Co-Director
Institute for Learning Technologies
Teachers College, Columbia University
525 West 120th Street
New York, New York 10027-6696

Robert McClintock is an intellectual historian interested in the effects of communication change on education and culture.He received his B.A. magna cum laude from Princeton University in 1961, and his Ph.D. from Columbia University in 1968. In 1967 Teachers College appointed McClintock to its faculty.He has also taught at the Johns Hopkins University and the University of Frankfurt in Germany.

McClintock's scholarship covers a wide range — an intellectual biog­raphy of the Spanish philosopher, José Ortega y Gasset; diverse essays on the history of educational thought, especially the concept of study; and a variety of works on technology and education, for instance — Power and Pedagogy: Transforming Education Through Information Technology (New York: Institute for Learning Technologies, 1992. www.ilt.columbia.edu/Publications/texts/
mcclintock/pp/title.html) and The Educators Manifesto: Renewing the Progressive Bond with Posterity through the Social Construction of Digital Learning Communities (New York: Institute for Learning Technologies, 1992. )

Since 1986, McClintock has di­rected the Institute for Learning Technologies, a development group using digital information resources to further progressive reform in education and society.Through the Institute, he has written and managed numerous grants, and worked with faculty, students, and administrators to employ technology as a means to improve education at all levels. As a Senior Research Scientist in Columbia’s Office of the Vice Provost, he helps lead the University-wide Virtual Information Initiative, integrating advanced media into Columbia’s research and teaching activities.

McClintock has helped initiate the Dalton Technology Plan — a pioneering effort to integrate networked multimedia resources throughout the curriculum of a leading independent school.He is directing several large efforts to prototype how children and teachers can routinely interact with advanced digital curricular resources over the national information infrastructure — the Harlem Environmental Access Project, a collaboration with the Environmental Defense Fund, supported by the Telecommunications and Information Infrastructure Assistance Program; the Living Schoolbook Project, a collaboration with the Syracuse School of Education, supported by NYNEX and the NYS Science and Technology Foundation; Reinventing Libraries, a pilot program to redefine the role that school libraries can play in supporting the curriculum with advanced media resources; and the Eiffel Project, a 5-year Challenge Grant for Technology in Education in partnership with the Center for Collaborative Education, which will use advanced media to support small schools reform in some 80 New York City schools and community organizations. Currently McClintock serves on the Board of Directors of the Internet Policy Institute in Washington, DC; he co-chairs the educationa subcommittee of the New York City Mayor’s Council on New Media; and he is a member of the New York City Board of Education Taskforce on Teaching and Learning in Cyberspace.

Contact:
212 678 3375 (Voice)
212 678 8227 (FAX)
rom2@columbia.edu