College of Education

Instructional Technology (Ed.D.)

Faculty Research

Jeff Kenton, Ph.D., Assistant DeanJeff Kenton, Ph.D.

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's recent publications include:

Blummer, B. & Kenton, J. (2014). Improving student information search: A metacognitive approach. Oxford UK: Chandos Information Professionals Series.

Blummer, B. & Kenton, J. (Under Review). 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. (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,


Qing Li, Ph.D., ProfessorQing Li


Dr. Li earned her doctorate in Educational Technology from the University of Toronto in 2001. Before coming to Towson in 2011, Dr. Li was a professor of educational technology at the University of Calgary, Canada for nine years. At Towson, Dr. Li has taught ISTC 541 Foundations of Instructional Technology, ISTC 717 Distance Education Theory and Practice and a special topics course, ISTC 674 Digital Game-Based Learning. She also taught instructional technology courses at the undergraduate level. Dr. Li has research interests in the areas of cyberbullying, digital game-based learning, and E-learning and technology enhanced learning. Her research has culminated in over 60 peer reviewed journal articles, two book, major research funding, and numerous conference presentations. Some of Dr. Li’s most recent publications include:

Li, Q. (2014). Learning through Digital Game Design and Building in A Participatory Culture: An Enactivist Approach. NY: Peter Lang.

Li, Q. & Tay, R. (2014). Improving drivers’ knowledge of road rules using digital games. Accident Analysis and Prevention, 65, 8-10.

Li, Q., Lemieux, C., Vandermeiden, E. & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century? A study of pre-service teachers’ digital game design experience. Journal of Research on Technology in Education, 45(4), 309-337.


Sarah Lohnes Watulak, Ph.D., Assistant ProfessorSarah Lohnes Watulak, Ed.D.

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 TSEM 102 Living and Learning in a Digital Society, ISTC 667 Instructional Development, and ISTC 741 Research Foundations of Instructional Technology. Dr. Lohnes Watulak's research primarily focuses on undergraduate students and their everyday technology practices. 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 and book chapters for publication, including:

Lohnes Watulak, S. (2012). “I’m not a computer person:” Negotiating participation in academic discourses. British Journal of Educational Technology, 43(1), 109-118. doi:10.1111/j.1467-8535.2010.01162.x

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:

Lohnes Watulak, S., & Kinzer, C. K. (2012). Beyond technology skills: Toward a framework for critical digital literacies in pre-service technology education. In J. Ávila & J. Zacher Pandya (Eds.), Critical digital literacies as social praxis: Intersections and challenges, New York, NY: Peter Lang Publishing, Inc.


Dr. Scot McNary, Ph.D., Associate ProfessorDr. Scot McNary, Ph.D.
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:     

Ashby, J., Sadera, W., & McNary, SW. (2011). Comparing student success between developmental math courses offered online, blended, and face-to- face. Journal of International Online Learning, 10(3), 128-140.

Patrizio, K., Ballock, E., & McNary, SW. (2011). Developing as teacher educator-researchers. Studying Teacher Education, 7(3). doi:10.1080/17425964.2011.617131.

Song, L., & McNary, SW. (2011). Analyzing discussion board posts. Journal of International Online Learning, 10(1), 1-14.


Dr. Bill Sadera, Ph.D., Professor, Doctoral Program DirectorDr. Bill Sadera, Ph.D.
Responsible for ISTC 691 Directed Reading in Learning Theory

Dr. Sadera earned his Ph.D. 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, ISTC 787 Master’s Capstone, 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, effective classroom technology integration, Universal Design for Learning, and conceptual change. Some of Dr. Sadera’s most recent research publications include:

Ashby, J., Sadera, W., & Mcnary, S. (2011). Comparing student success between developmental math courses offered online, blended, and face-to-face. Journal of Interactive Online Learning, 10(3), 128-140.

Fisher, C., & Sadera, W. (2011). Comparing student learning and satisfaction between learning environments in continuing medical education. International Journal of Instructional Technology and Distance Learning, 8(5), 29-42

Frazier, L. C., & Sadera, W. (2013). Distance education in teacher preparation programs: A national study. International Journal of Technology in Teaching and Learning, 9(2), 112-138.

Pusey, P., & Sadera, W. (2012). Cyberethics, cybersafety, and cybersecurity: Preservice teacher knowledge, preparedness, and the need for teacher education to make a difference. Journal of Digital Learning in Teacher Education, 28(2), 82-88.

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.


Liyan Song, Ph.D., Associate Professor, Master’s Program DirectorLiyan Song, Ph.D.
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:

Roush, C., & Song, L. (2013). The impact of using clickers technology on classroom instruction: Students’ and teachers’ perspectives. The Canadian Journal of Action Research, 14(1), 21-37.

Song, L. & Kenton, J. (2010). Action research in schools: The practitioners’ perspectives. Ontario Action Researcher, 10(3). Retrieved from:

Song, L., & McNary, S. W. (2011). Understanding students’ online interaction: Analysis of discussion board postings. Journal of Interactive Online Learning, 10(1), 1-14. Retrieved from:

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., pp. 125-142). Mahwah, NJ: Lawrence Erlbaum Associates.


David Wizer, Ph.D., EDTL Department ChairDavid Wizer, Ph.D.
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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