Minchi C. Kim

Assistant Professor
Educational Technology
Department of Curriculum & Instruction

Education

Ph.D.	University of Georgia, 2006, Educational Psychology and Instructional Technology
M.Ed.	University of Georgia, 2002, Instructional Technology
B.A.	Ewha Woman's University, 2000, Educational Technology

Courses Taught

EDCI 271	Classroom Applications of Educational Technology
EDCI 513	Foundations of Educational Technology
EDCI 564	Integration and Management of Computers in Education
E19.2251	Instructional Design for the World Wide Web (NYU)
E19.2174	Cognitive Science and Educational Technology I (NYU)
EDIT 6210	Learning Environments Design II (Co-taught, UGA)
EDIT 2000	Introduction to Computers for Teachers (Co-taught, UGA)

Professional Experience

2007-present	Assistant Professor, Curriculum & Instruction in Educational Technology, Purdue University, West Lafayette, IN
2006-2007	Postdoctoral Scholar, CREATE Lab (Consortium for Research and Evaluation of Advanced Technologies in Education), New York University, New York, NY
2006-2007	Adjunct Faculty, Department of Administration, Leadership & Technology, New York University, New York, NY
2001-2006	Graduate Research Assistant, LPSL (Learning and Performance Support Lab), University of Georgia, Athens, GA

Research

Professor Kim's research focuses on scaffolding students scientific problem solving with technology-enhanced learning environments, advancing pedagogical frameworks for learning and teaching in technology-rich classes, and integrating emergent technologies into K-12 classes.

Selected Publications

• Kim, M. C., Hannafin, M. J., & Bryan, L. A.  (2007). Technology-enhanced
  inquiry tools in science education: An emerging pedagogical framework for
  classroom practice. Science Education, 91(6), 1010-1030.
  
  
• Kim, M. C., & Hannafin, M. J. (2007). Foundations and practice for
  Web-enhanced science inquiry: Grounded design perspectives. In R. Luppicini
  (Ed.), Online learning communities: A volume in perspectives in
  instructional technology and distance education (pp. 53‹72). Greenwich, CT:
  Information Age Publishing.
  
  
• Hill, J. R., Domizi, D. P., Kim, M. C., & Kim, H., Hannafin, M. J.  (2007). Teaching and learning in negotiated and informal environments. In M. Moore (Ed.), Handbook of distance education (pp. 271-284). Mahwah, NJ: Erlbaum.
  
  
• Kim, M. C., Cakir, H., Cortez, J. J., Luppicini, R., & Nelson, J. S. (2006). A Magical Time at the AECT Conference: Nine Unforgettable Moments of Interns. TechTrends, 50(1), 18-20.
  
  
• Kim, M. C., & Hannafin, M. J. (2004). Designing online learning environments to support scientific inquiry. Quarterly Review of Distance Education, 5(1), 1-10.
  
  
• Hannafin, M. J., Kim, M. C., & Kim, H. (2004). Reconciling research, theory, and practice in Web-based teaching and learning: The case for grounded design. Journal of Computing in Higher Education, 15(2), 3-20.
  
  
• Hannafin, M. J., Orrill, C. H., Kim, H., & Kim, M. C. (2004). Educational technology research in postsecondary settings: Promise, problems, and prospects. Journal of Computing in Higher Education, 16(2), 3-22.
  
  
• Kim, H., Hannafin, M. J., & Kim, M. C. (2004). Online case-based learning: Components, applications, and assessment, Distance Learning, 1(5), 23-31.
  
  
• Hannafin, M. J., & Kim, M. C. (2003). In search of a future: A critical analysis of research on Web-based teaching and learning. Instructional Science, 31, 347-351.