Moe Debbagh Greene, Ph.D.

Education

• Ph.D. in Education: Curriculum, Culture and Change/ Instructional Technology, Virginia Commonwealth University  
• M.Ed. in Curriculum and Instruction: Instructional Technology Virginia, Commonwealth University
• B.A in Linguistics, Moulay Ismail University, Morocco
  

Research interests

Examining the use of emerging technologies such as makerspace, virtual reality, and artificial intelligence (AI) in the field of teacher education and their implications for personalized learning and data-driven instructional decision-making, applying emerging technology techniques such as machine learning and data analytics to analyze the intersection of emerging technologies with contextual factors and their impact on student learning and teacher development, aiming to develop effective and equitable educational practices.

Recent publications/projects

Caratachea, M., Greene, M.D., & Jones, W. (in press). Maker-centered professional learning for in-service and preservice K-12 educators: A systematic literature review. TechTrends.

Greene, M. D., Cheng, S.L., & Jones, W. (in press). Preservice teachers’ technology integration knowledge development in an online technology-based course. International Journal of Instruction.

Greene, M.D., Schad, M., & Jones, W. (2022). Technological pedagogical content knowledge and context in the English language subject area: Implications for research and practice. Journal of Interactive Learning Research, 33(2), 83-96.

Schad, M.L., Greene, M.D., & Jones, M. (2021). A Review of theory, theoretical and conceptual frameworks in educational technology. International Journal on E-Learning, 20(2), 187-198.

Greene, M. D., & Jones, W. (2020). Analyzing contextual levels and applications of technological pedagogical content knowledge (TPACK) in English as a second language subject area: A systematic literature review. Educational Technology & Society, 23 (4), 75-88.

Greene, M. D., & Jones, W. (2020). Towards a critical conceptual framework for technology integration in professional development for English language teachers. Journal of Educational Multimedia and Hypermedia (JEMH), 29(2), 113-132.

Bio

Dr. Moe Debbagh Greene obtained his Ph.D. in Education with a focus on Curriculum, Culture and Change/Instructional Technology at Virginia Commonwealth University. He also has a Master’s degree in Curriculum and Instruction with a concentration in Instructional Technology from Virginia Commonwealth University, a Ph.D. in Languages, Cultures and Communication and a Master’s degree in Humanities and Area Studies (EFL). Dr. Greene is a Fulbright recipient with a record of significant and productive leadership in instructional technology, English language program management, accreditation, assessment, and curriculum development. He currently serves as the Director of VCU’s English Language Program. His research interest is in instructional technology. He examines the use and application of emerging technology such as makerspaces, virtual reality, and artificial intelligence (AI), in teacher education. The goal of his research is to investigate how technology can support personalized learning and data-driven instructional decision-making and to explore the most effective and equitable ways to integrate technological tools into educational practices in order to enhance student learning and teacher knowledge development.

Curriculum Vitae