William T. Wright, Ph.D.

Assistant Professor
Department of Educational Technology and Foundations College of Education

678-839-2445
williamw@westga.et5xK1rLMcjUaaE9wEWK6SBiIIzesNobdadu

Education Annex

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William T. Wright, Ph.D.

William T. Wright is an Assistant Professor of Instructional Technology in the College of Education at the University of West Georgia. His teaching and research focus on artificial intelligence in education, digital platforms, media literacy, emerging technologies, and the ways technological systems shape teaching, learning, and professional practice. Dr. Wright is particularly interested in helping educators move beyond viewing technology as a collection of tools and instead understand the broader social, institutional, and commercial systems in which those tools are embedded.

Before joining UWG, Dr. Wright worked in educational technology and innovation roles at Kennesaw State University, where he supported faculty development, emerging technology initiatives, digital accessibility, and maker-centered learning. Earlier in his career, he taught high school English in North Carolina.

 

 

  • B.A., University of North Carolina at Chapel Hill, 2013
  • M.A.T., University of North Carolina at Chapel Hill, 2015
  • Ph.D., University of Georgia, 2023

Fall 2026 Sections

Wright, W. T. (2026). Reading platforms as texts: How ELA can address fallacies of persuasive design. English Journal, 115(3), 75-79.

Wright, W. T. (2025). Digital remix as a pedagogical platform intervention. Learning, Media and Technology, 50(2), 276-289.

Robinson, B., Wright, W. T., & Nichols, T. P. (2025). Playing with (in) platforms: A sociomaterial perspective on literacy and video games. In Theories, Models, and Practices of Literacy (pp. 152-167). Routledge.

von Gillern, S., Wright, W., & Winger, K. (2025). A Survey of Teachers’ Perspectives on Benefits and Concerns of Artificial Intelligence in Literacy Education. Literacy Research and Instruction, 1-24.

Wright, W. T. (2021). Popular culture remixes as an opening for critical dialogue with ELA teacher candidates. Journal of Adolescent & Adult Literacy, 65(1), 27-35.

Wright, W. T. (2021). Reality check. The Radical Teacher, (119), 61-67.

Von Gillern, S., Korona, M., Wright, W., Gould, H., & Haskey-Valerius, B. (2024). Media literacy, digital citizenship and their relationship: Perspectives of preservice teachers. Teaching and Teacher Education, 138, 104404.

Robinson, B., & Wright, W. T. (2023). Actually existing vitality rights: resisting neoliberal affects at a video game design camp. English Teaching: Practice & Critique, 22(2), 247-260.

Wright, W. T., Hadley, H. L., Ervin, J., Overton, L., & Burke, K. J. (2022). Generative dissensus in a youth-led coalition-building enterprise. Teachers College Record, 124(9), 36-64.

Alvermann, D., Wright, W., & Wynne, E. (2023). Researching media literacy practices using both critical and posthuman inquiry. In Media literacy and media education research methods (pp. 97-115). Routledge.

Wright, W. T. (2021). YA Author: Embracing the Digital Backchannel. Voices from the Middle, 28(4), 51-53.

Alvermann, D. E., & Wright, W. T. (2016). Adolescent literacies. Oxford Research Encyclopedia of Education.

Wright, W. T. (2021). Engaging ELA teacher candidates with the power and possibility of geolocated augmented reality. Virtual and augmented reality in English language arts education, 177-196.

Wright, W. T. (2020). Within, without, and amidst: A review of literacy educators' perceptions of participatory media technologies. Journal of Media Literacy Education, 12(2), 1-12.