My research goals from a design standpoint are to develop methods and strategies for promoting inquiry-oriented learning, particularly with more open-ended instruction. This involves studying methods for integrating tools to promote cooperative, collaborative, and problem-based learning strategies into the learning environment itself and developing alternative techniques to deliver instruction to students. One major project that I have been working on with my colleague John Saye at Auburn University is the Persistent Issues in History Network, which includes a set of web-based tools and resources designed to support history teachers interested in implementing problem-based inquiry strategies in their classrooms. Visit http://pihnet.org for more information.

While working in the K-12 setting I also discovered that a majority of teachers were ill-equipped to handle the explosion of technological resources being thrust upon their profession. Along with this explosion came increased expectations from parents and lawmakers for educators to prepare students for the "information age." Yet, many teacher education programs had limited technology requirements for current and prospective teachers. My faculty position at Indiana University gives me the opportunity to help pre-service teachers acquire the skills and experiences needed to effectively utilize technology in their future professional placements. In addition, I currently have the opportunity to collaborate with the U.S. Department of Education on a research project exploring the various methods teacher education institutions use to prepare future teachers to integrate technology into teaching and learning activities. Visit http://www.indiana.edu/~levtech for more information on this project.

Ph.D., Curriculum and Instruction, June 1995, Indiana University, Bloomington, IN. Minor: Instructional Systems Technology.

M.S., Instructional Technology, May 1988, Potsdam College of SUNY, Potsdam, NY.

B.A., Mathematics, May 1986, Potsdam College of SUNY, Potsdam, NY. New York State teaching certification in secondary mathematics (grades 7-12). 

• Brush, T., Saye, J., Kale, U., Hur, J., Kohlmeier, J., Yeasimou. T., Guo, L., & Symonette, S. (in press).  Evaluation of the Persistent Issues in History Laboratory for Virtual Field Experience. Journal of Interactive Online Learning.
• Brush, T. & Saye, J. (in press). Strategies for preparing pre-service social studies teachers to integrate technology effectively: Model and practices. Contemporary Issues in Technology and Teacher Education
• Brush, T., Glazewski, K., & Hew, K. (2008). Development of an instrument to measure pre-service teachers’ technology skills, technology beliefs, and technology barriers. Computers in the Schools 25 (1-2), 112-125
• Brush, T. & Saye, J. (2008). The effects of multimedia-supported problem-based inquiry on student engagement, empathy, and assumptions about history. Interdisciplinary Journal of Problem-Based Learning2(1), 21-56.
• Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
• Saye, J. & Brush, T. (2007). Using technology-enhanced learning environments to support problem-based historical inquiry in secondary school classrooms. Theory and Research in Social Education, 35(2), 196-230.
• Saye, J. & Brush, T. (2006). Comparing teachers’ strategies for supporting student inquiry in a problem-based multimedia-enhanced history unit. Theory and Research in Social Education, 34(2), 183-212.

• Faculty Mentor Award - Received 2007 Graduate Student Mentoring Award from the School of Education