Natalie B. Milman

Natalie B. Milman
Associate Professor, Educational Technology
(202) 994-1884

Dr. Milman’s research interests focus on 21st century andragogy and pedagogy, including strategies and models for the effective integration of technology at all academic levels; online student support needs, engagement, and learning; issues of diversity and digital equity; and the use of digital portfolios for professional development. She serves as the co-editor of the Current Practice Section of Contemporary Issues in Technology and Teacher Education, and has published numerous journal articles, including in Computers in the Schools, Journal of Research on Technology and Education, Journal of Technology and Teacher Education, Online Learning, and the Quarterly Review of Distance Education. She presents frequently at conferences and has co-authored several book chapters and books. Her most recent book is entitled, Teaching Models: Designing Instruction for 21st Century Learners.

Dr. Milman earned a doctorate in Instructional Technology from the University of Virginia’s Curry School of Education with a graduate specialization designed to prepare technology leaders. She began her career in education as a second grade, science specialist, mentor, and technology teacher in Los Angeles County, California. She has taught at the graduate school level since 1997 and online since 2001.

Publications

Harper, B., & Milman, N. B. (2016). One-to-one technology in K-12 classrooms: A review of the literature from 2004 through 2014. Journal of Research on Technology and Education, 48(2), 1-14.

Milman, N. B., Posey, L., Pintz, C., Wright, K., & Zhou, P. (2015). Online master’s students’ perceptions of institutional supports and resources: Initial survey results online learning. Online Learning, 19(4). Retrieved from http://onlinelearningconsortium.org/read/online-learning-journal/

Milman, N. B., Carlson-Bancroft, A., & Vanden Boogart, A. (2014). Examining differentiation and utilization of iPads across content areas in an independent, prekfourth grade elementary school. Computers in the Schools, 31(3), 119-133.

Milman, N. B., Hillarious, M., O'Neill, V., & Walker, B. (2013). Going 1:1 with laptop computers in an independent, co-educational middle and high school. In S. Keengwe (Ed.), Pedagogical applications and social effects of mobile technology integration. Hershey, PA: Information Science Reference.

Milman, N. B. (2013). Working in groups online: Suggested tips for success. Distance Learning, 10(1), 56-5.

Kilbane, C. R., & Milman, N. B. (2013). Teaching models: Designing instruction for 21st century learners. Boston, MA: Pearson.

Milman, N. B., Hillarious, M., & Walker, B. (2012). An exploratory qualitative analysis of graduate student learning and division of labor resulting from student cofacilitation of an asynchronous online discussion. Quarterly Review of Distance Education, 13(2), 51-6.

Milman, N. B., & Bondie, R. (2012). An examination of teachers' ratings of lesson plans using digital primary sources. Contemporary Issues in Technology and Teacher Education, 12(4).

Liu, L. B., & Milman, N. B. (2010). Preparing teacher candidates to teach diverse student populations through reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 11(5), 619-63.

Adamy, P., & Milman, N. B. (Eds). (2009). Evaluating electronic portfolios in teacher education. Greenwich, CT: Information Age.

Milman, N. B. (2009). Crafting the right online discussion questions using the revised Bloom's Taxonomy as a framework. Distance Learning, 6(4), 61-6.

Milman, N. B. (2009). Differentiating instruction in online environments. Distance Learning, 6(3), 87-8.

Milman, N. B. (2009). Web-based digital teaching portfolios: What happens after they graduate? In P. Adamy & N. B. Milman (Eds.), Evaluating electronic portfolios in teacher education. Greenwich, CT: Information Age.

Milman, N. B., & Molebash, P. E. (2008). A longitudinal assessment of teacher education students' confidence towards using technology. Journal of Educational Computing Research, 38(2), 183-19.

Milman, N. B., Kortecamp, K., & Peters, M. (2007). Assessing teacher candidates' perceptions and attributions of their technology competencies. International Journal of Technology in Teaching and Learning, 3(3), 15-3.

In the News

Dr. Natalie Milman attended the invitation-only National Technology Leadership Summit (NTLS). NTLS brings together national leaders from educational associations, as well as editors of educational technology journals, directors of non-profit foundations, federal policy makers, and corporate representatives. Dr. Milman is the editor of the Current Practice Section of the CITE Journal. Recommendations and guidelines emerging from the summit are published in a range of educational technology journals and are featured on the programs of educational conferences. The goal is to accelerate the meaningful impact of digital technologies in education for the 21st century.

Dr. Natalie Milman gave a keynote talk entitled "Teachers as Educational Designers" at the Alexandria Public Schools' Blended Learning Camp on August 9. She addressed questions such as: "How do you design blended instruction to meet the diverse needs of learners and make decisions regarding when a specific tool is appropriate?"

Dr. Natalie Milman published the article "Designing asynchronous online discussions for quality interaction in asynchronous online courses" in the journal Distance Learning. [14(3), 61-63]

Dr. Natalie Milman presented a paper at the Society for Information Technology and Teacher Education entitled "School leaders and technology: A review of the literature 2010 – 2017."

Dr. Natalie Milman contributed a chapter entitled "Incorporating asynchronous online discussions in blended and online education: Tools, benefits, challenges, and best practices" to a new online book: The use of technology in teaching and learning.