Assistant Professor (PhD), Department of Educational Studies
Dane Marco Di Cesare, PhD is an assistant professor in the Department of Educational Studies. His doctoral studies focused on the impact of digital video composition on student engagement, compositional quality, and self-efficacy during the compositional process with high school students having varying exceptionalities.
Di Cesare specializes in the field of digital technology and literacy integration for students with exceptionalities. He has presented to teachers, professionals, and community organizations across North America.
His current research interests involve the intersection of multimodality and digital literacies with the effective use of technology for students with exceptionalities and those from diverse backgrounds.
- Digital literacies
- Multimodal composition
- High-leverage practices
- iPads/digital technology & students with exceptionalities; students from diverse backgrounds
- President; NYS Council for Exceptional Children Chapter 402
Di Cesare, D.M., (2017). It’s an app, app, app, app, world. Harwood, D. (Ed.), Crayons and iPads: Learning and Teaching of Young Children in the Digital World.
Di Cesare, D.M., Kaczorowski, T., Hashey, A., (2017). Meeting ALL THEIR NEEDS with tablets. Harwood, D. (Ed.), Crayons and iPads: Learning and Teaching of Young Children in the Digital World.
Harwood, D., Di Cesare, D.M., Rowsell, J. (2017). Multimodality. Peppler, K., Villasenor, A., (Eds.), The SAGE Encyclopedia of Out of School Learning
Di Cesare, D.M., Rowsell, J. (2016). Multimodal Literacies. Peters, M. (Ed.), Encyclopedia of Educational Philosophy and Theory
Di Cesare, D.M., Harwood, D., Rowsell, J. (2015). It is real colouring: Mapping children’s im/material thinking in a digital world. Guzzetti, B., Lesley, M., (Eds.), Handbook of Research on the Societal Impact of Digital Media, 69.
Harwood, D., Bajovic, M., Woloshyn, V., Di Cesare, D. M., Lane, L., & Scott, K. (2015). Intersecting spaces in early childhood education: Inquiry-based pedagogy & tablets. International Journal of Holistic Early Learning and Development, 1, 53-67.
Craig, S.L., McInroy, L. McCready, L., Di Cesare, D., & Pettaway, L. (2014). Connecting without fear: Clinical implications of the consumption of information and communication technologies by sexual minority youth and young adults. Clinical Social Work. DOI 10.1007/s10615-014-0505-2
Bruce, D.L., Di Cesare, D.M., Kaczorowski, T., Hashey, A., Hoeh, E., Mixon, T., Sullivan, M. (2013). Multimodal composing in special education: A review of the literature. Journal of Special Education Technology, 28(2), 25-42.
- (2018) Project Title: Engaging Parents to Support their Children’s 21st Century Learning Skills; Role: Co- Investigator
- (2014) Project Title: “This Really Shows What I’m Trying to Say”: Exploring How Students with Disabilities Compose with Digital Video and Print; Role: Primary Investigator
- (2014) Project Title: A Video is Worth A Bajillion Words: Digital Video and Learning Disabilities; Role: Primary Investigator
- (2014-2015) Project Title: Implementing iPads in the Early Years: A Pilot Project for Niagara’s (Ontario) Licensed Child Care Programs; Role: Technology Workshop Coordinator & Trainer, Blog Administrator
- (2013-2015) Project Title: Crayons and iPads: Understanding Young Children’s Meaning-Making Processes in Learning to Be Literate; Role: Technology Coordinator
- EDBE 8P34 Language & Literacy Part I Primary/Junior
- EDBE 8P42 Language & Literacy Part II Primary/Junior
- EDUC 4P52 Inclusive Programming in Early Childhood Education