Educational Technology Administration

Hanover Park, Illinois, United States


CV for Educational Technology Education Aministratior or Teacher





    Doctoral Candidate – Educational Technology

    Northern Illinois University, DeKalb, Illinois, 2004-present

    • Proposal Defense July 19,      2011(Passed)
    • Anticipated completion –      Summer 2012


    Masters of Arts, Marketing (1996)

    Roosevelt University

    Chicago, Illinois


    Bachelors, Telecommunications (1994)

    Roosevelt University

    Chicago, Illinois


    Current Research


    The awareness of knowledge and skill of self-defined instructional technologists in the corporate environment: an interpretive study


    The purpose of this study is to explore the importance of competencies and perceptions of instructional technologists who classify themselves as experts (self-defined) in the business/industry context.  The research questions are:  What are the characteristics and competencies of the self-defined expert instructional technologist?  What does the self-defined expert instructional technologist do to keep his/her knowledge-base updated?      Currently, there is no specific knowledge requirement of the designer which relates to a benchmark of competencies across all industries. The knowledge that can be gained from this study is how prepared the instructional designer is in relation to current content and software course development.  The benefit of the research will be to open a discussion as to the framework the designer should have for technology and instructional strategy that can be portable from client to client and technology platform to technology platform.



    • Continuous research agenda to remain current with Educational Technology evolutions in technology and design
    • The outcomes of this research of the identification of expert instructional technologists can contribute to the competencies of educators who design instruction in his/her classroom
    • Educational Technology Tool experience (continuously evolving):


    Google Apps for Education,ToonDoodle, Prezi, Jing, Moodle,                                                       Del-icio-us, Blackboard, Blog, LiveText, Wordle, Skype,                                                          Screentoaster, Mind Map, Adobe Connect, GoogleDocs, Microsoft Office Windows 7, PowerPoint with narration                                                 




    Concordia University Online Teaching Certification – June 18, 2011


    Northern Illinois University Certificate of Participation-Overview of ePortfolios, Including Student Voices

    October 2011


    Center for Adult & Experiential Learning/ ePortfolio Certification – October 2011


    Illinois State Board of Education Type 10 Technology Specialist K-12 Certification – November 2011

    • Certified in the provisions of  Section 508 technical standards (alternative uses of technology for special education learners), evaluation of technology, and identification of copyright infringements as they relate to teachers and librarians
    • Certified in the processes to integrate technology in the classroom



    Academic Appointments


    Adjunct Professor, 2012-Present

    Waubansee Community College, Sugar Grove, Illinois

    • Integrating Technology and Digital Media in the Classroom
    • Teach college students and teaching professionals how to integrate technology tools into classroom learning
    • Developed curriculum, learning activities, and hands-on experiences for students to incorporate various approaches to create student-centered learning


    ePortfolio Assessor, October 2011 – Present

    Council for Adult & Experiential Learning/

    • Evaluate experiential ePortfolios of adult learners applying for college degree courses
    • Experiential learning has been acquired via practice and reflection of life (Kolb)


    Adjunct Professor, 2011- Present

    Concordia University, River Forest, Illinois

    Course Taught:

    • Teach blended online courses to graduate students providing theoretical, practical, and pedagogical content related to Educational Technology
    • Trends and Future of Educational Technology
    • Theoretical, Ethical, and Practical Foundations of Educational Technology
    • Developed and Facilitated course content that incorporated Keller’s ARCS Model of Motivation; learning strategies such as constructivism and behaviorism; learning theories such a Gagne, Bloom, and Vygotsky; and instructional design systematic development such as ADDIE
    • Used      research-based strategies for online teaching in a blended environment to      encourage social presence (online discussion threads), cognitive presence      (incorporate online resources and articles into course assignments), and      teaching presence (individual online feedback to learners on assignments      and discussions)
    • Utilize      Blackboard, SafeAssign, and Collaboration tools (Skype, Web 2.0, GoogleApps      for Education)



    Department of Instructional Design and Technology


    Graduate Assistant Instructor, 2009-Present

    Northern Illinois University, DeKalb, Illinois

    Courses Taught: 

    • Communication      and Reading Skills
    • College      Reading      and Study Strategies
    • Face-to-Face      instruction
    • Utilized      adult learning theory and andragogy model (Knowles) to engage      higher-education students
    • Utilize      Blackboard, SafeAssign
    • Mentored      and advised learners on course requirements and their connection to future      course expectations and career goals
    • Spring      2011, from my class load of 43 students, 42 students out of 43 passed the      required CLEP examination and essay Exam required to continue at Northern      Illinois University



    Department of Literacy Education


    Professor, 1998-2007

    DeVry University, Addison, Illinois

    Courses Taught and Responsibilities:

    • Teach face-to-face and online courses to undergraduate students
    • Telecommunications
    • Project Management
    • Coordinator      and Professor of Telecommunications Interns
    • Course Development
    • Used      research-based strategies for online teaching in a blended environment to      encourage social presence (online discussion threads), cognitive presence      (incorporate online articles into course assignments), and teaching      presence (individual online feedback to learners on assignments and      discussions)
    • Utilized      adult learning theory to assist non-traditional students in acquiring new      knowledge


    Networking and Communications


    Other Professional Experience


    AT&T, Inc.

    • Various Marketing and      Technical Positions
    • Three years of supervisory      experience
    • Technology Consultant –      Project managed the first 10,000 station Private Branch Exchange (PBX) in      the United States for a Fortune 500 Banking Institution; Implementation      was completed on time


    Groups & Associations

    • e.g. ASHEE,
    • EAUC