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Scholars of Interest

 As part of an intellectual exploration, I set out to reflect on the trajectory of my academic career and really try to think hard about the scholars and scholarly work that exerted great influence on me. I tried to come down to a number of scholars central to my emerging scholarship from the past, present, and immediate future. Of course as a young scholar my curiosity and passions will take me places and so my research interest change over time. Nonetheless, here is what I have:

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Rabindra Ratan

(Assistant Professor and AT&T Scholar at Michigan State University’s Department of Telecommunication, Information Studies and Media)

Dr. Ratan is also affiliated faculty member of the College of Education’s program in Educational Psychology and Educational Technology.   His research
focuses on the social and psychological implications of media use, with an emphasis on interactive environments that facilitate the use of mediated self-
representations (e.g., avatars). He also focuses on online social interaction, online gender, games and learning, games and health decisions, virtual world
economies, and carmunication (mediated communication between drivers). Recently, his work includes experiments that utilize video game-based stimuli
with psychophysiological measures, as well as analyses of large-scale back-end databases provided by game publishers that are linked to survey responses
from players (excerpted from http://tism.msu.edu/users/rabindra-ratan ).

Yong Zhao

(Professor of educational psychology and educaitonal technology at MSU)

His research interests include reforms on global education, second language education, technology adoption, digital literacy, and online language learning. He also directs the Center for Teaching and Technology and the U.S.-China Center for Research on Educational Excellence.  Also he is the executive director of the Confucius Institute at MSU. His research activities focus on the impact of globalization on education, comparative and international analysis of educational policies, and the social, cultural and psychological interactions between technology and education. Some of his works are:

Catching up or Leading the Way: American Education in the Age of Globalization (2009)

What Should Teachers Know about Technology?: Perspectives and Practices (2003)

Stephen Krashen

(Professor of the school of Education at University of South California)

I had the opportunity to attend his summer sseminar back in 2004 when Dr. Krashen came to Taiwan. He was forthcoming and the class was a fun learning experience in the seminar working with him and the rest of the cohort. He is a prolific linguist who published more than 350 books and articles. His mainly studies second language acuisition, including input hypothesis, acquisition-learning hypothesis, monitor hypothesis, affective filther, and natural order hypothesis. Recently, Krashen promotes the use of free voluntary reading during second language acquisition. Below are some of his works:

Explorations in Language Acquisition and Use (paperback, 2003)

The Power of Reading: Insights from the Research (paperback, 2004)

Richard R. Day

(Professor of ESL and SLA at University of Hawaii)

Professor Day presented on SLA at the University of Tamkang in Taipei, Taiwan in 2003. I greeted him at the airport and we spent some time talking about reading methodologies. I was in the process of formulating a focus for my master thesis and his ideas really opened me up. I acquired his signature on a copy of his book Extensive Reading in the Second Language Classroom and the book had an impact on my emerging scholarship as a master student.

Extensive Reading in the Second Language Classroom (paperback, 1998)

Extensive Reading Activities for Teaching Language (paperback, 2004)

Guo-fang Li

(Professor of Second Language and Literacy Education in the Department of Teacher Educaiton at MSU)

Through closely working with her in both coursework and research I’ve tried to connect my background in TESOL to the understanding of the process of immigrants’ acquisition of literacy practices in home and school settings. Dr. Li is a voluminous scholar with many books winning acclaim and prizes. Below are some of her works:

East Is East, West Is West? Home Literacy, Culture, and Schooling. Guofang Li. Rethinking Childhood Series, vol. 28. Joe L. Kincheloe and Janice A. Jipson, eds. New York: Peter Lang, 2002. 225 pp.

Li, G. (2009). Family literacy: Learning from an Asian immigrant family. In G. Li (Ed.), Multicultural Families, Home Literacies, and Mainstream Schooling. Albany: SUNY Press. [reprint]

Li, G. (2009). The “majority in the minority”: Literacy practices of low-ses white families in an inner city neighbourhood. In G. Li (Ed.), Multicultural Families, Home Literacies, and Mainstream Schooling. Albany: SUNY Press.

Douglas Hartman

(Professor of Litereacy and Techonology with joint appoints at Teacher Education and Educational Psychology)

His research interests focus on new literacies, adolescent literacy, and the history of literacy. One of the aspect of new literacies that I am interested in is digital literacy, how 21st century readers acquire literacy through computer-mediated interactions or other digital media (reading online, electronic books). His major scholarly work involves reading research, some of his work are:

Hartman, K. D. (1995). Eight readers reading: the intertexual links of proficient readers reading multiple passages. Reading Research Quarterly, 30 (3), 520-561.

Hartman, K. D. (1992). Intertextuality and Reading: The Text, the Reader, the Author, and the Context. Linguistics and Education, 4(3-4), 295-311.

Joseph Walther

(Professor in the Department of Telecommunication at MSU)

As I explore more about media and technology, I learn quite a bit about computer-mediated-communication (CMC) in Dr. Walther’s course in spring 2010. Almost all the studies done in the realm of telecommunication employed sound theoretical basis for inquiry and they used mostly quantitative methods (which overwhelmed me).  Studies surrounding the use of Facebook and the Internet and how these technological affordances transform communication in human lives both interpersonally and hyperpersonally are so novel to me yet refreshingly enticing. I am interested in applying the communication theories I learned in CMC to the field of education, particularly to search for implications for online education design. Some of his works are listed:

Walther, J. B., Van der Heide, B., Kim, S. Y., Westerman, D., & Tong, S. T. (2008). The role of friends’ appearance and behavior on evaluations of individuals on facebook: Are we known by the company we keep? Human Communication Research, 34(1), 28-U60.

Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3-43.

You can read more about Dr. Walther here.

Wei Peng

(assistant professor in the Department of Telecommunications, Information Studies, and Media)

Her primary research interest is to understand the persuasive impacts of interactive technologies, especially digital games. She studies about using digital games for health promotion, health education, and social change. Another area Dr. Peng  studied is the negative influence of violent video games, addictive MMORPGs, and advergames targeting at youth. I had the opportunity to work with Dr. Peng on a media literacy project in 2008. My long term interest and participation in gaming has effected my life as a youngster. It would be interesting to pursue research on how gaming influences human life. Some of her works are:

Peng, W. (2009). Design and evaluation of a computer game to promote a healthy diet for young adults. Health Communication, 24, 115-127.

Peng, W. (2008). The mediational role of identification in the relationship between experience mode and self-efficacy: Enactive role-playing versus passive observation. CyberPsychology and Behavior, 11, 649-652.

Matthew Koehler

(Professor in the Department of Educational Psychology and Educational Technology at MSU)

Honestly during my coursework as a doctoral student at MSU, I’ve come across countless reading about the importance of helping teacher candidate acquire content knowledge (CK) and pedagogical content knowledge (PCK). In winter 2009, I found myself engrossed in the notion of using technology to enhance instruction and promote student learning. I was amazed to find out about TPACK framework which Dr. Koehler and Dr. Mishra designed a few years ago. This framework opened a new horizon for me regarding pursuing further study and research in the role of technology in education. Below are some works of his that fascinate me:

Koehler, M.J., & Mishra, P. (2009). What Is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education (CITE), 9(1), 60-70.

Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.

Dr. Koehler’s professional website: http://mkoehler.educ.msu.edu/

Punya Mishra

(Professor of  educational technology at MSU)

I’ve read about their recent article and presentation at SITE conference at San Diego. I look to incorporate the TPACK framework to my research in video analysis. His research focused on the theoretical, cognitive, and social aspects related to the design and use of computer based learning environments. Definitive articles about TPACK model are as followed:

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.

Koehler, M. J., & Mishra, P. (in press). Introducing Technological Pedagogical Knowledge. In AACTE (Eds.). The Handbook of Technological Pedagogical Content Knowledge for Educators. To be published by AACTE and Lawrence Erlbaum Associates.

For his professional website, click here.

Rand Spiro

(Professor of educational psychology at MSU)

Dr. Spiro’s  research program involves the development and testing of theory-based hypermedia learning environments designed to promote cognitive flexibility. His research areas are knowledge acquisition in complex domains, hypermedia learning environments, multimedia case-based methods in professional education. I’ve read his paper on video cases of late and found that I am really interested in reading more of his work because my interest in video analysis.

Spiro, R., Collins, B, & Ranchandran, A., (in press). Reflections on a Post-Gutenberg Epistemology for Video Use in Ill-Structured Domains: Fostering Complex Learning and Cognitive Felxibility. Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum Associates.

Spiro, R. & Sherif, C. W. (1975). Consistency and relativity in selective recall with differing ego-involvment.  British Journal of Social and Clinical Psychology, 14, 351-361.

  1. Nice. I like this porfolio.
    You must have spent lots of time maintaining your blog.
    good job.

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