Judi teaches graduate courses addressing curriculum-based use of educational technologies K-12 and professional development for educators in technology integration, especially teaching and learning online and the development of technological pedagogical content knowledge (TPACK). She also teaches doctoral-level courses about qualitative research methods, and led a faculty study group on this topic for four years.
Currently, Judi's research focuses upon the development of technological pedagogical content knowledge (TPACK); curriculum-based educational technology professional development for teachers; and telementoring, including professional learning and support for new teachers online.
She has authored more than 210 articles/chapters and 5 books on curriculum-based telecomputing and professional development for teachers in educational technology, most recently Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing (see below). Her "activity structures" method of designing and implementing curriculum-based telecollaborative and teleresearch learning activities, first published in 1993, is used by K-12 teachers and teacher educators worldwide. She and Dr. Hofer have recently adapted this approach for use in particular curriculum content areas and with the full range of digital and nondigital educational technologies. They are currently researching this curriculum-based "learning activity types" approach to technology integration with both experienced and preservice teachers. Dr. Harris co-edited the first scholarly book about TPACK, the Handbook of Technological Pedagogical Content Knowledge for Educators (Routledge, 2008), in which she also authored a chapter about helping experienced teachers to develop this integrated type of professional knowledge.
Judi directs The Electronic Emissary (see below), a K-12 curriculum-oriented telementoring service, and codirects ENDAPT (see below), an online mentoring service for William & Mary alums who are teachers. She was the founding director for WINGS Online, a suite of online support services for novice teachers at the University of Texas at Austin, where she served on the faculty for 10 years before coming to William & Mary in 2002.
Judi currently serves on the editorial board for the Journal of Research on Technology in Education, and is a consulting editor for Educational Technology Research and Development. She also reviews manuscripts occasionally for the Journal of Computer Assisted Learning. In the School of Education, she serves as graduate advisor to the Curriculum & Educational Technology doctoral program, as the SoE's representative to William & Mary's Committee on Diversity, and as a member of the School of Education's Diversity Committee, Research Task Force and Teacher Leadership Task Force. She served as the first chair of the TPACK SIG for the international Society for Information Technology and Teacher Education (SITE) from October 2007 through March 2011, and currently co-edits the SIG's TPACK Newsletter.
The Electronic Emissary is a Web-based telementoring service and resource center that helps kindergarten through grade 12 teachers and students locate mentors who are experts in various disciplines, then engage in curriculum-based exchanges online. In this way, the interaction that occurs among teachers and students face-to-face in the classroom is supplemented and extended by electronic mail, Web forum, chat, and teleconferencing exchanges that occur among teachers, students, and volunteer mentors. These project-based online conversations typically range in length from 6 weeks to a full academic year, as students' needs and interests dictate, and are monitored and facilitated by Emissary staff members.
The Emissary has been online since February 1993 and on the World Wide Web since December 1995. It serves students and teachers globally, but the majority of its participants to date have been in North America.
This Web site supports and extends the ideas and techniques published in Judi's book, Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing, which is a guide for teachers who want to help their K-12 students make worthwhile curriculum-based use of Internet tools and resources. Links to and annotations about all of the projects mentioned in the book are at this Web site, plus many more that Judi adds as she finds more examples of good quality curriculum-based telecomputing activities and projects. Projects are categorized by activity structure/type, which is the basis upon which instructional design is approached in the book. Virtual Architecture was published by the International Society for Technology in Education in 1998. Now that the paper version of the book is out of print, most of the book's content can be found on its Web site.
ENDAPT (Electronic Networking to Develop Accomplished Professional Teachers) supports William & Mary teacher preparation alums through this Web site. ENDAPT's primary purposes are to complement school-based mentoring for new teachers while helping our graduates to further develop as teacher leaders by becoming active members of a national network of award-winning educators.
ENDAPT's one-to-one online mentoring services provide personalized, "just in time" professional development. New teachers can receive individualized curriculum support while apprenticing online and over time with a senior colleague of their choice on matters of effective pedagogy. At the same time, new teachers can participate in established, active online communities (via Tapped In) comprised of knowledgeable colleagues who teach in the same discipline and at similar grade levels, broadening their content- and process-related instructional repertoires by doing so.
The links within this Web site extend and support the content of a four-article series on designing educational technology professional development (ETPD) that Judi published in Learning & Leading with Technology in the spring and summer of 2008. It offers copies of each of the articles and links to example ETPD programs and resources. The design strategy described suggests that providers select ETPD program or session goals, models, and assessment methods from taxonomies that Judi developed for each, matching these combinations to participating teachers' characteristics and the contextual realities of the school and/or district for which the PD is being designed.