Directory » NATHAN HAWK
Clinical Assistant Professor
Curriculum Vitae
My professional career has a high impact in mathematics and technology. Prior to Texas A&M University, I was a high school mathematics teacher. As such, my teaching and research agenda generally align at the intersection of technology integration, student use of technology, and social-emotional learning within mathematics classrooms. First, I examine self-beliefs such as attitudes about technology, values beliefs about technology and similar self-perceptions such as self-efficacy more contextualized. In this research, I am curious how self beliefs influence whether and to what extent teachers integrate technology or students use technology. Second, I explore how various self-efficacy beliefs influence mathematics achievement among the at-risk online charter high school populations. Although the link between at-risk factors and performance has been readily studied, understanding the unique contribution of self-efficacy and self-regulated learning among these students is still underdeveloped.
This research bridges across the K-12 student and teacher landscape, using primarily quantitative research methodologies.
I serve as the program coordinator of Undergraduate Peer Mentors in Technology within the Department of Teaching, Learning, and Culture.

Ph.D., Educational Technology, The Ohio State University (2021)
M.A., Educational Technology Leadership, The George Washington University (2013)
B.A., Mathematics, Carthage College (2005)
EDCI 365. Technology in Classrooms
Fall 2021, Spring 2022, Fall 2022, Spring 2023,F23
EDCI 644. Curriculum Development
Spring 2023, Fall 2023
EDCI 645. Society and Education in World Perspective
Spring 2023
EDCI 673. Analysis of Teaching Behavior
Summer 2023
TEED 682. Seminar
Spring 2022, Fall 2022
FYEX 101. First Year Experience
Fall 2022, Fall 2023
Books and Monographs
Dueker, S., Hawk, N.A., Nelson, J. L., Nelson, M. J., Walterbusch, T., & Wargelin, L. A. (Eds.). Aras, A., Ayoub, S. S., Bhaktha, N., Brady, A. C., Bussell, K., Dueker, S., Hall, S., Ham, M., Hawk, N., Jenkins, B. R., Kearney, R. C., Kim, Y., Kulesza, A. E., Kuznetcova, I., Lo, M., Mayo, J. W., Mulyadin, T., Nelson, J. L., Nelson, M. J., Paulson, J. L., Rivera, M. D., Robinson, S., Shi, Y., Tiba, E., Tornwall, J., Van Jura, M. J., Walterbusch, T., Wargelin, L. A., & Zhao, K. (2017). Educational inequality in Ohio, 2016-17 (Research Methodology Center White Paper No. 1). Retrieved from
Journal Articles
Hawk, N.A., Vongkulluksn, V.W., Xie, K., & Bowman, M.A. (2021). Cognitive tasks in the core content areas: Factors that influence students’ technology use in high-school classrooms. Journal of Computer Assisted Learning, 37(4).
Ali, S. & Hawk, N.A. (2023). Examining cultural background as context and in-service teachers’ perception of TPACK: A mixed-method study. Education and Information Technologies. [published with student]
Nelson, M. J., & Hawk, N. A. (2020). The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions. Teaching and Teacher Education, 89, 103006.
Vongkulluksn, V.W., Xie, K., & Hawk, N.A. (2020). Investing time in technology: Teachers’ value beliefs and time cost profiles for classroom technology integration. Teachers College Record, 122(12).
Duan, J., Xie, K., Hawk, N. A., Yu, S., & Wang, M. (2019). Exploring a Personal Social Knowledge Network (PSKN) to aid the observation of connectivist interaction for high- and low-performing learners in connectivist massive open online courses: Aid the observation of connectivist interaction in cMOOCs. British Journal of Educational Technology, 50(1), 199–217.
Hawk, N.A., Bartle, G., & Romine, M. (2012). The living labs: Innovation in real life settings. Quarterly Review of Distance Education, 13(4), 225-231.
Book Chapters
Hawk, N.A., Bowman, M.A., Xie, K. (2021). Theory-based intervention framework to improve mathematics teachers’ motivation to engage in online professional development. In K. Hollebrands, R. Anderson & K. Oliver (Eds), Online learning in mathematics teacher education. Springer.
Bowman, M.A., Xie, K, & Hawk, N.A. (2023). The motivational features of digital math curricula: A framework for supporting pre-service teachers. In A. Zimmerman (Ed). Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age.IGI Global.
Hawk, N.A., He, J, & Xie, K. (2023). Communities of support: Development of a comprehensive framework of student engagement in K-12 virtual learning. In A. Zimmerman (Ed). Research, Practice, and Innovations in Teacher Education During a Virtual Age. IGI Global.
Xie, K., & Hawk, N.A. (2017). Technology’s role and place in student learning: What we have learned from research and theories. In J.G., Cibulka, & B.S. Cooper (Eds.), Technology in school classrooms: How it can transform teaching and student learning today (pp 1-17). Lanham, MD, USA: Rowman & Littlefield.
2019 AERA Best Paper Award Winner and Nominee in SIG-Technology as an Agent of Change in Teaching and Learning
2018 National Consortium for Instruction and Cognition: Richard C. Anderson Graduate Student Research Award: finalist