Cindy York, Ph.D.
My interests are expert/novice research, online learning and teaching, instructional design, technology integration, and teacher education. Most recently I've been examining mobile technologies in the classroom and workplace such as ipads and smart phones.
- Ph.D. 2010 Educational Technology, Department of Curriculum and Instruction Purdue University, West Lafayette, Indiana
- Dissertation: Instructional Design Heuristics
- Advisor: Peggy A. Ertmer, Ph.D.
- M.S. 2000 Computer and Information Technology, Database Management Systems Purdue University, West Lafayette, Indiana
- B.A. 1994 Elementary Education, Department of Curriculum and Instruction Purdue University, West Lafayette, Indiana
- B.A. 1994 Psychological Sciences, Purdue University, West Lafayette, Indiana
- ETT 743: Seminar: Instructional Technology Problems
- ETT 742: Seminar: Instructional Technology Research
- ETT 741: Seminar: Instructional Technology Theory
- ETT 740: Seminar: Educational Technology Foundations
- ETT 592: Mobile Technologies for Teaching and Learning
- ETT 590: Instructional Technology Tools Workshop: Preparing for the Job Hunt
- ETT 590: Instructional Technology Tools Workshop: iPads in the Classroom
- ETT 590: Instructional Technology Tools Workshop: 21st Century Learning with IBL and Web 2.0
- ETT 560: Instructional Design I
- ETT 555: Media Design: Multimedia
- ETT 535: Distance Education: Design and Delivery
- ETT 530/590: Instructional Technology Tools Workshop, LearnIT
- ETT 530: Instructional Technology Tools
- ETT 511: Advanced Instructional Media Design
- ETT 510: Instructional Media and Technology
- ETT 402: Teaching and Learning with Technology
- ETT 401B: Field Experience for Integrating Technology into the Elementary Classroom
- ETT 401A: Integrating Technology into the Elementary Classroom
- ETT 229: Computers in Education
- ETR 519: Applied Educational Research
Chen, Y.*, Mayall, H. J., and York, C. S. (2019, in review). Conceptualizing a mobile-assisted Funds-of-Knowledge-featured writing instructional framework for young English learners. Learning, Media and Technology.
Hodge, A., Stade, E., York, C. S., and Rech, J. (2019, in review). TACTivities: Fostering creativity through tactile learning activities. Journal of Humanistic Mathematics.
Fabrikant, K., Bolton, C., Hodge, A., and York, C. S. (2019, accepted). Teacher education candidates’ perceptions of structural and academic supports for teacher work sample portfolios (edTPA). GATEways to Teacher Education.
Chen, Y*, Mayall, H. J., York, C. S., and Smith, T. J. (2019). Parental perception and English learners’ mobile-assisted language learning: An ethnographic case study from a technology-based Funds of Knowledge approach. Learning, Culture and Social Interaction, 22(2019). Impact factor 1.143.
Tawfik, A., Gill, A., Hogan, M., York, C. S., and Keen, C. W. (2019). How novices use expert case libraries for problem solving. Technology, Knowledge and Learning, 24(1), 23-41. DOI 10.1007/s10758-017-9324-1
Chen, Y*, Smith, T. J., York, C. S., and Mayall, H. J. (2019). Google Earth virtual reality and expository writing for young English learners from a Funds of Knowledge perspective. Computer Assisted Language Learning, 1-24. DOI: 10.1080/09588221.2018.1544151
Tawfik, A., Giabbanelli, P., Hogan, M., Msilu, F., Gill, A., and York, C. S. (2018). Effects of success v failure cases on learner-learner interaction. Computers and Education, 118(2018), 120-132.
York, C. S., Lowenthal, P. R., Fabrikant, K. B., and Mayall, H. J. (2016). Students’ perceptions of instructional iPads. Academic Exchange Quarterly, 20(2), 32-39.
York, C. S.*, and Ertmer, P. A. (2016). Examining instructional design principles applied by experienced designers in practice. Performance Improvement Quarterly, 29(2), 169-192. DOI: 10.1002/piq.21220
York, C. S., Yamagata-Lynch, L., and Smaldino, S. E. (2016). Adult reflection in a graduate level online distance education course. Reflective Practice, 17(1), 40-58. http://dx.doi.org/10.1080/14623943.2015.1123686
Banas, J. R.*, and York, C. S. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6), 728-746.
Banas, J. R.*, and York, C. S. (2014). The impact of authentic learning exercises on pre-service teachers’ motivational beliefs toward technology integration. International Journal of Information and Communication Technology Education, 10(3), 60-76.