Todd Cherner, Ph.D.

Program Director, Master of Arts in Educational Innovation, Technology, and Entrepreneurship

Clinical Associate Professor

Journal Article

Cherner, T. (2025). An essential glossary for generative artificial intelligence in higher education. AI-Ehanced Learning,, 1(1), 61–98. https://doi.org/10.70725/401104jfkhnb

Cherner, T. (2025). ¬Assessing pre-service teachers’ beliefs and use of XR technology: A mixed methods study. Journal of Technology and Teacher Education, 33(2), 325–360. https://doi.org/10.70725/399534yohjzf

Cherner, T. (2024). Introducing a generative AI decision tree for higher education: A synthesis of ethical considerations from published frameworks & guidelines. TechTrends, 68(6). https://doi.org/10.1007/s11528-024-01023-3

Cherner, T. (2024). Immersing students in XR technology. Adding an “Apply It” element to the “Own It, Learn It, Share It” Framework. The Journal of Applied Instructional Design, 13(4), 1–29. https://doi.org/10.59668/2033.18631

Cherner, T., Halpin, P., Fegely, A., & Hou, C. (2023). AI-Powered Presentation Platforms for Improving Public Speaking Skills: Takeaways and Suggestions for Improvement. Journal of Interactive Learning Research, 34(2), Article 6. https://www.learntechlib.org/primary/p/222302/

Cherner, T., & Russo, D. (2023). An Analysis of Creation-Based Augmented Reality Platforms: Identifying Key Functionalities for Teaching and Learning. Journal of Educational Multimedia and Hypermedia, 31(3), Number 3. https://www.learntechlib.org/primary/p/221767/

Cherner, T., & Halpin, P. (2022). Determining the educational value of virtual reality apps using content analysis. Journal of Interactive Learning Research, 32(4). https://www.learntechlib.org/primary/p/219604/

Cherner, T., Fegely, A., Heffner, L., & Gleason, C. (2022). What’s being taught? An analysis of corporate edtech certification programs. Contemporary Issues in Technology and Teacher Education, 22(1), Article 7. https://citejournal.org/wp-content/uploads/2022/03/v21iGeneral1.pdf

Fegley, A., & Cherner, T. (2021). A comprehensive rubric for evaluating EduVR. Journal of Information Technology Education: Research, 20, 131–171. https://www.jite.org/documents/Vol20/JITE-Rv20p137-171Fegely7021.pdf

Cherner, T., & Gujar, N. (2021). An investigation of protagonists in storybook apps for children. Reading Horizons, 60(2), 51–77. https://scholarworks.wmich.edu/reading_horizons/vol60/iss2/4/

Cherner, T., Fegely, A., Mitchell, C., & Gleason. (2020). Addressing implicit bias in educator preparation programs through search engines: An alternative to Implicit Association Tests. Journal of Technology and Teacher Education, 28(4), 639–663. https://www.learntechlib.org/primary/p/216101/

Cherner, T., & Magnus-Aryitey, D. (2020). Understanding the term ‘access’ through the eyes of developers and administrators. Tech Trends, 64, 839–848. https://doi.org/10.1007/s11528-020-00521-4

Cherner, T., & Mitchell, C. (2020). Deconstructing edtech frameworks based on their creators, features, and usefulness. Learning, Media and Technology, 45(2), 1–26. https://doi.org/10.1080/17439884.2020.1773852

Cherner, T., & Curry, K. (2019). Preparing pre-service teachers to teach media literacy: A response to “Fake News.” Journal of Media Literacy Education, 11(1), 1–31. https://digitalcommons.uri.edu/jmle/vol11/iss1/1/

Cherner, T. (2019). What’s available? The state of online resources for teaching and researching media literacy. Mid-South Literacy Journal, 4(2), 31–42. https://www.uab.edu/education/mlj/images/Issues/volume-4-issue-2.pdf#page=34

Cherner, T. (2019). Red states, blue states, and media literacy: Political context and media literacy. Democracy & Education, 2(27), 1–16. https://democracyeducationjournal.org/home/vol27/iss2/1/

Cherner, T., & Fegely, A. (2018). Answering Damarin’s call: How iOS apps approach diversity, equity, and multiculturalism. International Journal of Multicultural Education, 20(1), 21–47. https://doi.org/10.18251/ijme.v20i1.1464

Cherner, T., & Curry, K. (2017). Enhancement or transformation? A case study of pre-service teachers’ use of instructional technology. Contemporary Issues in Technology and Teacher Education, 17(2), 268–290.

Cherner, T., & Smith, D. (2017). Reconceptualizing TPACK to Meet the Needs of Twenty-First-Century Education. New Educator, 13(4), 329–349. https://doi.org/10.1080/1547688X.2015.1063744

Cherner, T., Fegely, A., Lee, C. Y., & Santaniello, L. (2016). A detailed rubric for assessing the quality of teacher resource apps. Journal of Information Technology Education: Innovations in Practice, 15(1), 117–143. https://api.elsevier.com/content/abstract/scopus_id/84984832947

Lee, C. Y., & Cherner, T. (2015). A comprehensive evaluation rubric for assessing instructional apps. Journal of Information Technology Education, 14(1), 21–53. https://api.elsevier.com/content/abstract/scopus_id/84928942450

Book

Cherner, T. (Ed.). (2024). 2024 Research Highlights in Technology and Teacher Education: 35th Anniversary Edition (Vol. 2): Vol. 2. Association for the Advancement of Computing Education. https://www.learntechlib.org/primary/p/224713/

Cherner, T. (Ed.). (2024). 2025 Research Highlights in Technology and Teacher Education: Vol. 1. Association for the Advancement of Computing Education. https://www.learntechlib.org/primary/p/224713/

Cherner, T. (Ed.). (2024). 2025 Research Highlights in Technology and Teacher Education (Vol. 1).: Vol. 1. Association for the Advancement of Computing Education. https://doi.org/10.70725/450460igrqkt

Book Chapter

Cherner, T. (2025). Beast mode accreditation: An applied framework for using large language models as thought partners in program evaluation and continuous improvement. In Research Highlights (pp. 41–61).

Cherner, T. (2023). Strategies and best practices for engaging students in 360° videos and images. In Yes (pp. 83–96). Association for the Advancement of Computing Education. https://www.researchgate.net/publication/369670097_Bridging_the_XR_Technology-to-Practice_Gap_Methods_and_Strategies_for_Blending_Extended_Realities_into_Classroom_Instruction

Cherner, T., & Fegley, A. (2021). We need to talk about the ISTE Student Standards: A critical analysis. In Research highlights in technology and teacher education. Society of Information Technology and Teacher Education. https://learntechlib.org/p/220334/

Kramer, J., Cherner, T., & Hayes, L. (2021). Digital literacy in the academy. In The digital literacy: A faculty guide to integrating digital skills with disciplinary content (pp. 7–14). Stylus. https://styluspub.presswarehouse.com/browse/book/9781642672138/Integrating-Digital-Literacy-in-the-Disciplines

Cherner, T. (2021). Repositioning digital literacy in educator preparation programs: A digital disciplinary approach for teaching methods instructors. In The digital literacy: A faculty guide to integrating digital skills with disciplinary content (pp. 17–29). Stylus. https://styluspub.presswarehouse.com/browse/book/9781642672138/Integrating-Digital-Literacy-in-the-Disciplines

Cherner, T. (published). Take back social constructivism: A process for teacher educators to design collaborative, asynchronous learning experiences for pre-service teachers. In Yes (pp. 479–482). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/216903/

Cherner, T. (2019). A systematic exploration of language learning technologies: Insights for developers and educators. In Opening Up Education for Inclusivity Across Digital Economies and Societies (pp. 137–155). IGI Global. https://www.igi-global.com/chapter/a-systematic-exploration-of-language-learning-technologies/224154

Cherner, T. (2019). The impact of privatized funding in education and a proposal for reform. In ATE teacher education yearbook XXVI (pp. 257–276). Rowman & Littlefield. https://books.google.com/books?id=aol-DwAAQBAJ&pg=PA257&lpg=PA257&dq=The+impact+of+privatized+funding+in+education+and+a+proposal+for+reform+cherner+scott&source=bl&ots=4QGale8XOD&sig=ACfU3U235z9E24bbQtBGf6EDkihgkGa1pA&hl=en&sa=X&ved=2ahUKEwjhgO-i7OjgAhVWrp4KHf0AApoQ6AEwAHoECAQQAQ#v=onepage&q=The%20impact%20of%20privatized%20funding%20in%20education%20and%20a%20proposal%20for%20reform%20cherner%20scott&f=false

Cherner, T., & Kokopeli, E. M. (2017). Using web 2.0 tools to start a webquest renaissance. In Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education (pp. 134–148). https://doi.org/10.4018/978-1-5225-2706-0.ch010

Other

Cherner, T., & Fegely, A. (Eds.). (2023). Bridging the XR Technology-to-Practice Gap: Methods and Strategies for Blending Extended Realities into Classroom Instruction (Vol. 1): Vol. 1. Association for the Advancement of Computing Education. https://www.learntechlib.org/primary/p/222242/

Fegely, A., & Cherner, T. (Eds.). (2023). Bridging the XR Technology-to-Practice Gap: Methods and Strategies for Blending Extended Realities into Classroom Instruction (Vol. 2): Vol. 2. Association for the Advancement of Computing Education. https://www.learntechlib.org/p/222293/