Faculty Research

Mahnaz Moallem

Mahnaz Moallem, Ph.D.

Professor and Department Chair
Department of Educational Technology and Literacy

Moallem, M. (Forthcoming). Smart educational systemIn A. Moallem, (Ed), Smart and Intelligent Systems: The Human Elements in Artificial Intelligence, Robotics, and CybersecurityCRC Press. 

Moallem, M., & Igoe, E. (2020). Using computer-based scaffolds to improve problem-solving and reasoning skills in distance education. In Demetrios Sampson & Dirk Ifenthaler (Eds), Online Teaching and Learning in Higher Education (Eds) (pp. 135-161), Springer Nature, Switzerland AG 2020. https://doi.org/10.1007/978-3-030-48190-2  

Moallem, M., Sterrett, W. L., Gordon, C., Sukhera, S., Mahmood, A., & Bashir, A. (2020). An investigation of the effects of integrating computing and project/problem-based learning in the context of environmental sciences: A case of Pakistani STEM teachers. In Stephen T. Schroth and Janese Daniel ((Eds), Handbook of Research on Building STEM Skills through Environmental Education (pp. 49-89), IGI Publication.

Sterrett, W., Azam, R. I., Moallem, M., Boersma, J., Bashir, A., Ricanek, K. Saeed, M.A., Butt, I.H., Mahmood, A., Sukhera, S.M., & Gordon, C. (2020). Sharing a powerful IDEA: Learning organizations collaborating to innovate and design engaging applications in STEM education, Development and Learning in Organizations, 34 (2), 9-12. 

Moallem, M., Hung, W. & Dabbagh, N. (2019, Eds.). Wiley Handbook of Problem-Based Learning, Hoboken, NJ: Wiley Blackwell Inc. ISBN-10: 1119173213.This is the first Handbook in PBL and has five sections, 29 chapters, 275,000 words) 

Moallem, M. (2019). Effects of PBL on Learning Outcomes. In M. Moallem, W. Hung, & N. Dabbagh, (Eds), Wiley Handbook of Problem-Based Learning (pp. 106-135), Hoboken, NJ: Wiley Blackwell Inc. 

Hung, W., Moallem, M., & Dabbagh, N. (2019). Social Foundations of PBL.  In M. Moallem, W. Hung, & N. Dabbagh, (Eds), Wiley Handbook of Problem-Based Learning (pp. 51-81), Hoboken, NJ: Wiley Blackwell Inc.. 


Vicky Cai, Ph.D.

Assistant Professor
Department of Educational Technology and Literacy

Cai, Q. (2021, in press). Designing Scholarly Conversations to promote cognitive presence and knowledge building among in-service teachers. International Journal of Online Pedagogy and Course Design.

 Cai, Q.& Robinson, D. (2021). Design, redesign and continuous refinement of an online graduate course: A case study for implementing universal design for learning. Journal of Formative Design in Learninghttps://doi.org/10.1007/s41686-020-00053-3

Song, L., Cai, Q., Hong, H., Liu, X., Jin, L. & Li, Q. (2020). A self-study of five teacher educators’ experiences of transitioning to emergency remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 151-155). Association for the Advancement of Computing in Education (AACE).

 Carey, L., Sadera, W. A., Cai, Q., & Filipiak, S. (2020). Creating a community of practice for educators forced to transition to remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 251-255). Association for the Advancement of Computing in Education (AACE).

 Cai, Q. (2020). Knowledge Building framework for enhancing online discussions among in- service teachers. Research paper presented at International Society for Technology in Education 2020, Anaheim, CA (Synchronous online presentation).

Cai, Q. (2020). Improving research competencies among in-service teachers in a blended graduate course. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1672-1677). New Orleans, LA: Association for the Advancement of Computing in Education.

Cai, Q., Chen, B., Wu, H., & Trussell, G. (2019). Improve learning performance through differentiated feedback in an introductory statistics course. Innovations in Education and Teaching International, 56(4), 434-445. https://doi.org/10.1080/14703297.2018.1508362

Cai, Q. (2017). Enhance student engagement through leadership strategies. Transformative Dialogues: Teaching and Learning Journal, 9(3). 

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. (2020). Computational thinking and teacher education: An expert interview study. Human Behavior and Emerging Technologies. https://doi.org/10.1002/hbe2.224

Li, Q., Tay, R. & Pustaka, A. (2020). Let us save lives using games! A study of the effect ofdigital games for traffic education. Journal of Educational Technology Systems, 49(2),  https://doi.org/10.1177/0047239520926152

Li, Q., Richman, L., Haines, S., & McNary, S. (2019). Computational thinking in classrooms: A study of a PD for STEM teachers in high-needs schools. Canadian Journal of Learning andTechnology. 45(3). 1-21 http://www.cjlt.ca/index.php/cjlt/article/view/27857/20473

McFadden, C. & Li, Q. (2019) Motivational Readiness to Change Exercise Behaviors: An Analysis of the Differences in Exercise, Wearable Exercise Tracking Technology, and Exercise Frequency, Intensity, and Time (FIT) Values and BMI Scores in University Students, American Journal of Health Education, DOI: 10.1080/19325037.2019.1571960

Li, Q. (2018). Enactivism and teacher instructional game building: An inquiry of theory adoptio and design consideration. Educational Technology Research and Development, 66(6), 1339-1358. DOI https://doi.org/10.1007/s11423-018-9584-z

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

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Scot McNary, Ph.D.

Associate Professor
Department of Educational Technology and Literacy

Li, Q., Richman, L., Haines, S. & McNary, S.W. (2019). Computational thinking in classrooms: A study of a PD for STEM teachers in high needs schools. Canadian Journal of Learning and Technology//La Revue canadienne de l'apprentissage et de la technologie, 45(3), DOI: 10.21432/cjlt27857.

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

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Dr. William Sadera

William Sadera, Ph.D.

Professor
Department of Educational Technology and Literacy

Carey, L. & Sadera, W. (2020) If You Tweet It, Data Will Come: Using Social Media for Education Research. Paper presented at the annual international conference for the Society for Information Technology and Teacher Education, Virtual Meeting

Foulger, T., Graziano, K., Schmidt-Crawford, D., Slykhuis, D. Chang, Y., Chrinstensen, R., Dillon, D., Heath, M., Knezek, G., Kruka, D., Parrish, A., Sadera, W. & Thomas, A. (2020). Fostering New Research following the Teacher Educator Technology Competencies (TETCs): Research from the JTATE Special Issue, Preparing All Teacher Educators to Support Teacher Candidates' Integration of Technology. Paper presented at the annual international conference for the Society for Information Technology and Teacher Education, Virtual Meeting

Carey, L., Sadera, W. A., Cai, Q., & Filipiak, S. (2020). Creating a community of practice for educators forced to transition to remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 251-255). Association for the Advancement of Computing in Education (AACE).

Parrish A. & Sadera, W. (2019).  A review of faculty development models that build teacher educators’ technology competencies. Journal of Technology and Teacher Education. 27(4), 437-464

Sadera, W. & Gould, K. (2019). Reflections on pedagogy in online learning. In C. A. O’Niel, C. A. Fisher & M. Rietschel (Eds.), Developing online learning environments in nursing education (4th ed.). New York, NY: Springer.

Sadera, W. & Gould, K. (2019). Theoretical applications in continuing education. In C. A. O’Niel, C. A. Fisher & M. Rietschel (Eds.), Developing online learning environments in nursing education (4th ed.). New York, NY: Springer.

Parrish, A. H., & Sadera, W. A. (2018). Teaching competencies for student-centered, one-to-one learning environments: A delphi study. Journal of Educational Computing Research, 57(8), 1910–1934. https://doi.org/10.1177/0735633118816651

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Rebecca Shargel, Ph.D.

Professor
Department of Educational Technology and Literacy

Laster, B.P., Shargel, R., & Watson. M.J. (2020, In-press). Ethnic Pedagogies. Multicultural Education.

Shargel, R. & Twiss, L. (2019, In-press). Evidenced-based thinking for scientific thinking. Development of Scientific Thinking in Higher Education. London: Palgrave Macmillan Press. Eds. K. Balloo & M. Murtonin.

Shargel, R. (2019). Havruta goes to university: Havruta-style text study in a college education class. Journal of Jewish Education, 85(1), 4–26


Dr. Liyan Song

Liyan Song, Ph.D.

Professor
Department of Educational Technology and Literacy

Song, L., Cai, Q., Hong, H., Liu, X., Jin, L. & Li, Q. (2020). A self-study of five teacher educators’ experiences of transitioning to emergency remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne,R. Kaplan-Rakowski, C. Mouza (Eds), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field,(pp151-155).Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2020 from https://www.learntechlib.org/p/216903/

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).

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.

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