David M. Marcovitz, Ph.D.

Marcovitzsm Associate Dean, School of Education
Professor
School of Education
410-617-2250
marco@loyola.edu

Biography

David Marcovitz is the Associate Dean of the School of Education. He was an Associate Professor and Chair of the Education Specialties Department and the founding Director of Graduate Programs in Educational Technology. He received his Ph.D. in Educational Technology from the University of Illinois at Urbana Champaign where he studied support for technology in elementary schools. He has taught computer applications and computer programming at the high school level, and he has worked as a technology specialist in a high school. Prior to coming to Loyola University, Dr. Marcovitz taught in the educational technology program at Florida Atlantic University. He was hired by Loyola College in 1997 to develop a Masters program in Educational Technology, the program for which he teaches many of the classes. His scholarly interests include support for technology in the schools, digital citizenship, and the second-level digital divide.

Courses Taught

ET 605 Introduction to Educational Technology
ET 620 Multimedia Design in the Classroom
ET 630 Digital Communication in Education
ET660 Innovative Digital Schools
ET662 Technology Leadership and Professional Development
ET 680 The Role of the Technology Leader
ET 690 Educational Technology Seminar

Awards and Grants

Microsoft Community Contributor Award in 2012.
Microsoft PowerPoint Most Valuable Professional Award in 2005, 2006, 2007, 2008, 2009, and 2010.

Research Interests

Support for technology in schools
Technology as a tool to connect students beyond the classroom walls
Digital citizenship
Second-level digital divide

Selected Publications

Marcovitz, D. (2022). The Intersection of Social Justice and Educational Technology: The Educational Technology Social Justice Matrix. Education and Information Technologies Journal. Available Online

Staley, C., Kenyon, R., Marcovitz, D. (2017). Embedded Services: Going Beyond the Field of Dreams Model for Online Programs. In D. Polly, M. Putnam, T. Petty, & A. Good (Eds.), Handbook of Research on Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs. IGI Global.

Handal, B., Marcovitz, D., Ritter, R., & Madigan, D. (2017). Rethinking BYOD Models and Student’s Control. In H. S. Farley, A. Murphy, & L. E. Dyson (Eds.), Mobile Learning in Higher Education in the Asia Pacific: Harnessing Trends and Challenging Orthodoxies. New York: Springer Publishing Company.

Books Authored

Marcovitz, D. (2012). Digital Connections in the Classroom. Washington, DC: International Society for Technology in Education.

Powerful PowerPoint for Educators: Using Visual Basic for Applications to Make PowerPoint Interactive, 2nd Edition Available Online!

Articles and Chapters

Marcovitz, D., & Janiszewski, N. (2015, March). Technology, Models, and 21st-Century Learning: How Models, Standards, and Theories Make Learning Powerful. In Society for Information Technology & Teacher Education International Conference (Vol. 2015, No. 1, pp. 1227-1232).

Marcovitz, D.M. (2012). Copyleft and Copyright: New Models for Accessing Media. In M. Bhattacharya; N. Mach & M. Moallem (Eds.), Emerging Technologies in Learning: Impact on Cognition and Culture. Chesapeake VA., USA: Association for the Advancement of Computing in Education.

Marcovitz, D.M. & Son, J.D. (2008). Point/Counterpoint: Is educational technology shortening student attention spans? Learning & Leading With Technology, 36(1), 8-9.

Marcovitz, D. M. (2006). Changing schools with technology: What every school should know about innovation. In R. C. Hunter (Series Ed.) & S. Y. Tettegah (Vol. Ed.), Advances in educational administration: Vol. 8. Technology and education: Issues in administration, policy, and applications in K12 schools (pp. 3-15). London: Elsevier.

Marcovitz, D. M. (2006). Copyright, technology, and your rights. In R. C. Hunter (Series Ed.) & S. Y. Tettegah (Vol. Ed.), Advances in educational administration: Vol. 8. Technology and education: Issues in administration, policy, and applications in K12 schools (pp. 73-84). London: Elsevier.

Review Essays and Sample Reviews

Marcovitz, D. M. (2006). [Review of the book The Cambridge Handbook of Multimedia Learning]. Teachers College Record. Retrieved June 27, 2006, from http://www.tcrecord.org/content.asp?contentid=12545.

Dissertation

Support for Technology and Innovation in the Elementary School.

Professional Activities/Society Memberships

Member, International Society for Technology in Education
Member, Maryland Society for Educational Technology

Meet Our Community

Pursuing Justice, Together

When students enroll in the undergraduate, graduate, and continuing education programs at Loyola’s School of Education, they are welcomed into a vibrant and diverse community of faculty, staff, students, and alumni who are engaged in ensuring an inclusive educational system that actualizes social justice.

Faculty

Stephanie Flores-Koulish, Ph.D.

“What’s different about a Loyola education is we truly value the idea of cura personalis for our students—and for their future students. This is not simply a degree to be purchased, but intellectual engagement, which lingers in the hearts and minds of the learners.”

Faculty

Camika Royal, Ph.D.

“I hope students leave my classes with bigger, broader questions about oppression in schools and classrooms, and I hope they continue developing ideas and plans about how to confront and disrupt these issues.”

Alumni

Ashley Conroy

“As human beings we are all very nuanced, and having an education system that only considers the mental and academic aspects of students is negligible; it isn’t profound. The fact that cura personalis is a core tenant of the Loyola School of Education really resonated with me.”

Alumni

William Heiser

“My Jesuit experience as a student and later as an administrator at Loyola taught me the importance of service for others. I’ve spent my entire career working in education, with the mission of giving back to students what Loyola gave me—an opportunity to become something more.”