Faculty Profile

Daniel Krutka

Title
Associate Professor
Department
Teacher Education and Administration
College
College of Education

    

Education

PhD, University of Oklahoma, 2012.
Major: Instructional Leadership and Academic Curriculum
Degree Specialization: Social Studies Education
Dissertation Title: “Shouldn’t everyone know about their government?”: An exploration of curricular values in Advanced Placement government classes
MEd, University of Oklahoma, 2007.
Major: Instructional Leadership and Academic Curriculum
Degree Specialization: Social Studies Education
Dissertation Title: n/a
BS, University Of Oklahoma, 2004.
Major: Social Studies Education

Current Scheduled Teaching*

EDEE 4101.750, Clinical Teaching, Fall 2022
EDCI 6950.703, Doctoral Dissertation, Fall 2022
EDCI 6910.700, Special Problems, Fall 2022

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EDCI 3800.001, Professional Issues in Teaching, Summer 3W1 2022 Syllabus SPOT
EDCI 5360.030, Advances in Teaching, Spring 2022 SPOT
EDCI 6950.702, Doctoral Dissertation, Spring 2022
EDCI 6910.702, Special Problems, Spring 2022
EDCI 6950.703, Doctoral Dissertation, Fall 2021
EDCI 6910.704, Special Problems, Fall 2021
EDCI 6910.715, Special Problems, Fall 8W2 2021
EDEE 3340.002, Teaching Social Studies EC 6, Fall 2021 Syllabus SPOT
EDEE 3340.005, Teaching Social Studies EC 6, Fall 2021 Syllabus SPOT
EDUC 6120.001, Theoretical Foundations for Educational Studies, Fall 2021 SPOT
EDCI 3800.001, Professional Issues in Teaching, Summer 3W1 2021 Syllabus SPOT
EDCI 5360.030, Advances in Teaching, Spring 2021 Syllabus SPOT
EDCI 6950.705, Doctoral Dissertation, Spring 2021
EDEE 3320.801, Foundations of Education: The School Curriculum, Spring 3W1 2021 Syllabus SPOT
EDCI 6910.704, Special Problems, Spring 2021
EDEE 4340.003, Social Studies in Grades EC 6, Fall 2020 Syllabus SPOT
EDEE 4340.005, Social Studies in Grades EC 6, Fall 2020 Syllabus SPOT
EDCI 6910.706, Special Problems, Fall 2020
EDUC 6120.001, Theoretical Foundations for Educational Studies, Fall 2020 Syllabus SPOT
EDCI 5320.026, Curriculum Development, Summer 5W1 2020 Syllabus
EDCI 5320.030, Curriculum Development, Summer 5W1 2020 Syllabus SPOT
EDCI 3800.001, Professional Issues in Teaching, Summer 3W1 2020 Syllabus SPOT
EDCI 5900.700, Special Problems, Summer 5W1 2020
EDCI 6360.001, Critical Issues in Curriculum Studies, Spring 2020
EDEE 4340.012, Social Studies in Grades EC 6, Spring 2020 Syllabus
EDCI 5900.701, Special Problems, Spring 2020
EDCI 5900.702, Special Problems, Spring 2020
EDCI 5900.705, Special Problems, Spring 2020
EDCI 6950.706, Doctoral Dissertation, Fall 2019
EDEE 4340.001, Social Studies in Grades EC 6, Fall 2019 Syllabus SPOT
EDCI 5900.701, Special Problems, Fall 2019
EDCI 5900.704, Special Problems, Fall 2019
EDCI 6900.703, Special Problems, Fall 2019
EDUC 6120.001, Theoretical Foundations for Educational Studies, Fall 2019 Syllabus SPOT
EDCI 3800.001, Professional Issues in Teaching, Summer 3W1 2019 Syllabus SPOT
EDCI 6360.001, Critical Issues in Curriculum Studies, Spring 2019 SPOT
EDCI 5900.702, Special Problems, Spring 2019
EDCI 5900.703, Special Problems, Spring 2019
EDEE 4340.002, Social Studies in Grades EC 6, Fall 2018 Syllabus SPOT
EDCI 5900.701, Special Problems, Fall 2018
EDUC 6120.001, Theoretical Foundations for Educational Studies, Fall 2018 SPOT
EDCI 5320.030, Curriculum Development, Summer 5W1 2018 SPOT
EDCI 3800.001, Professional Issues in Teaching, Summer 3W1 2018 Syllabus SPOT
EDCI 6950.713, Doctoral Dissertation, Spring 2018
EDEE 4340.001, Social Studies in Grades EC 6, Spring 2018 Syllabus SPOT
EDEE 4340.003, Social Studies in Grades EC 6, Spring 2018 Syllabus SPOT
EDME 4340.001, Social Studies in Grades 4 8, Fall 2017 Syllabus SPOT
EDEE 4340.005, Social Studies in Grades EC 6, Fall 2017 Syllabus SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Abstracts and Proceedings
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D. A., Skykhuis, D. A., Chang, Y. L., Christensen, R., Dillon, D. R., Heath, M. K., Knezek, G., Krutka, D. G., Parrish, A. H., Sadera, W. A., Thomas, A. (2020). Fostering new research following the Teacher Educator Technology Competencies (TETCs): Research from the JTATE special issue, preparing all teacher educators to support teacher candidates' integration of technology. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference, 425-432. Charlottesville VA: Association for the Advancement of Computing in Education (AACE.
Book
Krutka, D. G., Whitlock, A. M., Helmsing, M. (2018). Keywords in the social studies: Concepts and conversations. Peter Lang.
Book Chapter
Krutka, D., Seitz, R. Z., Hadi, A. M. (2020). How do we oppose racist Zoombombs?: A discriminatory design technology audit. Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field. 753-759.
Krutka, D. G. (2019). Social networking skills. The International Encyclopedia of Media Literacy. 1409-1415. Hoboken, NJ: John Wiley & Sons.
Krutka, D. G., Hughes, J. E. (2019). Teaching and learning with technology in social studies. Integrating educational technology into teaching (8th ed.). (8), 428-448. Pearson.
Helmsing, M., Krutka, D. G., Whitlock, A. M. (2018). Introduction: Unsettling the social studies. Keywords in the social studies: Concepts and conversations. xxi-xxxi. New York, NY: Routledge.
Krutka, D. G. (2018). So what?: Teaching social studies for active, culturally responsive, and democratic citizenship. Instructional leadership in the content areas: Case studies for curriculum and instruction. F65-F68, 182-193. New York, NY: Routledge.
Krutka, D. G. (2018). Technology. Keywords in the social studies: Concepts and conversations. 279-292. New York, NY: Peter Lang.
Krutka, D. G., Christ, R. C. (2017). Interrogating the medium and the message: Utilizing historical documentaries to teach about genocide. Cinematic social studies. 183-211. Charlotte, NC: Information Age.
Krutka, D. G., Carpenter, J. P. (2017). Mediating democracy: Social media as curriculum. Teaching for democracy in an age of economic inequality. 227-246. New York, NY: Routledge.
Krutka, D. G., Carano, K. T. (2016). “As long as I see you on Facebook I know you are safe”: Social media experiences as humanizing pedagogy. Rethinking social studies teacher education in the twenty-first century. 207-222. Springer International.
Carpenter, J. P., Krutka, D. G. (2015). Social media in teacher education. Handbook of research on teacher education in the digital age. 28-54. Hershey, PA: IGI Global.
Krutka, D. G. (2014). Social media as a catalyst for convergence culture: Immersing pre-service social studies teachers in the social media terrain. Digital social studies. 271-302. Charlotte, NC: Information Age.
Book Review
Krutka, D. G. (2018). Networked protest and the shift of civic activism. Theory and Research in Social Education. 46(3), 489-494.
Conference Proceeding
Carpenter, J., Krutka, D. G., Trust, T. (2019). Exploring continuity and change in educators' professional learning networks. 2680-2685. Society for Information Technology & Teacher Education International Conference Proceedings.
Carpenter, J., Rosenberg, J., Dousay, T., Romero-Hill, E., Trust, T., Kessler, A., Phillips, M., Morrison, S., Fischer, C., Krutka, D. G. (2019). What do teacher educators think of teacher education technology competencies?. 796-801. Society for Information Technology & Teacher Education International Conference Proceedings.
Krutka, D. G., Gleason, B., Dousay, T. A., Carpenter, J., Greenhalgh, S. P. (2018). Theory and Research on Social Media in Education Webinar. Society for Information Technology & Teacher Education. https://www.learntechlib.org/p/182352/
Krutka, D. G. (2017). The #sschat Network: History, Purpose, & Implications of a Subject-Area Community.. 2190-2200. Chesapeake, VA: Society for Information Technology & Teacher Education.
Krutka, D. G., Damico, N. (2017). Tweeting with Intention: Developing a Social Media Pedagogy for Teacher Education. 1674-1678. Chesapeake, VA: Society for Information Technology & Teacher Education.
Krutka, D. G., Trust, T., Carpenter, J. (2017). Perceptions in higher education of professional learning networks (PLNs). 532-535. Society for Information Technology & Teacher Education.
Carpenter, J., Hervey, L., Krutka, D. G., Linton, J., Price, G. (2016). How and Why to Use Social Media in Teacher Education. 1931-1935. Chesapeake, VA: Association for the Advancement of Computing in Education.
Carpenter, J. P., Krutka, D. G. (2014). The Assorted Affordances and Uses of Twitter: A Survey of Educators. American Educational Research Association Repository.
Krutka, D. G. (2013). Democratic Twittering: Using social media in the social studies. 75-81. International Society for the Social Studies.
Journal Article
Carpenter, J. P., Trust, T., Kimmons, R., Krutka, D. (2021). Sharing and self-promoting: An analysis of educator tweeting at the onset of the COVID-19 pandemic. Computers & Education Open. 2, . https://www.sciencedirect.com/science/article/pii/S2666557321000094
Krutka, D., Greenhalgh, S. P. (2021). "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. https://doi.org/10.1080/15391523.2021.1962454
Carpenter, J. P., Trust, T., Krutka, D. (2021). Community and change in educators' professional learning networks. Journal of Educational Change. (23), . https://link.springer.com/article/10.1007%2Fs10833-020-09411-1
Greenhalgh, S. P., Krutka, D. G., 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
Mason, L. E., Krutka, D., Heath, M. K. (2021). The metaphor is the message: Limitiations of the media literacy metaphor for social studies. Contemporary Issues in Technology and Teacher Education. 21(3), . https://citejournal.org/volume-21/issue-3-21/social-studies/editorial-the-metaphor-is-the-message-limitations-of-the-media-literacy-metaphor-for-social-studies/
Colley, L., Krutka, D. G. (2021). “The little things that I didn't see before”: Growth through gender stories and perceptions of feminism. Pedagogies: An International Journal.
Hlavacik, M., Krutka, D. (2021). Deliberation can wait: How civic litigation makes inquiry critical. Theory and Research in Social Education. 49(3), 418–448. https://doi.org/10.1080/00933104.2021.1933665
Krutka, D., Smits, R., Willhelm, T. (2021). Don’t be evil: Should we use Google in schools?. TechTrends. 65(4), . https://link.springer.com/article/10.1007/s11528-021-00599-4
Carpenter, J. P., Krutka, D. G., Trust, T. (2021). Continuity and change in educators’ professional learning networks. Journal of Educational Change.
Krutka, D. G., Caines, A., Heath, M. K., Staudt Willet, K. (2021). Black Mirror pedagogy: Dystopian stories for technoskeptical imaginations. The Journal of Interactive Technology and Pedagogy. (20), . https://jitp.commons.gc.cuny.edu/black-mirror-pedagogy-dystopian-stories-for-technoskeptical-imaginations/
Trust, T., Carpenter, J. P., Krutka, D., Kimmons, R. (2020). #RemoteTeaching & #RemoteLearning: Educator tweeting during the COVID-19 pandemic. Journal of Technology and Teacher Education.
Krutka, D. (2020). Move slower and protect people: Toward social media inquiry and activism in social studies. Social Education. 84(2), 113-117. National Council for the Social Studies.
Krutka, D. G., Heath, M. K., Mason, L. E. (2020). Technology won’t save us: A call for technoskepticism in social studies. Contemporary Issues in Technology and Teacher Education. 20(1), .
Carpenter, J., Rosenberg, J., Dousay, T., Romero-Hill, E., Trust, T., Kessler, A., Phillips, M., Morrison, S., Fischer, C., Krutka, D. G. (2020). What should teacher educators know about technology?: Perspectives and self-assessments. Teaching and Teacher Education. 95, 796-801.
Hurlbut, A., Krutka, D. G. (2020). Where do we start?: Initiating a practice-based teacher education program around high-leverage practices. Journal of Teacher Education and Educators. 9(2), 169-199.
Seitz, R. Z., Krutka, D. G. (2019). Can the Green New Deal save us?: An interdisciplinary inquiry. The Social Studies.
Krutka, D. G., Heath, M. K. (2019). Has social media made it easier to affect social change?: Inquiring into tactics for change through primary sources.
Seitz, R. Z., Krutka, D. G. (2019). Is recycling sustainable?: An ecological inquiry..
Krutka, D. G., Manca, S., Galvin, S. M., Greenhow, C., Koehler, M. J., Askari, E. (2019). Teaching "against" social media: Confronting problems of profit in the curriculum..
Krutka, D. G., Carano, K. T., Cassell, L., Davidson-Taylor, K., Lavoie, M. (2019). Wise practices and intercultural understanding: A framework for educator videoconferencing. Journal of Research on Technology in Education.
Seitz, R. Z., Krutka, D. G., Chandler, P. T. (2018). Are voter ID laws democratic?: Teaching deliberation for informed citizens. Social Education. 82(5), 291-298.
Krutka, D. G., Asino, T. I., Haselwood, S. (2018). Eight lessons on networked teacher activism from #OklaEd and the #OklaEdWalkout. Contemporary Issues in Technology and Teacher Education. 18(2), .
Mason, L., Krutka, D. G., Stoddard, J. (2018). Media literacy, democracy, and the challenge of fake news. 10(2), 1-10. The National Association for Media Literacy Education.
Shear, S. B., Krutka, D. G. (2018). Confronting settler colonialism: Theoretical and methodological questions about social studies research. Theory and Research in Social Education. 1-23.
Trust, T., Carpenter, J. P., Krutka, D. G. (2018). Learning by leading: Exploring the professional learning networks of instructional leaders.. Educational Media International. 55(2), 137-152.
Krutka, D. G., Carpenter, J. P. (2017). Digital citizenship in the curriculum: Teaching with and about social media. 75(3), 50-55.
Trust, T., Carpenter, J. P., Krutka, D. G. (2017). Moving beyond silos: Professional learning networks in higher education. 30, 1-11.
Krutka, D. G., Carpenter, J. P., Trust, T. (2017). Enriching professional learning networks: A framework for identification, reflection, and intention. TechTrends. 61(3), 246-252.
Krutka, D. G. (2017). Remixing current events: Navigating the transmedia terrain with fifth graders. Social Studies and the Young Learner. 29(4), 27-31.
Krutka, D. G., Nowell, S. D., Whitlock, A. M. (2017). Towards a social media pedagogy: Successes and shortcomings in educative uses of Twitter with teacher candidates. Journal of Technology and Teacher Education. 25(2), 215-240.
Houser, N. O., Krutka, D. G., Roberts, R. D., Pennington, K., Coerver, N. F. (2017). Navigating the reform-accountability culture in Oklahoma social studies.. Theory and Research in Social Education. 45(1), 7-42.
Trust, T., Krutka, D. G., Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education. 102(1), 15-34.
Krutka, D. G., Carpenter, J. P., Trust, T. (2016). Elements of engagement: A model of teacher interactions via professional learning networks. Journal of Digital Learning in Teacher Education. 32(4), 150-158.
Krutka, D. G., Carano, K. T. (2016). Videoconferencing for global citizenship education: Wise practices for social studies educators. 7(2), 109-136.
Carpenter, J. P., Trust, T., Krutka, D. G. (2016). The virtual workroom: Using social media, teachers reach beyond school walls to learn and grow. Journal of Staff Development. 37(4), 24-28.
Krutka, D. G., Carpenter, J. P. (2016). Participatory learning through social media: How and why social studies educators use Twitter. Contemporary Issues in Technology and Teacher Education. 16(1), 38-59.
Krutka, D. G., Carpenter, J. P. (2016). Why social media must have a place in schools. 52(1), 6-10.
Carpenter, J. P., Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter.
Krutka, D. G. (2015). Platforms, purpose, and pedagogy: Reclaiming context and resisting Technopoly with participatory media.
Carpenter, J. P., Krutka, D. G. (2015). Learning in 140 characters: English teachers’ educational uses of Twitter.
Flores, R., Krutka, D. G., Mason, K., Bergman, D. (2014). From evaluation to collaborative reflection: Teacher candidate perceptions of a digital learner-centered classroom observation form. Journal of Technology and Teacher Education.
Krutka, D. G. (2014). How and why educators use Twitter: A Survey of the Field. Journal of Research on Technology in Education.
Krutka, D. G., Vaughn, C. A. (2014). Self-Reflections, teaching, and learning in a graduate cultural pluralism course.
Krutka, D. G., Bergman, D., Flores, R., Mason, K., Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory culture through collaborative online reflection with pre-service teachers. Teaching and Teacher Education.
Krutka, D. G. (2014). Democratic Twittering: Microblogging for a more participatory social studies. Social Education.
Carpenter, J. P., Krutka, D. G. (2014). Chat it up: Everything you wanted to know about Twitter chats but were afraid to ask. Learning and Leading with Technology.
Krutka, D. G., Milton, M. K. (2013). The Enlightenment meets Twitter: Using social media in the social studies classroom.
Flores, R., Krutka, D. G., Mason, K., Bergman, D. (2013). “More like a conversation”: Cultivating reflective dialogue with a student-centered classroom observation form.
Sayman, D. M., Krutka, D. G. (2013). Naming her world: A Freirean analysis of a young woman with Asperger Syndrome’s post high school experience. Journal of Philosophy and History of Education.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Krutka, D. G., "Center for Faculty Excellence Travel Assistance Grant," Sponsored by Texas Woman's University, Other, $400 Funded. (20172017).
Grant - Teaching
Krutka, D. G., "Open network learning environment project," Sponsored by Texas Woman's University, State, $750 Funded. (20152017).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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