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.

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.

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.

Alumni

Maria Hagen

“The values of the Jesuits when it comes to education shapes Loyola’s program. It was a big influence on teaching candidates to respond to the individual student, to be driven by their needs.”

Alumni

Tori Kovelman

“Loyola’s core values—educating the whole person, service, leadership, justice, integrity, diversity (just to name a few!)—have allowed me to create purpose and meaning in my life. I was able to take profound personal self-inventory to become clear on where I was stuck and how to move forward with confidence, compassion, and creativity.”

Students

Tiffany

“What drew me to Loyola is its emphasis on the Jesuit value of cura personalis (care for the whole person). Only through a holistic education—one that serves mind, body, and soul—can true achievement be attained.”

Alumni

Bianca Solorzano

“This program has really propelled my career in the Montessori field. I've met amazing people, and I learned a lot about myself. It was a priceless experience that I couldn’t recommend more. ”