- B.A. in English literature,Furman University
M.A. in instructional technology,University of Georgia
Ph.D. in instructional technology with a cognate in global policy studies,University of Georgia
- Online learning, technology in education, instructional design, technology in developing countries
Steve Harmon currently serves as professor and chair of the Learning Technologies Division in the College of Education at Georgia State University.
After majoring in English literature at Furman University, Harmon moved to Upper Egypt to teach fourth-grade English for two years. While traveling through the Middle East and Africa, he realized the tremendous need, and scarce resources, for education and training in developing countries. He returned to the U.S. and earned a masters and doctorate in instructional technology, with a cognate in global policy studies, from the University of Georgia.
Harmon’s research centers on educational uses of emerging technologies and has, for the last few years, focused on elearning, particularly with respect to synchronous, online learning environments. He is the president of the Association of Educational Communications and Technology, an international professional association of thousands of educators and others whose activities are directed toward improving instruction through technology.
Harmon also conducts research on educational technology in developing countries. He has worked in several Middle Eastern and African countries, including as a consultant for USAID’s Education for Development and Democracy Initiative in Botswana.
Harmon has over 120 professional publications and presentations and was the 2011 recipient of Georgia State University’s Innovative Instruction Award.
Calandra, B. & Harmon, S.W. (2012). A Unique Design for High-impact Safety and Awareness Training Educational Media International. 49(2) 97-108.
Jones M. G. & Harmon, S. W. (2011). The Future of Online Learning Technologies in Higher Education . In Surry, D. W., Stefurak, T., and Gray, R. (Eds.) Technology Integration in Higher Education: Social and Organizational Aspects. (pp.279-290). Hershey, PA: IGI Publishing.
Harmon, S.W. (2011). Virtual Worlds as a Trigger for Transformative Learning. Educational Technology. 51(2) pp 28-32.
Chitiyo, R. & Harmon, S.W. (2009). An Analysis of the Integration of Instructional Technology in Pre-Service Teacher Education in Zimbabwe. Educational Technology, Research and Development. 57(6). pp 807-830.
Calandra, B., & Harmon, S.W. (2009). SimSpaces: User-created virtual learning in the schools. In R. Chen, & T. Kidd, (Eds.), Wired for Learning: An Educators Guide to Web 2.0. Charlotte, NC: Information Age Publishing.
Jones, M.G. & Harmon, S.W. (2009). Instructional Strategies for Teaching in Synchronous Online Learning Environments (SOLE). In H. Yang, & S. Yuen (Eds.) Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. (pp. 78-93), Hershey, PA, IGI Global publications.
†Ma, Y., & Harmon, S.W. (2009). A case study of design-based research for creating a vision prototype of a technology-based innovative learning environment. Journal of Interactive Learning Research 20(1) pp75-93.
Harmon, S.W. (2008). A Theoretical Basis for Learning in Massive Multiplayer Virtual Worlds. Journal of Educational Technology Development and Exchange 1(1). pp29-40.
Stevenson-Land, K. & Harmon, S.W. (2008). Using Videopodcasts to engage digital natives in foreign language learning. Talking Points 19(2). pp24-29.