Mark  Hofer

EPPL Affilliated Faculty

Office: 3018
Phone: (757) 221-1713
Email: [[mjhofe]]
Areas of Expertise: Educational Technology, Instructional Design, Innovation, Project-Based Learning, Teacher Education
Website: {{http://markhofer.net,markhofer.net}}
Twitter: {{https://twitter.com/markhofer,@markhofer}}

Profile

Dr. Mark Hofer is a professor of educational technology and co-director for the Center for Innovation in Learning Design in the William & Mary School of Education. A former high school history teacher, he teaches undergraduate, master's and doctoral courses focusing on curriculum-based technology integration and deeper learning in K-16 classrooms. Dr. Hofer has served as co-PI on a number of grants, including a research grant through the William & Flora Hewlett Foundation to explore the School Retool innovation fellowship program for secondary principals. He collaborates on research and development projects with Dr. Judi Harris designed to help preservice and inservice teachers develop their TPACK, or technology integration knowledge. He is also co-author of And Action! Directing Documentaries in the Social Studies Classroom. He regularly presents his work at local, national, and international conferences and publishes his work in a variety of scholarly and practitioner journals.

Education
Ph.D in Instructional Technology, University of Virginia, 2003

M.S. in Educational Administration, Butler University, 1999
B.A. in History, University of Notre Dame, 1995

Activities and Honors
Sallie Gertrude Smoot Spears Term Distinguished Associate Professor (2014 - Present)

Dorman Family Distinguished Associate Professor (2009 - 2012)

Selected Publications

Hofer, M. J., Bell, L. (2015). In Hofer, M., Bell, L, & Bull, G. (Ed.), Practitioner's Guide to Technology, Pedagogy, and Content Knowledge (TPACK): Rich Media Cases of Teacher Knowledge. Waynesville, NC: Association for the Advancement of Computing in Teacher Education.

Swan, K., Hofer, M. J. (2013). And Action: Directing Documentaries in the Social Studies Classroom. New York, New York: Rowman & Littlefield Publishing Group.

Swan, K. & Hofer, M. (2013). Examining Student-Created Documentaries as a Mechanism for Engaging Students in Authentic Intellectual Work. Theory & Research in Social Education, 41(1), 133-175.

Hofer, M. & Grandgenett, N. (2012). TPACK Development in Teacher Education: A Longitudinal Study of Preservice Teachers in a Secondary M.A.Ed. Program. Journal of Research on Technology in Education, 45(1), 83-106.

Harris, J. B., Hofer, M., Blanchard, M. R., Grandgenett, N. F., Schmidt, D. A., van Olphen, M., & Young, C. A. (2010). "Grounded" Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies. Journal of Technology and Teacher Education, 18(4), 573-605.

Harris, J. B., Grandgett, N., & Hofer, M. (2010). Testing a TPACK-Based Technology Integration Assessment Rubric. In C. D. Maddux (Ed.), Research Highlights in Technology and Teacher Education 2010 (pp. 323-331). Chesapeake, VA: Society for Information Technology & Teacher Education.