Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
Phone: (765) 496-2190work
Learning Design and TechnologyCurriculum and Instruction
- Post-Doc — CREATE (Consortium for Research and Evaluation of Advanced Technologies in Education) Lab, New York University (2006-2007)
- Ph.D. — Educational Psychology and Instructional Technology, University of Georgia (2006)
- M.Ed. — Instructional Technology, University of Georgia (2002)
- B.A. — Educational Technology, Ewha Woman’s University (2000)
- 2007 – present
Curriculum & Instruction in Educational Technology
Purdue University, West Lafayette, IN
- 2006 – 2007
CREATE Lab (Consortium for Research and Evaluation of Advanced Technologies in Education)
New York University, New York, NY
- 2006 – 2007
Department of Administration, Leadership & Technology
New York University, New York, NY
- 2001 – 2006
Graduate Research Assistant
LPSL (Learning and Performance Support Lab)
University of Georgia, Athens, GA
Professor Kim’s research focuses on scaffolding students’ problem solving with technology-enhanced learning environments, advancing pedagogical frameworks for learning and teaching in technology-rich contexts, and integrating emergent technologies (simulations, games, and social media) into formal and informal learning environments. Professor Kim is investigating effective pedagogical strategies for learning and teaching in online, blended, and face-to-face settings with technologies.
- Kim, M.C., Kozan, K., Kim, W., & Koehler, A. A. (in press). Technology integration: From implementation to dynamic scaffolding. In M.Moore (Ed), Handbook of distance education (3rd ed., pp. 299–315). New York, Routledge.
- Hill, J. R., Domizi, D. P., Kim, M. C., & Kim, H. (in press). Learning perspectives on negotiated and informal technology-enhanced distance education: Status, applications, and futures. In M. Moore (Ed.), Handbook of distance education (3rd ed., pp. 372–389). New York, Routledge.
- Koehler, A. & Kim, M.C. (2012). Improving beginning teacher induction programs through distance education. Contemporary Educational Technology, 3(3), 212-233.
- Kim, M.C. (2012). Revisiting cognitive tools: Shifting the focus to tools-in-use. Educational Technology, 52(4), 14-24.
- Kim, M. C. (2012). Guiding framework and principles for technology integration: What are the key questions? In D. Polly, C. Mims, & K. Persichitte (Eds.), Creating technology-rich teacher education programs: Key issues (pp. 45-56). Hershey, PA: IGI Global. Minchi
- Kim, M. C., & Hannafin, M. J. (2011). Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: A qualitative case study. Instructional Science, 39(3), 255-282.
- Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403-417.
- Kim, M. C., Freemyer, S. (2011). Technology integration in science classrooms: Framework, principles, and examles. Educational Technology, 51(1), 25-29.
- Plass, J.L., Homer, B.D., Milne, C., Jordan, T., Kalyuga, S., Kim, M., & Lee, H.J. (2011). Design factors for effective science simulations: Representation of information. In R. Ferdig (Ed.), Discoveries in gaming and computer-mediated simulations: New interdisciplinary applications, pp. 16–35. Hershey, PA: IGI Global. (Reprinted from International Journal of Gaming and Computer-Mediated Simulations, 1(1), 16–35).
- Plass, J.L., Homer, B.D., Milne, C., Jordan, T., Kalyuga, S., Kim, M., & Lee, H.J. (2009). Design factors for effective science simulations: Representation of information. International Journal of Gaming and Computer-Mediated Simulations, 1(1), 16-35.
- Kim, M. C., Hannafin, M. J., & Bryan, L. A. (2007). Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science Education, 91(6), 1010-1030.
- Kim, M. C., & Hannafin, M. J. (2007). Foundations and practice for Web-enhanced science inquiry: Grounded design perspectives. In R. Luppicini (Ed.), Online learning communities: A volume in perspectives in instructional technology and distance education (pp. 53–72). Greenwich, CT: Information Age Publishing [Invited].
- Hill, J. R., Domizi, D. P., Kim, M. C., & Kim, H., Hannafin, M. J. (2007). Teaching and learning in negotiated and informal environments. In M. Moore (Ed.), Handbook of distance education (pp. 271–284). Mahwah, NJ: Erlbaum [Invited].
- Hannafin, M. J., Orrill, C. H., Kim, H., & Kim, M. C. (2005). Educational technology research in postsecondary settings: Promise, problems, and prospect. Journal of Computing in Higher Education, 16(2), 3-22.
- Kim, H., Hannafin, M. J., & Kim, M. C. (2004). Online case-based learning: Components, applications, and assessment, Distance Learning, 1(5), 23-31.
- Hannafin, M. J., Kim, M. C., & Kim, H. (2004). Reconciling research, theory, and practice in Web-based teaching and learning: The case for grounded design. Journal of Computing in Higher Education, 15(2), 3-20.
- Kim, M. C., & Hannafin, M. J. (2004). Designing online learning environments to support scientific inquiry. Quarterly Review of Distance Education, 5(1), 1-10.
- Hannafin, M. J., & Kim, M. C. (2003). In search of a future: A critical analysis of research on Web-based teaching and learning. Instructional Science, 31, 347-351.
- EDCI 27100 — Classroom Applications of Educational Technology
- EDCI 51300 — Foundations of Educational Technology
- EDCI 56400 — Integration and Management of Computers in Education
- EDCI 66000 — Educational Technology Seminar
- E19.2251 — Instructional Design for the World Wide Web (NYU)
- E19.2174 — Cognitive Science and Educational Technology I (NYU)
- EDIT 6210 — Learning Environments Design II (Co-taught, UGA)
- EDIT 2000 — Introduction to Computers for Teachers (Co-taught, UGA)