Zachary M WALKER

Assistant Professor

Early Childhood & Special Needs Education (ECSE)

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Research Interests
Teacher attitudes regarding mobile technology, The impact of mobile technology on learning for all students in the classroom

  • Zachary has worked in the United States, Asia, England, Europe, Central America, and the Caribbean and with UNESCO’s International Bureau of Education (IBE) on issues related to inclusive educational policy. His current research focuses on the impact of mobile technology on both students and teachers including attitudes, policies, and accessibility.  

    Dr. Walker’s CV:

  • Leveraging mobile technology to establish innovative strategies, programs, and processes that enhance the abilities of students with disabilities to be both included and to thrive in educational and employment settings.

    The use of mobile technology among teachers, schools, and districts in local, national, and international settings.

  • Council for Exceptional Children (CEC)

  • MSE 850: Technology for Engaging All Learners: iPads, Phones, Apps, and Mobile Devices (mixed-mode delivery)

    IEC 4025: Engaging Mobile Learners (mixed-mode delivery)

     IEC 4020: ADHD: Characteristics and Classroom Interventions (mixed-mode delivery)

    MSE 806: Curriculum Design and Development (mixed-mode delivery)

  • Doctoral Chair

    Leong, S.L. (2015).  Effects of mathematics instructional sequence on the conceptual and procedural understanding of algebraic expression for secondary students with learning disabilities and mathematic difficulties. Dissertation, National Institute of Education, Singapore.


    Tan, K.H. (in progress).  The effect of aerobic intervention on the language, phonological awareness, reading, and spelling skills of pupils at risk in mainstream Singapore schools.  Dissertation, National Institute of Education, Singapore.

    Master’s Thesis Chair

    Koh, J. (in progress).  The use of google calendar for executive functioning in the classroom.

    Master’s Thesis Review

    Ng Mui Hoon, P. (2015).  The effectiveness of the scaffolding interrogative method (SIM) for teaching children with reading comprehension deficits.

    Ghalid, I.B. (2014).  A retrospective analysis of the effectiveness of dolphin-assisted therapy for children with autism in Singapore.

    Kong, M. (2014).  Validation of dap: sped as a screening tool for emotional disturbance in Singapore.

    Binte Mohamed Rasid, N. (2014).  Improving the socialization of adolescents with cerebral palsy through the use of communication technology devices.

    Cheong, J. (2014).  An inter-correlational study of numeracy components in number processing of students with mild intellectual disabilities.

    Chien, P. (2013).  A case study of preschool social inclusion through children’s perspectives.

  • 2016 UNESCO Pedagogical Innovation-Technology in Teaching and Learning Nominee, UNESCO


    2015 John Cheung Social Media Award for Innovation in Teaching and Pedagogy, Nanyang Technological University


    2015 Millennium Milestone Maker Award, World Academy for the Future of Women


    2015 Honorary Research Associate, University College of London and the Institute of Education, 2015


    2011 Order of Pegasus Award, University of Central Florida


    2011 Emerging Scholar Award, Think College and Institute for Community Inclusion, 2011