Press & Publications

Alderton, E., Brunsell, E., & Bariexca, D.N.  (2011).  The end of isolation.  Journal of Online Learning and Teaching, 7(3), 1-16.

Bariexca, D.N.  (2010).  Alleviating Shakes-fear.  In R. Branstetter (Ed.), The teachable moment (pp.15-24).  New York: Kaplan.

Bariexca, D.N.  (2010).  British literature wiki.  In T. Freedman (Ed.), The amazing Web 2.0 projects book (p. 70).  Retrieved from

Bariexca, D.N.  (2010).  The ick factor.  In R. Howe (Ed.), One size does not fit all (pp. 182-194).  New York: Kaplan.

Bariexca, D.N.  (2011).  The purpose of education.  In D. Belshaw & A. Stewart (Eds.), Purpos/ed (pp. 7-9).  Great Britain: Scholastic UK.

Bariexca, D.N.  (2012, September).  EdcampNJ: Grassroots professional learning.  NJEA Reporter, p. 13. [pdf]

Bariexca, D.N.  (2012).  The trial of Iago.  In C. Limber, E. Till, & M.B. Perkins (Eds.), Othello: The Moor of Venice study materials/activities (pp. 16-17).  St. Louis: Shakespeare Festival St. Louis. [pdf]

Bariexca, D.N.  (2014).  Sustaining distributed leadership: Lessons learned from a case study of Delaware middle schools.  (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database.  (UMI No. 3666117)

Bariexca, D.N., & Richardson, K.  (2002).  “Mingling bloods”: Friendship in The Winter’s Tale.  In J. Ehrlich & J. Field-Pickering (Eds.), Folger Shakespeare Library Education Department curriculum guide to The Winter’s Tale (pp. 4-6).  Washington, DC: Simon & Schuster. [pdf]


Damian has also been featured, quoted, interviewed, or cited in the following works:

Baker, C., Maben, S., & Edwards, J.  (2015).  Strategies for establishing and sustaining social presence in the online learning environment.  In R.D. Wright (Ed.), Student-teacher interaction in online learning environments (pp. 251-265).  Hershey, PA: IGI Global.

Beach, R., Anson, C.M., Kastman Breuch, L., & Reynolds, T.  (2014).  Understanding and creating digital texts: An activity-based approach.  Lanham, MD: Rowman & Littlefield.

Beach, R. & O’Brien, D.  (2014).  Using apps for learning across the curriculum: A literacy-based framework and guide.  Florence, KY: Routledge.

Berger, P. & Trexler, S.  (2010).  Content collaboration.  Choosing Web 2.0 tools for learning and teaching in a digital world.  Santa Barbara, CA: ABC-CLIO.

Bradbury, J. (Host). (2012, June 19).  TeacherCast [Audio podcast].  Podcast retrieved from

Bradbury, J.  (Host).  (2011, November 13).  TeacherCast [Audio podcast].  Podcast retrieved from

Brauer, J.D.  (2014).  A hermeneutic phenomenological study of school administrators’ participation in personal learning networks and privacy issues.  (Doctoral dissertation).  Retrieved from

Brennan, K.  (2014).  Constructionism in the classroom: Three experiments in disrupting technocentrism.  Paper presented at the Constructionism and Creativity Conference, Vienna, Austria.  Retrieved from

Brennan, K.  (2015).  Author’s response: The critical context of teacher attitudes and beliefs.  Constructivist Foundations, 10(3), 301-304.

Brennan, K.  (2015).  Beyond technocentrism: Supporting constructionism in the classroom.  Constructivist Foundations, 10(3), 289-296.

Chichester, K., & Lo, B.  (Hosts).  (2010, May 11).  EdTech Classroom.  Podcast retrieved from [Link no longer valid] [mp3]

Deyamport, W.H., III  (2013).  An implementation of a Twitter-supported personal learning network to individualize teacher professional development.  (Doctoral dissertation).  Retrieved from ProQuest.  (AAT 3559871)

Elias, S.  (2012).  Implications of online social network sites on the personal and professional learning of educational leaders.  (Doctoral dissertation).  Retrieved from PsycINFO.  (2013-99131-305)

Fingal, D.  (2009-10, December/January).  Blogger’s beat: some advice for educational leaders.  Learning & Leading with Technology, 37(4), 38.

Fontaine, D.  (2008).  Welcome to the age of the wikitext!  MultiMedia & Internet@Schools, 15(3), 18-20.

Freedman, T.  (2008).  Web 2.0 projects.  Retrieved from

Ives, M.  (2014, April).  Digital leadership: Changing paradigms for changing times, by E. Sheninger.  [Book review].  Retrieved from

Johnson, S.  (2010).  Video conferencing and Teacher case studies.  Digital tools for teaching.  Gainesville, FL: Maupin House.

Jones, M., & Dexter, S.  (2014).  How teachers learn: the roles of formal, informal, and independent learning.  Educational Technology Research and Development, 62(3), 367-384.  doi: 10.1007/s11423-014-9337-6

Jones, M., & Dexter, S.  (2016).  Conceptualizing school-based teacher learning from teachers’ points of view: Holistically leveraging formal, informal, and independent learning activities.  In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 929-939). Association for the Advancement of Computing in Education (AACE).  Retrieved from

Kilgore, W., & Lowenthal, P.R.  (2015).  The human element MOOC.  In R.D. Wright (Ed.), Student-teacher interaction in online learning environments (pp. 373-391).  Hershey, PA: IGI Global.

King-Shaver, B., & Hunter, A.  (2009).  The new literacies and differentiated instruction.  Adolescent literacy and differentiated instruction. Portsmouth, NH: Heinemann.

Maraldo, J.  (2014).  Tweeting in the Agora: An historical documentary of educational structures and discourse in ancient Greece and in modern social media.  (Doctoral dissertation).  Retrieved from

McKeown, A., Mitchell, K., & Cornish, S.  (2012).  Switching on the possibilities of ICT use in alternative education programs: A literature review.  Retrieved from

Rider University.  (2010).  Ready to learn – Rider set to engage educators at NJEA Convention November 4 and 5 [Press release].  Retrieved from

Rudolph, N.D.  (2016).  The merge of social networking sites and professional development: A case study of Twitter usage among Minnesota K-12 principals.  (Doctoral dissertation).  Retrieved from St. Cloud State University.  (Paper 16)

Sanfelippo, J., & Sinanis, T.  (2015).  Principal professional development: Leading learning in the digital age.  Thousand Oaks, CA: Corwin Press.

Schieffer, L.  (2015).  Virtual collaboration: A phenomenological study of remote online adjuncts virtual collaboration lived experiences.  The Online Journal of Distance Education and e-Learning, 3(3), 90-116.

Sinanis, A.P.  (2015).  Principal professional development and Twitter: 140 characters of learning.  (Doctoral dissertation).  University of Pennsylvania, Philadelphia, PA.

Skyring, C.  (2013).  Learning in 140 characters: microblogging for professional learning.  (Doctoral dissertation).  Retrieved from Queensland University of Technology.  (65854)

Skyring, C.  (2014).  Twitter as a professional learning tool: Implications for practice and further research.  In Teaching, learning, and research in the 21st century.  Paper presented at 21st Century Academic Forum Conference at Berkeley, University of California, Berkeley, 21-23 August (pp. 142-152).  Berkeley: 21st Century Academic Forum.

Swanson, K.  (Host).  (2013, October 1).  Edcamp Leadership: Exploring the Way Forward.  [Episode 15].  EdCamp Radio.  Podcast retrieved from

Swanson, W., & Aronow, N.  (Executive Producers).  (2010, February 8).   Classroom closeup NJ [Television broadcast].  New Jersey: Public Broadcasting Service.

Vilson, J.L.  (2014).  This is not a test: A new narrative on race, class, and education.  Chicago: Haymarket Books.

Viswanathan, R.  (2012).  Social networking and blogging to enhance learning.  In S. Hargadon, R. Byrne, & C. Dawson (Eds.), Classroom 2.0 the book.  Retrieved from

Wilmington University.  (2014).  Wilmington University hosts Teacher LeaderCamp on October 25 [Press release]. Retrieved from

Zhang, B.  (2015).  Bridging the social and teaching presence gap in online learning.  In R.D. Wright (Ed.), Student-teacher interaction in online learning environments (pp. 158-182).  Hershey, PA: IGI Global.