for Knowledge Innovation & Technology,
is a professor emeritus at the University of Toronto and a co-founder,
with Marlene Scardamalia, of the Institute for Knowledge Innovation &
Technology (IKIT). He is a member of the U.S. National Academy of Education
and has been twice a fellow at the Center for Advanced Study in the Behavioral
Sciences, most recently for participation in a study of the cognitive
bases of educational reform.
Along with Marlene Scardamalia, he developed CSILE, the first networked system for collaborative learning. The current version, Knowledge Forum®, is being used in innovative applications worldwide at all educational levels from primary grades to university. He has published widely on a variety of topics in instruction, cognitive psychology, and educational policy. Recent publications include “Education for the Knowledge Age: Design-centered Models of Teaching and Instruction” (in the Handbook of Educational Psychology, 2006), Bereiter, C., & Scardamalia, M. (2007) and “Toward research-based innovation” (in Emerging Models for Learning and Innovation, OECD) both co-authored with Scardamalia.
Bereiter, C., & Scardamalia, M. (2007). Toward research-based innovation. In F. Benavides (Ed.), Emerging models for learning and innovation. OECD.(full text).
Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates. (Amazon.com).
Bereiter, C., & Scardamalia, M. (2005). Technology and literacies: From print literacy to dialogic literacy. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International handbook of educational policy (pp. 749-761). Dordrecht, Netherlands: Springer. (Abstract).
Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively
with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, &
J. van Merriënboer (Eds.), Powerful learning environments: Unraveling
basic components and dimensions (pp. 55-68). (Advances in Learning and
Instruction Series). Oxford, UK: Elsevier Science. (full