Professor
Ph.D., Instructional Technology,
University of Georgia, 2005
M.Ed., Instructional Technology,
University of Georgia, 2002
M.Ed., Educational Leadership,
University of Georgia, 2000
B.A., Science English, Beijing Institute of Light Industry (now Beijing Technology
and Business University), 1994
Distance Education, Action Research, Technology Integration, Conceptual Change, Epistemic Beliefs
Dr. Liyan Song received her Ph.D. in Instructional Technology from the University of Georgia in 2005. She has been teaching at Towson University since then. Dr. Song teaches different levels of courses in the Instructional Technology program including undergraduate, master graduate, and doctoral level courses. She is the program director for the Instructional Technology Master鈥檚 program (EDTE and ISDV concentrations). In addition, she advises doctoral students on their dissertations as their dissertation advisor or dissertation committee member.
Cavanaugh, A.J., & Song, L. (2021). A comparison analysis of five instructors鈥� commenting patterns of audio and written feedback on students鈥� writing assignments. Journal of Response to Writing, 7(1), 5-35.
Stellmann, E., Song, L., & Tucker, S. (2021). Reexamining digital citizenship: Pandemic lessons to prepare teachers and students for digital learning environments. In Ferdig, R.E., & Pytash, K. (Eds.), What teacher educators should have learned from 2020 (pp. 113-124). Association for the Advancement of Computing in Education (AACE).
Song, L., Cai, Q., Hong, H., Liu, X., Jin, L. & Li, Q. (2020). A self-study of five teacher educators鈥� experiences of transitioning to emergency remote teaching. In R. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, C. Mouza (Eds), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field, (pp151-155). Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2020 from
West, R. E., Hill, J. & Song, L. (2019). Cognitive perspectives on online learning environments. In M. Moore & W. Diehl (Ed.) Handbook of Distance Education (4th ed.). Routledge
McGinn, A. & Song, L. (2018). Teacher experiences with professional development for technology integration at a K-12 independent school: A multi-case study. In Liu, L. & Gibson, D. (Eds.). Research Highlights in Technology and Teacher Education 2018. Association for the Advancement of Computing in Education (AACE).
Song, L. (2018). Improving preservice teachers鈥� self-efficacy through service-learning. Canadian Journal of Action Research, 19(1). .
Sadera, W.A., & Song, L. (2017). Foreword. Computers in Schools, 34(1-2), 1-2. DOI: 10.1080/07380569.2017.1281695
Sadera, W.A., & Song, L. (Eds.). (2017). One-to-One Learning. Computers in Schools, 34(1). DOI: 10.1080/07380569.2017.1281695
Song, L. (2016). What does online success mean to online instructors: A grounded theory investigation. International Journal of Technology in Teaching and Learning, 12(2), 89-98.
Cavanaugh, A., & Song, L. (2015). Audio and written comments in an online undergraduate composition class: Student and instructor approaches and preferences. American Journal of Distance Education, 29(4), 248-259.
Elmendorf, D., & Song, L. (2015). Developing indicators for a classroom observation tool on pedagogy and technology integration: A Delphi Study. Computers in the Schools, 32(1), 1-19, DOI:10.1080/07380569.2014.967620
Sadera, W.A., Li, Q., Song, L., & Liu, L. (2014). Digital Game-Based learning. Computers in Schools, 31(1-2), 1-1, DOI: 10.1080/07380569.2014.879801
Sadera, W.A., Li, Q., Song, L., & Liu, L. (Eds.). (2014). Digital Game-Based Learning [Special Issue]. Computers in Schools, 31 (1-2). DOI: 10.1080/07380569.2014.879801
West, R. E., Hannafin, M. J., Hill, J. & Song, L. (2013). Cognitive perspectives on online learning environments. In M. Moore (Ed.) Handbook of Distance Education (3rd ed., pp125-142). Mahwah, NJ: Lawrence Erlbaum Associates.
Song, L., Lohnes Watulak, S., Kritskaya, O., & Elmendorf, D. (2013). Exploring undergraduate students鈥� skills, level of comfort, and perceived benefit of using technology for learning, International Journal of Technology in Teaching and Learning, 9(1), 18-36. Available at