Publications

* = Peer review, ^ = Editorial review

*Francom, G. M., Luckett, M., & Spearman, S. (2024). Perceptions of teaching and social presence between face‑to‑face, web conferencing, and Mozilla Hubs learning modes. TechTrends. 

*Francom, G. M. (2023). Instructional Technology Outcome Expectations of K-12 Teachers Likely Declined during the COVID-19 Pandemic. Computers in the Schools. 41(1), 74-93.

*Lee, S. J., Francom, G. M. & Nuatomue, J. (2022). Computer science education and K-12 students’ computational thinking: A systematic review. International Journal of Educational Research. 114, 102008. 

*Francom, G. M., Lee, S. J. & Pinkney, H. (2021). Technologies, Challenges and Needs of K-12 Teachers in the Transition to Distance Learning during the COVID-19 Pandemic. TechTrends. 65(4), 589-601

*Moon, A. L., Francom, G. M., & Wold, C. M. (2021). Learning from versus learning with technology: Supporting constructionist reading comprehension learning with iPad applications. TechTrends. 65(1), 79-89.

*Francom, G. M., Schwan, A. & Nuatomue, J. (2021). Comparing Google Classroom and D2L Brightspace using the technology acceptance model. TechTrends. 65(1), 111-119.

*Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education. 52(1), 1-16.

*Francom, G. M. & Moon, A. L. (2018). Enhancing educational technology confidence among teacher candidates: Benefits of and lessons learned from a 1:1 device university-elementary school partnership. Journal of Information Technology Education: Research. 17, 423-440.  

^Francom, G. M. (2018). Ten steps to complex learning: A systematic approach to four-component instructional design (3rd ed.), by Jeroen J. G. van Merriënboer and Paul A. Kirschner. TechTrends. 62 (2), 204-205. Note: Because of my expertise in task-centered instruction/learning, TechTrends editor Chuck Hodges invited me to write a review of this most recent book edition of the ten steps to complex learning. 

*Moon, A. L., Wold, C. M. & Francom, G. M. (2017). Enhancing reading comprehension with student-centered iPad applications. TechTrends. 61 (2), 187-194. 

*Francom, G. M. (2016). Barriers to technology use in large and small school districts. Journal of Information Technology Education: Research. 15, 577-591

^Francom, G. M. (2016). Task-centered instruction. In Reigeluth, C.M., Beatty, B.J., & Myers, R.D. (Eds.).  Instructional-design theories and models: The learner-centered paradigm of education. New York, NY: Routledge. Note: This book received the 2016 Outstanding Book of the Year award from the Division for Systemic Thinking and Change in the Association for Educational Communications and Technology (AECT).

Francom, G. M. (2016). Educational Technology for Teachers. San Francisco, CA: Inkling Systems Inc. Note: This is the first ever multiplatform interactive digital textbook on educational technology, adopted by over 10 universities, including The University of Minnesota, Notre Dame of Maryland University, Central State University, and Auburn University – Montgomery. Thousands of copies distributed to date. 

*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. New York, NY: Springer.

^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 Education Resources Information Center. 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.