Natalie B.  Milman, PhD

Natalie B. Milman, PhD

George Washington University

Professor of Educational Technology and Director of the Educational Technology Leadership Program

Expertise: LearningInclusionissues of diversitydigital equity

Natalie B. Milman, Ph.D. is Professor of Educational Technology and Director of the Educational Technology Leadership Program at The George Washington University and a member of the interdisciplinary Human-Technology Collaborations Ph.D. program and research lab (go.gwu.edu/htc). She is on the steering committee and a member of GW’s Academy of Distinguished Teachers and winner of the 2017 Bender Teaching Award. Her research focuses on the design of instruction and models for the effective leadership and integration of technology at all academic levels; online student support needs, engagement, and learning; issues of diversity, inclusion, and digital equity; and the use of digital portfolios for professional development.

She serves as the co-editor of the Current Practice Section of "Contemporary Issues in Technology and Teacher Education" and has published numerous journal articles, including in "Computers in the Schools," "Journal of Research on Technology and Education," "Journal of Technology and Teacher Education," "Online Learning," and the "Quarterly Review of Distance Education." She presents frequently at conferences and has co-authored several book chapters and books. Her most recent book is entitled, "Teaching Models: Designing Instruction for 21st Century Learners."

Dr. Milman earned a doctorate in Instructional Technology from the University of Virginia’s Curry School of Education with a graduate specialization designed to prepare technology leaders. She began her career in education as a second grade, science specialist, mentor, and technology teacher in Los Angeles County, California. She has taught at the graduate school level since 1997 and online since 2001.

I have taught online for nearly 20 years. As an online professor at George Washington University, my courses continued through the 9/11 terrorist attacks, beltway snipers, Hurricane Isabel, the H1N1 virus, and "Snowmaggedon.

An article written by Natalie B. Milman in Education Week, a news journal focusing on K-12 education, on March 30, the day the city’s first coronavirus death hit the news, described what was going on in the nation’s schools as “emergency remote teaching.”


Title

Cited By

Year

The digital teaching portfolio handbook: A how-to guide for educators

165

2003

New directions in the evaluation of the effectiveness of educational technology

125

2001

Web-Based Digital Teaching Portfolios: Fostering Reflection and Technolog Teacher Education Students

77

2005

Digital teaching portfolios: Catalysts for fostering authentic professional development

56

2005

The challenges of implementing distance education in Uganda: A case study

43

2010

Innovative integration of technology in an undergraduate history course

41

2000

The digital teaching portfolio workbook: Understanding the digital teaching portfolio process

38

2005

A Longitudinal Assessment of Teacher Education Students' Confidence toward Using Technology

34

2008

Instructional strategies for integrating technology: Electronic journals and technology portfolios as facilitators for self-ef

28

1998

Preparing teacher candidates to teach diverse student populations through reflective practice

20

2010

wEB-BAsEd dIgITAl TEAChINg PorTfolIos

11

2009

What every teacher should know about creating digital teaching portfolios

10

2002

Differentiating instruction in online environments

6

2009

Assessing teacher candidates’ perceptions and attributions of their technology competencies.

6

2007

Typical teacher use of technology in an elementary school.

6

2001

Development of a survey to gauge teacher candidate's technology backgrounds and experience

2

2003

“got TPACK?” If not, Here’s Where to Learn about It! Book review of the AACTE Committee on Innovation and Technology’s Handbook of Technological Pedagogical Content Knowledge …

1

2011

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“I believe students need to make a distinction between their perceptions and experiences of the residential college experience and a well-designed online class and you know, it’s hard to take those two apart because what many students have experienced is a residential college experience, but that’s not everyone’s experience.”

- Education Won’t Be Normal After COVID

“This is hard. It’s hard on all of us. And for some extremely difficult – some of us have experienced a great deal of loss. If there's anything that I have seen really come to the fore – it’s that idea of caring and the need for social and emotional wellbeing.”

- Education Won’t Be Normal After COVID

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