URI School of Education


Introduction / Research Interests

I am the advisor for URI science majors wishing to teach science in middle and high school. Much of my research stems from my curiosity about the role that personal technologies might play in augmenting teaching and learning. I believe that we should understand ways to help undergraduate students (especially pre-student teachers) use the technology that they have already incorporated into their lives for communication and social networking for learning (and eventually teaching). I collaborate with colleagues to investigate undergraduates' use of personal technologies, both hardware and software, to augment their learning processes, manage their personal knowledge, and build up their knowledge for teaching.

Science Education, University of Michigan
Master of Arts in Teaching (MAT) The Johns Hopkins University
Bachelor of Science in Physics. University of Maryland
Courses taught
EDC 102
Introduction to American Education
EDC 430
Methods of Secondary Teaching (Science)
EDC 431
Clinical Experience in Secondary Teaching
EDC 484
Supervised Student Teaching
EDC 485
Student Teaching Seminar
EDC 503
Issues in Contemporary Education

Selected Journal Articles
  • deGroot, K., Fogleman, J., Kern, D. (2014) Using mobile technologies to co-construct TPACK in teacher education. In Keengwe, S. & Maxfield, M. (Eds.) , Advancing Higher Education with Mobile Learning Technologies: Cases, Trends, and Inquiry-Based Methods. AERA.
  • Knowlton, S., Fogleman, J. A., Reichsman, F., & D’Oliveria, G. (2014). Higher Education Faculty Collaboration with K-12 Teachers as a Professional Development Experience for Faculty. Journal of College Science Teaching.
  • Fogleman, J. A., & Niedbala, M. (2013). Writing and Publishing in a Blended Learning Environment to Develop Students’ Scholarly Digital Ethos. Social and Behavior Sciences Librarian.
  • Fogleman, J., McNeill, K. L., & Krajcik, J. S. (2011). Examining the effect of teachers' adaptations of a middle school science inquiry-oriented curriculum unit on student learning. Journal of Research in Science Teaching, 48(2), 149-169.
  • Coiro, J. & Fogleman, J. (2011). Capitalizing on internet resources for content-area teaching and learning. Educational Leadership. 68(5), 34-38.
  • Niedbala, M.A., & Fogleman, J. (2010). Taking library 2.0 to the next level: Using a course wiki for teaching information literacy to honors students. Journal of Library Administration, 50(7/8), 867-882.
  • Fogleman, J., Fishman, B., Krajcik, J. (2006). Sustaining innovations through lead teacher learning: A learning sciences perspective on supporting professional development, Teaching Education, 17(2), 181-194.

Selected Conference Papers

  • Fogleman, J.A., deGroot, K., Kern, D., Byrd, D. (2014, February). Using Evernote to Support Preservice Teachers’ Personal Knowledge Management. Presented at the Association of Teacher Educators Annual Meeting, St. Louis, MO.
  • G. de Oliveira, D. Murray, A. Veeger, J. Caulkin, J. Fogleman, S. Brand, and H. Dooley (2013, April). Transfer of Analytical Skills from Subject to Subject – Reality or Fiction? Poster presented at the American Geological Union.
  • Fogleman, J.A., deGroot, K., Kern, D., Byrd, D. (2013, February). Infusing Tablet Computers into the Student Teaching Triad: Student Teachers’ Use of Ipads for Planning, Teaching, and Reflection. Presented at the Association of Teacher Educators Annual Meeting, Atlanta, GA.
  • Fogleman, J.A., Caulkins, J., Brand, S. & Knowlton, S. (2012). Supporting Inquiry-Rich Teaching Through Professional Development within a District-Higher Education Partnership. Presented at the National Association of Research on Science Teaching, Indianapolis, Indiana.
  • Fogleman, J. A., & Byrd, D. (2012). Using Web 2.0 Tools to Understand Preservice Science Teachers’ Concerns about Teaching. Presented at the Association of Teacher Educators Annual Meeting, San Antonio, Texas, United States