Rachel Vannatta Reinhart

Professor, CAES Co-Director
School of Educational Foundations, Leadership and Policy
Educational Foundations and Inquiry Coordinator
556 Education
419-372-0451
Fax: 419-372-8265
rvanna@bgsu.edu

EDUCATION

Ph.D., Educational Research & Evaluation Methodologies,
University of North Dakota, 1994.

RECENT PUBLICATIONS

Vannatta, R. A. & Banister, S. (2009). Validating a measure of teacher technology integration. In C. Maddux (Ed.), Research Highlights in Technology and Teacher Education 2009 (pp. 329-338). Chesapeake, Virginia: SITE.

Vannatta, R. A. & Banister (2008). The impact of assessing technology competencies of incoming teacher education students.Computers in the Schools, 25 (1-2), 90-97

Vannatta, R. A. (2007). The intrepid explorer: A model of effective technology use for all educators. In K. Kumpulainen (Ed.), Educational Technology: Opportunities and Challenges. Oulu, Finland: University of Oulu Press.

Vannatta, R. A. (2007). The intrepid explorer: A model of effective technology use for all educators. In K. Kumpulainen (Ed.), Educational Technology: Opportunities and Challenges. Oulu, Finland: University of Oulu Press.

Banister, S., Vannatta, R. A., Ross, C. (2006). Testing electronic portfolio systems in teacher education: Finding the right fit. Action in Teacher Education, 27 (4), 81-90. 

Banister, S. & Vannatta, R. A. (2006). Beginning with a baseline: Insuring productive technology integration in teacher education.Journal of Technology and Teacher Education, 14 (1), 209-235.

COURSES TAUGHT

EDFI 4020: Assessment & Evaluation in Education

EDFI 6410: Statistics in Education

EDFI 6420: Research in Education

EDFI 7500: Quantitative Methods in Leadership Studies

GRANTS AWARDED

2000-2003 Project PICT: $1,500,000

HONORS

International Society of Technology in Education 2001 SIGTEOutstanding Research Paper, Beginning to Put the Pieces Together: A Technology Infusion Model for Teacher Education

RESEARCH INTERESTS

My research focuses on the process of integrating technology in teacher education and the K-12 classroom. I am especially interested in other dimensions (personality, self-efficacy) that contribute to technology use among K-12 teachers and students.