Assistant Professor (PhD, OCT, MA, BS)
Department of Educational Studies
Available for Graduate Advisement.
Dr. Mohammed Estaiteyeh is an Assistant Professor of Digital Pedagogies and Technology Literacies in the Faculty of Education at Brock University. He is also the subject team leader for the digital technology courses in the Teacher Education program. Dr. Estaiteyeh currently holds a Brock Chancellor’s Chair for Teaching Excellence. He is also the president of Technology and Teacher Education (TATE), which is a special interest group within the Canadian Association for Teacher Education.
Dr. Estaiteyeh obtained his PhD in Curriculum Studies with a focus on STEM Education from Western University in April 2022. He has more than 15 years of experience in the field of education as a teacher, academic director, educational consultant, and trainer of teachers in K-12 schools; and as an instructor, researcher, and program developer and reviewer in higher education.
Dr. Estaiteyeh’s research focuses on educational technologies (technology-enhanced teaching, online learning, immersive technologies and artificial intelligence in education, and digital transformation); teacher education and professional development; science and STEM education; differentiated instruction; and innovations in curriculum, pedagogy, and assessment in K-12 schools and post-secondary programs.Dr. Estaiteyeh has presented his research at numerous national and international conferences. He is also an active reviewer and editorial board member for several education journals.
Dr. Estaiteyeh is keen on developing interdisciplinary research collaborations and community partnerships. Feel free to reach out to discuss these opportunities.
Research Interests:
- Educational technologies
- Digital pedagogies, technology-enhanced teaching, and TPACK
- Digital and technology literacies
- Online teaching/ learning and instructional design
- Learning management systems (LMS)
- Immersive technologies in education such as virtual reality (VR), augmented reality (AR), etc.
- Artificial Intelligence (AI) in education
- Digital transformation
- Equity, diversity, and inclusion pedagogical practices such as differentiated instruction
- Science and STEM education
- Teacher education and teacher professional development
- Curriculum studies
- Program evaluation in higher education
Research Projects:
- Digital transformation in Canadian schools serving marginalized communities
- Empowering teacher candidates in a digital world: Revising Brock’s educational technology courses and exploring their impact
- Brock University instructors’ experiences during the transition from Sakai to Brightspace learning management system
- STEM teacher candidates’ preparation for online teaching in intermediate-secondary classrooms
- 360-Degree education and evaluation: Focusing on the impact and outcomes of a new interdisciplinary medical sciences graduate program
- Promoting STEM teacher candidates’ views, understandings, and implementation of differentiated instruction
- Ontario’s STEM teachers’ experiences with online teaching and learning during the COVID-19 pandemic
- AERA – American Educational Research Association
- CSSE – Canadian Society for the Study of Education (including CACS-Canadian Association for Curriculum Studies, SERG-Science Education Research Group, CATE-Canadian Association for Teacher Education, and TATE-Technology and Teacher Education)
- DPI – Digital Pedagogy Institute
- NARST – National Association for Research in Science Teaching
- ASTE – Association for Science Teacher Education
- Social Justice Research Institute, Brock University
- Transforming Futures Lab, Brock University
- OCT – Ontario College of Teachers: Registration Number 699822: Intermediate and Senior Divisions, Science and Biology
Click here for an updated list.
Estaiteyeh, M., & DeCoito, I. (2024). Technology-enhanced differentiated instruction in STEM education: Teacher candidates’ development and curation of learning resources. Contemporary Issues in Technology and Teacher Education, 24(3). https://citejournal.org/volume-24/issue-3-24/science/technology-enhanced-differentiated-instruction-in-stem-education-teacher-candidates-development-and-curation-of-learning-resources/
Estaiteyeh, M., & DeCoito, I. (2024). Differentiated instruction in digital video games: STEM teacher candidates using technology to meet learners’ needs. Interactive Learning Environments, 32(7), 3768–3782. https://doi.org/10.1080/10494820.2023.2190360
Estaiteyeh, M., & McQuirter, R. (2024). Generative or degenerative?! Implications of AI tools in pre-service teacher education and reflections on instructors’ professional development. Brock Education Journal, 33(3), 75-98. https://doi.org/10.26522/brocked.v33i3.1176
Estaiteyeh, M., & DeCoito, I. (2024). Promoting STEM teacher candidates’ views and understandings of differentiated instruction. The Teacher Educator, 1-21. https://doi.org/10.1080/08878730.2024.2401559
Estaiteyeh, M., & DeCoito, I. (2024). Curriculum and pedagogy in STEM teacher education: Developing case studies of socio-scientific issues focusing on differentiated instruction. The Electronic Journal for Research in Science & Mathematics Education, 28(2), 18-44. https://ejrsme.icrsme.com/article/view/23642
Estaiteyeh, M., Cotnam-Kappel, M., & Vaughan, N. (2024). Editorial: Technology and teacher education in Canada. Canadian Journal of Learning and Technology, 50(4), 1-8. https://doi.org/10.21432/cjlt28820
Estaiteyeh, M., DeCoito, I. & Takkouch, M. (2024). STEM teachers’ preparation for online teaching: Promoting technological and pedagogical knowledge. Canadian Journal of Learning and Technology, 50(4), 1-20. https://doi.org/10.21432/cjlt28594
Campbell, N., Estaiteyeh, M., DeCoito, I., & Robinson, A. (2024). The future is interdisciplinary: Development of a medical sciences master’s program that fosters academic, professional, and personal development. The Canadian Journal for the Scholarship of Teaching and Learning, 15(2), 1-22. https://doi.org/10.5206/cjsotlrcacea.2024.2.16366
Estaiteyeh, M., & Clancy, B. (2024). No more skimming or skipping: A podcasted course syllabus that speaks to your students, literally! Academica Forum.
Estaiteyeh, M., Clare, M., & Elliott, M. (2024). Eight lessons learned while transitioning learning management systems. Academica Forum.
Rong, W., & Estaiteyeh, M. (2024). Digital literacy in Canadian classrooms: A systematic review of teachers’ professional development programs. Canadian Journal for New Scholars in Education.
Estaiteyeh, M., & DeCoito, I. (2023). The long-term impact of training on equity, diversity, and inclusion practices: Teacher candidates’ knowledge retention and future aspirations. The International Journal of Diversity in Education, 24(1), 65-88. https://doi.org/10.18848/2327-0020/CGP/v24i01/65-88
Estaiteyeh, M., Campbell, N., DeCoito, I., & Takkouch, M. (2023). Setting students up for success: Developing interdisciplinary skills in a medical sciences graduate program. GiLE Journal of Skills Development, 3(2), 66-84. https://doi.org/10.52398/gjsd.2023.v3.i2.pp66-84
Estaiteyeh, M., & DeCoito, I. (2023). Planning for differentiated instruction: Empowering teacher candidates in STEM education. Canadian Journal of Science, Mathematics and Technology Education, 23(1), 5-26. https://doi.org/10.1007/s42330-023-00270-5
Szwarczewski, M., & Estaiteyeh, M. (2023). Netflix-themed presentations to promote secondary students’ engagement in science. Canadian Teacher Magazine.
DeCoito, I., & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: Exploring STEM teachers’ curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4(8). https://doi.org/10.1186/s43031-022-00048-z
DeCoito, I., & Estaiteyeh, M. (2022). Transitioning to online teaching during the COVID-19 pandemic: An exploration of STEM teachers’ views, successes, and challenges. Journal of Science Education and Technology, 31(3), 340–356. https://doi.org/10.1007/s10956-022-09958-z
DeCoito, I., & Estaiteyeh, M. (2022). STEM teachers’ experiences with online teaching during the COVID-19 pandemic: A Canadian context. In H. Burgsteiner & G. Krammer (Eds.), Impacts of COVID-19 pandemic’s distance learning on students and teachers in schools and in higher education – international perspectives (pp. 421–444). Leykam Buchverlag. https://doi.org/10.56560/isbn.978-3-7011-0496-3_20
- Mitacs Globalink Research Internship program, May-September 2025. (Four internship positions ~60,000 CAD)
- Mitacs Globalink Research Internship program, May-September 2024. (Two internship positions ~30,000 CAD)
- Chancellor’s Chair for Teaching Excellence Award, Centre for Pedagogical Innovation, Brock University, July 2023-June 2026. (15,000.00 CAD)
- Match of Minds Grant, Office of Research Services, Brock University, May-December 2023. (5,000.00 CAD)
- Graduate Research Assistant Development (GRAD) Fund, Faculty of Education, Brock University, May-August 2023. (1,811.00 CAD)
- Research & Development Grant, Faculty of Education, Brock University, April 2023. (996.30 CAD)
- Graduate Research Assistant Development (GRAD) Fund, Faculty of Education, Brock University, January-April 2023. (1,500.00 CAD)
- Ontario Graduate Scholarship (OGS), May 2021-April 2022. (15,000.00 CAD)
- Art Geddis “Learning About Teaching” Memorial Award, Western University, April 22, 2021. (500.00 CAD)
- “Jessica Jean Campbell Coulson Award” for Inclusive Education, Western University, May 13, 2020. (2,000.00 CAD)
- “Inclusive Education Research Award” by the Canadian Research Centre on Inclusive Education, Western University, February 20, 2020. (750.00 CAD)
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EDBE 8P73: ICT for Teaching & Learning (Teacher Education Program, Intermediate-Senior Division)
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EDUC 5P56: Technology in the Curriculum (MEd Program)
