[When authorship is shared, asterisks are used to indicate relatively greater effort or ownership, typically 50% or more.]
Refereed Journal Articles
York, C. S., Bondurant, L., Hodge-Zickerman, A., Stade, E. (2026). Digital TACTivities in data science: Investigating engagement and equitable practices. Scatterplot, 3(1), Article 2629578. Full Text
Hodge-Zickerman, A.*, York, C. S.*, & Anderson, M. C. (2025). Is all active learning the same? Looking at a mathematically derived perspective of inquiry-based learning. Journal on Excellence in College Teaching, 36(4), 76—87. https://celt.miamioh.edu/index.php/JECT/article/view/1020 PDF
Chen, Y.*, Mayall, H. J., Smith, T. J., & York, C. S. (2025). Learning effects, gender variances, and teacher dynamics in funds-of-knowledge-featured mobile-assisted writing for Latinx English learners. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 26(2), 173-197. https://doi.org/10.54855/callej.252627 Special issue: Inclusive CALL and teacher dynamics: Revealing key contributions and challenges.
Trudeau, A.*, Xie, Y., Ketsman, O., York, C., & Goldsmith, S. (2024). The power of storyliving: A study of adolescent students’ responses to cinematic virtual reality in a school library setting. TechTrends. https://doi.org/10.1007/s11528-024-00995-6
Alfageh, D.*, York, C. S., Hodge-Zickerman, A., & Xie, Y. (2024). Elementary teachers' use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study. International Electronic Journal of Mathematics Education, 19(1), em0768. https://doi.org/10.29333/iejme/14190
Anderson, M. C.*, York, C. S., Hodge-Zickerman, A., Park, Y. S., & Rhode, J. (2024). Empowering medical educators: A UTAUT analysis of technology adoption in inquiry-based learning. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-023-09709-y [5-Year Impact Factor = 3.5]. https://rdcu.be/du6wi
Chen, Y.*, Mayall, H. J., Smith, T. J., & York, C. S. (2023). Conceptualizing a mobile-assisted learning environment featuring funds of knowledge for English learners' narrative writing development. Language Learning & Technology, 27(1), 1-17. https://www.lltjournal.org/item/10125-73543 [SSCI Indexed: 5-Year Impact Factor = 4.694; 10 out of 194 Linguistics Journals and 31st out of 267 Education and Educational Research Journals]
Khasawneh, E.*, Hodge-Zickerman, A., York, C. S., Smith, T. J., & Mayall, H. (2023). Examining the effect of inquiry-based learning versus traditional lecture-based learning on students’ achievement in college algebra. International Electronic Journal of Mathematics Education, 18(1), 1-11. https://doi.org/10.29333/iejme/12715 https://www.iejme.com/article/examining-the-effect-of-inquiry-based-learning-versus-traditional-lecture-based-learning-on-students-12715
Marghalani, A.*, & York, C. S. (2021). Online courses: Accessibility for low vision. Distance Learning…for Educators, Trainers, and Leaders. An official publication of the United States Distance Learning Association, 18(3), 1-13. PDF
Hodge-Zickerman, A., Stade, E., York, C. S., & Rech, J. (2020). TACTivities: Fostering creativity through tactile learning activities. Journal of Humanistic Mathematics, 10(2), 377-390. https://scholarship.claremont.edu/jhm/vol10/iss2/17/
Chen, Y.*, Smith, T. J., York, C. S., & Mayall, H. J. (2020). Google Earth virtual reality and expository writing for young English learners from a Funds of Knowledge perspective. Computer Assisted Language Learning, 33(1-2), 1-24. DOI: 10.1080/09588221.2018.1544151 PDF
Fabrikant, K., Bolton, C., York, C. S., & Hodge, A. (2019). Using supports to improve teacher work sample portfolio (edTPA) outcomes. GATEways to Teacher Education, 29(2), 60-75. https://issuu.com/gaate/docs/gateways_2019_volume_29_issue_2
Chen, Y.*, Mayall, H. J., York, C. S., & 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. PDF
Tawfik, A., Gill, A., Hogan, M., York, C. S., & Keen, C. W. (2019). How novices use expert case libraries for problem solving. Technology, Knowledge & Learning, 24(1), 23-41. DOI 10.1007/s10758-017-9324-1 PDF
Tawfik, A., Giabbanelli, P., Hogan, M., Msilu, F., Gill, A., & York, C. S. (2018). Effects of success v failure cases on learner-learner interaction. Computers & Education, 118(2018), 120-132. PDF
York, C. S.*, & 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 PDF
York, C. S., Yamagata-Lynch, L., & 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.*, & 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. PDF
Banas, J. R.*, & 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. PDF
York, C. S.*, & Chinn, L. (2013). Using iPad video to mentor student teacher candidates. School-University Partnerships: The Journal of the National Association for Professional Development Schools, 6(2), 78-83. PDF
York, C. S.*, & Ertmer, P. A. (2013). Design heuristics in academic, corporate, and military instruction: More similar than different. Educational Technology, 53(4), 17-24. PDF
York, C. S.*, & Richardson, J. C. (2012). Interpersonal interaction in online learning: Experienced online instructors’ perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98. PDF
York, C. S.*, & Ertmer, P. A. (2011). Towards an understanding of instructional design heuristics: An exploratory Delphi study. Educational Technology Research and Development, 59(6), 841-863. PDF
Hodge, A. M.*, Richardson, J. C.*, & York, C. S.* (2009). The impact of a web-based homework tool in university algebra courses on student learning and strategies. Journal of Online Learning and Teaching, 5(4), 618-629. http://jolt.merlot.org/vol5no4/hodge_1209.pdf
Ertmer, P. A.*, York, C. S., & Gedik, N. (2009). Learning from the pros: How experienced designers translate ID models into practice. Educational Technology, 49(1), 19-26. PDF
Ertmer, P. A.*, Stepich, D. A.*, York, C. S., Stickman, A., Wu, X., Zurek, S., & Goktas, Y. (2008). How instructional design experts use knowledge and experience to solve ill-structured problems. Performance Improvement Quarterly, 21(1), 17-42. PDF
Dondera, R.*, Jia, C.*, Popescu, V.*, Nita-Rotaru, C., Dark, M., & York, C. S. (2008). Virtual classroom extension for effective distance education. Special issue of IEEE Computer Graphics and Applications, 28(1), 64-74. PDF
York, C. S.*, Yang, D., & Dark, M. (2007). Transitioning from face-to-face to online instruction: How to increase presence and cognitive/social interaction in an online information security risk assessment class. International Journal of Information and Communication Technology Education, 3(2), 42-52. PDF
Paper reprint: York, C. S.*, Yang, D., & Dark, M. (2009). Transitioning from face-to-face to online instruction: How to increase presence and cognitive/social interaction in an online information security risk assessment class. In J. Gutierrez (Ed.), Selected readings on telecommunications and networking (pp. 405-415). Hershey, PA: IGI Global.
Ertmer, P. A.*, Ottenbreit-Leftwich, A. T.*, & York, C. S.* (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 53-59. PDF
Nonrefereed Journal Articles
West, R. E., York, C. S., Pastore, R., & Xu, M. (2010). Reflections from the first year of a successful AECT conference mentoring program. TechTrends, 54(2), 13-14. PDF
York, C. S. (2009). Top ten reasons a graduate student should apply to be an ECT Foundation intern. TechTrends, 53(2), 15. PDF
Book Author
York, C. S., Lowenthal, P. R., Herring, M., & Smaldino, S. E. (2023). Planning for interactive distance education (3rd ed.). EdTechBooks.org. https://edtechbooks.org/planning_for_interactive_distance_education
Leftwich, A.*, with Mong, C., York, C., Sadaf, A., & Newby, T. (2010). TaskStream: Advancing educational excellence (4th ed.). Pearson Education.
Leftwich, A. T.*, with York, C., Sadaf, A., & Newby, T. (2008). TaskStream: Advancing educational excellence (3rd ed.). Pearson Education.
Leftwich, A.*, with York, C. (2006). Taskstream: The tools of engagement EDCI 270 manual (2nd ed.). Pearson Education.
Leftwich, A. T.*, with York, C. (2005). Taskstream: The tools of engagement EDCI 270 manual. Pearson Education.
Book Editor
Lowenthal, P., York, C. S., & Richardson, J. C. (Eds.). (2014). Online learning: Common misconceptions, benefits, and challenges. Nova Science Publishers. https://www.novapublishers.com/catalog/product_info.php?products_id=47972&osCsid=17944cc6366b46709739b9cdd4575629
Book Chapters
Esparza, A. N., Hodge-Zickerman, A., & York, C. S. (2026). Navigating science misinformation: Building teacher and student media literacy. In T. Hinchman & S. Chatterjee (Eds.) Innovate to illuminate: Rethinking elementary science instruction. Association for the Advancement of Computing in Education.
Hodge-Zickerman, A., & York, C. S. (2025). The evolution of assessing content knowledge in online mathematics courses. In J. P. Howard, II & J. F. Byers (Eds.), Teaching and learning mathematics online (2nd ed.) (pp. 195-217). Taylor & Francis.
Hodge-Zickerman, A., & York, C. S. (2024). Humanizing mathematics in online learning environments. In L. Gray & S. Dunn (Eds.), Incorporating the human element in online teaching and learning (pp. 114- 136). IGI Global. https://www.igi-global.com/chapter/humanizing-mathematics-in-online-learning-environments/343011
Hodge-Zickerman, A.*, & York, C. S.* (2024). Embracing ChatGPT in the evolving landscape of mathematics teacher education and assessment. In M. Searson, E. Langran, & J. Trumble (Eds.). Generative AI in Teacher Education: Opportunities, challenges, and visions for the future (pp. 111-128). AACE.
Hodge-Zickerman, A., & York, C. S. (2023). Embracing a technology-enhanced active learning mathematics classroom [153-158]. In R. E. Ferdig, R. Hartshorne, E. Baumgartner, R. Kaplan-Rakowski, & C. Mouza (Eds.), What preK-12 teachers should know about educational technology in 2023: A research-to-practice anthology. AACE. https://www.learntechlib.org/p/222690/
Hodge-Zickerman, A., York, C. S., & Lowenthal, P. (2021). Teaching mathematics education online: Instructional theories, strategies, and technologies [pp. 1-20]. In K. Hollebrands, R. Anderson, & K. Oliver (Eds.). Online Learning in Mathematics Education. Springer Series, Research in Mathematics Education.
Hodge-Zickerman, A., Stade, E., & York, C. S. (2021). TACTivities: A way to promote hands-on, minds-on learning in a virtual environment. In M. Niess & H. Gillow-Wiles (Eds.). Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning [pp. 278-296]. IGI Global. PDF
Medley, R.*, Nolley, C., Labriola, T., Brown, Y., Polowy, M., Lloyd, V., York, C. S., & Yamagata-Lynch, L. (2020). Evolutional and technological influences in design: A longitudinal examination of the PRIDE design case. In E. Boling, M. J. Bishop, J. Elen, & V. Svihla (Eds.). Handbook of research on educational communications and technology (5th ed.). Bloomington, IN: AECT.
Hodge, A., York, C. S., & Rech, J. (2019). University educators and disciplinary specialists working together to enhance community outreach and deepen K-12 teacher content knowledge. In J. Allen & R. Reiter-Palmon (Eds.). The Cambridge handbook of organizational community engagement and outreach (pp. 187-206). New York: Cambridge University Press. PDF
Fabrikant, K. B., Bolton, C., York, C. S., & Hodge, A. (2018). The power of supports to improve edTPA outcomes. In J. E. Many & R. Bhatnagar (Eds.). Implementing and analyzing performance assessment in teacher education (pp. 105-120). Charlotte, NC: Information Age Publishing. PDF
Banas, J. R.*, & York, C. S. (2016). Pre-service teachers’ motivation to use technology and the impact of authentic learning exercises. In L. A. Tomei (Ed.). Advances in information and communication technology education: Exploring the new era of technology-infused education. Hershey, PA: IGI Global. ISBN: 978-1-5225-1709-2 PDF
Dunlap, J. C., Bose, D., Lowenthal, P. R., York, C. S., Atkinson, M., & Murtagh, J. (2015). What sunshine is to flowers: A literature review on the use of emoticons to support online learning. In S. Y. Tettegah & M. Gartmeier (Eds.). Emotions, technology, design, and learning (pp. 163-283). San Diego, CA: Elsevier. PDF
Fabrikant, K. B., York, C. S., & Morris, M. E. (2014). Integrating technology into pedagogical content knowledge in K-12 and university professional development. In J. K. Holtz, S. B. Springer, & C. J. Boden-McGill (Eds.). Building sustainable futures for adult learners (pp. 541-558). Charlotte, NC: Information Age Publishing. PDF
York, C. (2013). Cognitive apprenticeship. In R. C. Richey (Ed.) Encyclopedia of terminology of Educational Communications and Technology (pp. 35-36). New York: Springer.
York, C. (2013). Cognitive learning theory. In R. C. Richey (Ed.) Encyclopedia of terminology of Educational Communications and Technology (pp. 38-39). New York: Springer.
York, C. (2013). Cognitive strategies. In R. C. Richey (Ed.) Encyclopedia of terminology of Educational Communications and Technology (pp. 41-42). New York: Springer.
York, C. S.*, & Fabrikant, K. B. (2011). High technology. In O. Wendt, R. W. Quist, & L. L. Lloyd (Eds.), Assistive Technology Volume 4: Principles and applications for communication disorders and special education (pp. 221-263). Bingley, UK: Emerald Publishing. PDF
Newby, T. J.*, & York, C. S.* (2007). Desktop publishing: MS Publisher: The basics of desktop publishing. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration. Pearson Education, Inc., Upper Saddle River, NJ.
York, C. S. (2005). Desktop publishing: MS Publisher: The basics of desktop publishing. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration. Pearson Education, Inc., Upper Saddle River, NJ.
York, C. S. (2005). Internet searching: The basics of a simple web search. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration. Pearson Education, Inc., Upper Saddle River, NJ.
York, C. S.*, & Newby, T. J.* (2005). Data management: MS Access: The basics of collecting, organizing, and retrieving loads of information. In T. J. Newby, Teaching and learning with Microsoft Office and FrontPage: Basic building blocks for computer integration, CD-ROM. Pearson Education, Inc., Upper Saddle River, NJ.
Thesis and Dissertation Publication
York, C. S. (2010). Extracting heuristics from experienced instructional designers. Dissertation, Purdue University, West Lafayette, Indiana.
York, C. S.*, Boggess, J., & Shapland, M. (2000). Transitioning from a small-scale (Microsoft Access) to an enterprise-scale (Oracle) relational database management system. Unpublished thesis manuscript, Purdue University, West Lafayette, Indiana.
Articles in Refereed Conference Proceedings
Harrison, K.*, York, C., & Mayall, H. (2018). Increasing authentic participation in asynchronous online discussions: Tips for instructors and instructional designers. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 952-962). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
York, C. S.*, & Ertmer, P. A. (2010, October). Examining instructional design principles applied by experienced designers in practice. Proceedings of the Association for Educational Communications and Technology, Anaheim, CA.
York, C. S.*, Ertmer, P. A., & Gedik, N. (2009, October). Instructional design heuristics (rules of thumb). Proceedings of the Association for Educational Communications and Technology, Louisville, KY.
York, C. S.*, Hodge, A. M.*, & Richardson, J. C.* (2008). Web-based homework in university algebra courses: student perceptions of learning and motivation to learn. Proceedings of the Society for Information Technology and Teacher Education International Conference, Las Vegas, Nevada. (pp. 4618-4624).
Dark, M.*, York, C. S.*, Popescu, V., & Nita-Rotaru, C. (2007, October). Evaluating interactivity and presence in a new online distance learning system. Proceedings of the Frontiers in Education, Milwaukee, WI.
York, C. S.*, Ottenbreit-Leftwich, A. T.*, & Ertmer, P. A.* (2005, October). Exemplary technology use: Teachers' perceptions of critical factors. Proceedings of the Association for Educational Communications and Technology, Orlando, FL.
Ottenbreit-Leftwich, A. T.*, York, C. S.*, Richardson, J. C., & Newby, T. J. (2005, October). Pre-service teachers: Development of perceptions and skills pertaining to technology integration. Proceedings of the Association for Educational Communications and Technology, Orlando, FL.
York, C.S.*, Ottenbreit-Leftwich, A. T.*, Richardson, J. C., & Newby, T. J. (2005, March). Exploring options for delivery in a large technology integration lecture course for pre-service teachers. Proceedings of the Society from Information Technology and Teacher Education: Phoenix, AZ.