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.

Students

Mia

“I wanted a college experience that would prepare me for a career in education and a place that made me feel at home. Loyola provided both... and so much more. ”

Faculty

Kelly Keane, Ed.D.

“The education technology faculty at Loyola work hard to develop a sense of community in all of the courses, and this leads to great relationships between students and faculty as well as among all students in the program.”

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.”

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.”