Faculty Research

Mahnaz Moallem

Mahnaz Moallem, Ph.D.

Professor and Department Chair
Department of Educational Technology and Literacy

Moallem, M., Morge, S., Narayan, S., & Tagliarini, G. A (2016). The Power of computational modeling and simulation for learning STEM content in middle and high schools. In Michael Urban and David Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration (p. 135-171), IGI Publishing Inc.

Webb, A., & Moallem, M. (2016). Feedback and feed-forward for promoting problem-based learning in online learning environments. Malaysian Journal of Learning and Instruction (MJLI), 13(2), 11-41.

Moallem, M. (2015). The impact of synchronous and asynchronous communication tools on learner self-regulation, social presence, immediacy, intimacy, and satisfaction in collaborative online learning. The Online Journal of Distance Education and e-Learning, 3 (3), 55-77.


 

Dr. Jeff Kenton

Jeff Kenton, Ph.D.

Associate Professor
Department of Educational Technology and Literacy

Blummer, B. & Kenton, J. (2014). Academic librarians’ use of Web 2.0 tools and new media to promote students’ information literacy skills, In Information Literacy: Educational Practices, Emerging Technologies and Student Learning Outcomes. Hauppauge, NY: Nova Science Publishers.Blummer, B. & Kenton, J. (2014). Improving student information search: A metacognitive approach. Oxford UK: Chandos Information Professionals Series.

Blummer, B. & Kenton, J. (Under Review). Are teacher education programs providing graduates with 21st Century skills? A literature review from 2003 to 2014. Teacher Education and Practice.

Blummer, B. & Kenton, J. (2014). Information fluency initiatives in academic libraries: A literature review. Journal of Information Fluency(3)1, 3-20.

Blummer, B. & Kenton, J. (2014). Reducing patron information overload in academic libraries. College & Undergraduate Libraries, 21 (2), 115-135. (Also a Featured Article in the July/August 2014 issue of Informed Librarian Online

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Dr. Qing Li

Qing Li, Ph.D.

Professor
Department of Educational Technology and Literacy

Li, Q. (accepted). Enactivism and teacher instructional game building: An inquiry of theory adoption and design consideration. Educational Technology Research and Development. (Acceptance rate 9%, Tier one journal)

Li, Q. & Pustaka, A. (2017). When cyberbullies meet gamers: What do young adults think? Educational Research, 59(4), 426-443, doi: 10.1080/00131881.2017.1369857 https://doi.org/10.1080/00131881.2017.1369857

Li, Q. (2014). Learning through Digital Game Design and Building in A Participatory Culture. New York: Peter Lang.

Li, Q., Vandermeiden, E., Lemieux, C. & Nathoo, S. (accepted). Secondary students learning mathematics through digital game building: A study of the effects and students’ perceptions. International Journal of Technology and Mathematics Education.

Li, Q., Wang, Z., & Pustaka, A. (in press). Mobile technology and cyberbullying. . In Y. Zhen (Ed.), Encyclopedia of Mobile Phone Behavior (Vol. II.), (pp. 715-728). PA: Hershey: IGI Global Publisher.

Liu, X. & Li, Q. (in press). Digital mobile games in education . In Y. Zhen (Ed.), Encyclopedia of Mobile Phone Behavior (Vol. I.), (pp. 474-485). PA: Hershey: IGI Global Publisher.

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Scot McNary, Ph.D.

Associate Professor
Department of Educational Technology and Literacy

McQuitty, V., Ballock, E. &McNary, SW. (2017). An exploration of professional knowledge needed for reading and responding to student writing. Journal of Teacher Education, 1-13. DOI: 10.1177/0022487117702576

Haverback, H. & McNary, SW. (2015). Shedding light on preservice teachers' domain-specific self-efficacy.

The Teacher Educator, 50(4), 272-287. DOI: 10.1080/08878730.2015.1070942

Haverback, H. & McNary, SW. (submitted) An investigation of 21st century preservice teachers' reading time, self-efficacy, and habits.

Pitcher, S, Albright, L & McNary, SW. (in press). The Adolescent Motivation to Read Survey: Revised.   Reading Psychology.

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Dr. William Sadera

William Sadera, Ph.D.

Professor
Department of Educational Technology and Literacy

Robinson, D.E., & Sadera, W. (2017). Factors affecting technology integration in internship based teaching experiences. International Journal of Instructional Technology and Distance Learning, 14 (4). 57-75.

Sadera, W., Song, L. & Liu, L. (Eds.) (2017). Research on One-to-One Learning [Special issue]. Computers in the Schools: Interdisciplinary Journal of Practice, Theory and Applied Research, 34(1, 2).

Pautz, S. & Sadera, W. (2017). Leadership practice in one-to-one computing initiatives: Principal’s experiences in a technology driven, second-order change. Computers in the Schools: Interdisciplinary Journal of Practice, Theory and Applied Research, 34, 45-59. doi: 10.1080/07380569.2017.1296314

Berquist, E. & Sadera, W. (2015). An examination of teachers' and administrators' conceptions about UDL:  Considerations for applying conceptual change based professional   development.  In Gardener, E. (Ed.), Implementing Universal Design for Learning:  Selected Papers from the 2014 UDL -IRN Summit.  Lawrence, KS:  The Universal Design for Learning Implementation and Research Network.

Frazier, L. & Sadera, W. (2015). Distance education in teacher education: A national study. International Journal of Technology in Teacher Education, 9 (2), 280- 287.

Gould, K. & Sadera, W. (2015). Evaluation of health profession student attitudes toward an online nutrition education problem-based learning module. International Journal of E-Learning, 14(2), 181-198.

Gould, K., Sadera, W. & McNary, S. (2015). Comparing changes in content knowledge between online problem based learning and traditional instruction in undergraduate health professional students. MERLOT Journal of Online Learning and Teaching, 11 (1), 74- 86.

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Dr. Liyan Song

Liyan Song, Ph.D.

Professor
Department of Educational Technology and Literacy

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. (2018). Improving preservice teachers’ self-efficacy through service-learning. Canadian Journal of Action Research, 19(1). Available at http://journals.nipissingu.ca/index.php/cjar/article/view/373.

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).

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

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