Authors //
Cathy Gunn
Illinois Virtual Campus

Cathy Gunn is the director of the Illinois Virtual Campus (IVC), which has offices at the University of Illinois. Prior to becoming the IVC director in October 1998, Gunn worked in K-16 educational settings for almost 30 years. She taught in special and elementary school classrooms and was an educational technology consultant for the Illinois State Board of Education; as the latter, she provided training in technology integration to thousands of practicing teachers. Gunn was a professor of educational technology for eight years at the Center for Excellence in Education at Northern Arizona University (NAU) in Flagstaff. At NAU, she taught courses in educational technology to pre-service and in-service teachers and became a successful grant writer; she garnered more than $5 million in telecommunications and professional development grants. She was the director of multiple telecommunications grants that introduced Arizona teachers to online teaching and learning. Gunn's research has focused on learning environments created through distance education, educational technology professional development, and technological innovations and change.

Gunn holds a BS in education in elementary and special education from Illinois State University; an MA in educational administration from the University of Illinois-Springfield; and a PhD in curriculum and instruction, with an emphasis in reading literacy and educational technology, from the University of Oregon. She is active professionally as a steering committee member of the Illinois Digital Academic Library and the Illinois Virtual High School, is on the corporate board secretary of the American Council for Virtual Education, and is a past executive board secretary of the International Society for Technology in Education (ISTE). match 3 gamestime management gamesdownloadable gameskids gamesmahjongaction gamesword games

// Technology Source Articles
  • Illinois Virtual Campus: Focusing on Student Support
    // Virtual University, July/August 2000