Curby Alexander, Ph.D.
Assistant Professor of Professional Practice
Program Area: Teacher Education
(817) 257-4356 | firstname.lastname@example.orgTexas Christian University
TCU Box 297900
Fort Worth, TX 76129
Curby Alexander is an Assistant Professor of Professional Practice in the TCU College of Education. He teaches the introductory education course, Critical Investigation of Teaching and Learning in Today’s Schools, as well as Secondary Social Studies Methods, Digital Communication and Collaboration, and a variety of other courses. His recent research projects have involved investigating the impact of field-based technology internships on first-year teachers’ decision making, student engagement with technology in social studies, and the impact of project-based learning on elementary students’ interest in STEM topics. Curby began his career in education as a fourth grade teacher in Grapevine, Texas, and he has also taught third and sixth grade in Wyoming. During this time Curby was also a high school cross country and boys’ soccer coach. For more information about Curby’s teaching, research, and writing, visit curbyalexander.net.
Ph.D., Instructional Technology
University of Virginia
M.A., Speech Communication
Colorado State University
B.S., Elementary and Early Childhood Education
Utah State University
- Educational Technology
- Social Studies Education
- Teacher Education
- Student-Created Digital Media
- Field-Based Technology Internships
- Project-Based Learning in STEM and Social Studies
Christensen, R., Knezek, G., Alexander, C., Owens, D., Overall, T. & Mayes, G. (2015). Measuring 21st century skills in technology educators. In Liu, L. & Gibson, D.C. (Eds.). Research Highlights in Technology and Teacher Education 2015. Society for Information Technology & Teacher Education. Retrieved from http://www.editlib.org/p/151871.
Alexander, C., Langub, L. W., & Rosen, D. (2014). “Watch it, do it, teach it”: Technology and early childhood field experiences. International Journal of Technology in Teaching and Learning, 10(2), 133-146. Retrieved from http://sicet.org/web/journals/ijttl/issue1402/4_Richard_Curby_Alexander.pdf
Alexander, C. & Kjellstrom, W. (2014). The Influence of a Technology-Based Internship on First-Year Teachers’ Instructional Decision-Making. Journal of Technology and Teacher Education, 22(3), 265-285.
Alexander, C. (2014). Student-created digital media and engagement in middle school history. Computers in the Schools Journal: Interdisciplinary Journal of Practice, Theory, and Applied Research, 31(3), 154-172.
Alexander, C., Knezek, G., Christensen, R., Tyler-Wood, T., & Bull, G. (2014). The impact of digital media project-based learning on pre-service teachers’ attitudes and skills. Journal of Computers in Mathematics and Science Teaching, 33(3), 257-282.
Alexander, C. & Hammond, T.C. (2012). Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies. Contemporary Issues in Technology and Teacher Education, 12(1), 55-70. AACE. Retrieved fromhttp://www.editlib.org/p/34557.
Ferster, B., Hammond, T. & Alexander. C. (2012). Automated formative assessment as a tool to scaffold student documentary writing. Journal of Interactive Learning Research, 23(1), 81-99.