PARCOURS PROFESSIONNEL

DIPLOMES

CERTIFICATS

PUBLICATIONS

Articles dans les revues scientifiques à comité de lecture

Krutka, D. G., & Greenhalgh, S. P. (advance online publication). The dark side of affinity spaces for teacher professional learning. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13593

Greenhalgh, S. P. (2025). Ellulian provocations for educational technology and higher education. Journal of Computing in Higher Education, 37, 712-724. https://doi.org/10.1007/s12528-025-09455-3 [prépublication]

Dowell, M. L. & Greenhalgh, S. P. (2025). Information flow solipsism in Canvas: An exploration of student privacy awareness. The Internet and Higher Education, 65, 100989. https://doi.org/10.1016/j.iheduc.2024.100989 [prépublication]

Brody, E., Greenhalgh, S. P., & Sajjad, M. (2024). Free speech or free to hate?: Anti-LGBTQ+ discourses in LGBTQ+-affirming spaces on Gab Social. Journal of Homosexuality, 71(8). https://doi.org/10.1080/00918369.2023.2218959 [prépublication]

Greenhalgh, S. P. (2023). The correct [domain] name of the Church: Technology, naming, and legitimacy in the Latter-day Saint tradition. Dialogue: A Journal of Mormon Thought, 56(1), 1-26. https://doi.org/10.5406/15549399.56.1.01 [PDF]

Greenhalgh, S. P., & Chapman, A. L. (2023). "Come for the memes, stay for defending the faith": Far-right and anti-feminist red pill influences in the #DezNat Twitter hashtag. Journal of the Mormon Social Science Association, 2(1), 1-34. https://doi.org/10.54587/JMSSA.0201 [PDF]

Greenhalgh, S. P., DiGiacomo, D. K., & Barriage, S. (2023). Platforms, perceptions, and privacy: Ethical implications of student conflation of educational technologies. Information and Learning Sciences, 124(9/10), 247-265. https://doi.org/10.1108/ILS-03-2023-0030 [prépublication]

Krutka, D. G., & Greenhalgh, S. P. (2023). "You can tell a lot about a person by reading their bio": Lessons from inauthentic Twitter accounts' activity in #Edchat. Journal of Research on Technology in Education, 55(3), 369-387. https://doi.org/10.1080/15391523.2021.1962454 [prépublication]

Barriage, S., DiGiacomo, D. K., & Greenhalgh, S. P. (2022). Thinking beyond Library and Information Science: Interdisciplinary inspiration for children and youth services curricula. Journal of Education for Library and Information Science, 63(1), 1-18. https://doi.org/10.3138/jelis-2020-0079 [prépublication]

Brody, E., Greenhalgh, S. P., & Sajjad, M. (2022). Gayservatives on Gab: LGBTQ+ communities and far right social media. Social Media + Society, October-December 2022, 1-14. https://doi.org/10.1177/20563051221137088 [PDF]

DiGiacomo, D. K., Greenhalgh, S. P., & Barriage, S. (2022). How students and principals understand ClassDojo: Emerging insights. TechTrends, 66(2), 172-184. https://doi.org/10.1007/s11528-021-00640-6 [prépublication]

Shelton, C. C., Koehler, M. J., Greenhalgh, S. P., & Carpenter, J. P. (2022). Lifting the veil on TeachersPayTeachers.com: An investigation of educational marketplace offerings and downloads. Learning, Media and Technology, 47(2), 268-287. https://doi.org/10.1080/17439884.2021.1961148 [prépublication]

Williams, D. E., & Greenhalgh, S. P. (2022). Pseudonymous academics: Authentic tales from the Twitter trenches. The Internet and Higher Education, 55(October 2022), 100870. https://doi.org/10.1016/j.iheduc.2022.100870 [prépublication]

Aguilar, S. J., Rosenberg, J. M., Greenhalgh, S. P., Fütterer, T., Lishinski, A., & Fischer, C. (2021). A different experience in a different moment? Teachers' social media use before and during the COVID-19 pandemic. AERA Open, 7. https://doi.org/10.1177/23328584211063898 [PDF]

Greenhalgh, S. P. (2021). Differences between teacher-focused Twitter hashtags and implications for professional development. Italian Journal of Educational Technology, 29(1), 24-43. https://doi.org/10.17471/2499-4324/1161 [PDF]

Greenhalgh, S. P. (2021). Influences of game design and context on learners' trying on moral identities. The Journal of Experimental Education, 89(3), 450-467. https://doi.org/10.1080/00220973.2020.1712312 [prépublication]

Greenhalgh, S. P. (2021). Mormonism as meme in government-sponsored information operations on Twitter. Tropos: Comunicação, Sociedade E Cultura, 10(1). https://periodicos.ufac.br/index.php/tropos/article/view/4472 [PDF]

Greenhalgh, S. P., Krutka, D., & Oltmann, S. M. (2021). Gab, Parler, and (mis)educational technologies: Reconsidering informal learning on social media platforms. Journal of Applied Instructional Design, 10(3). https://doi.org/10.51869/103/sgdkso [PDF]

Greenhalgh, S. P., Nnagboro, C., Kaufmann, R., & Gretter, S. (2021). Academic, social, and cultural learning in the French #bac2018 hashtag. Educational Technology Research and Development, 69(3), 1835-1851. https://doi.org/10.1007/s11423-021-10015-6 [prépublication]

Greenhalgh, S. P., Rosenberg, J. M., & Russell, A. (2021). The influence of policy and context on teachers' social media use. British Journal of Educational Technology, 52(5), 2020-2037. https://doi.org/10.1111/bjet.13096 [prépublication]

Carpenter, J. P., Staudt Willet, K. B., Koehler, M. J., & Greenhalgh, S. P. (2020). Spam and educators' Twitter use: Methodological challenges and considerations. TechTrends, 64(3), 460-469. https://doi.org/10.1007/s11528-019-00466-3 [prépublication]

Greenhalgh, S. P., Rosenberg, J. M., Staudt Willet, K. B., Koehler, M. J., & Akcaoglu, M. (2020). Identifying multiple learning spaces within a single teacher-focused Twitter hashtag. Computers & Education, 148(April 2020), 103809. https://doi.org/10.1016/j.compedu.2020.103809 [prépublication]

Koehler, M. J., Shelton, C. C., Carpenter, J. P., & Greenhalgh, S. P. (2020). Where does all the money go? Free and paid transactions on TeachersPayTeachers.com. Teachers College Record, 23478. [PDF]

Greenhalgh, S. P., Koehler, M. J., & Boltz, L. O. (2019). The fun of its parts: Design and player reception of educational board games. Contemporary Issues in Technology and Teacher Education, 19(3). Retrieved from https://www.citejournal.org/volume-19/issue-3-19/social-studies/the-fun-of-its-parts-design-and-player-reception-of-educational-board-games/ [PDF]

Greenhalgh, S. P., Staudt Willet, K. B., & Koehler, M. J. (2019). Approaches to Mormon identity and practice in the #ldsconf Twitter hashtag. Journal of Media and Religion, 18(4), 122-133. https://doi.org/10.1080/15348423.2019.1696121 [prépublication]

Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., & Koehler, M. J. (2018). Tweet, and we shall find: Using digital methods to locate participants in educational hashtags. TechTrends, 62(5), 501-508. https://doi.org/10.1007/s11528-018-0313-6 [prépublication]

Greenhalgh, S. P., Koehler, M. J. (2017). 28 days later: Twitter hashtags as "just in time" teacher professional development. TechTrends, 61(3), 273–281. https://doi.org/10.1007/s11528-016-0142-4 [prépublication]

Koehler, M. J., Arnold, B. J., Greenhalgh, S. P., & Boltz, L. O. (2017). A taxonomy approach to studying how gamers review games. Simulation & Gaming, 48(3), 363-380. https://doi.org/10.1177/1046878117703680 [prépublication]

Koehler, M. J., Greenhalgh, S. P., Rosenberg, J. M., & Keenan, S. F. (2017). What the tech is going on with teachers' digital teaching portfolios? Using the TPACK framework to analyze teachers' technological understanding. Journal of Technology and Teacher Education, 25(1), 31-59. [prépublication]

Rosenberg, J. M., Greenhalgh, S. P., Wolf, L. G., & Koehler, M. J. (2017). Strategies, use, and impact of social media for supporting teacher community within professional development: The case of one urban STEM program. Journal of Computers in Mathematics and Science Teaching, 36(3), 255-267. [prépublication]

Greenhalgh, S. P., Rosenberg, J. M., & Wolf, L. G. (2016). For all intents and purposes: Twitter as a foundational technology for teachers. E-Learning and Digital Media, 13(1/2), 81-98. https://doi.org/10.1177/2042753016672131 [PDF]

Rosenberg, J. M., Greenhalgh, S. P., Koehler, M. J., Hamilton, E., & Akcaoglu, M., (2016). An investigation of State Educational Twitter Hashtags (SETHs) as affinity spaces. E-Learning and Digital Media, 13(1/2), 24-44. https://doi.org/10.1177/2042753016672351 [PDF]

Chapitres dans des livres scientifiques à comité de lecture

Greenhalgh, S. P. (2023). Deep assumptions and data ethics in educational technology. In Stephanie L. Moore & Tonia A Dousay (Eds.), Applied ethics for instructional design and technology: Design, decision making, and contemporary issues. EdTechBooks.

Greenhalgh, S. P. (2023). "I'm a French teacher, not a data scientist!": Culture and language across my professions. In I. C. Plough & W. Tamboura (Eds.), Cultures and languages across the curriculum in higher education (pp. 99-112). Routledge.

Greenhalgh, S. P., Koehler, M. J., Rosenberg, J. M., & Staudt Willet, K. B. (2021). Considerations for using social media data in learning design and technology research. In E. J. Romero-Hall (Ed.), Research methods in learning design and technology. (pp. 64-77). Routledge.

Smith, J. P., & Greenhalgh, S. P. (2017). The role of (real) thinking in education: Why Dewey still raises the bar on educators. In L. J. Waks & A. R. English (Eds.), John Dewey’s Democracy and Education: A centennial handbook (pp. 99-107). Cambridge University Press.

Greenhalgh, S. P. (2016). Affordances and constraints of analog games for ethics education: Dilemmas and dragons. In K. D. Valentine & L. J. Jensen (Eds.), Examining the evolution of gaming and its impact on social, cultural, and political perspectives. IGI Global

Greenhalgh, S. P., & Koehler, M. J. (2015). “Pretty good practices” for the design of teacher portfolio courses. In M. L. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 256-280). IGI Global.

Rédaction des communications des colloques

Leary, H., Greenhalgh, S. P., Staudt Willet, K. B., & Cho, M.-H. (Eds.) (2022). Theories to Influence the Future of Learning Design and Technology: 2021 AECT RTD Theory Spotlight Competition. https://doi.org/10.59668/308

Communications dans des colloques

Greenhalgh, S. P., & Chapman, A. (2024, October). Trends and boundaries in Mormon Twitter's reactionary #DezNat hashtag. Society for the Scientific Study of Religion / Religious Research Association.

Greenhalgh, S. P. (2023, October). Christian nationalism in official communication from the far-right social media platform Gab. Society for the Scientific Study of Religion / Religious Research Association.

Greenhalgh, S. P. (2023, October). Navigating boundaries in Mormon spaces on far-right social media. Society for the Scientific Study of Religion / Religious Research Association.

Sands, L., Chapman, A., & Greenhalgh, S. P. (2023, October). "This is not an official site": Theological speculation and discussion on the LDS Freedom Forum. Society for the Scientific Study of Religion / Religious Research Association.

Greenhalgh, S. P. & Krutka, D. G. (2023, October). Teachers on far-right social media: The dark side of affinity spaces for informal learning. Association for Educational Communications and Technology.

Greenhalgh, S. P. & Tanner, R. C. (2023, June). Geographical and digital borders in the Community of Christ Toronto congregation. Global Mormon Studies.

Brody, E., Greenhalgh, S. P., & Sajjad, M. (2023, May). Gayservatives on Gab: LGBTQ+ communities and far right social media. International Communication Association.

Brody, E., & Greenhalgh, S. P., & Sajjad, M. (2023, March). Gay Gab: Queerphobia, far-right social media, and LGBTQ+ communities. Society for Cinema and Media Studies.

Greenhalgh, S. P., & Chapman, A. L. (2022, November). Canceling taco Tuesday? Reactionary Mormons' struggle with the scope of religious authority. Society for the Scientific Study of Religion / Religious Research Association.

Bayeck, R. Y., Greenhalgh, S. P., Jensen, L. J., & Asino, T. I. (2021, November). Context and values in educational technology research. Association for Educational Communications and Technology.

Greenhalgh, S. P., Krutka, D. G., & Oltmann, S. (2021, November). Gab, Parler, and reconsidering learning on social media. Association for Educational Communications and Technology.

Greenhalgh, S. P., DiGiacomo, D., & Barriage, S. (2021, November). ClassDojo and the conflation of educational technology platforms. Association for Educational Communications and Technology.

Chapman, A. L. & Greenhalgh, S. P. (2021, October). Provo Feminists, “waahmen” and Delilah’s: gendered language and misogyny in the ‘Deseret Nation’ Twitter hashtag. Society for the Scientific Study of Religion / Religious Research Association.

Greenhalgh, S. P., & Chapman, A. L. (2021, June). "Brigham Young did nothing wrong": The appropriation of Mormon history in the reactionary #DezNat Twitter hashtag. Mormon History Association.

Bayeck, R. Y., Jensen, L. J, Greenhalgh, S. P., Johnson, E., Murray, J., & Asino, T. I. (2020, November). Board games and learning. Association for Educational Communications and Technology.

Romero-Hall, E., Arslan-Ari, I., Gentry, W., Greenhalgh, S. P., Jung, Y. J., ... Ari, F. (2020, November). Let's talk about research methods: Where are we today? Association for Educational Communications and Technology.

Valle, N., Moore, S. L., Ifenthaler, D., Ritzhaupt, A. D., & Greenhalgh, S. P. (2020, November). Ethical issues in data-rich educational technology research. Association for Educational Communications and Technology.

Agosto, D. E., Abbas, J., Salib, G., Willett, R., Wheeler, N. T., ... Subramaniam, M. (2020, October). What do youth service librarians need? Reassessing goals and curricula in the context of changing information needs and behaviors of youth. Association for Library and Information Science Education.

Greenhalgh, S. P., & Chapman, A. L. (2020, July). Alt-right discourses as reactionary religious rhetoric in "Mormon Twitter". Social Media & Society.

Shelton, C. C., Koehler, M. J., Carpenter, J. P., & Greenhalgh, S. P. (2020, April). Taking stock of TeachersPayTeachers.com: Analyzing four million classroom resources. Society for Information Technology and Teacher Education.

Greenhalgh, S. P., Huang, K., & Rosenberg, J. M. (2019, October). Understanding gaming communities and exploring learning opportunities: A computational grounded theory approach. Association for Educational Communications and Technology.

Greenhalgh, S. P., Nnagboro, C., Kaufmann, R., & Gretter, S. (2019, October). Academic, social, and cultural learning in the #bac2018 Twitter hashtag. Association for Educational Communications and Technology.

Greenhalgh, S. P., Staudt Willet, K. B., & Koehler, M. J. (2019, October). Twitter hashtags and religious learning: Mormon identity and participatory practice in #ldsconf. Association for Educational Communications and Technology.

Neumann, K., Lu, Y.-H., Ding, A.-C., Moore, R., & Greenhalgh, S. P., (2019, October). New faculty inspired by mentors at AECT's Early Career Symposium. Association for Educational Communications and Technology.

Greenhalgh, S. P., Koehler, M. J., & Staudt Willet, K. B. (2019, March). Every nation, kindred, tongue and 'tweeple': International use of the #ldsconf Twitter hashtag. Global Mormon Studies.

Carpenter, J., Koehler, M., Staudt Willet, K. B., & Greenhalgh, S. P. (2019). Spam, spam, spam, spam: Methodological considerations and challenges for studying educators' Twitter use. In K. Graziano (Ed.), Proceedings of Society for Information Technology and Teacher Education International Conference 2019 (pp. 2702-2711). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Staudt Willet, K. B., Greenhalgh, S. P., Rosenberg, J. M., & Koehler, M. J. (2018, October). Won't you be my neighbor? How education stakeholders use hyperlinks to build information neighborhoods on Twitter. Association for Educational Communications and Technology.

Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., Akcaoglu, M., & Koehler, M. J. (2018, April). Timing is everything: Comparing synchronous and asynchronous modes of Twitter for teacher professional learning. American Educational Research Association.

Greenhow, C. M., Brandon, D. L., Greenhalgh, S. P., Koehler, M. J., Staudt Willet, K. B., & Li, J. (2018, April). Tweeting toward the PhD: Exploring new scholars’ practices with social media. American Educational Research Association.

Dousay, T. A., Asino, T., Luo, T., Krutka, D. G., Greenhalgh, S., Rodesiler, L, & Walster, D. (2018). Social media & teacher professional development. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2018 (pp. 2251-2255). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Staudt Willet, K. B., Moudgalya, S., Boltz, L. O., Greenhalgh, S. P., & Koehler, M. J. (2018). Back to the gaming board: Understanding games and education through board game reviews. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2018 (pp. 495-503). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Greenhalgh, S. P., Rosenberg, J. M., & Koehler, M. J. (2017, November). Hide and go tweet: Comparing methods for locating educational hashtag participants. Association for Educational Communications and Technology.

Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., & Koehler, M. J. (2017, November). No accounting for theory? The case for an affinity space approach to educational hashtag research. Association for Educational Communications and Technology.

Greenhalgh, S. P., Rosenberg, J. M., & Koehler, M. J. (2017, May). Combining data sets and methods to explore equity in teacher professional development. In D. G. Krutka (Chair), Data, Big and Small. American Educational Research Association.

Greenhalgh, S. P., Rosenberg, J. M., & Koehler, M. J. (2017, March). Avoiding madness in our methods: Considerations for Twitter research in teacher education. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 1558-1561). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Greenhalgh, S. P., & Koehler, M. J. (2017, March). Tweeting in the time of terrorism: Who participates in a French hashtag-based affinity space, where, and how?. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 614-619). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Rosenberg, J. M., Akcaoglu, M., Staudt Willet, K. B., Greenhalgh, S. P., & Koehler, M. J. (2017, March). A tale of two Twitters: Synchronous and asynchronous use of the same hashtag. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 283-286). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Staudt Willet, K. B., Koehler, M. J., & Greenhalgh, S. P. (2017, March). A tweet by any other frame: Three approaches to studying educator interactions on Twitter. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 1823-1830). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Willis, J., Greenhalgh, S. P., Nadolny, L., Liu, S., Aldemir, T., Rogers, S., Trevathan, M., ... and Oliver, W. (2017, March). Exploring the rules of the game: Games in the classroom, game-based learning, gamification, and simulations. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 475-480). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Greenhalgh, S. P. (2016, October). Some of these games are not like the others: Educational board games, genres, and learning. Association for Educational Communications and Technology.

Greenhalgh, S. P., & Koehler, M. J. (2016, October). Teachers, Twitter, and terrorism: Combining digital research methods to study online educational conversations in France. Association for Educational Communications and Technology.

Nyland, R., Greenhalgh, S. P., Rosenberg, J. M., Koehler, M. J., Veletsianos, G., & Kimmons, R. (2016, October). Public data mining methods, ethics, & legalities. Association for Educational Communications and Technology.

Rosenberg, J. M., Greenhalgh, S. P., & Wolf, L. G. (2016, October). Participating from near and far: Analyzing online graduate learning communities with social network analysis. Association for Educational Communications and Technology.

Greenhalgh, S. P. (2016, April). Exploring the effect of second language proficiency on students' completion of other game-based curricular tasks. American Educational Research Association.

Arnold, B., Koehler, M., & Greenhalgh, S. P. (2016). Design principles for creating and maintaining immersive experiences in educational games. In G. Chamblee & L. Langlub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 502-508). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Greenhalgh, S. P., Koehler, M. J., & Boltz, L. O. (2016). What features we like when we like educational games. In G. Chamblee & L. Langlub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 554-561). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Greenhalgh, S. P., Rosenberg, J. M., & Wolf, L. G. (2016). For every tweet there is a purpose: Twitter within (and beyond) an online graduate program. In G. Chamblee & L. Langlub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2044-2049). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Keenan, S. F., Rosenberg, J. M., Greenhalgh, S. P., & Koehler, M. J. (2016). Examining teachers' technology use through digital portfolios. In G. Chamblee & L. Langlub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 1084-1091). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Koehler, M. J., Greenhalgh, S. P., & Boltz, L. O. (2016). Here we are, now entertain us! A comparison of educational and non-educational board games. In G. Chamblee & L. Langlub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 567-572). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Rosenberg, J. M., Koehler, M. J., Akcaoglu, M., Greenhalgh, S. P., & Hamilton, E. R. (2016). State Educational Twitter Hashtags: An introduction and research agenda. In G. Chamblee & L. Langlub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 355-360). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Greenhalgh, S. P., Rosenberg, J. M., Keenan, S., & Koehler, M. J. (2015, November). An investigation of the use of digital portfolios for understanding educators' technology knowledge. Association for Educational Communications and Technology.

Rosenberg, J. M., Akcaoglu, M., Hamilton, E., Greenhalgh, S. P., & Koehler, M. J. (2015, November). Tweeting U.S.A.: An examination of State Educational Twitter Hashtags (SETHs). Association for Educational Communications and Technology.

Boltz, L. O., Arnold, B. & Greenhalgh, S. (2015). Players, features, and enjoyment: Entertainment games as models for educational games. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 822-829). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Koehler, M., Greenhalgh, S. P., & Zellner, A. (2015). Potential applications of sentiment analysis in educational research and practice – Is SITE the friendliest conference? In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 1348-1354). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Rosenberg, J., Greenhalgh, S. P., & Koehler, M. (2015). A performance assessment of teachers’ TPACK using artifacts from digital portfolios. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 3390-3397). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Greenhalgh, S. P., Boltz, L. O., & Koehler, M. J. (2014, October). What’s in an (educational) game? Ub3r mechanics and l337 motifs! Meaningful Play.

Greenhalgh, S. P., Rosenberg, J. M., Zellner, A., & Koehler, M. J. (2014). Zen and the art of portfolio maintenance: Best practices in course design for supporting long-lasting portfolios. In M. Searson & M. N. Ochoa (Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference 2014 (pp. 1755–1761). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Koehler, M. J., Rosenberg, J. M., Greenhalgh, S. P., Zellner, A., & Mishra, P. (2014). Can portfolio-based assessments demonstrate teachers' TPACK? In J. Voogt (Chair), Artifacts demonstrating teachers' technology integration competencies. Society for Information Technology and Teacher Education.

Communications invitées

Greenhalgh, S. P. & Chapman, A. B. (2023, October). #DezNat, the internet, and Latter-day Saint religious authority. Bainbridge Island Latter-day Saint Fireside Series.

Bayeck, R., Rosario, A., Asino, T. I., Greenhalgh, S. P., & Salmons, J. E. (2022, March). Understanding cultural issues in research design. SAGE Methodspace. https://www.methodspace.com/blog/understanding-cultural-issues-in-research-design

Greenhalgh, S. P. (2021, April). "The correct [domain] name of the church": Online presence, naming, and legitimacy. Mormon Studies Conference, Claremont Graduate University.

Greenhalgh, S. P. (2021, February). "I'm a French teacher, not a data scientist!": Culture and meaning in (my) internet research. Formations en Psychologie et technologie dans l'enseignement, Brigham Young University.

Krutka, D., Gleason, B., Carpenter, J. P., Dousay, T. A., & Greenhalgh, S. P. (2018, February). Social media in education. Social Media Special Interest Group, Society of Information Technology and Teacher Education. https://www.youtube.com/watch?v=8IeW3QQ2Wqk

VALORISATION ET VULGARISATION

Kemsley, T. & Noyce, D. (2025, February 26). 'Mormon Land': Are LDS men falling prey to extremist online messages — and messengers — about masculinity?? The Salt Lake Tribune. https://www.sltrib.com/religion/2025/02/26/mormon-land-are-lds-men-falling/

Kemsley, T. (2025, February 16). Move aside tradwives. Here’s how social media is shaping LDS men’s views of masculinity — for better or worse. The Salt Lake Tribune. https://www.sltrib.com/religion/2025/02/16/how-social-media-is-shaping-latter/

Kemsley, T. (2024, July 13). Study suggests a darker side to DezNat movement that says its only aim is to support LDS Church leaders. The Salt Lake Tribune. https://www.sltrib.com/religion/2024/07/13/deznat-says-researcher-were-seeing/

Brown, N. (2024, June 10). LDS women need a platform where they can safely and freely speak out. The Salt Lake Tribune. https://www.sltrib.com/religion/2024/06/08/natalie-brown-lds-women-need/

Stack, P. F. (2023, July 30). Why dismissing all #DezNat users as overzealous, over-the-line Latter-day Saints may be wrong. The Salt Lake Tribune. https://www.sltrib.com/religion/2023/07/30/why-dismissing-all-deznat-users/

Petrey, T. G. (Host). (2023, June 15). The true domain name of the church: A conversation with Spencer P. Greenhalgh [Audio podcast episode]. In Dialogue Out Loud. Dialogue. https://www.dialoguejournal.com/podcasts/the-true-domain-name-of-the-church-a-conversation-with-spencer-p-greenhalgh/

Stack, P. F. & Noyce, D. (2023, April 19). 'Mormon Land': Wrangling over 'thechurchofjesuschrist.org' — who owns the name? The Salt Lake Tribune. https://www.sltrib.com/religion/2023/04/19/mormon-land-churchs-internet/

Stack, P. F. (2023, April 16). How the LDS Church worked and worked — and paid and paid — to get its name 'right' on the internet. The Salt Lake Tribune. https://www.sltrib.com/religion/2023/04/16/how-lds-church-worked-worked-paid/

Klein, A. (2023, January 18). Is the Gas app safe? Here's what you need to know. EducationWeek. https://www.edweek.org/technology/is-the-gas-app-safe-heres-what-you-need-to-know/2023/01

Prothero, A. (2023, January 9). Seattle district sues social media companies over students' mental health. EducationWeek. https://www.edweek.org/leadership/seattle-district-sues-social-media-companies-over-students-mental-health/2023/01

Klein, A. (2022, December 1). 'Gas' is the latest app to catch fire with kids. What you need to know about it. EducationWeek. https://www.edweek.org/technology/gas-is-the-latest-app-to-catch-fire-with-kids-what-you-need-to-know-about-it/2022/12

Johnson, S. (2022, May 22). UK information communication professor: Limits to social media free speech is tricky. WEKU. https://www.weku.org/interviews/2022-05-22/uk-information-communication-professor-limits-to-social-media-free-speech-is-tricky

Stack, P. F. (2022, May 15). TikTok or tracting? LDS missionaries are singing, dancing and preaching online, but do these videos work? The Salt Lake Tribune. https://www.sltrib.com/religion/2022/05/15/tiktok-or-tracting-lds/

Stack, P. F. (2021, July 21). Assistant Alaskan A.G. under investigation for allegedly posting bigoted #DezNat tweets. The Salt Lake Tribune. https://www.sltrib.com/religion/2021/07/21/assistant-alaskan-ag/

Stack, P. F. (2021, June 18). Some #DezNat troops, fearful of being publicly outed, are retreating from digital LDS war. The Salt Lake Tribune. https://www.sltrib.com/religion/2021/06/18/some-deznat-troops/

Stack, P. F. (2021, January 31). Unholy war: Is #DezNat an online platform for defending the LDS Church or a launching pad for extremists? The Salt Lake Tribune. Retrieved from https://www.sltrib.com/religion/2021/01/31/unholy-war-deznat-troops/

FINANCEMENTS DES RECHERCHES

Financements obtenus

Financements proposés mais non obtenus

ENSEIGNEMENT ET SUPERVISION

Financements

Manuels universitaires libres

Greenhalgh, S. P. [rédacteur] (2023). Introduction to data science: A remixed textbook for ICT/LIS 661 at the University of Kentucky (Introduction à la science des données : Un manuel « remixé » pour le cours ICT/LIS 661 à l'Université du Kentucky) [mise à jour 2023]. https://spencergreenhalgh.com/ict_lis_661_textbook_2023_fall/_book/

Greenhalgh, S. P. [rédacteur] (2022). Introduction to data science: A remixed textbook for ICT/LIS 661 at the University of Kentucky (Introduction à la science des données : Un manuel « remixé » pour le cours ICT/LIS 661 à l'Université du Kentucky). https://doi.org/10.13023/is.textbook.01

Cours enseignés

Supervision des étudiants

RESPONSABILITES AUPRES DE L'UNIVERSITE

Responsabilités au niveau de l'université

Responsabilités au niveau de la Faculté de la communication et de l'information

Responsabilités au niveau de l'École des sciences de l'information

Responsabilités au niveau des formations en TIC

RESPONSABILITES AUPRES DES ORGANISATIONS SCIENTIFIQUES

Mormon Social Science Association
(Association pour les études du mormonisme en sciences sociales)

Global Mormon Studies Network
(Réseau des études du mormonisme mondial)

Association for Educational Communications and Technology
(Association des études de la communication et de la technologie dans l'éducation)

Évaluation par les pairs