Dr. Kenton earned his doctorate in Education with a specialization in Curriculum and Instructional Technology from Iowa State University in 2002. Dr. Kenton has been at Towson since 2002 and became the Assistant Dean in the College of Education in 2009. Although Dr. Kenton currently does not teach any classes, he works with students with shared research interests and serves as a member of students’ dissertation committees. Dr. Kenton has a broad range of research interests including instructional technology, simulations, distance education, conceptual change, metacognition, and the history of public education. Dr. Kenton has made local and national presentations and has had many research articles published, of which the most recent include:
Blummer, B., Song, L. & Kenton, J. (in Press). The design and assessment of a
proposed library training unit for education graduate students. Internet
Reference Services Quarterly.
Kenton, J. & Blummer, B. (2010). Promoting digital literacy skills: Examples from the literature and implications for academic librarians, Community & Junior College Libraries, 16(2), 84-99.
Song, L. & Kenton, J. (2010). Action Research in Schools: The Practitioners' Perspectives. Ontario Action Researcher, 10(3), online.
Dr. Kritskaya received her doctorate in 2003
from Michigan State University in Higher, Adult, and Lifelong
Education.She has been
teaching at Towson since 2004.Dr. Kritskaya regularly teaches
ISTC 677 Cognition, Hypermedia, & Learning, ISTC731 Integrating
Digital Resources into Teaching & Learning, and EDUC 765/770
Qualitative Research Methods.Dr. Kritskaya’s research interests include: the design
of the activity-based, multi-media learning environments; the contribution
of multi-media and hypertext to cognition and learning; video
inquiry in learning and professional development; visual
communication and information exchange; and cultural influences on
learning and cognition.Dr. Kritskaya has made several presentations at the
local and national levels and has authored many articles for
publication, of which the most recent include:
Kritskaya O. (2010,
April).A multimedia instructional system for teacher inquiry. Paper
presented at the American Educational Research Association (AERA)
Annual Meeting, Denver, CO.
Song, L., Lohnes Watulak, S., Kritskaya, O., and Elmendorf, D. (2010,
March). Understanding
undergraduate students’ use of and beliefs about technology. Poster presented at the
International Conference
of the Society for Information Technology & Teacher Education
(SITE), San Diego, CA.
Laster, B., Blummer, B., & Kritskaya, O.
(2009, September). Psychosemiotics
and libraries: Identifying signways in library informational guides,
games, and tutorials. Paper presented at the
International Conference on Information Literacy, Savanna, GA.
Dr. Li earned her doctorate in Educational Technology from the University of Toronto in 2001. She is Towson's newest ISTC faculty member and began teaching at Towson in 2011. Dr. Li has taught ISTC 541 Foundations of Instructional Technology and a special topics course, ISTC 674 Digital Game-Based Learning. She also teaches instructional technology courses at the undergraduate level. Dr. Li has research interests in the areas of cyberbullying, digital game-based learning, and the development of the theoretical framework for enactivism. She has made presentations at both the local and national
levels and has authored several articles for publication.Some of Dr. Li’s most recent publications include:
Li, Q., Moorman, L. & Dyjur, P. (2010). Inquiry-based learing and e-mentoring via videoconferencing: A study of mathematics and science learning of Canadian rural students.
Educational Technology Research & Development, 58(6), 729-753.
Li, Q. (2010). Cyberbullying in high schools: A study of students’ behaviors and beliefs about this new phenomenon. Journal of Aggression, Maltreatment, and Trauma. 19(4), 372-392.
Li, Q., Clark, B., & Winchester, I. (2010). Instructional design and technology with enactivism: A shift of paradigm? British Journal of Educational Technology, 41(3), 403-419.
Dr. Lohnes Watulak earned her doctorate in
Communication and Education from the Teacher’s College, Columbia
University in 2008.She
also began teaching at Towson in 2008.Dr. Lohnes Watulak regularly teaches ISTC 541 Foundations of
Instructional Technology, ISTC 667 Instructional Development, and
ISTC 705 Advanced Web Applications in Education.She also teaches instructional technology courses at the
undergraduate level. Dr. Lohnes Watulak's research primarily focuses on undergraduate
students and their technology practices in their academic and
everyday lives. Recent projects have also explored the development
of critical digital literacy among pre-service teachers.
Theoretically, Dr. Lohnes Watulak works from socio-cultural
perspectives, with a particular focus on discourse and identity. Dr. Lohnes Watulak has presented at both the local and
national levels and has authored several articles for publication,
of which the most recent include:
Lohnes Watulak, S. (in press). "I'm not a computer person:"
Negotiating participation in academic discourses. British Journal of Educational
Technology.
Lohnes Watulak, S. (2010). "You should be
reading not texting": Understanding classroom text messaging in the
constant contact society. Digital Culture & Education, 2(2),
171-192. Retrieved
from http://www.digitalcultureandeducation.com/uncategorized/dce1032_watulak_html/
Lohnes Watulak, S. (2010, December).
Reflection in action: Using inquiry groups to explore critical
digital literacy with
pre-service teachers. Paper presented at the annual meeting of the
National Reading Conference/Literacy Researchers' Association, Ft.
Worth, TX.
Dr. Scot McNary, Ph.D., Assistant Professor
410-704-4835 smcnary@towson.edu Responsible for ISTC 694 Directed Reading in Statistics
Dr. McNary earned his doctorate in Clinical
Community Psychology from the University of Maryland – College Park
in 2000 and has been teaching at Towson since 2007.Dr. McNary regularly teaches many of the required Research
Methodology courses including: EDUC 715 Statistical Principles of
Research Design and Analysis; EDUC 790 Advanced Measurements and
Statistics in Education; and EDUC 761 Research in Education.Dr. McNary has research interests in the areas of
quantitative methods and classroom interactions amongst students and
teachers.Dr. McNary has
presented at both the local and national levels and has authored
several articles for publication. Dr. McNary’s most recent
publications include:
Brand, B., Armstrong, J., Loewenstein, R., &
McNary, S. (2009). Personality differences on the Rorschach of
dissociative identity disorder, borderline personality disorder and
psychotic inpatients.Psychological Trauma: Theory,
Research, Practice, and Policy, 1(3), 188-205, doi:
10.1037/a0016561.
Mattanah, J., Ayers, J., Brand, B., Brooks, L.,
Quimby, J., & McNary, S. (2010). A social support intervention to
ease the transition to college. Journal of College Student Development, 51(1), 93-108, doi:
10.1353/csd.0.0116.
Ramos-Marcuse, F., Oberlander, S., Papas, M.,
McNary, S., Hurley, K., & Black, M. (2009). Stability of maternal
depressive symptoms among urban, low-income, African American
adolescent mothers. Journal of Affective Disorders. doi: 10.1016/j.jad.2009.06.018
Dr. Sadera earned his doctorate from Iowa State
University in 2001 in Education with a specialization in Curriculum
and Instructional Technology.Dr. Sadera is the Director of the Instructional Technology
Doctoral Program and has been teaching at Towson since 2000.Dr. Sadera regularly teaches ISTC 717 Distance Education in
Theory and Practice, ISTC 718 Critical Perspectives of Technology in
Education, ISTC 731 Theory and Practice for Integrating Digital
Resources into Learning and Teaching, ISTC 741 Research Foundations
of Instructional Technology, and ISTC 501 Integrating Instructional
technology (M.A.T.).He
has research interests in the areas of distance education and online
learning, in-service and pre-service teacher technology preparation,
and effective classroom technology integration.Dr. Sadera has presented at both local and national
conferences and has authored several articles for journal
publication.Some of Dr.
Sadera’s most recent research publications include:
Sadera, W. & Robinson, D. (2010). Teaching across cultures: Factors for consideration in teaching
students a world away. In Edmundson, A. (Ed.), Cases on globalized and culturally appropriate e-learning: Challenges and solutions.
Liu, L., Jones, P., & Sadera, W. (2010). An investigation of experienced teachers’ knowledge and
perceptions of instructional theories and practices. Computers in the Schools, 27(1), 20-34.
Sadera, W., Robertson, J., Song, L. & Midon, N. (2009). The role of community in online learning success.
Journal of Online Learning and Teaching, 5(2).
Liyan
Song, Ph.D., Associate Professor, Master’s Program Director http://pages.Towson.edu/lsong
410-704-5751 lsong@towson.edu Responsible for ISTC 692 Directed Reading in Instructional Design
Dr. Song earned her doctorate in 2005 from the
University of Georgia in Instructional Technology.She has been teaching at Towson since 2005.Dr. Song is the Instructional Technology Master’s Program
Director for the Educational Technology and Instructional Design and
Development tracks.She
regularly teaches several doctoral level courses including: ISTC 700
Assessment in Instructional Technology; ISTC 707 Learning
Environments in a Digital Age; and ISTC 717 Distance Education in
Theory and Practice.She
also teaches Master’s level courses and occasional undergraduate
courses.Dr. Song has
research interests in areas specific to distance education and net
generation technology integration.She has made presentations at both the local and national
levels and has authored several articles for journal publication.Some of Dr. Song’s most recent publications include:
Hill,
J., Song, L., & West, R. (2009). Social learning theory and web-based learning
environments: Areview of research and discussion of implications.
American Journal of Distance
Education 23(2), 88-103.
Song, L. & Hill, J. R. (2009). Understanding adult learners’ self regulation in online environments: A qualitative study.
International Journal of Instructional Media, 36(3), 263-274.
Song, L., & McNary, S. W. (Accepted). Understanding students’
online interaction: Analysis of discussion board postings. Journal of Interactive Online Learning.
David
Wizer, Ph.D., EDTL Department Chair
410-704-6268 dwizer@towson.edu Responsible for ISTC 693 Directed Reading in Research Design
Dr. Wizer earned his doctorate from University
of Maryland—College Park in 1991 in Curriculum and Instruction with
a specialization in Computer Applications in Education.He has been teaching at Towson since 1997 and now serves as
the Educational Technology and Literacy Department Chairperson.Dr. Wizer regularly teaches ISTC 702 Educational Leadership
and Technology and ISTC 711 Innovation, Change and Organizational
Structures.He also
teaches many required courses for the ISTC Master’s program.Dr. Wizer has a broad range of research interests, some of
which include: online teaching and learning; technology integration
in K-12 and university settings; professional development with
technology; and Universal Design for Learning (UDL).Dr. Wizer has presented at both local and national
conferences and has authored several articles for publication.Dr. Wizer’s most recent publications include:
Macaulay, L. S. &
Wizer, D. (2011, February).Elementary principals as technology leaders. Paper
accepted for presentation at the annual meeting of the Eastern
Educational Research Association, Sarasota, FL.
Stevens, C., &
Wizer, D.(2009, March).
A study of technology use through a learner-centered series of
professional development sessions with classroom teachers. Paper presented at the annual meeting of the Society for Information
Technology and Teacher Education, Charleston, SC.
Wizer, D. R.,
Sadera, W. A., & Banerjee, T. (2005). A faculty mentoring program:
Professional development in technology integration. In Integrated
Technologies, Innovative Learning: Insights from the PT3 Program,
(pp.143-160). Eugene, OR: International Society for Technology in
Education.
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