School of Education

Education

• Ph.D. in Education: Curriculum, Culture and Change/ Instructional Technology, Virginia Commonwealth University  
• M.Ed. in Curriculum and Instruction: Instructional Technology, Virginia Commonwealth University
• B.A. in Linguistics, Moulay Ismail University, Morocco
  

Research interests

Examining the use and application of emerging technologies such as makerspace, virtual reality, and artificial intelligence (AI) in the field of teacher education and their potential for personalized learning and data-driven instructional decision-making, applying emerging technology techniques such as machine learning, text mining and data analytics to analyze the intersection of emerging technologies with contextual factors and their impact on student learning and teacher development, designing effective and equitable educational practices.

Recent publications/projects

Schad, M., Greene, M., & Jones, M. (2025). Maker-centered learning in STEM: A case study of a chemistry teacher's lived experience. International Journal of Instruction, 18(2), 85-102.

Greene, M. D., Xu, Y., & Blondin, J. E. (2024). Designing and implementing a globally focused interdisciplinary STEM program: A model for preservice teacher preparation programs. In A. Slapac & C. A. Huertas-Abril (Eds.), Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education (pp. 172-194). IGI Global.

Greene, M. D., Cheng, S. L., & Jones, W. (2023). The impact of an online technology course on pre-service teachers ‘technological knowledge: Strategies and design. International Journal of Professional Development, Learners and Learning, 5(2), ep2315.

Caratachea, M., Greene, M.D., & Jones, W. (2023). Maker-centered professional learning for in-service and preservice K-12 educators: A systematic literature review. TechTrends, 67, 648–663.

Greene, M. D., Cheng, S.L., & Jones, W. (2023). Preservice teachers’ technology integration knowledge development in an online technology-based course. International Journal of Instruction, 16(4), 385-404.

Greene, M.D., Schad, M., & Jones, W. (2022). Technological pedagogical content knowledge and context in the English language subject area: Implications for research and practice. Journal of Interactive Learning Research, 33(2), 83-96.

Schad, M.L., Greene, M.D., & Jones, M. (2021). A Review of theory, theoretical and conceptual frameworks in educational technology. International Journal on E-Learning, 20(2), 187-198.

Greene, M. D., & Jones, W. (2020). Analyzing contextual levels and applications of technological pedagogical content knowledge (TPACK) in English as a second language subject area: A systematic literature review. Educational Technology & Society, 23 (4), 75-88.

National and international refereed presentations

Greene, M. D., Broda, M., Chen, C-C., Chang, C.-N., Wang, T. W., Joy, J., & Xia, Y. (2025, April-forthcoming). Zero-shot learning and support vector machine methods for automated abstract screening in scoping reviews. Conference presentation at the 2025 American Educational Research Association (AERA) Annual Conference, Denver, CO. 

Broda, M., Joy, J., Greene, M. D., Wang, T-W., Liu, X., Chen, C-C., & Xia, Y. (2025, April- forthcoming). A scoping review of machine learning applications in education research. Poster Conference presentation at the 2025 American Educational Research Association (AERA) Annual Conference, Denver, CO. 

Jones, W., LeVault, R., Hanson, K., Liu, X., & Greene, M. D. (2025, April-forthcoming). Teaching computer programming through digital music composition: Effects on college students’ dispositions toward computer science. Conference presentation at the 2025 American Educational Research Association (AERA) Annual Conference, Denver, CO.

Xu, Y., Greene, M. D., & Dayton, M. (2024, June). Engaging parents of preschool-aged children in STEAM projects (technology and science). Poster presentation at the National Research Conference on Early Childhood (NRCEC). Arlington, VA.

Greene, M. D., & Jones, W. (2023, April). An analysis of contextual factors and technology integration knowledge of English language teachers. Presentation at the 2023 American Educational Research Association (AERA) Annual Conference. Chicago, Illinois, IL.

Greene, M. D., Cheng, S.L., & Jones, W (2023, February). Preservice teachers' technology integration knowledge development in a technology-based course. Presentation at the American Association of Colleges for Teacher Education (AACTE) Conference. Indianapolis, IN.

Bio

Dr. Moe Debbagh Greene obtained his Ph.D. in Education with a focus on Curriculum, Culture and Change/Instructional Technology at Virginia Commonwealth University. He also has a Master’s degree in Curriculum and Instruction with a concentration in Instructional Technology from Virginia Commonwealth University, a Ph.D. in Languages, Cultures and Communication and a Master’s degree in Humanities and Area Studies (EFL). Dr. Greene is a Fulbright recipient with a record of significant and productive leadership in instructional technology, English language program management, accreditation, assessment, and curriculum development. He currently serves as the Director of VCU’s English Language Program. His research interest is in instructional technology. He examines the use and application of emerging technology such as makerspaces, virtual reality, and artificial intelligence (AI) in teacher education. The goal of his research is to investigate how technology can support personalized learning and data-driven instructional decision-making and to explore the most effective and equitable ways to integrate technological tools into educational practices in order to enhance student learning and teacher knowledge development.

Curriculum Vitae