Don Krug

Scarfe 2118
6048225318

Title

Professor

Professional & Teacher Education
ICT Literacies Practices and Integration
Curriculum & Pedagogy
Learning Ecologies Culture and Cognition
Digital Media & HCI
Social Justice and Ecological Art
Critical Inquiry Communication and Social Networking

Bio

I am a Professor in the Faculty of Education and the Department of Curriculum & Pedagogy at the University of British Columbia, and a Faculty Associate with the Institute for Computing, Information & Cognitive Systems (ICICS), Media and Graphics Interdisciplinary Centre (MAGIC) and Centre for Digital Media at UBC. From 1993-2002, I taught at The Ohio State University and held Associate Faculty appointments with the Advance Computing Center for Art and Design (ACCAD) and the Center for Folklife Studies. I was a Fulbright Award recipient in 2000-2001.

Websites

Professional Website
(website) http://dkrug.com/wordpress/

 
Read Full Profile

Selected Publications

1. REFEREED PUBLICATIONS

Journals

Tondeur, J., Krug, D., Bill, M., Smulders , M., & Z. Chang, Z. (2014). Capacity
building for ICT integration in secondary schools in Kenya: An exploratory
case study. Learning, Media and Technology. Taylor Francis Publishers. (forthcoming).
Shaw, A. & Krug, D. (2013). Heritage Meets Social Media: Designing A
Virtual Museum Space for Young People. Journal of Museum Education.
Education, 38
(2), 239-25.
Zhang, Z. & Krug, D. (2012). Virtual educational spaces: Adult learners’
cultural conditions and practices in an online learning environment.
International Journal of Instructional Technology and Distant
Learning.  9
(7), 3-12.
Arntzen, J. & Krug, D. (2011). ICT ecologies of learning: Active socially
engaged learning, resiliency and leadership, In Steven D’Agustino (Ed.).
Adaptation, Resistance and Access to Instructional Technologies: Assessing
Future Trends in Education. (pp. 332-354). IGI Global.
Krug, D. & Arntzen, J. (2010). Ecologies of learning: Efficacious learning
and ICT pedagogical and technological adaptability. In Siran Mukerji and
Purnendu Tripathi (Eds.). “Cases on Interactive Technology Environments
and Transnational Collaboration: Concerns and Perspectives.” (pp. 74-93). IGI Global.
Arntzen, J. Krug, D. (2009). Negotiating Digital Media: Communication,
Curriculum, and Ecological Life-centered Issues. British Columbia
Art Teacher’s Association.
Krug, D. & Parker, A. (2009). A Journal of Critical Inquiry and Professional
Learning: Telling Tales of Art, Aesthetics and Cultures. Art Education.
National Art Education Association.
Moll, R. & Krug, D. (2008). Using Web 2.0 for Education Programs on
Global Citizenship: Addressing Moral and Ethical Issues. Our
Schools Our Selves, 17(4), 107-115.
Arntzen, J. Krug, D. & Wen, Z. (2008). ICT literacies and the curricular
conundrum of calling all complex digital technologies “Tools”. International
Journal of Education and Development using Information and
Communication Technology. 4(4).
Krug, D., Arntzen, J., Collins, C., Freston, G., Humphries, J., Layzell, A.,
Kennedy, E., Liu, A., MacDonald, T., McKenna, K., Mckenzie, K.,
Morissette, S., Ricketts, K., Skoglund, M., Wang, Y., & Zhang, Z.,
(2006). Teacher Education Students Sow Seeds of Possibility: Teaching
and Learning with Information and Communication Technologies,
Educational Insights. 10(2), 95-111.
Krug. D. (2002). Symbolic Culture and Art Education. Art Education: The
Journal of the National Art Education Association. 56(2), 13-19.
Krug. D. (2002). Electronic Media and Everyday Aesthetics of Simulation:
Contemporary Issues in Art Education, Visual Arts Research Journal,
28(2), 27-37.

Conference Proceedings

Krug, D. (2013). Towards new systems for schooling in the digital age,
International Summit on ICT in Education. Washington, DC.
Krug, D. (2013). Capacity building for ICT integration in secondary
schools in Kenya, An exploratory case study. 16th Biennial Conference
on Teachers and Teaching,
July 1-5, 2013. Ghent, Belgium.
Krug, D. (2013). Virtual Education: MOOCS, Disruptive Innovation and
Flexible Learning in Higher Education, World Social Science Forum.
International Social Science Council,
Montreal, Quebec.
Krug, D. (2013). What do you mean I have to pay for this MOOC?:
Disruptive Innovation and Flexible Learning in Higher Education.
University-Based Institutes for Advanced Study (UBIAS). Peter
Wall Institute for Advanced Studies at UBC. Vancouver, BC.
Arntzen, J. & Krug, D. (2012). Critical Inquiry and Ecologies of Learning:
New Teachers’ ICT Leadership in a Teacher Education Program,
SIG-Technology as an Agent of Change in Teaching and Learning,
AERA,
Vancouver.
Krug, D. & Arntzen, J. (2010). Articulations of Culture(s): Mobilizing
knowledge, ecological justice, and media convergence, In Fay Sudweeks,
Herbert Hrachovec, and Charles Ess (Eds.), Proceedings of the Seventh
International Conference on Cultural Attitudes towards Technology and
Communication, (pp. 263-276). School of Information Technology,
Murdoch University, Murdoch WA 6150 Australia, and University of British Columbia.
Krug, D., (2007). Game On: Culture, Virtuality, Digital Media, and
Learning Environments, Proceedings of the EdMedia: World Conference
on Educational Multimedia, Hypermedia, and Telecommunications,
Vancouver, BC, Canada.
Krug, D., Arntzen, J., Collins, C., Freston, G., Humphries, J., Layzell, A.,
Kennedy, E., Liu, A., MacDonald, T., McKenna, K., Mckenzie, K.,
Morissette, S., Ricketts, K., Skoglund, M., Wang, Y., & Zhang, Z.,
(2006). Teacher Education Students Sow Seeds of Possibility:
Teaching and Learning with Information and Communication Technologies,
Proceedings from the Westcast Conference. Languages of Learning,
(February 15-18). University of British Columbia, Faculty of Education.
Vancouver, BC.
Krug, D. (2005). Pedagogy, Multimedia, and Distance Education:
Developing Critical Inquiry through Virtual Communities and
Communication Spaces. Building Global Learning Communities,
BCED Online Conference, Richmond, British Columbia. Webcast:
http://present.bccampus.ca/p94232245/
Jahng, N., & Krug, D. (2003, November). Issues affecting student
satisfaction, learning, and dropout rates of students’ enrolled in
online distance education. Proceedings of the 2003 Korean Society
for Educational Technology Fall Conference, Kyungbuk University,
Kyungbuk, Korea.

2. BOOKS
Authored
Krug, D. & Parker, A. (2005). Miracles of the Spirit: Folk, Art, and
Stories from Wisconsin. University Press of Mississippi. (July,
315 pages, 8½ x 11 inches, 30 color and
188 b&w photographs,

ISBN 1-57806-753-7).
Krug. D. (2003). “Identity and Place in Contemporary Art,” Professional
Education elearning space/CDROM for the PBS/art:21 video series,
”Art in the Twenty-First Century,” Worcester, MA: Davis Publications.

Edited
Krug. D. (Ed.). (2006). “Art and Ecology: Interdisciplinary Approaches
to the Curriculum,” (Second Edition). The Green Museum: An Online
Museum of Environmental Art, San Francisco, California.
http://greenmuseum.org/
Krug. D. (Ed.). (1996). “Art and Ecology: Interdisciplinary Approaches
to the Curriculum,” J.P. Getty Foundation, The Getty Center for the
Arts in Education. Santa Monica, California.

Chapters
Krug, D. & Arntzen, J. (in press). ICT Leadership and Teacher Education.
In “Cases on Technological Adaptability and Transnational Learning:
Issues and Challenges.”
Krug, D. & Arntzen, J. (in press). School Change and ICT Integration.
“Adaptation, Resistance and Access to Instructional Technologies:
Assessing Future Trends in Education” In Steven D’Agustino, (Ed.).
Fordham University, New York.
Krug, D. (2006). A Preliminary Survey of Children’s Moral and Ethical
ICT Issues in Canada” Contents Research & Development Group,
Educational Research & Development Center, Benesse Corporation,
Tokyo.
Krug, D. (2004). Lights, Camera, Conversations? Using Digital Media to
Talk with Artists in Our Local Communities. In K. Grauer & R. Irwin
(Eds.). Teaching Art in Elementary Education, Friesens Publishing.
Krug. D. (2003). Teaching Art in the Contexts of Everyday Life, Reprinted
with permission online with additional text and images by The Green
Museum: An Online Museum of Environmental Art, San Francisco,
California. http://greenmuseum.org/

3. NON-REFEREED PUBLICATIONS
Conference Proceedings
Krug, D., Beaudry, R., Najafi, H., Tien, L., & Vanston, D. & Zhang, T. (2005).
Seeds of Possibility: Integrating Information and Communication
Technologies in the 2 year Elementary Teacher Education Program at
UBC. Building G, Westcast Conference. Languages of Learning,
Conference, Richmond, British Columbia. Webcast:
http://bcedonline.org/index.php?obj=2707

Edited Books
Krug, D. Dallas, J., Arntzen, J, DaSilva, P., Feng, F., & Whitney, K.
(Eds.). (2007). Game On: The Dream. The Power of the Arts.
Companion Online Book and Course developed for Secondary
Online Education. Open Schools BC, Victoria, British Columbia Canada.
http://l2.cust.educ.ubc.ca/idg/index.html
Krug, D. & Minnes Brandes, G. (Eds.). (2004). Technology in the Arts
and Humanities Classroom —Online. Companion Online Book and
Course developed for the Master of Educational Technology Program
and the Faculty of Education, The University of British Columbia,
Vancouver, BC. (secure site)
Krug, D. (Ed.). (2000). Ethnic Arts: A Means of Intercultural
Communication—Online. Companion Online Book and Course
developed for the Department of Art Education, College of the
Arts, The Ohio State University. Columbus, OH. (secure site)

Book Reviews, Reports
Krug, D. & Dallas, J. (2007). Final Report for the Game On Project:
Digital Game-based Learning and Education. Inukshuk Wireless
Inc. 1-15.
Krug, D., Echols, F., Wynston, G., & Seeds Graduate Mentors (2005-06).
Report: The Seeds of Possibility: Integrating ICT into the Teacher
Education Two-year Elementary Program Faculty of Education Dean’s
Learning Technology Funds, The University of British Columbia. 1-12.
Krug, D. (2004-05). Project Report: The Seeds of Possibility: Integrating
ICT into the Teacher Education Two-year Elementary Program Faculty of
Education Dean’s Learning Technology Funds, The University of British
Columbia. 1-2.

Curriculum
Krug, D. (2007). Teacher Education Commons: Secondary Program.
Social Networking Platform for Teachers. Online Publication.
(secure site).
Krug, D. (2005). Video Ethnography and Visual Culture.
Online Publication. http://www.miraclesofthespirit.com/

Research Projects

My research investigates how best to develop, design, and use digital media in face-to-face, hybrid, and online learning environments, whether it is a K–16 classroom, an online university course, or professional development seminar. My research involves asking critical questions about the social-cultural conditions of using new media in education to ensure that human interaction remains part of the process of curriculum and pedagogy.

My research examines human computer interactions within and pedagogical interface design of virtual education environments for the purpose of enhancing communication, teaching and learning. This also involves studying and assessing the processes and methods of teaching and learning to develop educational technologies that enhance, rather than complicate, these processes. I am working with ICICS colleagues on the pedagogical interface design of virtual education environments to provide for serendipity, reflection, and critical analysis—the precursors and offshoots of creativity and discovery.

My research has been funded by the Social Sciences and Humanities Research Council of Canada, Inukshuk Wireless Inc., the Getty Foundation, the Annenberg Foundation, and Arts21 and PBS (the Public Broadcasting Service) through a partnership with Davis Publications.

The Seeds of Possibility: Mentoring K-7 Educators’ ICT Ecology of Cognition, Social Sciences and Humanities Research Council, Co-Investigators: Petrina & Zumbo ($109,100)

This research will investigate British Columbia (BC) K-12 administrators’ and teachers’ (education professionals) perspectives and practices, and local, provincial, and federal policies regarding the use of information and communication technologies (ICT) in school cultures. We will collect and analyze empirical, research-based evidence of the conditions of educational change that affect BC education professionals’ acceptance, resistance, or opposition toward using ICT across various subject areas and teaching situations. In particular we want to know: “What stops education professionals from using ICT? Since the 1980s, over $6 billion has been spent on ICT infrastructure and teacher training in schools across Canada and North America. Although ICT effectiveness is assumed and promoted in BC education, it has not been critically assessed. This research will establish empirical research-based evidence on how BC K-12 education professionals’ use ICT and how they can study their own evolving knowledge, as a means to increase their efficacy with using ICT. Such efficacy will enable them to make informed decisions about ICT policies on how to sustain their own practices and on preparing students for learning in our ever-changing knowledge-based society.

Engaging Global Citizenship through Collective Action and the Integration of Information and Communication Technologies (ICT) within the Secondary Teacher Education Program, Teaching and Learning Enhancement Fund, The University of British Columbia, Co-Investigators: Dr. Brent Davis – Faculty of Education, Curriculum Studies (Math); Dr. Susan Gerofsky – Faculty of Education, Curriculum Studies (Math); Dr. Samia Khan – Faculty of Education, Curriculum Studies (Science), Dr. Samson Nashon, Curriculum Studies (Science); Dr. Stephen Petrina – Faculty of Education, Curriculum Studies (Technology); Dr. Elizabeth Jordan – Faculty of Education, Education and Counseling Psychology and Special Education; Dr. Daniel Vokey – Faculty of Education, Educational Studies; Dr. John Willinsky – Faculty of Education, Language and Literacy Education; Christopher Ball – Faculty of Education Library; and Jo-Anne Naslund – Faculty of Education Library. ($21,704)

This research will study the planning and implementation of the UBC Secondary Teacher Education Program curriculum as it is revised during 2007-2008. The goal is to increase the emphasis on global citizenship, focusing in particular on the topics of social and ecological issues, sustainability, collective action, and the integration of Information and Communication Technologies (ICT) across all aspects of the program. This three-year project will begin in the 12-month secondary program, with its approximately 500 students distributed across 18 cohort groups. It will also involve tenure-stream faculty, graduate teaching assistants, graduate student mentors, university-based sessional instructors, and school-based field experience advisors. There will be a particular emphasis on the use of ICT, conceived as a means to enable learning and pedagogical effectiveness, as a means for people to establish and maintain collaborative connections, as an opportunity for students to develop proficiencies through engagement with various learning technologies, and as an educational space for students to explore and interrogate global citizenship through collective action.


Game On: The Dream
(British Columbia Portfolio Requirements: ICT and the Power of the Arts), Inukshuk Internet, Inc, Co-Investigators: Dallas, Distance Education Schools Consortium; & Winklemanns, Open Schools. ($60,000)

GameOn: The Dream is a Flash-based interactive game designed to engage secondary students in learning about the Arts and Design. The research component of this project examined how students and teachers can use rich media and virtual education to enhance learning. It was created to study game design as well as the learning strategies used by these genres. Our goal is to plan, design, produce and test a multimedia learning module which will allow students to acquire expertise and achieve both core and choice criteria from the new graduation requirements.

Multitasking, Cognition, and Digital Literacies: How We Learn (Technology Across the Lifespan), Social Sciences and Humanities Research Council, Co-Investigators: Bryson, Dobson, Khan & Willinsky $180,000

The purpose of this research is to examine the impact of technology-infused multitasking on learning and to situate these everyday practices within theoretical frameworks for such research. Technology-infused multitasking has become a way of life for many people. Past research reports how multitasking outside the educational context increases the cognitive complexity in which people live, saturating their experiences with profound information overload. Today, the proliferation of digital media has introduced youth to opportunities for interacting with new forms of communication, both in and out of school settings. But for young people born after the mid 70s they have grown up not knowing a world saturated with digital technologies and rich media. Citing the experiments of Doctors Hirsh and Kim, Moore suggests that “teenage facility with the computer, like language facility acquired in infancy, may well emerge from a part of the brain that adults do not use while doing the same computer operations.” “Different kinds of experiences lead to different brain structures.” According to Dr. Berry, Baylor College of Medicine, the brain constantly reorganizes itself, all our child and adult lives, a phenomenon technically known as neuroplasticity. “It is clear that the brain is far from immutable,” writes Dr. Marion Diamond of the University of California. Dr. Richard Nisbett, University of Michigan, compared European Americans and East Asians, showing that people who grow up in different cultures do not just think about different things, they actually think differently. The environment and culture in which people are raised affects many of their thought processes. Therefore while much research has been done on how specific media enhance peoples’ performance, there is an inadequate base of research on how people cope with and handle technology-infused multitasking in learning.

Students Supervised

The University of British Columbia

83. Ashley Shaw Ph.D. 2014 Expected Supervisor
82. Jennifer Arntzen Ph.D. 2013 Expected Supervisor
81. Bowles, Ron Ph.D. 2012 Actual Supervisor
80. Don Ramos Ph.D. 2011 Actual Supervisor
79. Zuochen Zhang Ph.D. 2007 Actual Supervisor
78. Randy LaBonte Ph.D. 2005 Actual (EDST) Co-Supervisor

77. Madalina Wierzbicki Ph.D. 2012 Expected Committee Member
Mechanical Engineering

76. Mahtab Eskandari MA 2012 Expected Supervisor
75. Morgan Reid MA 2010 Actual Co-Supervisor (CCFI)
74. Jennifer Arntzen MA 2008 Actual Supervisor
73. Manjeet Sangha MA 2008 Actual Supervisor
72. Chung Ip MA 2007 Actual Co-Supervisor
71. Sheila Carroll MA 2006 Actual Co-Supervisor (CCFI)
70. Tianyi Zhang MA 2005 Actual Supervisor
69. Cynthia Chwelos MA 2004 Actual Supervisor
68. Namsook Jahng MA 2004 Actual Supervisor

67. Pamela Maldonado MEd 2009 Actual Supervisor
66. Bonnie Wen MEd 2008 Actual Supervisor
65. Yueting Wang MEd 2008 Actual Committee Member
64. Forman Howes MEd 2007 Actual Supervisor
63. Pedro DaSilva MEd 2006 Actual Committee Member
62. Lisa Thomas MEd 2006 Actual Supervisor
61. Katherine Monk MEd 2005 Actual Committee Member
60. Shu-yu Pan MEd 2005 Actual Committee Member
59. Douglas Park MEd 2005 Actual Committee Member
58. Anthony Yam MEd 2005 Actual Committee Member
57. Jacquie Moon MEd 2004 Actual Committee Member
56. Caroline Mathews MEd 2004 Actual Supervisor
55. Richard Helm MEd 2004 Actual Supervisor

54. Madalina Wierzbicki MS 2007 Actual Committee Member
Mechanical Engineering

53. Kyle Harland MA 2008 Actual Committee Member
Journalism
The Ohio State University
52. Sue Sherlock PhD 2004 Actual Committee Member
51. Sultan Zeyad PhD 2003 Actual Co-Supervisor
50. Judith Brown PhD 2003 Actual Committee Member
49. Dee Burris PhD 2003 Actual Committee Member
48. Cynthia Collins PhD 2003 Actual Committee Member
47. Ming Hsien Cheng PhD 2002 Actual Committee Member
46. Keith Lee PhD 2002 Actual Committee Member
45. Shu-Ju Lai PhD 2002 Actual Supervisor
44. Mary Sheridan PhD 2002 Actual Supervisor
43. Nurit Cohen-Evron PhD 2001 Actual Committee Member
42. Paula DiMarco PhD 2001 Actual Committee Member
41. Lin Jiang Evans PhD 2001 Actual Committee Member
40. Si-Hyun Yoo PhD 1999 Actual Supervisor
39. Aldo Aguirre-Caceres PhD 1998 Actual Committee Member
38. Motepele Malebana PhD 1998 Actual Committee Member
37. Ronald Claxton PhD 1997 Actual Committee Member
36. Christopher Adjumo PhD 1997 Actual Committee Member
35. Nancy House PhD 1997 Actual Committee Member
34. Jan Fedorenko PhD 1996 Actual Committee Member
33. Deanna Dennis PhD 1996 Actual Committee Member
32. Susan Meyers PhD 1996 Actual Co-supervisor
31. Garth Gardner PhD 1995 Actual Committee Member
30. Jay Hanes PhD 1994 Actual Committee Member

29. Natalie Marsh MFA 1996 Actual Co-supervisor

28. Christine Hutchins MA 2002 Actual Supervisor
27. Jooyoung Song MA 2002 Actual Supervisor
26. Lynn Casto MA 2002 Actual Supervisor
25. Melinda Staley MA 2002 Actual Supervisor
24. Paula Dalton MA 2002 Actual Supervisor
23. Hsiao-Ping Chen MA 2000 Actual Supervisor
22. Kassie Hurley MA 2000 Actual Supervisor
21. NeyDee Pinzon MA 2000 Actual Supervisor
20. Keri Stratton MA 1999 Actual Committee Member
19. Shunnie Chough MA 1999 Actual Committee Member
18. Laurel Petit MA 1999 Actual Supervisor
17. Deborah Birt MA 1998 Actual Supervisor
16. Meredith Jones MA 1998 Actual Supervisor
15. Marla Hochman MA 1998 Actual Supervisor
14. Jui-Ying Huang MA 1998 Actual Supervisor
13. Chein-Hua Kuo MA 1998 Actual Supervisor
12. Janice Kuchinka MA 1998 Actual Committee Member
11. Rebecca Bowers MA 1997 Actual Supervisor
10. Sue Johnson MA 1997 Actual Supervisor
9. Cynthia Meyers MA 1997 Actual Supervisor
8. Sue Schaeffer MA 1997 Actual Supervisor
7. Anthony Torres MA 1996 Actual Supervisor
6. Vonda Hughes MA 1996 Actual Committee Member
5. Sharon Price MA 1996 Actual Committee Member
4. Corinna Woodard MA 1995 Actual Committee Member
3. Amy Bailey MA 1995 Actual Committee Member
2. Wendy Fisher MA 1994 Actual Committee Member
1. Joan Foley MA 1994 Actual Committee Member