Education: EdD, Seattle Pacific University, 2013.
Dr. David A. Wicks is an associate professor of curriculum and instruction and chair of the Digital Education Leadership program in the School of Education at Seattle Pacific University. He has served within the educational technology community in numerous positions throughout his career, including high school technology teacher, university computer science lecturer, school district technology facilitator, multimedia author and project manager for an educational technology company, and director of instructional technology for SPU.
His research interests include digital education, online learning, and communities of inquiry. He is particularly interested in exploring student and faculty perceptions of digital learning environments.
Dr. Wicks is committed to collaborating with educators and students worldwide to improve teaching, learning, and assessment with digital tools. He actively shares and learns from teachers through communities of practice and personal learning networks. Examples of his projects include student-centered learning with teachers in Beijing, China, online and hybrid learning with faculty in Indonesia, design and development of a hybrid graduate program based on the ISTE coaching standards at SPU, and the design of a blog-based electronic portfolio system at SPU.
He enjoys facilitating learning communities on topics such as edtech coaching, learning spaces, hybrid learning, and online learning. Dr. Wicks participates in the Northwest Council on Computer Education (NCCE), the Northwest Academic Computing Consortium (NWACC), the Society for Information Technology & Teacher Education (SITE), and the International Society of Technology in Education (ISTE). He serves as editor-in-chief for International Dialogues in Education.
- Wicks, D. & Paulus M. (2022). 21st-Century Learning Skills and Artificial Intelligence In Paulus, M. & Langford M. (Eds.), AI, Faith, and the Future. Pickwick Publications, Eugene, OR, 154-171
- Clum, K., Ebersole, E., Wicks, D., & Shea, M. (2022). A case study approach to exploring resilient pedagogy during times of crisis. Online Learning Journal, 26(2). http://dx.doi.org/10.24059/olj.v26i2.2695
- Wicks, D. (2021). Minimizing Zoom Fatigue and Other Strategies for a Successful Synchronous Class Experience. In H. Han, J. Williams, & S. Cui (Eds.), Tackling Online Education: Implications of Responses to COVID-19 in Higher Education Globally. 2–24. Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1-5275-7262-1
- Wicks, D., & Tremonte, A. (2020). Synchronous Learning: Good to See You Again. In J. Quinn (Author), Learner-Centered Instructional Designer: Purpose, process, and practicalities of creating online courses in higher education. Stylus Publishing, Sterling, VA.
- Sawers, K., Wicks, D., Mvududu, N., Seeley, L., & Copeland, R. (2016). What Drives Student Engagement: Is it Learning Space, Instructor Behavior or Teaching Philosophy? Journal of Learning Spaces, 5(2). Retrieved from http://libjournal.uncg.edu/jls/article/view/1247
- Wicks, D., Craft, B. B., Lee, D. D., Lumpe, A., Henrikson, R., Baliram, N., & Wicks, K. (2015). An evaluation of low versus high-collaboration in online learning. Online Learning Journal, 19(4). http://dx.doi.org/10.24059/olj.v19i4.552
- Wicks, D. A., Craft, B. B., Mason, G. N., Gritter, K., & Bolding, K. (2015). An investigation into the community of inquiry of blended classrooms by a faculty learning community. The Internet and Higher Education, 25, 53-62. https://doi.org/10.1016/j.iheduc.2014.12.001
- Wicks, D., & Lumpe, A. (2015). Electronic portfolios as pedagogy: Using bPortfolios for authentic assessment of teacher knowledge and skills in the US. International Teacher Education: Promising Pedagogies, Emerald Group Publishing Limited, 22C, 219-232. https://doi.org/10.1108/S1479-368720150000022011
Please view Dr. Wicks’ CV (PDF) for other publications.
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