About

Ellen B. Meier is a Professor of Practice and the Executive Director of the Center for Technology and School Change at Teachers College, Columbia University. She holds an Ed.D. in Leadership and Organization from Teachers College, Columbia University, an M.A. in Educational Administration from the University of Minnesota, and a B.A. in English Education from the University of Iowa. Her scholarly interests include innovation and systemic change in education, technology policy and practice, technology leadership in schools, curriculum design, and teaching with technology. Dr. Meier has contributed extensively to the field through her research, publications, and professional development initiatives, focusing on transforming teaching and learning through technology, fostering leadership in educational settings, and promoting systemic change in urban and diverse school environments.

Research topics

• Computer Science
• Sociology
• Political Science
• Pedagogy
• Social Science
• Mathematics education
• Psychology
• Artificial Intelligence
• Knowledge management
• Engineering
• Engineering ethics
• Medicine

Selected publications

• Transdisciplinary STEM: Converging Around Inquiry

  Science and Children · 2025-11-02

  article
  PublisherDOI

• Innovating Pedagogical Practices through Professional Development in Computer Science Education

  Journal of Computer Science Research · 2023 · 4 citations

  Senior authorCorresponding
  • Sociology
  • Computer Science
  • Political Science

  Recent advancements in technology have opened up new avenues for educators to facilitate teaching and leverage more learning access in the digital age. As the demand for computational skills continues to grow in preparation for future careers, both teachers and students face the challenge of developing problem-solving, critical thinking, communication, and collaboration skills within an emerging digital landscape. Technology adoption, big data, cloud computing and artificial intelligence pose ongoing challenges for both teachers and students in adapting to the changing workforce development landscape. To tackle these challenges, the paper highlights the importance of exploring the implications of learning sciences in classroom teaching, developing a holistic vision for professional development in education, and understanding the complexities of teacher change. To effectively implement these components, it is crucial to adopt design approaches that prioritize student ownership in education and embrace the principles of inclusive education to reconceptualize the teaching practices in education and technology.

  PublisherOA PDFDOI

• Pedagogical Challenges During COVID

  Advances in mobile and distance learning book series · 2021

  1st authorCorresponding
  • Sociology
  • Political Science
  • Computer Science

  Educators could not have predicted the degree of disruption that COVID-19 could cause until schools closed and forced teachers to move to online teaching. This chapter describes the use of a research-based model, Innovating Instruction, to support teachers in their transition to remote learning. Grounded in a concern for greater equity and social justice for all students, the model prepares teachers to design inquiry-based, culturally relevant projects. The development of the model is based on a critique that technology has largely failed to impact pedagogical change because of a limited sense of the scope of the change needed. Instructional Innovation brings together key aspects of a systems change effort, thus contributing to an emerging educational theory for the catalytic use of technology to promote pedagogical practices that are culturally responsive, rigorous, and engaging.

  PublisherDOI

• Designing and using digital platforms for 21st century learning

  Educational Technology Research and Development · 2021 · 24 citations

  1st authorCorresponding
  • Computer Science
  • Computer Science
  • Artificial Intelligence
  PublisherOA PDFDOI

• Technology and Special Education: Designing An Observation Protocol for Equitable and Inclusive Classrooms

  ICLS · 2020-06-01

  articleSenior author
  PublisherDOI

• Leveraging Mobile Devices for Qualitative Formative Assessment

  IGI Global eBooks · 2019-09-13

  book-chapterSenior author

  This chapter explores an approach for using mobile devices—smartphones, tablets, and laptops—to document learning using qualitative formative assessment. This process emerged from case study research on how mobile devices, specifically iPad, and certain approaches, specifically screencasting, can be used to support ongoing assessment of learning. The cases and the literature included are derived from a dissertation on this topic. The chapter will describe and examine relevant literature, processes involved and possibilities created through this approach.

  PublisherDOI

• Constructivists Online: Reimagining Progressive Practice

  Occasional Paper Series · 2019-04-08

  articleOpen accessCorresponding
  PublisherOA PDFDOI

• The collaboration imperative

  2017-06-27 · 35 citations

  book-chapter1st authorCorresponding

  This chapter describes about the need for more collaboration between the two closely related fields of educational technology and the learning sciences to advance the school reform agenda and promote greater equity by providing students with the tools for knowledge-building and engaged learning. "Pasteur's Quadrant" highlights the potential for "use-inspired basic research", and provides a possible solution to the traditional "either-or" dilemma of basic or applied research. Understanding the real-world context for the research is important, however, and researchers must appreciate the recent real-world innovation waves that have shaped the stress-filled agenda for schools throughout the United States. Meaningful partnerships between researchers and practitioners are enhanced through design-based research. The work of the Center for Technology and School Change demonstrates the potential for using principles from the learning sciences to inform the use of technology, as well as the possibility of collaborating with schools through professional development, using design-based research.

  PublisherDOI

• A Qualitative Perspective on Randomized Control Trial Mixed-Method Approaches.

  AERA Online Paper Repository · 2017-04-28

  article1st authorCorresponding
  Publisher

• Beyond a Digital Status Quo: Re-conceptualizing Online Learning Opportunities

  Occasional Paper Series · 2016-06-24 · 12 citations

  articleOpen access1st authorCorresponding

  According to the popular press and many policy pundits, online learning represents the next educational leap forward. Extraordinary claims have been made in the name of e-learning, including the assurance of educational equity, personalized learning for all, and significant cost savings for students — to name just a few. At the same time however, few policymakers are asking substantive questions about the educational nature of online learning environments. How are the classes organized, and what learning theories shape the design of these digital environments? What skills are needed to teach online and how are instructors prepared to teach in these new environments?

  PublisherOA PDFDOI

Frequent coauthors

• Caron Mineo

  Columbia University

  12 shared

• Babette Moeller

  5 shared

• Jenny Ingber

  American Museum of Natural History

  4 shared

• Karen Rut Gísladóttir

  4 shared

• Frederick Freking

  Bank Street College of Education

  4 shared

• Rita Sanchez

  4 shared

• H. Chernoff

  Columbia University

  4 shared

• Tamara Spencer

  Saint Mary's College of California

  4 shared

Education

• Other, Leadership and Organization

  Teachers College, Columbia University

• M.A., Educational Administration

  University of Minnesota

• B.A., English Education

  University of Iowa

Awards & honors

• Co-Chair, University of the State of New York Council on Tec…
• Grant initiator and project director, Technology for the Nat…
• Nominated for "Best Paper" award by the Technology as an Age…