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Roberto Joseph - Hofstra University. Hempstead, NY, US

Roberto Joseph

Associate Professor of Teaching, Learning and Technology | Hofstra University


Specialist in Technology in the Classroom



Roberto Joseph Publication




Roberto Joseph - Technology & Teaching Scholars, Mentors, Teachers: Roberto Joseph




Dr. Roberto Joseph was born in Brooklyn, New York, the first in his family of Haitian immigrants to attend college. He considers himself an African-Haitian American. As a product of the NYC public school system, he understands first hand the need to motivate and help youth achieve their potential. Furthermore, he is determined to develop methods for transforming education to better meet the needs of society. Dr. Joseph worked for five years as a high school mathematics teacher and computer coordinator in the New York City Public Schools. He holds a Bachelor of Science Degree in Mathematics from the City University of New York, Brooklyn College, and a Master of Science Degree in Instructional Technology from New York Institute of Technology. He holds a PhD in Instructional Systems Technology from Indiana University. Dr. Joseph is an Associate Professor of Teaching, Learning and Technology in Hofstra's School of Education. He is program director for the School of Education's Master of Arts in Technology for Learning, and the Advanced Certificate in Educational Technology program. His primary research areas lie in culture in educational technologies and systemic change in education, on which he has published articles and books. As a Gates Millennium Scholar, Dr. Joseph is committed to assisting schools create meaningful learning environments to answer the future needs of students and society.

Industry Expertise (2)


Computer Software

Areas of Expertise (3)

Educational Technology

Gaming and App Development as a K-12 Teaching Tool

Culture, Learning and Technology

Accomplishments (3)

NSF Grant (professional)


From the National Science Foundation in support of his project, “iDesign: Developing Technological Fluency Through Culturally Relevant Game Design.”

New York State Education Department Grant (professional)


This multiyear grant supports the Teacher Opportunity Corps (TOC) program at Hofstra, directed by Dr. Joseph directs, which aims to increase the number of historically underrepresented and economically disadvantaged individuals in teaching careers.

Motorola Solutions Foundation Grant (professional)


Motorola Solutions Foundation's Innovation Generation grant program supported Hofstra's MathApps Saturday Academy, a collaborative effort between Hofstra University and middle schools located in diverse communities on Long Island.

Education (3)

Indiana University Bloomington: PhD, Instructional Systems Technology 2003

New York Institute of Technology: MA, Instructional Technology 1998

City University of New York-Brooklyn College: BS, Mathematics 1994

Affiliations (1)

  • CulturePlay LLC

Languages (3)

  • French
  • Haitian Creole
  • English

Media Appearances (3)

Keeping Kids Engaged While Learning Remotely

Newsday  online


Roberto Joseph, Associate Professor of Teaching, Learning and Technology in the School of Education, was featured in a Newsday web event that offered parents tips for keeping their children engaged during a school year that could alternate between in person and remote learning. He and other experts shared advice and lessons from the last few months of remote learning .

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Coding classes on Long Island: 6 places to learn

Newsday  online


Dr. Joseph's coding course featured in this article.

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Kellenberg High School creates electronic textbooks for iPad use

Newsday  online


Dr. Roberto Joseph, director of the MA program in Technology for Learning, was quoted in a recent Newsday article about Kellenberg Memorial High School’s move to create electronic textbooks for use on iPad. While a growing number of high schools are issuing iPads to students, Dr. Joseph said he was unaware of any other school districts on Long Island that had written their own digital textbooks.

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Articles (5)

Massive Open Online Courses

Learning Technologies and Globalization

2016 Abstract: Massive Open Online Courses (MOOCs) are a recent popular trend in the online learning landscape that has its roots in the ever expanding repertoire of Open Educational Resources (OER) and distance learning technologies. The term MOOC was coined in 2008 by Dave Cormier to describe the Connectivism and Connective Knowledge (CCK08) course and highlight the key characteristics of this new pedagogical model.

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Evolution of learning technologies: past, present, and future

Learning Technologies and Globalization

2016 Abstract: Learning Technologies (LT) are defined as a dynamic and emergent aggregation of Web tools, software applications, and mobile technologies that integrate the technological and pedagogical features and affordances of the Internet and its associated services and devices, to facilitate the design, development, delivery, and management of learning (Kitsantas and Dabbagh 2010).

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Learning Technologies and Globalization: Pedagogical Frameworks and Applications


2015 This brief describes the evolutionary and global impact of the techno-social transformation on learning technologies in terms of emerging pedagogical frameworks and applications. it provides examples of such applications in higher education, K-12, and the workplace, across the globe. The transformation and diffusion of ICT into an ever-present and accessible phenomenon is fundamentally shaping human activity and culture, changing human identity, and redefining globalization. Global activities have widened, intensified, ..

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The systemic change process in education: A conceptual framework

Contemporary Educational Technology

2010 Abstract: This paper provides a conceptual framework for a systemic change process, both to help researchers advance knowledge about how school districts can engage in paradigm change, and to help educators and policy makers understand the big picture for such change. The conceptual framework is comprised of key ideas that have emerged from the authors' experiences in facilitating change in school districts, and from a review of the educational change literature. The authors first present an argument for the need for ...

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Simple Problems and Integrated Technology: Making Connections beyond the Curriculum

TechTrends: Linking Research and Practice to Improve Learning

2008 Last year, the Centennial Ave. Elementary School in Roosevelt, New York received a new shipment of the New York State Science 21 kits. The new science program from the previous year was out, and the new science program for this year was in. As consulting university professors, the authors' task was to help the third grade teachers bring Science 21 alive in their classrooms. In this article, the authors describe what they have learned. They found that while engaging the students in inquiry based science lessons, the children themselves ...

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