Fitsum Abebe

Education

• PhD in Educational Studies: Instructional Technology, University of Nebraska-Lincoln, 2021
• MA., Teaching, Learning & Teacher Education: focused in Instructional Design and Technology, University of Nebraska-Lincoln, 2016
• MSc., Telematics (Information Communication Technology -ICT) Application in Education and Training, University of Twente, The Netherlands, 2002

Biography

A researcher committed to addressing real-world educational and technological challenges through effective design and re-design of program and curricula fostering innovation to support evidence-based practice through iterative measurement and evaluation processes. My primary focus is on enhancing learning experiences that address both individual and group needs. In my research, I employ instructional strategies and learning theories such as behaviorist, constructivism and cognitive theories, Problem-Based Learning (PBL), Team-Based Learning (TBL), and the Community of Inquiry (CoI) framework. I am passionate about collaborating with faculty, content specialists, and software engineers on research related to integration of emerging technologies such as VR/AR/MR and AI purposefully, aligning them with the content, context, and appropriate andragogical or pedagogical approaches to maximize learning experiences. I am committed in grant writing and conducting research on needs assessment, design, and evaluation including inclusive and accessible technology use and ethics.

Academic Positions

• Research Scientist, Applied Research Institute, The Grainger College of Engineering (August 2024 - Present)
• Online Instructional Designer, Applied Research Institute, The Grainger College of Engineering (March 2021 - August 2024)
• Assistant Director of Online Education Services (August 2020 - March 2021); Instructional Designer and Technology Specialist (IDTS), Doane University, Nebraska, Lincoln, NE (December 2018 - August 2020 )
• Graduate Assistant for Canvas/Blackboard admin and support, Information Technology Systems, University of Nebraska-Lincoln, Lincoln, NE (August 2015 – December 2018)
• Lecturer, Information Communication Technology (ICT) in Education, Addis Ababa University, Addis Ababa, Ethiopia (January 2004 – June 2011)
• Lecturer, computer science, MicroLink Information Communication College, Addis Ababa, Ethiopia (September 2002 - December 2003)

Research Interests

• Ongoing Analysis, Design, Development, and Evaluation of Technology Integration in Education and Training
• Integrating Technology and Training for Higher Education Faculty, K-12 Educators, and Preservice Teachers
• Conducting User Experience Research Using Quantitative, Qualitative, and Mixed Methods
• Applying Learning Theories, Cognitive Psychology, and Brain Science to the Design and Implementation of Learning Experiences
• Utilizing Artificial Intelligence in Education

Chapters in Books

• Abebe, F. and Martonia G. (2024). Examining Dimensions of Preservice Teachers Elementary Math TPACK. In Press. TPACK Handbook

Selected Articles in Journals

• Abebe, F., & Trainin, G. (2024). Predicting Technological, Pedagogical, and Content Knowledge (TPACK) Formation in Elementary Math Education. Contemporary Issues in Technology and Teacher Education, 24(2), 125-150.
• Abebe, F., et al. (2022). Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning. International Journal of Teacher Education and Professional Development (IJTEPD) Volume 5, Issue 1.
• Thomas, A., Peterson, D., & Abebe, F. (2019). Adopting TETCs in Integrated Elementary Mathematics and Technology Coursework: A Collaborative Self-Study of Two Teacher Educators. Journal of Technology and Teacher Education, 27(4), 499-525.

Articles in Conference Proceedings

• Abebe, F., & Trainin, G. (2024, March). Preservice Teachers’ Understanding of TPACK in Elementary Math Instruction. In Society for Information Technology & Teacher Education International Conference (pp. 234-243). Association for the Advancement of Computing in Education (AACE).
• Liu, X., Yu, A., Deng, Q., Kang, L., Abebe, F. & Trainin, G. (2022). Non-cognitive Precursors of technology integration for Chinese Language Teachers: Grit and Resistance. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1425-1428). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 14, 2023 from https://www.learntechlib.org/primary/p/220903/
• Olmanson, J., Abebe, F., Jones, V., Kyle, E., Lucas, L., Robbins, K., Rouamba, G., Liu, X. (2015). Caught in the Tractor Beam of Larger Influences: The Filtration of Innovation in Education Technology Design. World Academy of Science, Engineering and Technology, International Science Index 103, International Journal of Social, Behavioral, Educational, Economic and Management Engineering, 9(7), 1942 - 1946.