Education

Master of Education - Educational Technology - University of Hawaii at Manoa, 1997

Bachelor of Arts - Psychology - University of Colorado at Boulder, 1991

Employment

Academic Experience

University of Hawaii at Manoa, Honolulu, HI July 2006 - Present

Junior Specialist/Instructor

Department of Educational Technology faculty member focused on teaching courses both at the graduate and undergraduate level. Courses taught include ETEC 414 Ed Media Technology, ETEC 600 Educational Technology Theory and Practice, ETEC 603 Instructional Development and Design, ETEC 687 Educational Technology Practicum and ETEC 699 Directed Readings and Research. Courses focus on theories and applications of instructional design and technology integration in both classroom and non-classroom settings. Courses designed and delivered in both on-campus and online formats. Member of faculty team developing and implementing new online master’s program. Actively collaborate with fellow faculty in writing and presenting research conducted in Department. Advise Master’s students on final projects and papers. General duties include participation in all Departmental meetings, planning activities and events and serving on College wide committees.

University of Hawaii at Manoa, Honolulu, HI February 2000 – June 2006

Junior Specialist/Outreach & Professional Development Manager

Department of Educational Technology faculty member managing College of Education professional development workshops and mentoring to promote technology use among faculty. Coordinated UH system wide effort to create “Technology Intensive” courses at 8 UH campuses statewide including designating liaisons, organizing statewide meetings and overseeing evaluation and data collection of technology integration activities. Hired, trained and managed team of graduate students charged with one-on-one technology mentoring of UH faculty. Ran College of Education’s technology learning center a high-end multimedia lab facility and equipment checkout pool for student and faculty use. Conducted workshops and training sessions for students and faculty on software applications. Wrote and presented research papers at national and international conferences. Wrote and received grants. Taught undergraduate and graduate courses and advised master’s program candidates.

University of Hawaii at Manoa, Honolulu, HI May - June 1997

Instructor, ETEC 503, Technology for Teachers

Co-designed and taught technology course to Department of Education teachers. Assessed needs of incoming students. Developed assignments and instruction in which students created graphics and word processing documents, multimedia stacks and web pages to be used in their own classrooms. Developed and maintained ETEC 503 web site with all current course information. Wrote and implemented evaluation criteria based on instructional goals.

Professional Experience

Honolulu Academy of Arts, Honolulu, HI April 1993 – February 2000

Cafe & Training Manager

Supervised staffing and all management aspects of a 125 seat museum cafe. Performed all Food and Beverage department accounting, payroll and supply ordering. Developed and maintained cafe financial data base. Recruited, hired, trained and supervised personnel. Organized catering and supervision for all Academy special events including fund-raisers, openings and facility rentals. Acted as liaison between Food and Beverage department, other Academy departments and outside event organizers. Designed and produced menu covers incorporating artwork for each Academy exhibition.

University of Hawaii at Manoa, Honolulu, HI April - July 1997

Instructional Design Group Leader

Managed a three person team of instruction designers to produce a comprehensive web site for the "Technology Intensive Courses" grant project. Project goal to develop technology standards, training, and assistance for UH faculty to teach general education courses using technology and requiring it of their students. Created web site to provide internet teaching resources and project information for faculty and project participants. Designed visual theme and specific graphics and researched and selected internet resources for the site. Managed team budget and coordination of group members' tasks and deadlines. Conducted training session on use of web site for UH faculty.

University of Hawaii at Manoa, Honolulu, HI August - December 1996

Workshop Organizer/Presenter

Designed and led technology workshops for faculty as part of a team. Created and implemented assessment tools to measure College of Education faculty technology needs. Designed instructional materials and presentations on graphics, presentation software, internet use and web page production and design in response to analysis of our assessment. Created and conducted participant evaluations of each workshop. Analyzed and incorporated evaluation data to improve subsequent workshops.

University of Hawaii at Manoa, Honolulu, HI August 1995 - May 1997

Instructional Designer

Wrote and received an Educational Improvement Fund (EIF) instructional development grant. Designed a multimedia portfolio program to be incorporated into an undergraduate Educational Technology course. Program included a thorough instructional booklet and computer based template and example. Digitized student work and pressed photo CD to be used as a student and faculty resource. Managed grant budget and wrote final grant report.

Bibliography

Book Chapter

Fulford, C. & Eichelberger, A. (2003) A System of Reciprocity: Empowering Stakeholders to do More with Less in Educational Technology. In S. Trinidad (ed.) The Next Step: Leadership and Change Models of Best Practice in using ICT in the Classroom. (1^st ed. Chapter 15, pp. 2-11) (Original work published in 2001)

Refereed Proceedings as a Book Chapter

Fulford, C. & Eichelberger, A. (2001) A system of reciprocity: Empowering stakeholders to do more with less in educational technology. In D Watson & J. Andersen (eds.), Networking the Learner, Computers in Education (pp. 631-640). Boston/Dordrecht/London: Kluwer Academic Publishers. (Presented 7th World Conference on Computers in Education. Copenhagen, Denmark)

Refereed Proceedings & Presentations

International

Fulford, C., Ho, C., Rivers, R., Eichelberger, A., & Theal, G. (2005, July). Diffusion of innovations: Transferring a technology integration model across campuses. Proceedings of 8th World Conference on Computers in Education (WCCE), Document Transformation Technologies, Cape Town, South Africa, [CD Rom - Document 311].

Ho, C.P., Theal, G., & Eichelberger, A. (2005, June). Life Beyond PT3: Field-Testing and Marketing an E-Portfolio Digital Textbook. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005, Montreal, Canada (pp. 4253-4258). Norfolk, VA: AACE. (Awarded Paper)

Rivers, R., Eichelberger, A. (2004, July). Collaboration is Key: Implementing and adapting a model for curriculum reform. Proceedings of the International Council on Education for Teaching (ICET) World Assembly 2004. Hong Kong.

Fulford, C. Eichelberger, A., Ho, C., & Theal, G. (2004, June). Picture the Future: Digital Videos and Learning Objects Enhance Education. Proceedings of the Ed-Media 2004 World Conference on Multimedia, Hypermedia & Telecommunications Association for the Advancement of Computing in Education (AACE). Lugano, Switzerland, 2004(1),1148-1152. [Online]. Available: http://dl.aace.org/15549

Rivers, R., Eichelberger, A. & Ho, Curtis. (2003, June) Turning the Tables: Students Mentoring Faculty to Improve University Teaching. Proceedings of the 28^th Improving University Teaching (IUT) Conference. Vaxjo, Sweden.

Iding, M., Nguyen, T., Eichelberger, A. & Klemm, B. (2002, July) Facilitating Critical Evaluation of Information on the World Wide Web. Proceedings of the SECIII Conference on Social, Ethical and Cognitive Issues of Informatics and ICT. Dortmund, Germany.

Fulford, C. & Eichelberger, A. (2001, July) The System of Reciprocity: Empowering Stakeholders to do More with Less in Educational Technology. Theme paper in Proceedings of the Conference on Educational Uses of Information and Communication Technologies. 17^th International Federation for Information Processing (IFIP) World Computer Congress. Copenhagen, Denmark.

Fulford, C., Ho, C. & Eichelberger, A. (2000, August).“Technology Intensive Courses”- Preparing faculty and future teachers to use technology. Theme paper in Proceedings of the Conference on Educational Uses of Information and Communication Technologies. 16^th International Federation for Information Processing (IFIP) World Computer Congress. Beijing, China.

National

Fulford, C. Eichelberger, A., Ho, C., & Theal, G. (2005, March). ePressure: The shift in NCATE requirements leads to the creation of ePortfolio tools. Proceedings for the Society for Information Technology & Teacher Education (SITE) International Conference, Phoenix, Arizona, 2595-2599.

Rivers, R., Fulford, C., Eichelberger, A. & Ho, Curtis. (2004, March). One Size Does Not Fit All: Community Colleges Uniquely Adapting A University’s a Model of Technology Integration. Proceedings of the 15th Society for Information Technology and Teacher Education (SITE) International Conference. Atlanta, Georgia.

Fulford, C., Eichelberger, A., & Theal, G. (2003, March). Online Videos Modeling Technology Integration. Proceedings of the 14th Society for Information Technology and Teacher Education (SITE) International Conference. Albuquerque, New Mexico.

Eichelberger, A., & Fulford, C. (2003, March). Empowering Students to Teach Teachers. Society for Information Technology and Teacher Education Conference. Albuquerque, New Mexico.

Eichelberger, A., & Fulford, C. (2001, November) Creating “Technology Intensive” Courses Through Faculty Mentoring. 23rd Annual Proceedings of Selected Research and Development Presentations of the 2001 National Convention for the Association for Education Communications and Technology. Atlanta, Georgia.

Fulford, C., & Eichelberger, A. (2000, October) Win-win: Students Using Instructional Design Skills to Teach Faculty to Integrate Technology in Teacher Education. 22^nd Annual Proceedings of Selected Research and Development Presentations of the 2001 National Convention for the Association for Education Communications and Technology. Denver, Colorado.

Refereed Paper Presentations without Proceedings

Fulford, C., Ho, C. & Eichelberger, A. (2000, June).Technology Innovations and Teacher Preparation through Partnerships and Grants. National Educational Computing Conference. Atlanta, Georgia.

Fulford, C., Ho, C. & Eichelberger, A. (2000, June). Preparing faculty and future teachers to use technology. National Educational Computing Conference. Atlanta, Georgia.

Refereed Competitive Grants

Funded Extramural

Fulford, C., Ho, C., Eichelberger, A., Theal, G. & Rivers, R., (2001). LEI Aloha’s Technology Intensive Enhancement Series (TIES) to Learning. US Department of Education Preparing Tomorrow’s Teachers to Use Technology. $2,100,000 with $2,125,172 matching from partnerships = $4,225,172 total

Funded Internal

Eichelberger, A. & Fulford, C. (1995). Enhancing learning opportunities with a CD-ROM database of a diverse sample of student portfolios. The Office of Faculty Development and Academic Support, Educational Improvement Fund, University of Hawaii. $1,000.

Additional Grant Writing Activity (not funded)

Kingery, P., Fulford, C., Ho, C., Theal, Eichelberger, A., & Lord, B. (2005). The Hawaii Teacher Quality Reform Project, Hawaii State Department of Education Teacher Quality Enhancement State Grants, $ 2,747,954. [With matching contributions, the grand total was $4,151,880.].

Fulford, C., Ho, C., Theal, G., Burniske, B., Skouge, J., Eichelberger, A., & Rivers, R. (2004). LEI Aloha’s Video Villages: Educational Innovations in Interactive Video & Web Forums. US Department of Commerce Technology Opportunities Program. $699,975 with $754,700 matching from partnerships = $1,454,675 total.

Fulford, C., Ho, C., Rivers, R., Eichelberger, A., & Theal, G. (2003). LEI Aloha’s Tech-Links Project: Connecting Theory to Practice through Critical Assessment. Preparing Tomorrow’s Teachers to Use Technology (PT3). Department of Education. $2,093,476. [With equivalent in-kind contributions from community partners, grand total was over $4,500,000. Highly competitive grant, received a score of 91 out of 100.]

Fulford, C., Ho, C., Eichelberger, A., Theal, G. & Rivers, R., (2001). LEI Aloha’s Online Technology Intensive Courses for Teacher Education. Fund for the Improvement of Post Secondary Education Learning Anytime Anywhere Partnerships, Pre-Proposal. $2,250,000 with $2,344,268 matching from partnerships = $4,594,268 total.

Eichelberger, A. & Fulford, C. (2000-2001). Creating “Technology Intensive” Courses for the Improvement of Teacher education and Professional Development at the University of Hawaii - Year – 4. Eisenhower Professional Development Fund. $76,672.

Eichelberger, A., Muranaka, G. & Fulford, C. (2000). Improving Teacher Education by Enhancing “Technology Intensive” Courses with Digital Video Verizon FOCUS Award Competition. $30,000.

Eichelberger, A. & Fulford, C. (1997). Providing diversity and equity through technology. Diversity and Equity Initiatives, Student Services, University of Hawaii. $3,500.

Creative Works

Fulford, C., Eichelberger, A., Capers, E., & Revisions by Nguyen, T. (1996) Technology intensive courses [Website]. Honolulu, HI: University of Hawaii. http://www.hawaii.edu/ti/

Teaching

Courses

ETEC 503 – Technology for Teachers

Practical classroom applications of current hardware and software. The purpose of this course is to provide inservice teachers with a hands-on opportunity to collaboratively and individually design and develop projects, assignments and assessment tools that integrate technology. As the students in the course are practicing teachers products created in class are meant to have practical application in their individual classrooms. Theoretical constructs of instructional design, visualizing concepts and visual literacy are used as the basis for developing each technology integrated product. Students learn advanced email skills, applications for the Internet in curriculum, presentation skills and software, effective use and editing of graphics, and general multimedia. Projects are graded using performance checklists. (3 credits)

ETEC 414 - Media in Education

Introduction to theories, application of principles, acquisition of practical skill of educational media relevant to teaching/learning situation, in classroom as well as non-school settings. The purpose of the course is to prepare student teachers and other educators to use a variety of media and advocate for media in the classroom. Theoretical constructs of instructional design, visualizing concepts and visual literacy are used as a basis for developing media. Students learn about technology including video, computer graphics, projected visuals, e-mail, World Wide Web, distance education, and multi-media. The course follows an interactive and hands-on approach. Students produce a number of media projects, and make presentations advocating various technologies. Projects are graded using performance checklists. (3 credits)

ETEC 600 – Theory and Practice in Educational Technology

Major models of instruction underlying technological application to instructional development. The purpose of the course is to prepare students to become instructional designers. The course covers systems theory, change theory, needs assessment, information processing, instructional design, and grant writing basics. In groups, students develop and present a front-end analysis of a chosen instructional system. Using a need identified in the analysis, they develop a grant proposing a technological solution. Students also in groups present a lesson demonstrating various models of instructional design. The final exam asks students to reflect on key concepts covered in the course. The course is rigorous and requires that students commit ample time for reading, writing, and meeting with project teams. This course is part of the core in the Educational Technology Master's Program. It is also appropriate for teachers, administrators, trainers, and other educators seeking to examine and improve their own instructional systems. Taught both online and face-to-face. (3 credits)

ETEC 603 - Instructional Design & Development

Basic concepts and techniques of instructional design and application to solving instructional problems in real-life situations. The purpose of the course is to prepare students to follow a systematic approach for designing instruction. The course includes the application of basic concepts and techniques for solving instructional problems in real-life situations. Students will develop instructional modules and conduct formative evaluation. Peer review will be used to enhance the teamwork aspect of instructional design. This course is part of the core in the Educational Technology Master's Program. It is also appropriate for teachers, administrators, trainers, and other educators wanting to improve their ability to design instruction. (3 credits)

ETEC 687 - Educational Technology Practicum

Practicum in instructional development and design in academic, agency, and private industry settings. Second and third year students choose a real-life instructional design/technology project as a group. Students individually identify what they would like to learn in the course and the group tries to incorporate these areas into the chosen project. Then, students identify roles of group members, set goals and objectives, conduct, and evaluate the project. A final report is required to document the project. Past projects have included conducting technology workshops for College of Education faculty and assisting the teacher education program in improving technology skills for student teachers. The course is restricted to students in the ETEC Master's program. (3 credits)

ETEC 699 - Directed Reading and/or Research

This course is an elective in the ETEC Master's program. The purpose of the course is to allow individual students and faculty members to pursue projects of mutual interest. It serves as additional practical experience for the student. Past student projects have included: writing grants, acting as research assistants, writing research articles, and acting as teaching assistants for the courses listed above. (3 credits)