Marie Heath, Ed.D.

Assistant Professor of Educational Technology
P: 410-617-1509
E: mkheath@loyola.edu
Office: GCTC-26R

Education:

Ed.D., Towson University, Instructional Technology
M.A.T., Towson University, Secondary Social Studies
B.A., Towson University, History

Biography:

Dr. Heath (she/her/hers) is an Assistant Professor of Educational Technology at Loyola University Maryland. Prior to her work in higher education, Dr. Heath taught high school social studies in Baltimore County Public Schools. Her teaching experiences influenced her research which focuses on the intersection of education, civic engagement, and technology in order to foster social change. Dr. Heath is the co-editor of the CITE Social Studies journal, chair of the Critical Theory in Teaching and Technology (CTTT) special interest group (SIG) for the Society for Information and Technology and Teacher Education (SITE), co-founder of the Civics of Technology project, and past chair of the Social Studies SIG for SITE. Dr. Heath is a Faculty Associate at the Center for Equity, Leadership, and Social Justice in Education.

Research Interest:

Dr. Heath’s belief that public schools should promote a robust and multi-racial democracy through liberatory education guides her research. Her research agenda asks, how can we work toward just technology in education? To answer this question, she investigates the intersection of education, civic engagement, and technology to foster social change. She uses her research to interrogate educational technology, confront systems of power, and advocate for teacher activism. Dr. Heath has published articles on technoethics and technosketpicism, social justice and educational technology, and social action and technology.

Recent Publications:

Heath, M.K., & Segal, P. (2021). What pre-service teacher technology integration conceals and reveals: “Colorblind” technology in schools. Computers and Education. Online first.

Gleason, B.W., & Heath, M.K., (2021). Injustice embedded in Google Classroom and Google Meet: A techno-ethical audit of remote educational technologies. Italian Journal of Educational Technology. IJET-Online First.

Heath, M.K., (2020). Buried treasure or ill-gotten spoils?: The ethics of data mining and learning analytics in online instruction. Educational Technology, Research, & Development, (69), 331-334.

Krutka, D. G., Heath, M. K., & Willet, K. B. S., (2019). Foregrounding technoethics: Toward critical perspectives in technology and teacher education. Journal of Technology and Teacher Education, 27(4), 555-574.

Heath, M.K., (2018). What kind of (digital) citizen: A between studies analysis of research and teaching for democracy. International Journal of Information and Learning Technology. 35(5), 342-356.

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

Lauren Giglio-Thomas

“Loyola professors prepare you for the real world, both academically and personally, and do so in a way that allows students to find jobs after graduation and then to perform successfully in their careers.”

Students

Monica

“All the courses in this program touched me deeply and have had a profound impact on my current work as an educator and on my future career and life. ”

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.”

Faculty

Jennifer Scaturo Watkinson, Ph.D.

“We’re trying to transform the school counseling profession so that counselors are able to utilize advocacy and leadership to support the diverse needs of their students.”