Articles > Guest Contributors > Vanessa Domine, PhD
Vanessa Domine is an associate professor of educational technology at Montclair State University in New Jersey, USA. She earned bachelors and masters degrees in communication studies from San Jose State University and a doctorate in media ecology from New York University. Her research crosses the disciplinary boundaries of communication studies, educational technology and media literacy, and the impact of advertising and commerce on schools and communities. She is especially interested in media literacy among young people and the impact of commercialism on schools and communities.
Since 1994, Vanessa has taught a wide range of college-level courses, including writing, public speaking, and courses in educational technology. She also worked in the New York City public school system as a media and technology consultant. She currently teaches courses such as Integrating Technology Across the Curriculum, Strategies for Curriculum Change, and Public Purposes of Schooling in the Department of Curriculum and Teaching at Montclair State University. You can visit her latest course blogspots and related projects from her faculty homepage.
Her scholarship includes published articles and book chapters about technology planning in high schools, integrating technology standards across the curriculum, the growing digital divide between students’ Internet use at home an school. She is currently writing a book for Peter Lang Publishing titled, Rethinking Technology in Schools: Education, Communication and the Democratic Ideal.
More about the book:
Coming in 2008: "Rethinking Technology in Schools: Education, Communication and the Democratic Ideal" by Vanessa Domine, Ph.D from Peter Lang Publishing.
Of the many challenges facing public education in the United States is the often tangential and occasionally superfluous uses of technology in the school classroom - uses that support the textbook and computer industries more than they support student learning and achievement. This book reframes the longstanding debate about educational technology in the United States and empowers the reader to think more critically and conscientiously about the communication and technological processes that mediate learning and ultimately define education. The book offers educators at all levels a three dimensional (philosophical, pedagogical, and practical) map for exploring technology in the service of public education.
The concise yet well-rounded 3-dimensional approach to this topic (philosophical, pedagogical, and practical) will be most attractive to its broad audience (teachers, teacher educators, administrators, library media specialists, and graduate students). It not only provides theoretical (philosophical) foundations for understanding the role of technology in education, but also practical insights into specific technologies and examples of curriculum integration (pedagogical).
