Marina Milner-Bolotin, Ph.D. (http://blogs.ubc.ca/mmilner/ ) is an Associate Professor in the field of Science Education in the UBC Department of Curriculum and Pedagogy at the University of British Columbia, Vancouver, Canada where she teaches undergraduate and graduate science education and inquiry courses. She also teaches in the fully online Master of Educational Technology Program at UBC. Her favourite online course is ETEC 533 that focuses on mathematics and science teaching in technology-enhanced learning environments. Her areas of research include science (physics) and mathematics education, educational technology in mathematics and science, and teacher education. She has been teaching mathematics and science in K-12 schools and at the undergraduate level for more than 20 years in the Ukraine, Israel, the United States and Canada. She is actively involved in provincial, national and international organizations focused on improving science and mathematics education, such as the American Educational Research Association, American Association of Physics Teachers, Canadian Association of Physicists, Canadian Society for the Study of Education, and the British Columbia Physics Teachers’ Association.
Dr. Milner-Bolotin’s research publications include more than 50 peer reviewed papers, four book chapters, a collection of mathematics problems for gifted students, and an undergraduate physics textbook used throughout Canada. She has received a number of local, national, and international research grants to study the implementation of technology in mathematics and science education, including the NSTA Vernier Award (2006), and HP Educational Innovation Grant (2008). In 2010 she received a Canadian Association of Physicists Teaching Medal for Excellence in Undergraduate Physics Teaching and in 2014 she received a UBC Faculty of Education Killam Teaching Prize. Since 2008 she has served as an Association Editor of the journal Physics in Canada. She is currently studying how active engagement of physics teacher-candidates with technologies during their physics methods courses promotes the development of their capacity for Deliberate Pedagogical Thinking with Technology and their willingness to implement active engagement pedagogies in their courses.