Texas A&M University


About Us

For the past five years, the eEducation Group (formerly SCR*TEC-TX) at Texas A&M University has provided extensive professional development opportunities to classroom teachers and technology leaders in Texas. Over the past two years, materials development, infrastructure development and leadership development have been additional thrusts undertaken by eEducation across four technology and K-12 outreach programs: the Technology Mentor Fellowship Program (TMFP), the National Space Biomedical Research Institute (NSBRI), the Partnership for Environmental Education and Rural Health (PEER), and the Ocean Drilling Distance Learning Program (OD-DLP).The eEducation Development4 Model has evolved from five years of research and evaluation results, and anecdotal evidence gleaned from the implementation of technology-rich eEducation programs at Texas A&M.
The research and evaluation efforts of these externally funded programs focuses on three areas: the effectiveness of onsite and online professional development experiences for teachers and school district or regional leaders; field-tests of web-based instructional materials (which include student performance measures and teacher reviews); and ongoing statewide technology infrastructure and use studies in Texas. This model builds on the premise that the integration of four key development components: leadership development, professional development, infrastructure development, and materials development, adds to the overall success, implementation, and penetration of technology-rich programs. The eEducation group found that when implementing several of these programs effectively, the following considerations were key: (1) classroom teachers must play a key role in the instructional materials development process, from needs-sensing to classroom field-tests; (2) professional development experiences should be focused and should directly support the utilization of the instructional materials in the classroom, therefore yielding favorable penetration results; and (3) having administrator by in and the infrastructure in place to use the materials are critical. Certainly, situational contexts, needs assessments and funding, will shape the extent to which each component is addressed.


Jon J. Denton,
Ed.D., is a professor in Teaching, Learning and Culture in the College of Education at Texas A&M University. He currently serves as the P.I. or co-P.I. on six federal grants/contracts involving the integration of technology into classrooms. Dr. Denton has published over one hundred forty publications and technical reports on different instructional design strategies and their effect on student achievement. Cost-effectiveness of these instructional strategies, technology applications in classrooms and evaluation of teacher preparation programs have been his primary research and academic interests.
Email Jon.

Trina Davis - M.S. and Ph.D. candidate, currently serves as project director on three projects operated by the eEducation group in the College of Education at Texas A&M University. Ms. Davis has designed and established the e-Empowerment ZONE, a comprehensive, web-based, e-learning and professional development center. Ms. Davis currently serves as the co-chair of the state department of education, Educational Technology Advisory Committee (ETAC). In addition, Ms. Davis is the co-chair of the International Society for Technology in Education (ISTE) 2002 Minority Leadership Symposium. Her primary research and development interests are web-based instruction, elearning environments, and statewide educational technology proficiencies and use studies.
Email Trina

Ben Smith - M.Ed., is the project coordinator for the Technology Mentor Fellowship Program (TMFP) at Texas A&M, and the PT3 Chatauqua catalyst grant led by the University of Kansas. In addition, Mr. Smith has assisted with the coordination and logistics of Technology Intensives (professional development experiences) and several workshops for individual school districts since joining the eEducation staff in July 1999. Prior to that he was an Instructional Technologist in Katy ISD responsible for helping teachers and administrators with integrating technology resources into the traditional curriculum to enable a superior education for the students of Katy ISD.
Email Ben.

Francis Clark - Ed.D., is a Professor in Teaching, Learning and Culture in the College of Education at Texas A&M University. Dr. Clark is the Project Director for the operating PT3 Implementation grant at Texas A&M University, a role that has enabled him to gain invaluable experience in implementing a student mentoring program for technology integration with teacher education faculty. Also, Dr. Clark served as interim head of Educational Curriculum and Instruction (renamed Teaching, Learning and Culture) where he led efforts to gain formal approval of redesigned teacher education programs. His scholarly interests are associated with instructional design, especially the learner-teacher, teacher-curriculum, learner-instruction and teacher-instruction junctures.

Clayton Vader - In December 2001, Clayton received his MEd in Educational Technology from Texas A&M University. While completing his masters he taught technology to pre-service teachers and worked directly with distance learning media for two years. This past October he returned from a five month international internship with British Telecom in London, England. His responsibilities included developing an online training needs analysis and applying applications for distance learning. Other experience includes working for five years with an international agricultural company, Barn Tours Inc., as an educational specialist, which allowed him to develop educational displays, a training video, and educate the general public about agriculture all across the US. His future plans are to work at the post-secondary level and receive a PhD in Educational Technology.
Email Clayton.