LearnTechLib Search Alert: New papers added – May 2, 2023 (“K-12 online learning”)

The second of two items from another one of my open scholarship networks.

Search Alert for “K-12 online learning”

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “K-12 online learning”

A total of 2 papers have been added:

Hall, J., Wang, Q. & Lei, J. (2023). Examination of the Presence + Experience Framework: Creating an Online Course for Pre-service Teachers Learning to Teach Online. Journal of Technology and Teacher Education, 31(1) 89-122.

Jacob Hall; Qiu Wang; Jing Lei

Preparing future teachers with virtual teaching competencies that can be applied to blended or fully online settings has long challenged teacher education programs. The need for this preparation has been made increasingly apparent by global events, advances in technology, and the shifting landscape of K-12 education. Therefore, this study examined the efficacy of a fully online, 10-day course aimed at preparing teacher candidates for virtual teaching. The course design was based upon the Presence + Experience framework—an instructional design model grounded in the community of inquiry and experiential learning theory…

https://www.learntechlib.org/p/221808/

Jensen, M. & Graham, C.R. (2023). Coaching to Support Blended Teaching: A Phenomenological Study of the Coaching Experiences of Emerging K-12 Blended Teachers. Journal of Technology and Teacher Education, 31(1) 35-66.

Michelle Jensen; Charles R. Graham

With the growth of blended teaching comes a need to support teachers that are shifting their instruction to this mode of teaching. Coaching is a form of professional development that is growing in K-12 institutions. However, research of coaching specifically intended to support blended teaching practices is lacking. This phenomenological qualitative study seeks to contribute to the body of research by exploring the coaching experiences of four K-12 teachers from second, fifth, junior high, and high school that are new to blended teaching. Through semi-structured interviews we sought to understand how our participants were experiencing the support for blended teaching instructional design and implementation that their coaches were providing…

https://www.learntechlib.org/p/221518/

Please visit https://www.learntechlib.org/search/?q=%22K%2D12%20online%20learning%22&added_after=2023-04-27 for all papers matching the search “K-12 online learning”

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LearnTechLib Search Alert: New papers added – May 2, 2023 (“virtual school”)

The first of two items from another one of my open scholarship networks.

Search Alert for “virtual school”

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “virtual school”

The following paper has been added:

Hall, J., Wang, Q. & Lei, J. (2023). Examination of the Presence + Experience Framework: Creating an Online Course for Pre-service Teachers Learning to Teach Online. Journal of Technology and Teacher Education, 31(1) 89-122.

Jacob Hall; Qiu Wang; Jing Lei

Preparing future teachers with virtual teaching competencies that can be applied to blended or fully online settings has long challenged teacher education programs. The need for this preparation has been made increasingly apparent by global events, advances in technology, and the shifting landscape of K-12 education. Therefore, this study examined the efficacy of a fully online, 10-day course aimed at preparing teacher candidates for virtual teaching. The course design was based upon the Presence + Experience framework—an instructional design model grounded in the community of inquiry and experiential learning theory…

https://www.learntechlib.org/p/221808/

---

This mailing is sent when new papers are available that match Search Terms you selected.

Are you or your library subscribed to the Learning & Technology Library (a non-profit organization)?

For subscription information, see: http://www.learntechlib.org/subscribe

From: Your LearnTechLib Team E-mail: info@LearnTechLib.org

Just Published: Volume 2 of Bridging the XR Gap

This item may be of interest to some readers.

Just Published: Bridging the XR Technology-to-Practice Gap: Methods and Strategies for Blending Extended Realities into Classroom Instruction, Volume II Extended reality (XR) represents the future of education. Before XR can be effectively integrated into schools and XR teaching standards can be imagined, practitioners and researchers must first lead the way to educate stakeholders on the power of XR as a tool for teaching and learning by establishing data-backed pedagogical strategies. As traditional uses of technology in the classroom are becoming outdated, XR is gradually being assimilated into education to replace them. Volume I focused on XR design consideration, skill development, and professional training. Volume II presents research on XR within the contexts of PK-12 schools and universities analyzed through the lens of teacher education. It showcases an international perspective with chapters written by XR researchers from across the globe, including Canada, China, Cyprus, Estonia, France, Saudi Arabia, Scotland, South Korea, Spain, and the United States. Alex Fegely of Coastal Carolina University and Todd Cherner of the University of North Carolina at Chapel Hill, have served as co-chairs for the X Realities & Learning Special Interest Group for SITE. Their work to publish this book includes a wide swath of research, theories, and perspectives. These volumes join a roster of outstanding publications from SITE & AACE members, and reflect both organizations’ continued commitment to quality scholarship and research. Read Volume II, Open Access Visit the SITE X Realities & Learning SIG Additional inquiries, feel free to contact pubs@aace.org. View this email in your browser Copyright © 2023 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

Association for the Advancement of Computing in Education · PO Box 719 · Waynesville, NC 28786 · USA

LearnTechLib Search Alert: New papers added – Apr 18, 2023 (“K-12 online learning”)

The second of two items from another one of my open scholarship networks.

Search Alert for “K-12 online learning”

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “K-12 online learning”

A total of 4 papers have been added:

Kingsbury, I. & Marshall, D.T. (2023). Assessing Access to Online Course Choice Among Brick-and-Mortar K-12 Students. Journal of Online Learning Research, 9(1) 83-100.

Ian Kingsbury; David T. Marshall

Many K-12 brick-and-mortar public schools now grant students the option of taking some of their courses online. Yet, a scant academic literature probes where online course choice exists and why it is utilized. We partner with a market research firm to solicit 450 responses from a nationally representative group of American parents of public school-educated children to begin to understand the predictors of districts adopting course choice, disparities in access, and why families utilize course choice. Overall, there are no clear intrastate predictors of which districts provide parents the option to avail online course choice…

https://www.learntechlib.org/p/221255/

Rice, M. & Barbour, M. (2023). Honoring Overlapping Agencies in Online Teaching and Learning. Journal of Online Learning Research, 9(1) 1-6.

Mary Rice; Michael Barbour

When it comes to technologies and learning, privilege and power reveal themselves in who gets to make choices and what choices can be made (Fawns, 2022). Children, their parents, and educators working with digital technologies in an online modality do much more than have interactions—they navigate intra-active entanglements between the agencies of those who are doing the learning, those who are supporting the learning, and materialities that are accessible (or not) in the learning moment (Barad, 2007; 2010). Each article in this issue of the Journal of Online Learning Research focuses on different aspects of agency, materialities, and choice-making in educational settings that use online learning as a modality.

https://www.learntechlib.org/p/221825/

Darling-Aduana, J. & Shero, M. (2023). Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course. Journal of Online Learning Research, 9(1) 57-82.

Jennifer Darling-Aduana; Mason Shero

Algebra 1 is a gatekeeper course with profound implications for students’ academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully online, asynchronous course developed by one of the largest online course vendors in the United States in alignment with Common Core State Standards for Mathematics (CCSSM). Using an explanatory sequential mixed methods design, we evaluated the strengths, limitations, and leverage points for realizing the instructional rigor set forth in the CCSSM…

https://www.learntechlib.org/p/221540/

Woo, L. & Archambault, L. (2023). Examining the Remote Teaching Experiences of International Educators during the COVID-19 Pandemic. Journal of Online Learning Research, 9(1) 15-38.

Lauren Woo; Leanna Archambault

The COVID-19 pandemic caused abrupt school closures and transitions to emergency remote teaching, which impacted millions of educators worldwide. Given an overall lack of international perspectives in related research, there is a need to work toward gaining a more comprehensive understanding of the impact of the pandemic on teaching. This study utilized the restorying framework as an approach to narrative inquiry and interviewed a group of educators from countries outside of the U.S. about their teaching-related experiences, difficulties, and desired support during the pandemic…

https://www.learntechlib.org/p/221179/

Please visit https://www.learntechlib.org/search/?q=%22K%2D12%20online%20learning%22&added_after=2023-04-11 for all papers matching the search “K-12 online learning”

---

This mailing is sent when new papers are available that match Search Terms you selected.

Are you or your library subscribed to the Learning & Technology Library (a non-profit organization)?

For subscription information, see: http://www.learntechlib.org/subscribe

From: Your LearnTechLib Team E-mail: info@LearnTechLib.org

LearnTechLib Search Alert: New papers added – Apr 18, 2023 (“virtual school”)

The first of two items from another one of my open scholarship networks.

Search Alert for “virtual school”

Dear Michael Barbour,

You have previously requested an automatic alert when new papers were added matching the search “virtual school”

A total of 3 papers have been added:

Rice, M. & Barbour, M. (2023). Honoring Overlapping Agencies in Online Teaching and Learning. Journal of Online Learning Research, 9(1) 1-6.

Mary Rice; Michael Barbour

When it comes to technologies and learning, privilege and power reveal themselves in who gets to make choices and what choices can be made (Fawns, 2022). Children, their parents, and educators working with digital technologies in an online modality do much more than have interactions—they navigate intra-active entanglements between the agencies of those who are doing the learning, those who are supporting the learning, and materialities that are accessible (or not) in the learning moment (Barad, 2007; 2010). Each article in this issue of the Journal of Online Learning Research focuses on different aspects of agency, materialities, and choice-making in educational settings that use online learning as a modality.

https://www.learntechlib.org/p/221825/

Kingsbury, I. & Marshall, D.T. (2023). Assessing Access to Online Course Choice Among Brick-and-Mortar K-12 Students. Journal of Online Learning Research, 9(1) 83-100.

Ian Kingsbury; David T. Marshall

Many K-12 brick-and-mortar public schools now grant students the option of taking some of their courses online. Yet, a scant academic literature probes where online course choice exists and why it is utilized. We partner with a market research firm to solicit 450 responses from a nationally representative group of American parents of public school-educated children to begin to understand the predictors of districts adopting course choice, disparities in access, and why families utilize course choice. Overall, there are no clear intrastate predictors of which districts provide parents the option to avail online course choice…

https://www.learntechlib.org/p/221255/

Darling-Aduana, J. & Shero, M. (2023). Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course. Journal of Online Learning Research, 9(1) 57-82.

Jennifer Darling-Aduana; Mason Shero

Algebra 1 is a gatekeeper course with profound implications for students’ academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully online, asynchronous course developed by one of the largest online course vendors in the United States in alignment with Common Core State Standards for Mathematics (CCSSM). Using an explanatory sequential mixed methods design, we evaluated the strengths, limitations, and leverage points for realizing the instructional rigor set forth in the CCSSM…

https://www.learntechlib.org/p/221540/

Please visit https://www.learntechlib.org/search/?q=%22virtual%20school%22&added_after=2023-04-11 for all papers matching the search “virtual school”

---

This mailing is sent when new papers are available that match Search Terms you selected.

Are you or your library subscribed to the Learning & Technology Library (a non-profit organization)?

For subscription information, see: http://www.learntechlib.org/subscribe

From: Your LearnTechLib Team E-mail: info@LearnTechLib.org