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About the author

Álvaro Galvis is a researcher in Information and Communication Technologies for Education (ICTE) at Winston-Salem State University (WSSU) in Winston-Salem, North Carolina. He is the creator and director of the Center for Excellence in Teaching and Learning (CETL) at WSSU.

Álvaro Galvis is the author of several books and numerous articles on educational innovations supported by ICTE (see http://scholar.google.com/scholar?q=alvaro+h+galvis&hl=en&lr=&btnG=Search ).

Álvaro Galvis graduated (1973) as a Systems and Computing Engineer at University of Los Andes in Bogotá, Colombia. For nearly a decade he was a consultant on ICTE for universities, international organizations and governments in Costa Rica, Panama, and Venezuela. In 1983 and 1984 he was awarded the Master’s and Doctorate in Education degrees, with emphasis on Adult Education, from Pennsylvania State University.

After his return to Colombia in 1985, he was appointed as a faculty member by Los Andes University’s Department of Systems and Computing Engineering. He became full professor on the Faculty of Engineering in 1992. One of his books, Ingeniería de Software Educativo was awarded the 1992 Colombian National Pedagogy Prize for innovative curriculum materials by the Alberto Merani Foundation. Alvaro Galvis was the founder and director of the Laboratory of Research and Development on Educational Computing. One of his best known projects is LUDOMÁTICA—acronym that stands for Playful, Collaborative and Creative Learning Environments for Children.  In 1999, this project was awarded the Global Bangeman Prize by the mayor’s office in Stockholm, Sweden.

In 2001 Dr. Galvis moved to the United States as an invited senior researcher to the Concord Consortium (CC) in Concord, Massachusetts.  During his six years at the CC, he led the research component of the “Seeing Math Telecommunications Project”, an innovative effort to prepare math teachers using interactive video case studies.  While at the CC, he created and implemented a method for helping elementary teachers improve their professional practice by means of participating in video-based learning communities (Galvis, 2003).  This teacher professional development strategy was successfully implemented both in Peru (Galvis, 2005) and Colombia (Galvis, 2007).

The current work, Establishing a PLACE for teaching technologies, was written as part of this process to help educators and educational leaders to understand ICTE.  The first version was named LA PIOLA and was written in Spanish. It was prepared for the Colombian Ministry of Education and published by the Colombian Association of Higher Education Institutions (Galvis, 2008). WSSU has sponsored the translation of La PIOLA into English, and the author has crafted a new acronym –PLACE—and updated its content relevant to current technologies.

 

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