Virtual School Meanderings

September 21, 2022

Article Notice – Online but Not Alone: Teachers’ Perceptions of Effective Online School Leadership (OSL)

This article was brought to my attention in the past few days.

Vol. 37 No. 1 (2022)


Online school leadership (OSL) is of particular interest given the growing number of online education opportunities. As school districts develop more online and blended learning programs, particularly for secondary grade students, the need to examine leadership in these programs is paramount. The literature suggests that most studies focus on effective leadership in bricks and mortar schools, while limited research focuses on leadership in online programs. In this study, we aimed to explore teachers’ perceptions of leadership in online secondary schools in two districts. Our questions focused on secondary teachers’ experiences with leaders in their online schools and how these experiences contribute to perceptions of what makes for effective leadership practices. Using phenomenology, we interviewed six teachers, analyzed for themes and categorized these into a sense of community, organizational learning and empowerment to represent teachers’ perceptions of OSL. Based on these results, we suggest that OSL consists of both foundational and contextualized practices, and that both are necessary for effective OSL. This research has implications for educational leadership broadly, but specifically for leadership in online education.

September 16, 2022

TechTrends – ToC Alert

A couple of relevant items in this issue, in particular “Fostering School-Home Partnerships: Transforming Learning as a Result of the COVID-19 Pandemic” and “The Impact of COVID-19 on Education: A Meta-Narrative Review.”

If this email is not displayed correctly, please click here to read this table of contents online.
New Issue Alert 14 September 2022
Dear Reader,
We are pleased to deliver your requested table of contents alert for TechTrends. Volume 66, Issue 5 is now available online.
TechTrends cover image
In this issue
Column: Editor’s Notes
Column: AECT President’s Message
Alison A. Carr-Chellman
Column: Conference Planning
Column: Graduate Member Musings
Column: Rethinking Creativity and Technology in Education
Column: History Corner
Linda Payne, Andrew Tawfik, Andrew M. Olney
Original Paper
George Veletsianos, Shandell Houlden, Darren Reid, Jaigris Hodson, Christiani P. Thompson
Original Paper
Original Paper
Original Paper
Open Access
Original Paper
Original Paper
Tetyana Kucher Dhimolea, Regina Kaplan-Rakowski, Lin Lin
Original Paper
Original Paper
Catharyn C. Shelton, Rachelle Curcio, Jeffrey P. Carpenter, Stephanie E. Schroeder
Original Paper
Open Access
Original Paper
Original Paper
Original Paper
Aras Bozkurt, Kadir Karakaya, Murat Turk, Özlem Karakaya, Daniela Castellanos-Reyes
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September 6, 2022

Article Notice – Didaktik for Distance Education in Secondary and Adult Education

Filed under: virtual school — Michael K. Barbour @ 10:07 am
Tags: , , , , , ,

The second of three articles that came across my electronic desk, this one from one of my open scholarship networks.

  • September 2022
  • Charlotta Hilli
  • Anna Åkerfeldt

Abstract – This article presents secondary and adult education teachers’ perceptions of their distance teaching practice in Sweden. The teachers participated in a professional development program from 2019-2022. A Didaktik theory was used to analyse factors for distance education on structural (e.g., content, intentions, methods, media, students, sociocultural contexts) and faculty (e.g., organisational, curriculum) levels. The primary empirical material is group interviews with distance teachers and coordinators during a Design-Based research process. The analysis suggests that the teacher groups developed professionally as distance teachers by reflecting on and testing different ways to communicate (synchronously, asynchronously) and teach online. The article suggests Didaktik principles to improve distance education at structural and faculty levels.


Article Notice – An Examination About The Didactic Transposition In The Post-Remote Teaching Scenario: Obstacles And Possibilities

The second of three articles that came across my electronic desk because I was alerted to the latest issue of European Journal of Education Studies.

An Examination About The Didactic Transposition In The Post-Remote Teaching Scenario: Obstacles And Possibilities

Renata Teófilo de Sousa, Francisco Régis Vieira Alves, Maria José Araújo Souza


The aim of this work is to present the vision of the mathematics teacher about Didactic Transposition in the discipline of mathematics, pointing out their perceptions and various ways of working in two moments, one in the remote modality and another in the return to classroom teaching. To this end, we used a qualitative-qualitative methodology, in which fifteen mathematics teachers from the city of Sobral, Ceará, Brazil participated in the research, sharing their experiences through two virtual forms, answering some questions in two different periods – August/2021 and July/2022. The data provided us with information to reflect on the subject, verifying the main obstacles faced during and after the period of social isolation, as well as the good practices experienced and prospects for a post-pandemic scenario. Based on the answers and experiences shared by the research subjects, we understand that there were advantages in carrying out the Didactic Transposition of contents in the remote scenario, such as the possibility of using more than one technological resource during a teaching session, the dynamism that the use of different games and applications can provide, among other possibilities. However, negative aspects were also pointed out, such as difficulties in obtaining positive feedback, student participation and motivation, difficulties in handling technology in some cases or even reconciling work routine and activities in the home environment, negatively impacting teaching work. In addition, there is a perspective that face-to-face feedback brings the imperative of change, both in the format of classes and teaching methodologies, and in the professional attitude of the mathematics teacher.


mathematics teaching; didactics of mathematics; emergency remote teaching; post-pandemic

Article Notice – Digital Teacher Competence Dimensions: Experiences Of Norwegian Preservice Teachers

The first of three articles that came across my electronic desk because I was alerted to the latest issue of European Journal of Education Studies.

Digital Teacher Competence Dimensions: Experiences Of Norwegian Preservice Teachers

Adne Meling


Most Norwegian preservice teachers are required to perform assignments relating to digital competence during their education. In this article, one such mandatory student assignment is used to explore students’ interpretations of digital teacher competence. In a study programme for future primary and lower secondary school teachers, second-year social studies students were required to develop digital teaching arrangements, apply these arrangements during their teaching practice, and finally share their experiences with their peers in online presentations. In the present study, these student presentations are used to examine how future teachers understand digital teacher competence, and a model consisting of five digital teacher dimensions is suggested. This way, the article aims to provide students and teacher educators with a conceptualisation of digital teacher competence.


teacher education, student practice, digital teacher competence, social studies
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