• August, 2002 - Present
  The University of Tennessee at Martin; Martin, Tennessee
  Professor of Instructional Technology
  College of Education and Behavioral Sciences
  Department of Educational Studies
• August 1995 - May, 2002
  The University of Louisiana at Monroe; Monroe, Louisiana
  - Entergy Endowed Professor of Instructional Technology
  - Coordinator, Instructional Design and Technology
  - Associate Professor, Department of Educational Leadership and Counseling
• January 1993 - July, 1995
  Federal Express Corporation; Memphis, Tennessee
  Senior Instructional Design Specialist; Customer Service Training
• 1991 - 1995
  The University of Memphis; Memphis, Tennessee
  Adjunct professor; Department of Instruction and Curriculum Leadership
• 1992 - 1993
  The University of Memphis; Memphis, Tennessee
  Coordinator of Field Experiences; Office of Teacher Education
• 1990 - 1992
  The University of Memphis; Memphis, Tennessee
  Graduate Teaching Assistant; Department of Instruction
  and Curriculum Leadership
• 1988 - 1990
  MacDesigns; Memphis, Tennessee
• 1974 - 1988
  Harding Academy; Memphis, Tennessee
  Development Office; Speech/Communication Teacher; English and Theater Teacher.

Dunn, K. E., & Rakes, G. C. (2008). I think I can: An analysis of the influence of teacher efficacy on learner-centered beliefs. National Forum of Educational Administration and Supervision Journal, 26(1), 4-25.

Rakes, G.C. (2008). Open book testing in online learning environments. Journal of Interactive Online Learning, 7(1).

Rakes, G.C., Fields, V.S., & Cox, K.E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 411-426.

O'Bannon, B., Puckett, K., & Rakes, G.C. (2006). Using technology to support visual learning strategies. Computers in the Schools, 23(1/2), 125-137.

O'Bannon, B., Puckett, K., & Rakes, G.C. (2006). Using technology to support visual learning strategies. In C.D. Maddux & D.L. Johnson (Eds.), Type II Uses of Technology in Education (pp. 111-124). Binghamton, New York: Hawthorn Press, Inc. (Reprinted from Computers in the Schools)

Rakes, G.C., Gulledge, B.T., & Rakes, T.A. (2005-2006). Quality assurance in teacher education: Warranty programs. National Forum of Teacher Education Journal, 16(3), 1-8.

Choate, J.S., Rakes, T.A., & Rakes, G.C. (2004). Written expression: Communicating in print. In J.S. Choate (Ed.) Successful inclusive teaching: Proven ways to detect and correct special needs (4th ed., pp. 178-213). Boston: Allyn and Bacon.

Dawson, C., & Rakes, G.C. (2003). The influence of principals' technology training on the integration of technology into schools. Journal of Research on Technology in Education, 36(1), 29-49.

Rakes, G.C., & Casey, H.B. (2003). Institutionalizing technology in schools: Resolving teacher concerns. National Forum of Teacher Education Journal, 20, 5-12.

Rakes, G.C., Rakes, T.A., and Smith, L.J. (2002). Using visuals to enhance secondary students' reading comprehension of expository texts. [Electronic Version] In Reading in the Content Areas Video Guide (pp. 119-127). Alexandria, VA: Association for Supervision and Curriculum Development. (Reprinted from Journal of Adolescent and Adult Literacy, 39, 46-54.) Available on the World Wide Web.

Rakes, G.C., & Casey, H.B. (2002). An analysis of teacher concerns toward instructional technology. International Journal of Educational Technology, 3(1).

Casey, H.B., & Rakes, G.C. (2002). An analysis of the influences of technology training on teacher stages of concern regarding the use of instructional technology in schools. Journal of Computing in Teacher Education, 18(4), 124-132.

Rakes, T.A., & Rakes, G.C. (2001). Articulating technology needs to administrators. In J. Price, D. Willis, N. Davis, & J. Willis (Eds.), Proceedings of the Twelfth Annual International Conference for the Society for Information Technology and Teacher Education (pp. 730-732). Norfolk, VA: Association for the Advancement of Computing in Education.

Flowers, B.F., & Rakes, G.C. (2000). Analysis of acceptable use policies regarding the Internet in selected K-12 schools. Journal of Research on Computing in Education, 32(3), 351-365.

Rakes, G.C. (2000). Teacher preparation for basic social studies. In J.S. Choate (Ed.), Instructor's manual for successful inclusive teaching: Proven ways to detect and correct special needs (3rd ed., pp 70-74). Boston: Allyn and Bacon.

Rakes, G.C., Flowers, B.F., Casey, H.B, & Santana, R. (1999). An Analysis of instructional technology use and constructivist behaviors in k-12 teachers. International Journal of Educational Technology, 1(2).

Rakes, G.C. & Rakes. T.A. (1999). Facilitating technology training for teacher educators. National Forum of Teacher Education Journal, 10, 3-11.

Rakes, G.C. (1999). Teaching visual literacy in a multimedia age. TechTrends, 43, 14-18.

Rakes, G.C., & Ferguson, P.W. (1998). Graduate teaching assistants: Assessing the need to improve preparation for the classroom and laboratory. National Forum of Applied Educational Research, 12, 3-11.

Rakes, G.C., & Rakes, T.A. (1997). Encouraging faculty collegiality: A paradigm for higher education. National Forum of Educational Administration and Supervision Journal, 14, 3-12.

Rakes , G.C. (1997). Teacher preparation for social studies. In J.S. Choate (Ed.), Instructor's manual for successful inclusive teaching: Proven ways to detect and correct special needs (2nd ed., pp 70-74). Boston: Allyn and Bacon.

Rakes, G.C. (1996). Using the Internet as a tool in a resource-based learning environment. Educational Technology, 36, 52-56.

Rakes, G.C. (1996). Visuals in instructional design. Performance and Instruction, 35, 30-32.

Rakes, G.C., Rakes, T.A., & Smith, L.J. (1995). Using visuals to enhance secondary students' reading comprehension of expository texts. Journal of Adolescent and Adult Literacy, 39, 46-54.

Cox, G.C., Rakes, T.A., & Essex, N.L. (1994). Strategies for managing organizational change in higher education. National Forum of Educational Administration and Supervision Journal, 11, 40-48.

Cox, G.C., Smith, D.L., & Rakes, T.A. (1994). Enhancing comprehension through the use of visual elaboration strategies. Reading Research and Instruction, 33, 159-174.

Rakes, T.A., & Cox, G.C. (1994). Persuasive strategies for school administrators: A key to school effectiveness. NASSP Bulletin, 78, 97-102.

Rakes, T.A., & Cox, G.C. (1993). Using the "grapevine" to effect change in schools. The Clearinghouse, 67, 17-20.

Dunn, K., & Rakes, G.C. (November 2008). Teacher education: A time and a place for learner-centered change. Paper presented at the 37th Annual Meeting of the Mid-South Educational Research Association; Knoxville, Tennessee.

Rakes, G.C., & Dunn, K. (March 2008). Exploring relationships between teacher technology concerns and classroom practices. Paper presented at the Nineteenth Annual International Conference for the Society for Information Technology and Teacher Education; Las Vegas, Nevada.

Rakes, G.C., & Rakes, T.A. (March 2008). Open book assessment options: Measuring teacher education students’ achievement in Web-based courses. Paper presented at the Nineteenth Annual International Conference for the Society for Information Technology and Teacher Education; Las Vegas, Nevada.

Fields, V.S., & Rakes, G.C. (March 2005). Teacher levels of technology implementation and student achievement in reading and mathematics. Paper presented at the Sixteenth Annual International Conference for the Society for Information Technology and Teacher Education; Phoenix, Arizona.

Casey, H., Harris, J., & Rakes, G.C. (June 2005). Why change? Addressing teacher concerns toward technology. Paper presented at the Twenty-fifth Annual National Educational Computing Conference, New Orleans, Louisiana.

Rakes, G.C., & Rakes, T.A. (March 2004). Making technology training effective: Listening to teacher concerns. Paper presented at the Fifteenth Annual International Conference for the Society for Information Technology and Teacher Education; Atlanta, Georgia.

Rakes, T.A.., & Rakes, G.C. (March 2003). Assessing the results of technology training for preservice teachers. Paper presented at the Fourteenth Annual International Conference for the Society for Information Technology and Teacher Education; Albuquerque, New Mexico.

Rakes, G.C., & Dawson, C. (March 2003). The influence of principals' technology training on the integration of technology into schools. Paper presented at the Fourteenth Annual International Conference for the Society for Information Technology and Teacher Education; Albuquerque, New Mexico.

Rakes, G.C., & Casey, H.B. (March, 2002). Institutionalizing technology in schools: Resolving teacher concerns. Paper presented at the Thirteenth Annual International Conference for the Society for Information Technology and Teacher Education; Nashville, Tennessee.

Rakes, T.A., & Rakes, G.C. (March, 2002). Disinformation, academia, and the Web: The anonymous battleground. Paper presented at the Thirteenth Annual International Conference for the Society for Information Technology and Teacher Education; Nashville, Tennessee.

Rakes, G.C., & Casey, H.B. (March, 2001). First things first: Addressing teacher concerns toward technology. Paper presented at the Twelfth Annual International Conference for the Society for Information Technology and Teacher Education; Orlando, Florida.

Rakes, G.C. & Glaze, R. (April, 2000). How do our Web sites measure up? Paper presented at the University of Louisiana System Public Information Officers Conference; Monroe, Louisiana.

Glaze, R., & Rakes, G.C. (April, 2000). Effective university Web sites. Paper presented at the University of Louisiana System Public Information Officers Conference; Monroe, Louisiana.

Rakes, G.C. (March, 2000). The Internet: What families should know. Paper presented at the Annual Conference of the Louisiana Association of Family and Consumer Sciences; Monroe, Louisiana.

Rakes, G.C., Flowers, B.F., & Casey, H.B. (February, 2000). Constructivist behaviors and k-12 teachers: Technology influences. Paper presented at the Annual Conference of the Association for Educational Communications and Technology; Long Beach, California.

Welch, J.A., & Rakes, G.C. (November, 1999). Developing the teacher's integrative planning talents. Paper presented at the Annual Conference of the National Association for Gifted Children; Albuquerque, New Mexico.

Rakes, G.C., & Rakes, T.A. (October, 1998). Making technology training work for teacher educators. Paper presented at the International Society for Technology in Education World Tel Ed Conference (ISTE); New Orleans, Louisiana.

Rakes, G.C., & Flowers, B.F. (November, 1997). Resource-based instruction and the Internet: Implications for instruction and assessment. Paper presented at the International Society for Technology in Education World Tel Ed Conference (ISTE); Austin, Texas.

Rakes, G.C. (November, 1997). Assessment of technology needs for appropriate inclusive education: Instructional Technology. Paper presented at The Council for Exceptional Children's Educational Diagnostic Services International Conference; Chicago, Illinois.

Welch, J.A., & Rakes, G.C. (October, 1997). The "how-tos" of an integrative curriculum approach. Paper presented at the Annual Conference of the National Association for Gifted Children; Little Rock, Arkansas.

Welch, J.A., & Rakes, G.C. (July, 1997). Thematic integrative planning and teaching via computer technology. Poster Presentation at the World Conference of the World Council for Gifted and Talented Children; Seattle, Washington.

Rakes, G.C. (February, 1997). Panelist; Instructional use of technology and professional development. LEARN for the 21st Century Regional Technology Meeting; Monroe, Louisiana.

Rakes, G.C., & Rakes, T.A. (October, 1996). A model for integrating technology into the college curriculum. Paper presented at the Third Annual Conference of the American Association for Teaching and Curriculum; San Antonio, Texas.

Rakes, G.C. (October, 1996). Using the Internet as a tool for resource-based learning. Paper presented at the Annual Conference of the Louisiana Association of Computer Using Educators; Baton Rouge, Louisiana.

Smith, D., & Rakes, G.C. (April, 1996). Internet application in resource-based learning. Paper presented at the Ninth Annual Conference of the Georgia Educational Technology Consortium; Macon, Georgia.

Rakes, G.C., & Stone, J. (November, 1995). Technology utilization in authentic assessment for special education. Paper presented at The Council for Exceptional Children's Educational Diagnostic Services International Conference; New Orleans, Louisiana.

Project Director. Project RITE (Research in Technology in Education); Students’ Motivation and Use of Cognitive Self-Regulated Learning Strategies as Predictors of Procrastination in Online Courses. Funded by the University of Tennessee System’s Educational Technology Collaborative, 2008-2009 ($3,000).

Project Director. Project RITE (Research in Technology in Education); Teacher Beliefs as Predictors of Concerns Regarding the Effect of Instructional Technology on Students. Funded by the University of Tennessee System’s Educational Technology Collaborative, 2007-2008 ($3,000).

Project Director. Project RITE (Research in Technology in Education); Teacher Concerns Toward the Use of Technology in the Classroom as Predictors of Instructional Practices. Funded by the University of Tennessee System’s Educational Technology Collaborative, 2006-2007 ($5,000).

Project Director. Project RITE (Research in Technology in Education); The Effects of Open Book Testing in Online Learning Environments. Funded by the University of Tennessee System’s Educational Technology Collaborative, 2005-2006 ($5,000).

Project Director. Instructional Technology for Teacher Education. Departmental Excellence Through Faculty Excellence Program. Funded by the State of Louisiana Board of Regents, 2000-2003 ($143,418).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 2001 ($127,000).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 2000 ($40,000).

Co-Project Director (W. McCown, G. Rakes, and J. Stone); University Initiative to Enhance Faculty Research Publication. Funded by The University of Louisiana at Monroe Faculty Grants Program, 1999-2000 ($10,426).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 1999 ($60,000).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 1998 ($50,000).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 1997 ($30,000).

Project Director; Using the Internet in a Resource-Based Learning Environment. A professional development program for Monroe City Schools teachers involved with the Louisiana Challenge Grant. Funded through the State Board of Elementary and Secondary Education from the Louisiana Quality Education Support Fund-8(g), Innovative Professional Development Program, 1997, ($6,075.00).

Principal Investigator; The Identification and Validation of Competencies for Graduate Teaching Assistants. Funded by the The University of Louisiana at Monroe Faculty Grants Program, 1996-1997 ($500).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 1996 ($30,000).

Project Evaluator; Enhancing Student Achievement By Networking Underserved Communities. Funded by the U.S. Department of Education for Monroe City Schools, 1995-2000.

Graduate Teacher of the Year, UT Online, 2008.

Featured Scholar Award; The University of Tennessee at Martin, Fall, 2007.

Distinguished Researcher Award; The University of Tennessee at Martin, College of Education and Behavioral Sciences, 2007-2010.

Phi Delta Kappa Apple Award; The University of Tennessee at Martin; Northwest Tennessee Chapter, 2004.

Phi Delta Kappa Apple Award; The University of Tennessee at Martin; Northwest Tennessee Chapter, 2003.

Entergy Endowed Professor of Instructional Technology, The University of Louisiana at Monroe, 2001-2002.

Outstanding Professor, College of Education and Human Development, ULM, 2001.

Kappa Delta Pi Outstanding Faculty Member, ULM, 2000-2001.

Phi Delta Kappa ULM Chapter Outstanding Educator, 2001.

Major Professor: Phi Delta Kappa Doctoral Disseration Award Winner, Region 7, 1998-2000.

Editorial Review Boards

Editorial Review Board, Journal of Interactive Online Learning, 2005-present.

Editorial Review Board, Journal of Technology and Teacher Education, 2003-present.

Editorial Review Board , National Forum of Applied Educational Research Journal, 2003-present.

National Policy Board, National Forum of Educational Administration and Supervision Journal, 2003-present.

Editorial Review Board, Journal of Computing in Teacher Education, 2002-present.

Editorial Review Board, Journal of Research on Technology in Education, 1999-present.

Text Reviewer, Prentice-Hall, Inc., 1998-present.

Associate Editor, National Forum of Applied Educational Research Journal, 2003-2005.

Editor, National Forum of Applied Educational Research Journal, 2000-2002.

Editorial Review Board, International Journal of Educational Technology, 2000-2003.

Professional Organizations

Sigma Xi, scientific research society.

Kappa Delta Pi, education honor society.

Delta Kappa Gamma, education honor society for women.

Phi Kappa Phi, academic honor society.

Phi Delta Kappa, education honor society.

Association for Educational Communications and Technology (AECT).

International Society for Technology in Education (ISTE).

Society for Information Technology and Teacher Education (SITE).

Committee Membership

SITE 2007 - 2009 Program Review Committee.

AECT 2007 Teacher Education Division Program Review Committee.

 

Students' Motivation and Use of Cognitive Self-Regulated Learning Strategies as Predictors of Procrastination in Online Graduate Students

Teachers' Learner-Centered Beliefs and Concerns Regarding Instructional Technology