Henry Jenkins
Ph.D.: Professor of Comparative Literature and Media Studies at MIT; Director of MIT's Comparative Media Studies Programs
Henry holds a Masters in Communication Studies from the University of Iowa and a Ph.D. in Communication Arts from the University of Wisconsin-Madison. For the past seventeen years he has made the study of American popular culture the central focus of his teaching and research. He has published six books and more than 50 essays concerning the aesthetic, social, and cultural impact of popular culture. Presently, he is doing initial research for a study of the ways that digital media are shifting people's relationships with popular culture, a project that will particularly focus on the experience of children and youth in a "hypermediated culture."

Kurt Squire
Ph.D.: Assistant Professor at the University of Wisconsin-Madison in the Educational Communications and Technology Division of Curriculm and Instruction
Kurt's focus is on the use of games for teaching. He and colleague Jim Gee run the Room 130 research group examining games, learning and literacy. He is also a visiting Research Fellow at MIT and co-director of The Education Arcade, a research and service project investigating the educational potential of digital gaming. Kurt earned his Ph.D. from Indiana University in Instructional Systems Technology. His dissertation examined learning through playing Civilization III in three learning environments. He is also a former elementary and Montessori teacher. Squire's dissertation focused on how playing Civilization III mediated students' understandings of world history.

Michael Berson
Ph.D.: Professor of Social Science Education at the University of South Florida in Tampa; coordinator of the Doctoral Programs in Social Studies Education
Michael teaches secondary social studies methodology at the undergraduate and graduate levels and courses on technology in the social studies. He served as the 2002-2003 Chair of the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS), and as vice president of the Society for Information Technology & Teacher Education (professors who teach teachers). Michael conducts research on global child advocacy and technology in social studies education.

Eric Klopfer
Ph.D.: Assistant Professor of Education and Director of the Teacher Education Program at MIT
Eric teaches building and using computer simulations for science education, with particular interest in using handheld and wearable computers to engage learners in simulations. He recently received a NSF Postdoctoral Fellowship in Science, Math, Engineering and Technology Education. Eric is widely published on computer-supported collaborative learning and how simulations can be used to understand complex subjects such as biology and ecology. He focuses equally on teaching teachers to use technology and helping students to learn by using technology.

David Staley
Ph.D.: Director, The Harvey Goldberg Program for Exellence in Teaching, Department of History, Ohio State University; Executive Director, American Association for History and Computing (AAHC)
David oversees technology-in-the-classroom initiatives within the OSU history department as well as through outreach with Columbus Public Schools. He is the author of "Computers, Visualization and History: How New Technology Will Transform Our Understanding of the Past." He is the Executive Director of the American Association for History and Computing (AAHC), where he also serves as lead editor for the association's book series "History, the Humanities and New Technology." David writes frequently on historical methods and historical pedagogy and is currently at work on a book dealing with the relationship between historical methods and the study of the future. In addition to written works, he has produced visualizations in both scholarly journals and at professional meetings.