Assistant Professor and Coordinator of Instructional Technology
Dr. Fegely earned his B.S.Ed. from Temple University in Secondary Education - Social Studies and History (double major), his M.Ed. in Learning and Teaching - Instructional Technology and Ed.S. in Instructional Technology from Coastal Carolina University, and his Ed.D. in Curriculum and Instruction with a concentration in Educational Technology from the University of South Carolina. He previously taught high school digital media and social studies in Myrtle Beach, SC. Dr. Fegely is a co-chair of the X Realities and Learning SIG for the Society for Information Technology and Teacher Education (SITE). His research focuses on computer science, robotics, XR, and emerging technologies in preservice teacher education. Outside of work, he enjoys running, lifting weights, building furniture, and spending time at the beach with his wife and 1-year-old son.
- EDIT 760 Instructional Technology Leadership
- EDIT 704 Technology in Curricula
- EDIT 680 Special Topics in Instructional Technology Curricula
- EDIT 660 Advanced Online Teaching
- EDIT 650 Teaching & Learning Online
- EDIT 610 Instructional Design & Technology Integration
- EDIT 604 Teaching with Technology
- EDUC 304 Contemporary Instructional Technologies
- EDUC 204 Computer Technology & Instructional Media
Fegely, A., Winslow, J., Lee, C., & Setari, A.P. (2023). EdTech Align: A valid and reliable instrument for measuring teachers’ edtech competencies aligned to professional standards. TechTrends. https://doi.org/10.1007/s11528-022-00824-8
Fegely, A., & Tang, H. (2022). Learning programming through robots: The effects of educational robotics on pre-service teachers’ programming comprehension and motivation. Educational Technology Research and Development, 70(5). https://doi.org/10.1007/s11423-022-10174-0
Fegely, A., Winslow, J., Lee, C., & Rubbo, L.J. (2021). The effects of robotics professional development on science and mathematics teaching performance and student achievement in underserved middle schools. Contemporary Issues in Technology and Teacher Education, 21(4), 655-679. https://citejournal.org/volume-21/issue-4-21/mathematics/the-effects-of-robotics-professional-development-on-science-and-mathematics-teaching-performance-and-student-achievement-in-underserved-middle-schools/
Fegely, A., & Cherner, T. (2021). A comprehensive rubric for evaluating eduVR. Journal of Information Technology Education: Research, 20, 137-171. https://doi.org/10.28945/4737
Kong, X., Fegely, A., De Backer, W., Gray, M., Hitt, G., & Kerns, R. (2022, June). Developing an interactive, immersive, 360-degree virtual media for enhancing student learning in additive manufacturing. Work-in-progress paper presented at American Society for Engineering Education Conference (ASEE 2022), Minneapolis, MN.
Fegely, A., Winslow, J., Lee, C., & Setari, A. (2022, April). Measuring educators’ edtech competencies: Refinement and validation of a standards-aligned instrument using Rasch analysis. Brief paper presented at Society for Information Technology and Teacher Education Conference (SITE 2022), San Diego, CA.
Fegely, A., & Tang, H. (2021, April). The effects of educational robotics on preservice teachers’ programming comprehension and motivation. American Educational Research Association International Conference (AERA 2021), virtual.
Fegely, A., Tang, H., Ari, F., & Vasconcelos, L. (2020, November). Preservice teachers’ motivation towards programming. Concurrent session presented at Association of Educational Communications & Technology International Conference (AECT 2020), Jacksonville, FL.
Selected Honors & Recognition
AECT Early Career Symposium Selected Participant (2022)
Professor of the Year in Education Award - Spadoni College of Education & Social Sciences (2022)
AERA Instructional Technology SIG Top 5 Best Paper (2021)
AERA Instructional Technology SIG Top 5 Best Graduate Student Paper (2021)