Stephanie is currently the primary investigator for a research study that considers issues of surveillance with bring your own devices in education for students, teachers and administrators in K-12 public school settings in her first multi-institution collaborative initiative. Together with mentor faculty members from Simon Fraser University, (Dr. Sean Chorney) University of Toronto (Dr. James Slotta, and Dr. Comsin Munteanu) and the University of Victoria (Dr. Jason Price) the research expands across Canada to analyze policy.
Stephanie Sadownik received her doctorate from the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education with the University of Toronto. She has a combined degree with the Knowledge Media Design Department in the Faculty of Information at the University of Toronto and a Masters of Arts degree in Leadership Studies in Education from the University of Victoria. Stephanie is a certified teacher with the Ontario College of Teachers, the Alberta Department of Education and the British Columbia Teacher Regulation Branch. In collaboration with Dr. Cosmin Munteanu, Stephanie has conducted extensive research investigating the Canadian Tri-Council Policy frameworks that regulate ethics in research for human computer interactions of vulnerable and marginalized groups with emerging and disruptive technologies.
Publications
Sadownik, S. (2019). Combining Teacher and Peer Status to Improve Online Communication. Poster presented at the 2019 Annual AREA meeting, "“Leveraging Education Research in a ‘Post-Truth’ Era: Multimodal Narratives to Democratize Evidence.”
Sadownik, S. (2019). The Effectiveness of Collaborative Group Assessment on Student Engagement in Mathematics. Poster presented at the 2019 Annual AREA meeting, “Leveraging Education Research in a ‘Post-Truth’ Era: Multimodal Narratives to Democratize Evidence.”
Munteanu, C. & Sadownik, S. (2019). Field studies of assistive technologies for marginalized users: Canadian ethics policy perspective. In B. Barbosa & F. Vetere (Eds.) Ageing and digital technology: Designing and evaluating emerging technologies for older adults. Springer
Sadownik, S. (2018). Under construction: Developing mathematical processes and discourse through dialogue in computer supported collaborative learning environments. University of Toronto, Toronto, Ontario.
Sadownik, S. (2017). Creating a social ecological model for elementary mathematics homework.. In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1341-1344). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
Sadownik, S., Munteanu, C., & Xu, Z. (2016, November). Ethical dilemmas during field studies of emerging and disruptive technologies – is our current state of knowledge adequate?A knowledge Synthesis Report for the Social Sciences and Humanities Research Council of Canada (SSHRC). http://www.cs.utoronto.ca/~mcosmin/share/sshrc-ethics/Munteanu_EthicsEmergingTech_CompleteReport_2016-SSHRC-KS.pdf
Sadownik, S. (2015). Social Media in the Classroom.In R. Caine, H. Wheaton, & L. Massey (Eds.),Proceedings from the International Conference for Bridging Gaps-Higher Education, Media and Society. (pp.65-69) Toronto, ON: WaterHill Publishing
Samaras, S. (2013). ThingsIHate: You: A study of problematic social media discourse and how we as leaders can teach to mitigate the harmful practices and effects on today's children. University of Victoria. Victoria, British Columbia.https://dspace.library.uvic.ca/handle/1828/4908
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