Hutchison, Amy Carter
Dr. Amy Hutchison
PhD, Clemson Univeristy
Division Director, Division of Elementary, Literacy, and Secondary Education
Elizabeth G. Sturtevant, PhD, Center for Literacy
Phone: (703) 993-2166
Fax: (703) 993-5300
Email: ahutchi9 (@gmu.edu)
George Mason University
Thompson Hall 1506
4400 University Dr.
Fairfax, VA 22030
Email: email@example.com, Twitter:@HutchisonAmy
Dr. Hutchison is an associate professor and the Director of the Division of Elementary, Literacy, and Secondary Education at George Mason University. Currently, she is the Primary Investigator or Co-Primary Investigator on three funded projects investigating the ways that digital technologies can be used to support the diverse learning needs of students.
Dr. Hutchison's scholarship centers around three primary areas of inquiry: (1) Understanding how digital technology can be used equitably and to support diverse learners; (2) Understanding and Supporting the Development of STEM literacy among underrepresented students; and (3) Understanding how to prepare teachers to implement computer science instruction into the elementary grades, with a particular focus on supporting students with disabilities. Focused on these areas of interest, she conducts research across the PK-20 spectrum, across disciplines, in formal and informal learning environments, and with pre-service and practicing teachers using a variety of inquiry tools and methodologies. Insights from her work in the field, and research from the field more broadly, are brought together in her recently published co-authored book entitled Digitally Supported Disciplinary Literacy for Diverse for Diverse K-5 Classrooms (Teachers College Press, 2020), in which she and her coauthors explore the complexities of digital literacies and invite teachers and schools to reconsider the role of digital technology in today’s literacy instruction and how literacy education is undertaken in schools. Through her work, Dr. Hutchison encourages teachers to examine their instructional practice, to understand the ways that digital technology transforms what it means to be literate, to understand the importance of providing equitable access to high-quality instruction with digital technology, and to understand the interconnected nature of reading, writing and digital technology.
For her collective work in the field, Dr. Hutchison was recently awarded the 2020 Digital Literacy Game Changer Award by the International Literacy Association, and has previously received research awards from the Literacy Research Association, the American Educational Research Association (AERA) Technology As An Agent of Change Special Interest Group, Iowa State University, and was the recipient of the Thomas N. Urban Award for outstanding scholarly contributions to education. From 2014-2016 she was awarded the distinction of Fellow with the Center for Educational Transformation.
Current funded projects include:
1) Preparing K-5 Teachers to Integrate the Computer Science Standards of Learning in Inclusive Classrooms to Support Students with High Incidence Disabilities, funded by the National Science Foundation (~$1,000,000);
2) Coding To Learn Project for enabling primary students to experience a new approach to English learning, funded by the Education Bureau of Hong Kong; and
3) WEGO-RIITE: Writing Efficiently With Graphic Organizers- Responsive Instruction While Implementing Technology Effectively, funded by the U.S. Department of Education Office of Special Education and Rehabilitative Services (~$2.5 million).
Dr. Hutchison is the developer and director of The Technology Integration Project, a program designed to support teachers in designing effective and innovative instruction with digital tools: http://tipcycle.wixsite.com/tech-integration
Fall 2018-Fall 2021: PI, Grant from the National Science Foundation. Preparing K-5 Teachers to Integrate the Computer Science Standards of Learning in Inclusive Classrooms to Support Students with High Incidence Disabilities. Co-PIs: Jamie Colwell, Anna Evmenova, Krisite Guttierez, Jeff Offutt. ($999,436).
Fall 2018-Fall 2023: Co-PI, Grant for the U.S. Department of Education Office of Special Education and Rehabilitative Services, WEGO-RIITE: Writing Efficiently With Graphic Organizers- Responsive Instruction While Implementing Technology Effectively. PI: Anna Evmenova, Co-PI: Kelley Reagan. ($2,498,627).
Summer 2018: PI, Grant from the Native-Speaking English Teacher Section of the Education Bureau in Hong Kong. Implementation and Evaluation of the Coding To Learn Project: Enabling Primary Students to Experience A New Approach to English Learning. ($110,017).
Fall 2015: PI, Fellowship awarded by the Center for Educational Transformation. Implementing the Technology Integration Planning Cycle. ($78,898).
Fall 2014: PI, Grant from Iowa Reading Research Center Iowa. Intensive Summer Reading Programs Landscape Assessment. ($80,000).
Fall 2014: PI, Fellowship awarded by the Center for Educational Transformation. Implementation and Evaluation of the Technology Integration Planning Cycle for Literacy and Language Arts. ($63,736).
Spring 2014: Co-PI, Seed Grant, College of Human Sciences, Iowa State University. Epistemic Beliefs and Reading Strategies When Competent High School Readers Select and Learn from Internet Sources. ($10,000).
Fall 2013: Co-PI, Educational Testing Services Grant, Tablet Technology and English Language Assessments for Young Learners: First Steps on an ECD Path. ($120,663).
Spring 2013: PI, Iowa Reading Research Center, Needs Assessment: The State of PK-3 Literacy in Iowa.($79,520).
Spring 2013: Co-PI, Intramural Collaborative Seed Grant, College of Human Sciences, Iowa State University. Improving Teachers Implementation of Movement into the Classroom Through Social Networking Tools. ($24,876).
Fall 2010: PI, Untenured Faculty Seed Grant, College of Human Sciences, Iowa State University. Identifying the Affordances and Constraints of using iPads with Elementary Students for Reading and Responding to Text. ($10,000).
Spring 2010: Co-PI, Intramural Collaborative Seed Grant, College of Human Sciences, Iowa State University. Advancing Knowledge on the Integration of Information and Communication Technologies for Learning in K-12 Settings. ($25,000).
Spring 2010: PI, Center for Excellence in Learning and Teaching Grant. Developing Leading STEM Elementary Educators Through a Coherent and Interdisciplinary Elementary Education Program. ($9,982).
Parsons, S., Hutchison, A., Hall, L., Ward Parson, A. Ives, S., & Leggett, A. (2019). U.S. Teachers’ Perceptions of Online Professional Development. Teaching and Teacher Education, 82, 33-42. Doi: https://doi.org/10.1016/j.tate.
Hutchison, A. (2018). Using virtual reality to explore science and literacy concepts. The Reading Teacher.
Hutchison, A. & Woodward, L. (2018). Examing the technology integration planning cycle model of professional development to support teachers' instructional practices. Teachers College Record.
Chapelle, C., Schmidgall, J., Lopez, A., Blood, I., Wain, J., Cho, Y., Hutchison, A., Lee, H.,Dursun, A. (In Press). Designing a prototype tablet-based learning-oriented assessment for middle school English learners: An evidence-centered design approach. Educational Testing Service Research Reports.
Colwell, J., Woodward, L., & Hutchison, A. (2018). Out-of-school reading and literature discussion: An exploration of adolescents’ participation in a digital book club. Online Learning Journal.
Woodward, L. & Hutchison, A. (2018). The STAK Model: Exploring Indvidualized Professional Development for Technology Integration. Journal of Technology and Teacher Education.
Colwell, J. & Hutchison, A. (2018). Considering a Twitter-Based Professional Learning Network in Literacy Education. Literacy Research and Instruction, 57I(1), 5-25. DOI: 10.1080/19388071.2017.1370749 Thoma, J. &
Hutchison, A., Johnson, D., Johnson, K., & Stromer, E. (2017). Planning for technology integration in a professional learning community. The Reading Teacher, 71(2), 167-175. https://doi.org/10.1002/trtr.1604
- Literacy in the Content Areas (EDRD 419)
- Literacy in the Content Areas (EDRD 619)
- Literacy Assessments and Interventions for Groups (EDRD 632)
- Supervised Literacy Practicum (EDRD 637)
- Literacy and Learning in the Digital Age (EDRD 833)
- Human Development, Learning, and Teaching (EDUC 372)
- Human Development and Learning: Secondary Education (EDUC 672)
- Special Topics in Education (EDUC 896)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)