Anika Anthony, PhD, is associate professor of educational administration in the Department of Educational Studies at The Ohio State University. Anthony’s research focuses on the implementation of educational technology in K-12 and teacher preparation settings. She has examined the influence of distributed technology leadership, strategic partnerships, and systemic alignment on technology implementation. Anthony teaches courses on educational leadership and administration, technology leadership, and technology integration.
Anthony began her professional career as an engineer, management consultant, and systems analyst. A specialist in activity theory, she has designed and evaluated e-learning environments and has advised school and district leaders in their efforts to implement technology for educational improvement.
As a faculty member at The Ohio State University, she has developed graduate-level courses and has contributed to the development or re-design of multiple programs of study, including the education doctorate (EdD) focusing on educational administration, educational technology MA and PhD programs, principal licensure, teacher leadership endorsement, and technology endorsement.
Anthony has served as a Plenum Representative for the University Council for Educational Administration, a standing committee member for the American Educational Research Association, and an advisory committee member for PowerUp What Works (a project of the Center for Technology Implementation housed at the American Institutes for Research).
- PhD, Education-Learning Technologies, University of Michigan
- MS, Education-Learning Technologies, University of Michigan
- BSE, Industrial and Operations Engineering, University of Michigan
- Anthony, A. B., Gimbert, B. (2015). Higher education partnerships for learning with mobile technologies in P-12 environments. In Y. Zhang (Ed.), Handbook of mobile teaching and learning. Berlin: Springer. DOI: 10.1007/978-3-642-41981-2_34-1
- Watkins, S., Anthony, A. B., Schaffer, C., & Smith, K. J. (2015). A spectrum of parent and community engagement for conceptualizing and responding to the institutional complexity of urban schools. In M. Khalifa, N. W. Arnold, A. F. Osanloo & C. M. Grant (Eds.), Handbook of urban educational leadership (pp. 268-279). Lanham, MD: Rowman & Littlefield.
- Anthony, A. B., & Patravanich, S. (2014). The technology principal: To be or not to be? Journal of Cases in Educational Leadership, 17(2), 3-19.
- Greene, H., Anthony, A. B., Parkhurst, A., Post, P., & Zhan, X. (2014). Preparing teachers and university students to translate engineering research to K-8 students in an afterschool program. Proceedings of the American Society of Engineering Education Annual Conference 2014, Indianapolis, IN: ASEE.
- Anthony, A. B., Gimbert, B. G., & Fultz, D. M. (2013). The effect of e-coaching attendance on alternatively certified teachers’ sense of self-efficacy. Journal of Technology and Teacher Education, 21(3), 277-299.
- Anthony, A. B. (2012). Activity theory as a framework for investigating district-classroom system interactions and their influences on technology integration. Journal of Research on Technology in Education, 44(4), 331-352.
- Anthony, A. B. (2012). Technology leadership. In A. W. Hoy & W. K. Hoy (Eds.), Instructional leadership: A research-based guide to learning in schools (4 ed., pp. 21-24): Upper Saddle River, NJ: Pearson.
- Anthony, A. B., & Clark, L. (2011). Examining dilemmas of practice associated with the integration of technology into mathematics classrooms serving urban students. Urban Education, 46(6), 1300-1331.
- Anthony, A. B. (2011). Innovation in educational organizations: Implications for research and administrative practice. In M. DiPaola & P. Forsyth (Eds.), Leading research in educational administration: A festschrift for Wayne K. Hoy (pp. 165-184). Greenwich, CT: Information Age.