I spent 18 years in K-12 education, serving in various capacities.  For the entire time, I was in the classroom, teaching subjects ranging from introductory computer science to pre-calculus and physics and mentoring first-year teachers.  As the director of technology for 17 years.  I was responsible for the purchase, installation, maintenance, and support of all technology, including managing a 300-user Google Apps for Education account.  When I was an assistant principal, I handled all discipline issues, evaluated and documented staff performance and effectiveness, and conducted numerous in-services.  I even spent 10 years coaching volleyball and track and served as athletic director for 1 year.

I have helped two schools go through the accreditation process, performed research and delivered a report for another to implement standards-based grading, and helped schools positively transition through substantive leadership changes.  When a school identifies and adheres to its mission and vision, success will follow, and I have been fortunate to help schools in this endeavor.

My current research interest examines the digital divide in an educational context. This research includes the social, cultural, and economic factors which led to the development of the digital divide, the present-day circumstances that allow the continuance of the digital divide, and the resulting impact. For decades, quantitative data has shown that the digital divide persists. While technology continues to evolve rapidly, the issues preventing the closure of the digital divide have remained the same. There are undeniable links between societal inequities, educational inequities, and the digital divide. Hermeneutic phenomenology is a qualitative methodology that brings the experiences of the impacted to the forefront and pairs well with the theoretical frameworks of equity theory, critical theory, and Critical Race Theory. The intent is to provide a new perspective of the digital divide and inspire further efforts that will lead to its closure.



Doctor of Education Higher Education Administration
Oral Roberts University, Tulsa, OK

Master of Education School Administration, High Honors
Oral Roberts University, Tulsa, OK

Bachelor of Science Computer Engineering
Louisiana State University, Baton Rouge, LA

Publications and Presentations

Moland, J. C., Jr. (2022). Perceptions of their experiences with the digital divide: A hermeneutic phenomenology of first-year college students (Publication No. 2671944549) [Doctoral dissertation, Oral Roberts University]. ProQuest Dissertations & Theses Global.

Moland, J. C., Jr. (2021, March 26). Experiencing the digital divide [Oral Presentation]. LSUS Regional Student Scholar Forum.

Moland, J. C. (2021). Fitting In When You Stand Out. In Templeton, E.; Love, B.H.; Johnson, O. (Eds.), Elevating marginalized voices in academe: Lessons for a new generation of scholars. Routledge.

Moland, J. C., Jr. (2021, February 24). Bridging the digital divide [Paper presentation]. American Association of Colleges for Teacher Education 73rd Annual Meeting, Seattle, WA, United States.

Moland, J. C., Jr. (2020, November 5). The digital divide in higher ed [Guest lecture]. GHED 806: History and Future of Higher Ed, Oral Roberts University, Tulsa, OK, United States.

Educational Service

Nonpublic Bulletin 741 Task Force Member – 2018

International Christian Accrediting Association (ICAA) External Review Team Member – 2016, 2010

TeachMeet Nashville Presenter – SMARTBoards in the Classroom – 2011

TeachMeet Nashville Presenter – Collaboration with Google Apps – 2011

Oral Roberts University Educational Fellowship Regional Conference Presenter – Growing Technology in Your School – 2009

Project MISE (Modeling Inquiry Science Education) Instructor – 2009


Kappa Delta Pi – 2018-present

Apple Teacher with Swift Playgrounds Recognition – 2016-present

ASCD – 2015-2018

Google Apps Education Individual Qualified – 2011-2012