Mark J. Hofer

Profile

Mark Hofer is Professor of Educational Technology in the Curriculum & Instruction Department, one of the co-founders for the School of Education's Center for Innovation in Learning Design, and the founding director of the W&M Studio for Teaching & Learning Innovation. He has taught undergraduate, master's and doctoral students in courses focusing on curriculum-based technology integration and deeper learning in K-16 classrooms. His research and project work focuses on educational innovation, deeper learning, and strategic ways to enhance curriculum-based teaching and learning using educational technologies. He regularly publishes and presents his work for scholarly and practitioner audiences.

He is currently serving as the Senior Director of the Learning & Design Lab in the W&M Office of Strategic Cultural Partnerships, In this capacity, he is working to design a microlearning program in collaboration with museums, galleries, and historic sites from around the country. Additionally, he has helped to launch the Cultural Heritage Internship Program that places W&M undergraduate students as interns in a variety of roles in museums and cultural organizations. Finally, he is collaborating to lead curriculum development efforts for the Bray School Lab and with the Colonial Williamsburg Foundation and other museum partners from across the country.

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

Outstanding Paper Award, Society for Information Technology in Teacher Education (2019)
Outstanding Paper Award, Association for the Advancement of Computing in Education (AACE) (2018)
Outstanding Paper Award, Society for Information Technology in Teacher Education (2010)
Dorman Family Distinguished Associate Professor (2009-2012)
National Technology Leadership Initiative Social Studies Education Fellow, National Council for the Social Studies College and University Faculty Assembly (2005, 2007, & 2010)

Selected Publications

Hofer, M., Govain Leffel, K & Slykhuis, D. (2023) Profile of an innovator: a Delphi study to
surface key characteristics for innovative educators, Journal of Research on Technology in
Education, DOI: 10.1080/15391523.2023.2237616

Tschannen-Moran, M., Hofer, M. J. (2020). Appreciative Inquiry: Building on strengths for
integrating technology in schools. In S. Dexter (Ed.), International Handbook of Information
Technology in Primary and Secondary Education (2nd Ed.).

Hofer, M. J., Johnson, M. L. (2017). How the hack mindset can foster innovation in schools.
Educational Leadership, 74, 5. 
www.ascd.org/publications/educationalleadership/jun17/vol74/num09/How-the-Hack-Mindset-Can-Foster-Innovation-inSchools.aspx

Harris, J. B., Hofer, M. J. (2016). Planning for deep learning using TPACK-based learning activity types. In L. Liu & D. Gibson (Ed.), Research highlights in technology and teacher education 2016 (pp. 45-51). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

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.