and intimate understanding of how to engage and teach children are reflected in the many award-winning software programs she has developed. Best-sellers include Neighborhood MapMachine 2.0, Community Construction Kit, and The Graph Club 2.0. Peggy's software has earned over three dozen national awards. Peggy has presented seminars and conference sessions to thousands of educators across the country, and has been featured in radio, television, and satellite broadcasts, and has published dozens of articles in numerous professional journals. She earned her Masters from Harvard University and her Ph.D. from the State University of New York at Buffalo where she was honored as a "University Inventor".
David Dockterman, Ed.D.
David brings a multitude of perspectives – as a teacher, parent, school committee member, and veteran in the educational technology field – to his insights about teachers and technology. A former social studies teacher, David joined Tom Snyder Productions in 1982 while earning his Ed.D. from the Harvard Graduate School of Education. He has designed several award-winning products including Science Court; Decisions, Decisions; and The Great Ocean Rescue. David is also a Lecturer on Education at the Harvard Graduate School of Education.
Laura Goin designs and develops educational software for at-risk and special needs learners. She specializes in combining cognitive research with highly effective multimedia instructional practices. During the course of her career, Laura has been instrumental in the design and development of a number of instructional software packages for reading, mathematics, and writing, including FASTT Math. Previously, Laura was an instructional designer and project director on the staff of Vanderbilt University’s Learning Technology Center. While at Vanderbilt, Laura coordinated multimedia research projects in the areas of literacy, mathematics, science, and higher education technology integration. Currently, she consults with publishers on the design of instructional software and provides training on reading intervention for struggling readers.
Ted Hasselbring, Ed.D.
Over the past thirty years, Ted has conducted research on the use of adaptive technology for enhancing learning in students with mild disabilities and those who are at-risk of school failure. He has authored more than one hundred articles and book chapters on learning and technology and serves on the editorial boards of six professional journals. Between 2000 and 2006, Ted served as the Executive Director of the National Assistive Technology Research Institute at the University of Kentucky. He is also the author of several technology programs including leading intervention programs – FASTT Math, READ 180 and System 44. Ted is currently serving as the Professor of Special Education Technology at the Peabody College of Education at Vanderbilt University.
David Rose, Ed.D.
In 1984, David helped to found CAST (the Center for Applied Special Technology) in order to expand opportunities for students with disabilities through the innovative development and application of technology. David specializes in developmental neuropsychology and in the universal design of learning (UDL) technologies. In addition to his role as chief scientist, cognition and learning, at CAST, David lectures at the Harvard Graduate School of Education, where he applies CAST's work in neural networks and learning to both the design and the content of his course. David completed his undergraduate work at Harvard College. He received his master's degree from Reed College and his doctorate from the Harvard Graduate School of Education. David was one of the principle authors of Thinking Reader, an innovative reading comprehension program that embraces UDL to transform struggling readers into strategic readers. David presents at national conferences on universal design, learning, and technology and serves as a member of several public-policy initiatives to promote the adoption and dissemination of CAST's principles of universal design.
Tom Snyder, Ed.M.
A creative and energetic teacher, Tom began using a computer in his classroom thirty years ago to help him do what he loved to do most: teach. Tom began designing computer programs in the 1970s to enhance the collaborative learning environment in his classes. In 1980, Tom united his passion for teaching with his vision for education to establish Tom Snyder Productions. As founder and former chairman and head designer, Tom designed numerous award-winning software products including Timeliner; Fizz & Martina's Math Adventures; Geography Search; and Decisions, Decisions, a 1997 winner of the prestigious Codie Award for excellence in technology. He was also the co-creator and executive producer of the TV hits Dr. Katz: Professional Therapist and Squigglevision [formerly Science Court]. Tom graduated from Swarthmore College and earned his Ed.M. from the Lesley Graduate School of Education. Retired from his position as chairman in 2001, Tom now freelances for the company and pursues his love of music through composing.