Associate Professor of E-Learning
School of Education
School of Education
Educational Studies (Graduate)
Ph.D., The University of Georgia
M.S., Utah State University
B.A., Brigham Young University
Dr. Gregory M. Francom joined NSU in 2011. His primary responsibilities include preparing pre-service and in-service K-12 teachers to effectively integrate technology into teaching and learning experiences. Dr. Francom has served as mentor for several new faculty members, and has been involved in NSU's iPad initiative for School of Education faculty, the NSU Graduate Council, and Faculty Travel and Sabbatical Committee.
Selected Research Projects
Enhancing Reading Comprehension with Student-Centered iPad Applications - A service-learning experience for teacher candidates recently completed in a fifth-grade classroom
Technologies Available and Student-Centered Learning in Large and Small School Districts - A study of educational technology in South Dakota schools
Barriers to Technology use in Large and Small School Districts - A study of educational technology barriers in South Dakota schools
Francom, G. M. (in press). Task-Centered Instruction. In Reigeluth, C.M., Beatty, B.J., & Myers, R.D. (Eds.) (In press). Instructional-design theories and models: The learner-centered paradigm of education. New York, NY: Routledge.
Francom, G. M. (2014). Educational Technology for Teachers. San Francisco, CA: Inkling Systems Inc.
Francom, G. M. & Gardner, J. L. (2014). What is task-centered learning? TechTrends. 58(5), 27-35.
Jensen, L., Francom, G. M., Tippins, D. J. & Orey, M. (2014). GameWerks camp: using gaming to foster learning by design. In M. P. Mueller, D. J. Tippins, and A. J. Stewart (Eds.), Assessing schools for generation R (responsibility): A guide to legislation and school policy in science education.
Francom, G. M. & Gardner, J. L. (2013). How task-centered learning differs from problem-based learning: Epistemologies, influences, goals, and prescriptions. Educational Technology Magazine, 53(3), 33-38.
Brickman, P., Gormally, C. L., Francom, G. M., Jardeleza, S. E., Schutte, V. G. W., Jordan, C., & Kanizay, L. (2012). Media-Savvy Science Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims. American Biology Teacher, 74(6), 374-379.
Francom, G. M. (2011). Promoting learner self-direction with task-centered learning activities in a general education biology course (doctoral dissertation). University of Georgia School of Education, Athens, Georgia.
Francom, G. M. (2011). Teach me how to learn: Principles for fostering students' self-directed learning skills. International Journal of Self-Directed Learning, 7(1), 29-44.
Rieber, L., Francom, G. M., & Jensen, L. (2011). Feeling like a first year teacher: Toward becoming a successful online instructor. In D. W. Surrey, T. Stefurak, & R. Gray, Technology integration in higher education: Social and organizational aspects. (pp. 42-57). New York, NY: Information Science Reference.
Francom, G. M. (2011). Involve Me and I Learn: Providing Substantial Learning Choices in Higher Education. In Online Submission. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED518322
Francom, G. M. (2010). How to teach students to learn: Techniques used to increase student capacity to self-direct learning. In Conference Proceedings: AECT International Convention, Anaheim, CA.
Francom, G. M. & Reeves, T.C. (2010). John M. Keller: A significant contributor to the field of educational technology. Educational Technology, 50(3), 55-58
Francom, G. M., Bybee, D., Wolfersberger, M., & Merrill, M. D. (2009). Biology 100: A task-centered, peer-interactive redesign. TechTrends, 53(3), 85-100.