Sharla Snider, PhD
Professor of Early Childhood
Development and Education,
Graduate Program Coordinator
Office: WH 111
PhD, Texas Woman's University, Early Childhood Education
MA, Texas Woman's University, Early Childhood Education
BS, University of North Texas, Elementary Education - Counseling and Development
Technology and young learners; mobile learning and teaching practices; integrated technology in teaching and learning; multimodal learning; language, literacy and technological thinking; digital citizenship; early childhood classroom practices; pedagogy and action research.
Sharla Snider was a classroom teacher of young children and library media specialist prior to her appointment in higher education. Currently a professor, she teaches students in early child development and education at undergraduate, master's and doctoral levels. Her research interests involve understanding the nature of emerging technologies in the lives of young children in home, school and community settings. Additionally, she is interested in how technological teaching practices in higher education enable and empower the core academic mission of teaching, learning, research, and scholarship. She has secured and directed several grant projects including awards from the United States Department of Education and the Corporation for Public Broadcasting to examine these issues. Snider has presented at numerous state, national and international conferences such as the American Osteopathic Pediatric Annual Conference and the American Educational Research Association Conference. Her work can be found in various journals, textbooks and annuals including Case Studies for Integrating Technology, Contemporary Issues in Early Childhood Education and Mobile Pedagogy and Perspectives on Teaching and Learning.
Quong, J., Snider, S. & Early, J. (in press). Reducing transactional distance in online and blended courses through the use of a closed social media platform. Submitted October 2017 to Journal of Educational Technology Systems, Sage Publications.
Masek, N. & Snider, S. (2017). Determining relevant tablet integrations in early childhood & family science classrooms: A case for negotiation in the paradigm shift. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1283-1291). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).
Masek, N. & Snider, S. (2016). Connecting university early childhood & family educators’ democratic innovation experiences with student iPads to pedagogical and cultural shifts. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1778-1786). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).
Vittrup, B., Snider, S., Rose, K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research 14(1), 43-54.
Jackson, S., Snider, S., Masek, N., & Baham, J. (2013). Mobile learning applications and differentiated instruction. In D. McConatha, C. Penny, J. Schugar & D. Bolton (Eds), Mobile pedagogy and perspectives on teaching and learning (pp. 108 - 131). Hershey, PA: IGI Global.
Page last updated 11:16 AM, September 6, 2018