Liyan Song


Liyan Song

Contact Info

Hawkins Hall, Room 102D


Ph.D., Instructional Technology,
University of Georgia, 2005

M.Ed., Instructional Technology,
University of Georgia, 2002

M.Ed., Educational Leadership,
University of Georgia, 2000

B.A., Science English, Beijing Institute of Light Industry (now Beijing Technology and Business University), 1994

Areas of Expertise

Distance Education, Action Research, Technology Integration, Conceptual Change, Epistemic Beliefs


Dr. Liyan Song received her Ph.D. in Instructional Technology from the University of Georgia in 2005. She has been teaching at Towson University since then. Dr. Song teaches different levels of courses in the Instructional Technology program including undergraduate, master graduate, and doctoral level courses. She is the program director for the Instructional Technology Master’s program (EDTE and ISDV concentrations). In addition, she advises doctoral students on their dissertations as their dissertation advisor or dissertation committee member.


McGinn, A. & Song, L. (2018). Teacher experiences with professional development for technology integration at a K-12 independent school: A multi-case study. In Liu, L. & Gibson, D. (Eds.). Research Highlights in Technology and Teacher Education 2018. Association for the Advancement of Computing in Education (AACE). 

Song, L. (2018). Improving preservice teachers’ self-efficacy through service-learning. Canadian Journal of Action Research, 19(1). Available at

Sadera, W.A., & Song, L. (2017). Foreword. Computers in Schools, 34(1-2), 1-2. DOI: 10.1080/07380569.2017.1281695 

Sadera, W.A., & Song, L. (Eds.). (2017). One-to-One Learning. Computers in Schools, 34(1). DOI: 10.1080/07380569.2017.1281695 

Song, L. (2016). What does online success mean to online instructors: A grounded theory investigation. International Journal of Technology in Teaching and Learning, 12(2), 89-98. 

Cavanaugh, A., & Song, L. (2015). Audio and written comments in an online undergraduate composition class: Student and instructor approaches and preferences. American Journal of Distance Education, 29(4), 248-259.  

Elmendorf, D., & Song, L. (2015). Developing indicators for a classroom observation tool on pedagogy and technology integration: A Delphi Study. Computers in the Schools, 32(1), 1-19, DOI:10.1080/07380569.2014.967620 

Sadera, W.A., Li, Q., Song, L., & Liu, L. (2014). Digital Game-Based learning. Computers in Schools, 31(1-2), 1-1, DOI: 10.1080/07380569.2014.879801 

Sadera, W.A., Li, Q., Song, L., & Liu, L. (Eds.). (2014). Digital Game-Based Learning [Special Issue]. Computers in Schools, 31 (1-2). DOI: 10.1080/07380569.2014.879801 

West, R. E., Hannafin, M. J., Hill, J. & Song, L. (2013). Cognitive perspectives on online learning environments. In M. Moore (Ed.) Handbook of Distance Education (3rd ed., pp125-142). Mahwah, NJ: Lawrence Erlbaum Associates. 

Song, L., Lohnes Watulak, S., Kritskaya, O., & Elmendorf, D. (2013). Exploring undergraduate students’ skills, level of comfort, and perceived benefit of using technology for learning, International Journal of Technology in Teaching and Learning, 9(1), 18-36. Available at