Southern Oregon University
United States of America - Ashland
- Supporting First Year Students in an Introductory Statistics Course Through Engaging a Flipped Classroom Model with Moodle
- Development of Social Presence in an Online Masters Degree Program: Engaging a Workbench Dialectic Inquiry Model
- Re-characterizing Learner Engagement with Technology in an Online Mathematics Education MS Program
- Blending Pedagogical Examinations and Discourse with Teachers’ Practical Experiences for TPACK Transformation
- Engaging Google Docs in Support of an Online Collaborative, Community of Learners Instructional Strategy
- A Systems Approach for Integrating Multiple Technologies as Important Pedagogical Tools for TPACK
- Knowledge-of-Practice for Teaching with Technologies: Pedagogically-focused Experiences and Reflections
- Learning Trajectory for Transforming Teachers’ Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies
- Using Multiple Digital Technologies in an Online MS Program to Develop TPACK
- Online Community of Learner Development and Extended Assessed Engagement: The Influence of Long Term Assessed Engagement on the Development of Social Presence.
Henry Gillow-Wiles is currently a member of the Southern Oregon University Mathematics Department, specializing in collaborative mathematics inquiry. In 2005, he was part of the design, implementation, and evaluation of an online Master of Science degree program for K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. From this work, his graduate studies resulted completing his Ph.D. in Mathematics Education in 2011. His recent work has focused on engaging a social metacognitive constructivist learning trajectory as a foundation for designing online teacher in-service where community based inquiry supports Technological Pedagogical Content Knowledge (TPACK) development. Most recently, he served as an external evaluator/researcher for the online Post Baccalaureate Computer Science program at Oregon State University, investigating the impacts of the program redesign process that is moving the program towards a problem-based learning orientation. He has presented at national conferences multiple times, authored and co-authored several peer reviewed journal articles and book chapters, including a chapter in the IGI Handbook of Research on Teacher Education in the Digital Age (2014), as well as served as co-editor of that same publication. He reviews submitted articles for several education-focused journals in addition to reviewing submitted conference proposals for both the American Educational Research Association (AERA) and the Society for Information Technology and Teacher Education (SITE). For both of these organizations, he has served as conference session chairperson multiple times as well as a discussant at several AERA conferences. He currently serves as American Educational Research Association’s SIG-TACTL (Technology as an Agent of Change in Teaching and Learning) technology officer.