Dr. Insook Han coordinates the Instructional Learning Technology graduate certification program. One of her research interests entails embodied cognition and the use of technology for improving students’ STEM learning. For the past several years, she has worked on several projects using emerging technologies (e.g., virtual reality) in K-12 classrooms to promote learning. She is also interested in pre-service teacher education for technology integration in classrooms as well as online learning. Her works have been published in various prestigious journals, such as Computers and Education, The International Review of Research in Open and Distance Learning, and Teaching and Teacher Education. Additionally, one of her collaborated works recently won the 2017 DDL Journal Article Application Based Award, which was awarded by the Division of the Association for Educational Technology & Communications.

Research Interests

  • Cognition
  • Instructional Technology
  • Teacher Education/Development

Courses Taught




EDUC 5255

Tech in Classrooms: TPCK


EPSY 8627

Introduction to Research Design and Methods


EPSY 9287

ILT: Practicum in Instructional Technology


Selected Publications


  • Han, I., Han, S., & Shin, W.S. (2019). Teachers' and students' perspectives on good teaching using technology in elementary classrooms. International Journal of Information and Communication Technology Education, 15(3), pp. 103-116. doi: 10.4018/IJICTE.2019070108

  • Han, I. (2018). Teacher’s re-design of virtual reality based curriculum in an elementary classroom. Proceedings of International Conference of the Learning Sciences, ICLS, 3(2018-June), pp. 1689-1690.

  • Kwon, S., Lee, J., Han, S., Koo, Y., Han, I., Bhang, S., & Park, S. (2014). Teachers’ perception on smart education: Based on the analysis of importance and performance. Korean Journal of Educational Methodologies, 26(1), pp. 65-89.

  • Shin, W.S., Han, I., & Kim, I. (2014). Teachers' technology use and the change of their pedagogical beliefs in Korean educational context. International Education Studies, 7(8), pp. 11-22. doi: 10.5539/ies.v7n8p11