College of Education and Human Development - George Mason University
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Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.

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School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

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Areas of Study

How will YOU make an impact?

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Our Philosophy

At George Mason University, our aim is not to be the best university in the world, but the best university for the world. We accept our responsibility to serve others, to help our students succeed, to enrich the life of our community, and to contribute to solving some of the most complex problems of our time.

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About CEHD

The College of Education and Human Development (CEHD) inspires undergraduate and graduate students to promote learning and development across the life span. Innovative, inclusive, and cutting-edge, the college and its two schools prepare professionals who improve lives and make a difference for our community and for the world.

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Students

One of the goals of the College of Education and Human Development (CEHD) is to provide all students with personalized, high-quality experiential learning opportunities, both regionally and globally with multiple pathways and delivery formats that will enable all graduates to pursue meaningful lives and successful careers.

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Research of Consequence
Research

The college’s innovative research and pace of performance has resulted in a research portfolio that has grown dramatically compared to peer institutions, with annual expenditures exceeding $16 million annually. This research of consequence, undertaken by faculty in both schools, advances knowledge in the learning and developmental sciences, benefiting the greater community in Virginia and beyond.

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Hutchison, Amy Carter

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Contact Information

Send email to Dr. Hutchison

Phone: (703) 993-2166
Fax: (703) 993-5300
Email: ahutchi9 (@gmu.edu)

George Mason University
Fairfax Campus
Thompson Hall 1506
4400 University Dr.
MS 4B3
Fairfax, VA 22030

Profile

Email: ahutchi9@gmu.edu, 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 Primiary Investigator or Co-Primary Investigator on two funded projects. The first is a project funded by the National Science Foundation titled Preparing K-5 Teachers to Integrate the Computer Science Standards of Learning in Inclusive Classrooms to Support Students with High Incidence Disabilities. The second project, funded by the Native-speaking English Teacher Section of the Education Bureau in Hong Kong, is focused on implementation and evaluation of the Coding To Learn Project fo enabling primary students to experience a new approach to English learning. The third project, WEGO-RIITE: Writing Efficiently With Graphic Organizers- Responsive Instruction While Implementing Technology Effectively, is funded by the U.S. Department of Education Office of Special Education and Rehabilitative Services.

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 digital technology can support the development of literacy skills and how to support and prepare preservice and inservice teachers to effectively integrate digital technology into literacy and language arts instruction. 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. In her work, she has constructed and examined innovative instructional approaches and practices that are facilitated by the integration of digital technology, which most recently include the use of coding apps and augmented reality for literacy instruction. Insights from her work in the field, and research from the field more broadly, are brought together in her recently published book entitled Bridging Technology and Literacy: Developing Digital Reading and Writing Practices in Grades K-6 (Rowman & Littlefield Publishers), in which she and her coauthor 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 2014 Early Career Achievement Award from the Literacy Research Association, the 2014 Early Career Scholar Award by the American Educational Research Association (AERA) Technology As An Agent of Change Special Interest Group, and the 2014 Early Career Achievement in Research Award at Iowa State University. She also received the 2012 Thomas N. Urban Award for outstanding scholarly contributions to Iowa education and was awarded the distinction of Fellow with the Center for Educational Transformation from 2014-2016.

Research Interests

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

GRANTS AWARDED:

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).

Recent Publications

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. (In Press). 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

Estapa, A., Hutchison, A., & Nadolny, L. (2017). Recommendations to support coding in the elementary classroom. Technology and Engineering Teacher.
Hutchison, A., Nadolny, L., & Estapa, A. (2017). Using coding apps to support literacy instruction and develop coding literacy. International Reading Association Cross Journal Virtual Issue on Literacy Across the Disciplines
Hutchison, A., Woodward, L., & Colwell, J. (2016). What are Preadolescent Readers doing online? An examination of upper elementary students’ reading, writing, and communication in digital spaces. Reading Research Quarterly.
Hutchison, A. (2016). Considering the role of coding in literacy classrooms. Literacy Today, 33(4), 14-15.
Hutchison, A. & Colwell, J. (2016). Preservice teachers’ use of the Technology integration planning cycle to integrate iPads into literacy instruction.  Journal of Research on Technology in Education, 48(1), 1-15.
Hutchison, A., Nadolny, L., & Estapa, A. (2016). Using coding apps to support literacy instruction and develop coding literacy. Reading Teacher, 69(5), 493-503. DOI:10.1002/trtr.1440
Beschorner, B. & Hutchison, A. (2016). Parent education for dialogic reading: Online and face-to-face delivery methods. Journal of Research in Childhood Education, 30(3), 374-388.
Colwell, J. & Hutchison, D. (2015). Refining a flipped classroom model in a content area literacy course: Determining modification through reflection. International Journal of Social Media and Interactive Learning Environments, 3(4), 249-266. DOI: 10.1504/IJSMILE.2015.074007
Colwell, J. & Hutchison, A. (2015). Supporting teachers in integrating digital technology into language arts instruction to promote literacy. Journal of Digital Learning in Teacher Education, 31(2), 56-63. DOI: 10.1080/21532974.2014.991813
Hall, A., Hutchison, A., & White, A. (2015). Teachers’ beliefs about the common core english language arts writing standards. Journal of Research in Education, 25(1), 88-106.
Hutchison, A. (2015).  Technology Integration: What’s Your Next Step? The Oklahoma Reader.
Pang, S., Reinking, D., Hutchison, A., Ramey, D.  (2015). South Korean teachers’ perceptions of integrating information and communication technologies into literacy instruction. Education Research International, 2015, 1-13. DOI: 10.1155/2015/783593
Hutchison, A., & Beschorner, B.  (2014). Using the iPad as a Tool to Support Literacy Instruction. Technology, Pedagogy & Education, 24(5), 407-422. DOI: 10.1080/1475939X.2014.918561
Hutchison, A. & Colwell, J. (2014). The Potential of Digital Technologies to Support Literacy Instruction Relevant to the Common Core State Standards. Journal of Adolescent and Adult Literacy, 58(2). DOI: 10.1002/jaal.335
Hutchison, A. & Woodward, L. (2014). An Examination of How A Teacher’s Use of Digital Tools Empowers and Constrains Language Arts Instruction. Computers in the Schools, 31(4), 316-338. DOI: 10.1080/07380569.2014.967629
Hutchison, A. & Woodward, L. (2014). A Planning Cycle for Integrating Technology into Literacy Instruction. Reading Teacher, 67(6), 455-464. DOI:10.1002/trtr.1225.
Hutchison, A. Beschorner, B. & Schmidt-Crawford, D. (2013). Exploring the use of the iPad for literacy learning. International Reading Association Cross Journal Virtual Issue on Hot Topics in Education.
Beschorner, B. & Hutchison, A. (2013a). iPads as tools for communicating with parents. The Oklahoma Reader, 49(1), 17-19.
Beschorner, B. & Hutchison, A. (2013b). iPads as a literacy teaching tool in early Childhood. International Journal of Education in Mathematics, Science and Technology, 1(1), 16-24.
Hutchison, A. & Wang, W. (2012). Blogging within a social networking site as a form of literature response in a teacher education course. Educational Media International, 49(3). DOI:10.1080/09523987.2012.741197
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. Reading Teacher, 66(1), 15-23.
Colwell, J., Hutchison, A., & Reinking, D. (2012). Using social network blogs to promote literary response during teachers’ professional development. Language Arts, 89(4), 232-243.
Hutchison, A. (2012). Literacy teachers’ perceptions of professional development that increases integration of technology into instruction. Technology, Pedagogy & Education, 21(1), 37-56.
Hutchison, A. & Colwell, J. (2012). Using a wiki to facilitate an online professional learning community for induction and mentoring teachers. Education and Information Technologies, 17(3), 273-289.
Hutchison, A. & Reinking, D. (2011). Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction:  A National Survey in the U.S. Reading Research Quarterly, 46(4), 308-329.
Hutchison, A., & Reinking, D. (2010). A national survey of barriers to integrating information and communication technologies into literacy instruction. In R. Jimenez, V. Risko, M. Hundley, & D. Rowe (Eds.), Fifty-Ninth Yearbook of the National Reading Conference (pp.-230-243). National Reading Conference. Milwaukee, WI.
Mokhtari, K., Hutchison, A., & Edwards, P. (2010). Organizing instruction for struggling readers in tutorial settings. Reading Teacher, 64(4), 287-290.
Hutchison, A., & Henry, L.  (2010). Internet use and online reading among middle-grade students at risk of dropping out of school.  Middle Grades Research Journal, 5(2).