Dr. Byron Havard
- Position: Associate Professor
- Department: Instructional, Workforce and Applied Technology
- Office Location: Building 70, Room 107
- Campus: (850) 474-2952
- Curriculum Vitae (CV)
Dr. Byron Havard is an Associate Professor of Instructional Design and Technology.
His research has examined numerous aspects of education, technology and the learning process.
Some of his latest research looks at the impact of technology on fourth-grade math students and the effects of video collaboration on the science knowledge of sixth-graders. He also has researched peer assessment in education, “deep learning,” group learning characteristics, and the impact of technology usage on academic achievements by low-income and minority students.
In addition, in 2015 the Journal of Medical Internet Research Mental Health published a work Havard co-wrote: “Mental health mobile apps: From infusion to diffusion in the mental health social system.”
Other peer-reviewed journals publishing his work include Encyclopedia of Educational Technology, Journal of Educational Technology Systems, Journal of Interactive Learning Research, and International Journal of Information and Communication Technology Education.
Havard earned a doctorate in Industrial Technology from Georgia State University in 1999 and joined UWF in 2005.
Degrees & Institutions:
Havard received his bachelor's degree in Industrial Design from Auburn University. He went on to earn his master's degree in Instructional Design and Development from the University of South Alabama, and his doctorate degree in Instructional Technology from Georgia State University.
- Online collaboration and communication media
- Human performance interventions
- Instructional strategies for emerging technologies
- Social and cultural dimensions in instructional technology
- Applied Instructional Technology Investigations
- Evaluation for MSA Professionals
- Digital Video for Instruction
Keywords: instructional technology, mental health mobile apps, wearable learning environments, technology impact on education for low-income students, group-learning characteristics