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Robert Kozma

Emeritus Director

Dr. Robert Kozma is an expert in international educational technology research, media theory, the evaluation of technology-based education reform, and the design of advanced interactive multimedia systems. He is a Fulbright Senior Specialist and has consulted with the Ministries of Education in Thailand, Singapore, and Chile and with the Ford Foundation and the Organization for Economic Cooperation and Development (OECD) on the use of technology to improve educational systems. Prior to coming to SRI, he was on faculty at the University of Michigan for 20 years. He began his career as an elementary mathematics teacher in the inner city of Detroit.

Dr. Kozma has directed or co-directed more than 20 research and development projects and recently completed the Second Information Technology in Education Study: Module 2 (SITES M2), a study of 174 technology-based classroom innovations in 28 countries, sponsored by the International Association for the Evaluation of Educational Achievement (IEA). This report, entitled "Technology, Innovation, and Educational Change: A Global Perspective" will be published by the International Society for Educational Technology and will be available in early 2003. He and Andy Zucker recently completed a five-year evaluation of a national virtual high school project and published a book on this project entitled "The Virtual High School: Teaching Generation V", which is available through Teachers College Press.

Dr. Kozma has authored or co-authored more than forty articles, chapters, and encyclopedia entries. His articles have appeared Review of Educational Research, Journal of the Learning Sciences, Cognition and Instruction, Learning and Instruction, Annual Review of Psychology, Journal of Higher Education, Education and Urban Society, Journal for Research in Science Teaching, Journal of Research on Computing in Education, Computers in Human Behavior, Academic Computing, Computers and Composition, Educational Technology Research and Development, and the International Encyclopedia of Education.

Education 

• Ph.D., Educational Technology, Wayne State University, 1972
• M.A., Education, Oakland University, 1970
• B.A., Political Science, University of Michigan, 1968

Professional Experience 

• Emeritus Principal Scientist, SRI International, Menlo Park, CA (2002-present)
• Senior Specialist, Council for International Exchange of Scholars, U.S. State Department (2002-2006)
• Principal Scientist, SRI International, Menlo Park, CA (1996-2002)
• Director of Center for Technology in Learning, SRI International, Menlo Park, CA (1994-1996)
• Associate Professor, University of Michigan, Ann Arbor, MI (1981-1994)
• Assistant Professor, University of Michigan, Ann Arbor, MI (1976-1981)
• Assistant Dean for Instruction of School of Education, University of Michigan, Ann Arbor, MI (1979-1982)
• Research Scientist, Center for Research on Learning and Teaching, University of Michigan, Ann Arbor, MI (1992-1994).
• Associate Research Scientist, Center for Research on Learning and Teaching, University of Michigan, Ann Arbor, MI (1979-1992).
• Associate Director, Center for Research on Learning and Teaching, University of Michigan, Ann Arbor, MI (1978-1980).
• Assistant Research Scientist, Center for Research on Learning and Teaching, University of Michigan, Ann Arbor, MI (1973-1979)
• Dana Fellow, Center for the Design of Educational Computing, Carnegie Mellon University, Pittsburgh, PA (1989-1990)
• Research Associate, Manpower Science Services, Ann Arbor, MI (1972-1974)
• Primary School Teacher, Detroit Public Schools, Detroit, MI (1968-1972)

Research Areas at CTL

Evaluation
Technology Development

Past Projects at CTL

• ChemSense ended 2005
• Coordinated, Innovative Designs for International Information Communication Technology Assessment in Science Mathematics and Education (ICT) (Leader) ended 2003
• Evaluation of Virtual High School (Leader) ended 2002
• Evaluation of World Links for Development (WorLD) ended 2003
• Second Information Technology in Education Study: Module 2 (SITES M2) (Leader) ended 2003
• Virtual High School (Leader) ended 2001

Selected Publications

• Michalchik, V., Rosenquist, A., Kozma, R., Kreikemeier, P., Schank, P., & Coppola, B. (2008). Representational resources for constructing shared understandings in the high school chemistry classroom. In J. Gilbert, M. Nakhleh, & M. Reiner (eds.). Visualization: Theory and practice in science education. New York: Springer.
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• Kozma, R., & Wagner, D. (2006). Reaching the most disadvantaged with ICT: What works? In R. Sweet & D. Wagner (Eds.), ICT in non-formal and adult education: Supporting out-of-school youth and adults. Paris: OECD. p 97-120.
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• Kozma, R., & Russell, J. (2005). Multimedia learning of chemistry. In R. Mayer (Ed.), Cambridge handbook of multimedia learning. New York: Cambridge University Press.
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• Kozma, R., & Russell, J. (2005). Students becoming chemists: Developing representational competence. In J. Gilbert (Ed.), Visualization in science education. London: Kluwer. p. 121-146.
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• Russell, J., & Kozma, R. (2005). Assessing learning from the use of multimedia chemical visualization software. In J. Gilbert (Ed.), Visualization in science education. London: Kluwer. 299-332
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• Wagner, D., & Kozma, R. (2005). New technologies for literacy and adult education: A global perspective. Paris: UNESCO.
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• Kozma, R., McGhee, R., Quellmalz, E., & Zalles, D. (2004). Closing the digital divide: Evaluation of the World Links program. International Journal of Educational Development, 24(4), 361-381.
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• Kozma, R. (2003). A review of the findings and their implications for practice and policy. In R. Kozma (Ed.), Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Educational Technology.
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• Kozma, R. (2003). Information and communication technologies and educational change: A global phenomena. In R. Kozma (Ed.), Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Educational Technology.
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• Kozma, R. (2003). Material and Social Affordances of Multiple Representations for Science Understanding. Learning and Instruction, 13(2), 205-226.
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• Kozma, R. (2003). Study procedures and a first look at the data. In R. Kozma (Ed.), Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Educational Technology.
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• Kozma, R. (Ed.) (2003). Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Educational Technology.
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• Kozma, R., & McGhee, R. (2003). ICT and innovative classroom practices. In R. Kozma (Ed.), Technology, innovation, and educational change: A global perspective. Eugene, OR: International Society for Educational Technology.
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• Quellmalz, E.S. & Kozma, R. (2003). Designing assessments of learning with technology Educational Assessment. 10(3), 389-407.
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• Zucker, A., & Kozma, R., with Yarnall, L., & Marder, C. (2003). The virtual high school: Teaching generation V. New York: Teachers College Press.
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• Kozma, R. & Anderson, R. (2002). "Qualitative case studies of innovative pedagogical practices using ICT." Journal of Computer Assisted Learning, 18, 4, 387-394.
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• Schank, P., & Kozma, R. (2002). Learning chemistry through the use of a representation-based knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 21(3), 253-279.
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• Jacobson, M., & Kozma, R.B. (Eds.) (2000). Innovations in science and mathematics education: Advanced designs for technologies of learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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• Jacobson, M., Angulo, A., & Kozma, R. (2000). Introduction: New perspectives on designing the technologies of learning. In M. Jacobson & R. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning. Mahwah, NJ: Erlbaum.
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• Kozma, R. (2000). Reflections on the state of educational technology research and development. Educational Technology Research and Development, 48(1), 5-15.
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• Kozma, R. (2000). Students collaborating with computer models and physical experiments. In J. Roschelle & C. Hoadley (Eds.), Proceedings of the Conference on Computer-Supported Collaborative Learning 1999. Mahwah, NJ: Erlbaum.
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• Kozma, R., Hurst, K., Hinojosa, T., & Lewis, A. (2000). Learning challenging science with multimedia: Evaluation of the BioSight project. SRI Technical Report 3422. Menlo Park, CA: SRI International.
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• Kozma, R., Zucker, A., Espinoza, C., McGhee, R., Yarnall, L., Zalles, D., & Lewis, A. (2000). The Online Course Experience: Evaluation of the Virtual High School's Third Year of Implementation, 1999-2000. Menlo Park , CA: SRI International.
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• Kozma, R.B. (2000). The use of multiple representations and the social construction of understanding in chemistry. In M. Jacobson & R. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 11-46). Mahwah, NJ: Erlbaum.
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• Kozma, R.B., Chin, E., Russell, J., & Marx, N. (2000). The role of representations and tools in the chemistry laboratory and their implications for chemistry learning. Journal of the Learning Sciences, 9(3), 105-144.
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• Espinoza, C., Dove, T., Zucker, A., & Kozma, R. (1999). An Evaluation of the Virtual High School After Two Years of Operation. Menlo Park, CA: SRI International.
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• Kozma, R. & McGhee, R. (1999). World Links for Development: Accomplishments and challenges. Monitoring and evaluation annual report: 1998-1999. Menlo Park, CA: SRI International.
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• Kozma, R., Zucker, A., & Espinoza, C. (1998). An Evaluation of the Virtual High School after One Year of Operation. Menlo Park, CA: SRI International.
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• Kozma, R.B. & Schank, P. (1998). Connecting with the twenty-first century: Technology in support of educational reform. In D. Palumbo & C. Dede (Eds.), Association for Supervision and Curriculum Development 1998 Yearbook: Learning and Technology, pp. 3-27. Alexandria, VA: American Society for Curriculum Development.
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• Kozma, R. & Quellmalz, E. (1997). Issues and needs in evaluating the educational impact of the national information infrastructure. Paper commissioned by the US Department of Education’s office of educational technology.
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• Kozma, R. & Quellmalz, E.S. (1997). Evaluation Design and Assessment Guidelines for the Molecular Science Project. Menlo Park, CA: SRI International.
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• Kozma, R. & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 43(9), 949-968.
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• Kozma, R.B., Russell, J., Jones, T., Marx, N., & Davis, J. (1996). The use of multiple, linked representations to facilitate science understanding. In S. Vosniadou, R. Glaser, E. DeCorte, & H. Mandel (Eds.), International perspective on the psychological foundations of technology-based learning environments (pp. 41-60). Hillsdale, NJ: Erlbaum.
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• Kozma, R.B., Grant, W., & the Center for Technology in Learning (1995). Year 2000: Using technology to build communities of understanding. In K. Fulton (Ed.), Visions of the future. Washington, DC: Congressional Office of Technology Assessment.
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• Kozma, R.B. (1991). "Learning with media." Review of Educational Research, 61(2), 179-212.
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