A collection of published articles from members of the Department of Instructional Technology at Kennesaw State University.
Visit the full list of Faculty Publications to view the work from other departments on campus.
Submissions from 2022
Laying the Groundwork for STEAM: Scaling and Supporting 3D Design and Printing in Higher Education, Jason R. Harron, Randy Emert, Dominic M. Thomas, and Jeff Campana
Assessing digital nativeness in pre-service teachers: Analysis of the Digital Natives Assessment Scale and implications for practice, Matthew L. Wilson, Jacob A. Hall, and David J. Mulder
Development of the Abbreviated Technology Anxiety Scale (ATAS), Matthew L. Wilson, Anne Corinne Huggins-Manley, Albert D. Ritzhaupt, and Krista Ruggles
Submissions from 2021
Supporting teacher candidates’ multidimensional reflection: a model and a protocol, Laurie Brantley-Dias, Anton Puvirajah, and Michael Dias
Supporting teacher candidates’ multidimensional reflection: a model and a protocol, Laurie Brantley-Dias, Anton Puvirajah, and Michael Dias
Learner perceptions: gauging the effectiveness of instructional strategies implemented in one university’s inaugural MOOC, Julia S. Fuller, Laurie Brantley-Dias, Anissa Lokey-Vega, and Lee Woodham Langub
Learner perceptions: Gauging the effectiveness of instructional strategies implemented in one university’s inaugural MOOC, Julia S. Fuller, Laurie Brantley-Dias, Anissa Lokey-Vega, and Lee Woodham Langub
The Professional Learning Needs of School Principals, Arvin D. Johnson, Nicholas Clegorne, Sheryl J. Croft, and Angela Y. Ford
Building research capacity through an academic community of practice: a design case study, Olga Koz and Anissa Lokey-Vega
The process of designing for [online] learning: response to Bennett et al, Dabae Lee
The process of designing for [online] learning: response to Bennett et al., Dabae Lee
Differences in personalized learning practice and technology use in high- and low-performing learner-centered schools in the United States, Dabae Lee, Yeol Huh, Chun-Yi Lin, Charles M. Reigeluth, and Eunbae Lee
International perspectives on using OER for online learning, Dabae Lee and Eunbae Lee
International perspectives on using OER for online learning, Dabae Lee and Eunbae Lee
Addressing Student Engagement During COVID-19: Secondary STEM Teachers Attend to the Affective Dimension of Learner Needs, Tiffany Roman, Laurie Brantley-Dias, Michael Dias, and Belinda Edwards
The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017, Matthew L. Wilson
The impact of technology integration courses on preservice teacher attitudes and beliefs: A meta-analysis of teacher education research from 2007–2017, Matthew L. Wilson
Submissions from 2020
A sociological view on designing a sustainable online community for k–12 teachers: A systematic review, Dabae Lee, Jiyoon Jung, Suhkyung Shin, Anne Otternbreit-Leftwich, and Krista Glazewski
Facilitating Authentic Learning Experiences in Distance Education: Embedding Research-Based Practices into an Online Peer Feedback Tool, Tiffany Roman, Matthew Callison, Rodney D. Myers, and Anne H. Berry
The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study, Matthew L. Wilson, Albert D. Ritzhaupt, and Li Cheng
Submissions from 2019
Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies, André C. Buchenot and Tiffany Roman
Submissions from 2018
Exploring Five Online Collaboration Tools to Facilitate a Professional Learning Community, Julie A. Moore
Virtual Reality as a Pedagogical Tool to Design for Social Impact: a Design Case, Tiffany Roman and Jon Racek
Submissions from 2017
Examination of the QM Process: Making A Case for Transformative Professional Development Model, Radwan Ali and James Wright
Submissions from 2016
Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting, Ingle M. Larkin, Laurie Brantley-Dias, and Anissa Lokey-Vega
Submissions from 2015
Interview with Joe Freidhoff: A Bird's Eye View of K-12 Online Learning, Leslie Pourreau
Submissions from 2014
Graduates' Reflections on an Online Doctorate in Educational Technology, Julia Fuller, Mary Risner, Laura Lowder, Barry Bachenheimer, and Mark Hart
Grab a MOOC by the Horns, Anissa Lokey-Vega
Analyzing Flying Chameleons: Using Autoethnography to Explore Change in the Female Educator, Leslie Pourreau
Submissions from 2013
Identifying Complex Cultural Interactions in the Instructional Design Process: A Case Study of a Cross-border, Cross-sector Training for Innovation Program, L. Roxanne Russell, Wanjira Kinuthia, Anissa Lokey-Vega, Winnie Tsang-Kosma, and Reeny Madathany
Submissions from 2012
Brain Games as a Potential Nonpharmaceutical Alternative for the Treatment of ADHD, Stacy C. Wegrzyn, Doug Hearrington, Tim Martin, and Adriane B. Randolph
Submissions from 2010
Educational Adequacy Litigation in the American South: 1973-2009, Mike Dishman and Traci Redish
Submissions from 2009
ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do, Jo Williamson and Traci Redish
Submissions from 2007
Technology Leadership: Aspiring Administrators’ Perceptions of Their Leadership Preparation Program, Traci Redish and Tac Cheung Chan
Assessing Online Discussion Forum Participation, Matthew Shaul
Submissions from 2006
Design and Implementation of a Web-Based Portfolio for Aspiring Educational Leaders: A Comprehensive, Evidence-Based Model, Traci Redish, Linda Webb, and Binbin Jiang
Submissions from 2002
Instructional Use of the Internet in China, Robert Zheng, John R. Ouyang, and Feng Rui