Association of Teacher Educators (ATE)
Association for Educational Communications and Technology (AECT)
Association for Educational Communications and Technology (AECT)
IGI Global
Senior Innovation Fellow, University of San Diego – Jacobs Institute for Innovation in Education
Executive Director, University of San Diego – Jacobs Institute for Innovation in Education
Director (M.A. in Educational Innovation, Technology & Entrepreneurship) and Clinical Associate Professor, University of North Carolina at Chapel Hill – School of Education (MEITE)
Chief Executive Officer & Founder, GoGo Labs
Professor & Chair, Department of Educational Technology, Boise State University
CEO & Co‑Founder, TeacherStream
Director of Educational Services, EDmin.com
Associate Professor & EDTECH Program Coordinator, Sonoma State University
Assistant Professor, Instruction & Curriculum Leadership, University of Memphis
Educational technology researcher, designer, and innovator focused on online learning, virtual/immersive environments, teacher professional development, and youth innovation. She co‑invented the quest‑based learning platform 3D GameLab/Rezzly and co‑created Pactful, a social‑good innovation app for teens. Former Executive Director and later Senior Innovation Fellow at the Jacobs Institute for Innovation in Education (University of San Diego); earlier founded GoGo Labs and chaired the Department of Educational Technology at Boise State University. PhD and MA in Education (Teaching & Learning) from the University of California, Santa Barbara; BA from California State University–Long Beach.
A game‑inspired instructional approach that structures learning as non‑linear ‘quests’ with choice, leveling, and badges to support motivation, autonomy, and mastery. Operationalized in the 3D GameLab/Rezzly platform for K‑12 and teacher education.
A pedagogy describing how learners construct knowledge through interactions in social networks and virtual worlds, outlining engagement levels, strategies, and implications for instruction within technology‑mediated communities.
British Journal of Educational Technology • Journal
Reports design and delivery of a six‑week introductory online workshop (Summer 2011) that taught educators to build Android apps using App Inventor. The workshop’s three modules combined practice apps, peer/instructor feedback, and design proposals to encourage visual programming, interface design, and interactivity planning. The authors discuss challenges and instructional implications for introducing mobile app design to educators.
On the Horizon (Emerald) • Journal
Introduces and analyzes an emerging pedagogy—social network knowledge construction—associated with social networks and 3D virtual worlds such as Second Life. The paper describes how networked communication shapes learners’ thinking and participation, highlights strategies for integrating social networks into teaching and learning, and discusses practical implications and limitations for early to mid‑adopters.
Journal of Technology and Teacher Education • Journal
Presents findings from a national survey of 259 K‑12 online teachers, administrators, and PD trainers conducted for the iNACOL‑supported Going Virtual! project. The article highlights evolving contexts for online‑teacher PD, a continuum of practices and models, and global versus situation‑specific needs, with implications for PD practice, policy, and future research.
Handbook of Research on Educational Communications and Technology (Springer) • Chapter
Reviews virtual worlds and immersive simulations designed for situated learning. The chapter surveys educational and entertainment examples, discusses theoretical foundations, and identifies affordances such as collaboration, participation, and experience beyond real‑world constraints. It also examines adoption barriers in education and outlines instructional design considerations for using immersive technologies to support learning.
Cases on Digital Game‑Based Learning: Methods, Models and Strategies (IGI Global) • Chapter
Describes the development of 3D GameLab, a quest‑based learning management system, and its use in a pre‑service teacher education course. Grounded in design‑based research, the chapter details iterative phases of building the system, curriculum, and pedagogy to support game‑based and quest‑based learning and theory generation.
IGI Global • Book
A practitioner‑oriented text that introduces online teaching through core LMS tools (e.g., discussion forums, chat, email, assessment, surveys) and shows how to design effective learning activities with each. Includes examples, objectives, and activities to help instructors create sustainable, learner‑centered online curricula.