Virtual School Meanderings

June 14, 2020

LearnTechLib Table Of Contents Alert: JCMST 39:2

No K-12 distance, online, and blended learning articles in this issue.

LearnTechLib - The Learning & Technology Library

LearnTechLib Table of Contents Alert: JCMST 39:2

Dear Michael Barbour,

The latest issue of Journal of Computers in Mathematics and Science Teaching is now available on LearnTechLib, the Learning & Technology Library.

Journal of Computers in Mathematics and Science Teaching

Vol. 39 , No. 2 (April 2020)

Table of Contents

  1. Examining How Design Features Promote Children’s Awareness of Affordances in Digital Math Games

    Patricia Moyer-Packenham , Utah State University, ; M. Jill Ashby , Utah State University, ; Kristy Lister , Valdosta State University, ; Allison Roxburgh , Utah State University, ; Joseph S. Kozlowski , Utah State University,


  2. Implementing Socially Relevant Problem-Based Computer Science Curriculum at the Elementary Level: Students’ Computer Science Knowledge and Teachers’ Implementation Needs

    Thomas Brush , Indiana University, ; Anne Ottenbreit-Leftwich , Indiana University, ; Kyungbin Kwon , Indiana University, ; Michael Karlin , Indiana University,


  3. Evaluating Flipped and Traditional Pedagogy with Retrieval Practice in Mathematics for Computing

    James Eustace , National college of Ireland, ; Michael Bradford , National College of Ireland, ; Pramod Pathak , National College of Ireland,


  4. Computer Science Education: Online Content Modules and Professional Development for Secondary Teachers in West Tennessee – A Case Study

    Lee Allen , University of Memphis,


  5. Developing and Exploring the Use of Virtual Reality Learning System to Teach Mathematics Toward Minimizing Failure Rate

    Treasure Shebane , Tshwane University of Technology, ; Johnson Dehinbo , Tshwane University of Technology,


  6. Table of contents for this issue:

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June 11, 2020

Special Issue Of JTATE Just Published

Another notice of this special issue of the Journal of Technology and Teacher Education.

Just Published:
Teaching During the Pandemic Special Issue (Open Access)
Journal of Technology and Teacher Education (JTATE)

“Preservice and Inservice Professional Development During the COVID-19 Pandemic”

View the Special Issue

Teachers and teacher educators are facing great challenges teaching during this worldwide pandemic. With many conferences either cancelling or postponing their events, these sources of ideas and best practices are not available when critically needed.

Fortunately, SITE-Society for Information Technology and Teacher Education agilly shifted its spring conference to an online event this past April and which featured many timely sessions on the challenges of teaching during the pandemic.

In order to support teachers and teacher educators around the world who are working through the COVID-19 crisis, a collection of papers, many from the conference, documenting best practices have been published in a special issue of SITE’s flagship Journal of Technology and Teacher Education (JTATE).

This JTATE Special Issue highlights numerous and varied efforts by teacher educators, researchers and practitioners across the globe as they rapidly responded to remote teaching and learning.

View the Special Issue

Ten sample articles of this freely available issue:

  • Virtually PKY – How One Single-School District Transitioned to Emergency Remote Instruction
  • Creating Asynchronous Virtual Field Experiences with 360 Video
  • Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During the COVID-19 Pandemic
  • Designing Inquiry During a Pandemic: A Professional Learning Experience
  • Human-Centered Design as a Frame for Transition to Remote Teaching during the COVID-19 Pandemic
  • Pre-Service Teachers Examine Digital Equity Amidst Schools’ COVID-19 Responses
  • Technology-Supported Professional Development for Collaborative Design of COVID-19 Instructional Materials
  • Learning to Practice Digitally: Advancing Preservice Teachers’ Preparation via Virtual Teaching and Coaching
  • Folk Pedagogies for Teacher Transitions: Approaches to Synchronous Online Learning in the Wake of COVID-19
  • Collaborative Video Case Studies and Online Instruments for Self-Reflection in Global Teacher Education

And many more…

SITE/AACE open access eBook:

“Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field,”  INCLUDING 133 articles!

Publishing Soon!

SITE Interactive Online Conference October 26-28, 2020
More Information to Come!

Copyright © 2020 Association for the Advancement of Computing in Education, All rights reserved.
You are receiving this email because you asked to receive updates for new posts to AACE Review.

Our mailing address is:

Association for the Advancement of Computing in Education

PO Box 719

Waynesville, NC 28786


June 3, 2020

Article Notice – Student Perceptions Of Their Interactions With Peers At A Cyber Charter High School

After receiving notice of my own article, I scanned the table of contents and also found this article.

Jered Borup, Shea Walters, Megan Call-Cummings


K-12 online students are increasingly communicating and collaborating with their peers; however, research on the topic is limited—especially research examining students’ perceptions and experiences. Guided by the Adolescent Community of Engagement framework’s concept of peer engagement, this case study examined learner-learner interactions at a cyber charter high school. Ten students were selected by teachers based on their ability to independently engage in learning activities—five students were more independent and five required more support from others. Each student took part in two, hour-long interviews for a total of 20 interviews. The interviewers covered students’ perceptions an experiences regarding teachers, parents, and peers. This report only focuses on peers. Students found that their interactions with peers allowed them to develop friendships, improve their motivation, receive peer instruction, and collaborate effectively with others. Challenges are also covered.  The article concludes with recommendations for research and practice.


K-12 online learning, learner-learner interactions, peer engagement

Article Notice – Irrelevant, Overlooked, Or Lost? Trends In 20 Years Of Uncited And Low Cited K-12 Online Learning Articless

I received notice that an article I contributed to was published.

Karen Arnesen, Shea Walters, Michael K. Barbour, Jered Borup


In this study, we analyzed a subset of uncited or low cited articles from the data reported in Arnesen, Hveem, Short, West, and Barbour  (2019), who examined the trends in K-12 online learning articles from 1994 to 2016. We identified 62 articles that had 5 or fewer citations, and analyzed them for trends in authorship, publication outlets, dates of publication, and topics that could help explain their low citation numbers. We also analyzed topics to see what contribution they might have made and can still make to the field of K-12 online learning. We found that the majority of these articles had been published in many different, less well-known journals.  We also found that these articles may have attracted fewer readers because they addressed topics that seemed to have a narrow focus, often outside of the United States. The articles were also authored by  both well-known researchers in the field as well as a number of one-time authors. What we did not find were articles that were uninteresting, poorly researched, or irrelevant. Many of the articles described and discussed programs that grappled with and overcame some of the same challenges online learning still faces today: issues of interaction, community, technology, management, etc. Some of the early articles gave interesting insights into the history of K-12 online learning, especially as it involved rural learners and programs. Others addressed less mainstream but still interesting topics such as librarians in online learning, cross-border AP history classes, policies that helped or hindered the growth of online learning, and practical considerations of cost and access.


K-12, K-12 online learning, virtual school, cyber school, journal analysis

June 2, 2020

ETS TOC Alert: Journal Of Educational Technology & Society 2020, Vol. 23, No. 1

Like I say at some point most days these days (although a little less these past two weeks), I’m getting a backlog in items that I want to post, so I’ll start posting them more frequently for the rest of the day.

Another new journal issue – noticed the flipped learning article at the top.

Dear Subscriber,

The latest issue of “Journal of Educational Technology & Society” is now available on the ETS Journal Web Site.

The articles of the current issue is made available here. The following is the Table of Content of the issue:

Volume 23   Number 1,  2020

 Full Length Articles
 The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis
Lanqin Zheng, Kaushal Kumar Bhagat, Yuanyi Zhen and Xuan Zhang
 A Contribution-Oriented Self-Directed Mobile Learning Ecology Approach to Improving EFL Students’ Vocabulary Retention and Second Language Motivation
Zhuo Wang, Gwo-Jen Hwang, Zhaoyi Yin and Yongjun Ma
 Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality
Fang-Chuan Ou Yang, Fang-Ying Riva Lo, Jun Chen Hsieh and Wen-Chi Vivian Wu
 Student Game Design as a Literacy Practice: A 10-Year Review
Hsiu-Ting Hung, Jie Chi Yang and Yi-Chin Tsai
 Learning Tennis through Video-based Reflective Learning by Using Motion-Tracking Sensors
Chih-Hung Yu, Cheng-Chih Wu, Jye-Shyan Wang, Hou-Yu Chen and Yu-Tzu Lin
 Enhancing Post-secondary Writers’ Writing Skills with a Chatbot: A Mixed-Method Classroom Study
Michael Pin-Chuan Lin and Daniel Chang

Editorial Office,

Journal of Educational Technology and Society.
ET&S website:


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