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Jesse Strycker

Headshot of a smiling Jesse Strycker wearing glasses and a tan suit with a blue shirt and tie.
Associate Professor
Educational Studies
Patton Hall 302J

Dr. Jesse Strycker holds a B.S. in English Education with a minor in American History and a Computer Education Endorsement from Indiana University. He also holds an M.S. and Ph.D. in Instructional Systems Technology, both from Indiana University. He is a former public school teacher, district technology coordinator, and track coach. Dr. Strycker teaches courses in technology integration for pre-service teachers and instructional technology courses at both the masters and doctoral levels. His major research interests include technology integration, teacher preparation, and virtual learning environments. He also has research interests in technology leadership and the Maker movement in education.

Research, Engagement, and Outreach interests: Technology Integration; Innovative Pedagogies and Pedagogical Support Spaces; Virtual Learning Environments.

Most Recent Publications:

*-student or program alumna/alumnus

* Ceviker, E., Strycker, J., & *Moody, A. (2022). Designing and evaluating an online homework system for high school physics classes. Journal of Learning Spaces, 11(2), 11-23.

*Njai, S., & Strycker, J. (2022). Teaching and learning in higher education: Perspectives of teaching assistants on active learning classrooms, techniques, and strategies. Ohio Journal of Teacher Education, 36(1), 97-113.

*McCorkle, S., & Strycker, J. (2021). Rethinking the one-button studio: An alternative solution. International Journal of Designs for Learning, 12(3), 21-30.

Strycker, J. (2021). When the experimental lab is itself the experiment: Making someone else’s design work. International Journal of Designs for Learning, 12(2), 59-78.

Hillman, A. R., Brooks, A. R., Barr, M., & Strycker, J. (2021). Evaluation of open educational resources for an introductory exercise science course. The International Review of Research in Open and Distributed Learning22(2), 72-86.

Strycker, J. (2020). K-12 art teacher technology use and preparation. Heliyon6(7). 

Richardson, J. C., Brush, T., Ottenbreit-Leftwich, A., Karlin, M., Leary, H., Shelton, B. E., Lowell, V., Exter, M.E., Strycker, J., & Shin, S. (2020). Innovations in Instructional Design and Technology Programs: A View from PIDT 2018. TechTrends, 64, 432-438.

Strycker, J. (2019). Training as the beginning of a deeper conversation: Challenging how it is offered and what it includes. In J. Stefaniak (Ed.), Cases on learning design and human performance technology (pp. 125-141). Hershey, PA: IGI Global.

Strycker, J, & Machtmes, K. (2019). Online equivalencies and the potential to inadvertently offend. In S. Keengwe & K. Kungu (Eds.), Handbook of research on cross-cultural online learning in higher education (pp. 407-429). Hershey, PA: IGI Global.

Strycker, J. (2016). Logic models as a way to support online students and their projects. Journal of Educators Online, 13(2), 135-150.

Strycker, J. (2016). Utilizing a simulation within an online school technology leadership course. Online Learning Journal, 20(1), 130-144.

Strycker, J. (2015). Apps for use at the elementary level. In J.M. Spector, T. Johnson, D. Ifenthaler, W. Savenye, & M. Wang (Eds.), Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage.

Strycker, J. (2012). Developing an online support community for pre-service teachers at East Carolina University. Tech Trends, 56 (2), 22-26.

Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., van Leusen, P., Shin, S., & Easterling, W. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning? Computers & Education. 59(1), 399-411.

Gronseth, S., Brush, T., Ottenbreit-Leftwich, A., Strycker, J., Abaci, S., Easterling, W., Roman, T., Shin, S., & van Leusen, P. (2010). Equipping the next generation of teachers: Technology preparation and practice. Journal of Digital Learning in Teacher Education, 27(1), 30–36.