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Hathaway, Dawn

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Dr. Dawn M. Hathaway
PhD, George Mason University
Associate Professor
Designing Digital Learning in Schools, Advanced Studies in Teaching and Learning
Academic Program Co-Coordinator, Learning Technologies in Schools
Learning Technologies Design Research, PhD in Education
Learning Technologies Design Research

Contact Information

Send email to Dr. Hathaway

Phone: (703) 993-2019
Fax: (703) 993-2722
Email: dhathawa (@gmu.edu)

George Mason University
Fairfax Campus
Thompson Hall 1403
4400 University Dr.
MS 5D6
Fairfax, VA 22030

Curriculum Vitae

View Dawn Hathaway's curriculum vitae in PDF format.

Profile

Dawn Hathaway is an Associate Professor in the Division of Learning Technologies, School of Education in the College of Education and Human Development (CEHD) at George Mason University. She has over 25 years of experience as an educator in a variety of settings including healthcare, corporate, higher education and P12. Through a design research lens, she has cultivated a line of teaching and scholarship that emphasizes the role of design and learning technologies in the transformation of teacher education and P-12 teacher practice.

Her teaching practice focuses on developing teachers as designers of instructional practice that effectively uses technology to support future ready learners. She has designed and currently teaches courses that address designing for information using, literacy, problem-solving, community participation, teacher leadership and advocacy for digital learning, and blended and online learning quality. She has designed programs and courses for face-to-face, blended (concurrent, hybrid, hyflex), and online environments. She has supported numerous grants serving international teachers in over 40 countries as they seek to develop their digital competence. She is a recipient of the George Mason University Teaching Excellence Award.

Dr. Hathaway’s research focuses on developing alternative learning designs; applying design concepts from other fields to solve problems of practice in teacher education; examining the concept of teacher as designer; the use of technology to support information using, literacy, problem solving, and community participation; and investigating quality blended and online learning. She co-authored the book, Understanding Problems of Practice: A Case Study in Design Research. In addition, she was awarded an Open GATE fellowship to develop teaching and research partnerships with teacher educators at Norwegian institutions. This fellowship has resulted in co-authored peer-reviewed publications and presentations focused on teacher professional digital competence.

She has served as the Secretary/Treasurer, Program Chair-Elect, Program Chair, Vice Chair, Chair, and Immediate Past Chair of the American Educational Research Association (AERA) SIG-Technology as an Agent of Change in Teaching and Learning (TACTL). In addition, she is an active conference presenter at AERA, Society for Information Technology and Teacher Educators (SITE), International Society for Technology Education (ISTE), Comparative and International Education Society (CIES), European Association for Research on Learning and Instruction (EARLI) and the Conference on Higher Education Pedagogy (CHEP). She serves on the Editorial Board of the Journal of Technology and Teacher Education (JTATE) and Contemporary Issues in Technology and Teacher Education (CITE). She is a Consulting Editor for Educational Technology Research and Development (ETR&D). She has served on numerous University, CEHD, and School of Education committees. She is currently the Learning Technologies Design Research (LTDR) specialization representative to the PhD in Education program.

Dawn earned both her MEd and PhD in Education specializing in instructional technology from George Mason University. Her undergraduate degrees in environmental health and environmental science are from Purdue University.

Recent Publications

Hathaway, D., Guðmundsdóttir, G. B., & Korona, M. (2023). Teachers’ online preparedness in times of crises: Trends from Norway and US. Journal of Education and Information Technologies. https://doi.org/ 10.1007/s10639-023-11733-5

Korona, M., & Hathaway, D. (2021). Visual literacy in teacher education: Examining the complexity of online images for instructional and personal purposes. Journal of Technology and Teacher Education, 29(4), 533-557.

Guðmundsdóttir, G. B., & Hathaway, D. (2020). "We always make it work": Teachers' agency in the time of crisis. Journal of Technology and Teacher Education, 28(2), 1-12.

Hathaway, D., & Norton, P. (2018). Understanding problems of practice: A case study in design research. Cham, Switzerland: Springer.

Hathaway, D. (2018). Examining a “five community typology” to support designing for community participation in PK-12 practice: Does “it” belong? In L. Liu & D. C. Gibson, (Eds.), Research highlights in technology and teacher education 2018 (pp. 165-172). Chesapeake, VA: AACE.

 

 

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