- Clinical Assistant Professor, Teaching, Learning and Culture, College of Education and Human Development
My research generally aligns at the intersection of technology integration, student use of technology, and social-emotional learning. First, I am interested in examining self-beliefs such as attitudes about technology, values beliefs about technology and similar self-perceptions such as self-efficacy more contextualized. In this research, I am curious how self beliefs influence whether and to what extent teachers integrate technology or students use technology. Second, my primary research interest is to explore how various self-efficacy beliefs influence mathematics achievement among the at-risk online charter high school populations. Although the link between at-risk factors and performance has been readily studied, understanding the unique contribution of self-efficacy and self-regulated learning among these students is still underdeveloped.
This research bridges across the K-12 student and teacher landscape, using primarily quantitative research methodologies.
- Ph.D. in Educational Studies, The Ohio State University - (Columbus, Ohio, United States) 2021
- M.A. in Education and Human Development, George Washington University - (Washington D.C., District of Columbia, United States) 2013
- B.A. in Mathematics, Carthage College - (Kenosha, Wisconsin, United States) 2005
Academic Articles8
- Hawk, N. A., & Nelson, M. J. (2024). Field observations impact on preservice teachers perceptions of effective teaching with technology: a person-centred investigation. Technology, Pedagogy and Information. 33(3), 271-290.
- Kipp, A., Hawk, N., & Perez, G. (2024). Generating Opportunities: Strategies to Elevate Science and Engineering Practices Using ChatGPT. 91(2), 43-47.
- Ali, S. S., & Hawk, N. (2023). Examining cultural background as context and in-service teachers' perception of TPACK: A mixed-method study. Education and Information Technologies. 29(3), 3547-3570.
- Hawk, N. A., Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2021). Cognitive tasks in the core content areas: Factors that influence students' technology use in high-school classrooms. Journal of Computer Assisted Learning. 37(4), 1077-1090.
- Vongkulluksn, V. W., Xie, K., & Hawk, N. A. (2020). Investing Time in Technology: Teachers' Value Beliefs and Time Cost Profiles for Classroom Technology Integration. Teachers College Record. 122(12), 1-38.
Chapters4
- Bowman, M. A., Xie, K., & Hawk, N. A. (2022). The Motivational Features of Digital Math Curricula. Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age. 229-249. IGI Global.
- Hawk, N. A., He, J., & Xie, K. (2022). A Comprehensive Framework of Engagement in K-12 Virtual Learning: Examining Communities of Support. Zimmerman, A. (Eds.), Research, Practice, and Innovations in Teacher Education During a Virtual Age. 271-296. IGI Global.
- Hawk, N. A., Bowman, M. A., & Xie, K. (2021). Theory-Based Intervention Framework to Improve Mathematics Teachers Motivation to Engage in Online Professional Development. Online Learning in Mathematics Education. 207-225. Springer Nature.
- Xie, K., & Hawk, N. (2017). Technologys role and place in student learning: What we have learned from research and theories. Cibulka, J. G., & Cooper, B. S. (Eds.), Technology in School Classrooms How It Can Transform Teaching and Student Learning Today. 1-17. Rowman & Littlefield.
Investigator1
- EDCI365 Tech In Classrooms Instructor
- EDCI636 Educator As Researcher Instructor
- EDCI644 Curriculum Development Instructor
- EDCI645 Soc&educ In World Pers Instructor
- EDCI673 Anlys Of Tchng Behavr Instructor
