Dr. David Rutledge is a Professor of Educational Design and Learning Technology with an emphasis on curriculum and instruction in relation to educational equity and diversity. Dr. Rutledge has served as Information Technology Council Chair for the Society for Information Technology and Teacher Education (SITE), with an emphasis on continued discourse related to technology integration in teacher preparation programs. His research focuses on developing STEM educators (in-service and pre-service) through grants and outreach initiatives.
Dr. Rutledge's areas of specialization include learning technologies, STEM education, ESL/bilingual education, and international comparative education.
Rutledge, D., Prescott, P.*, Cota, R., Vigil, F., Pontelli, E., Lozano, Y., & Sedillo, A. (2025). Preparing Teachers for Culturally Responsive Pedagogy in Computer Science (CRPinCS): Building a Micro-credential via Collaboration. Journal of Technology and Teacher Education, 33(1), 147–185. https://www.learntechlib.org/primary/p/225097/.
Abdelhafiz, N., & Rutledge, D. (2025). Examining Gender Representation in English as a Foreign Language Textbooks Using Critical Discourse Analysis. ARCHIVIA: Journal of Humanities, Social Sciences, and Translation, 1(1), 80–103. https://dx.doi.org/10.21608/arciv.2025.396534.1005.
Clausen, J. M., Borthwick, A., & Rutledge, D. (2023). Perspectives of Educational Technology Teacher Educators: Mavericks, Champions, or Change Agents. Journal of Digital Learning in Teacher Education, 39(1), 21–40. https://doi.org/10.1080/21532974.2022.2137607.
Williams, M. K., Christensen, R., McElroy, D., & Rutledge, D. (2023). Teacher Self-Efficacy in Technology Integration as a Critical Component in Designing Technology-Infused Teacher Preparation Programs. Contemporary Issues in Technology and Teacher Education, 23(1), 228–259. https://citejournal.org/volume-23/issue-1-23/general/teacher-self-efficacy.
Liu, J., Rutledge, D., Zhang, J., Rong, H., & Zhang, S. (2022). Pre-service Teachers’ Beliefs about Language Learning Inventory (BALLI) on EFL Learning: Evaluating the Economic Factors in the Chinese Context. Eurasian Journal of Applied Linguistics, 8(3), 83–92. http://dx.doi.org/10.32601/ejal.803007.
Achen, K., & Rutledge, D. (2022). The Transition from Emergency Remote Teaching to Quality Online Course Design: Instructor Perspectives of Surprise, Awakening, Closing Loops, and Changing Engagement. Community College Journal of Research and Practice, 47(6), 428–442. https://doi.org/10.1080/10668926.2022.2046207.
