LearnTechLib Table Of Contents Alert: JTATE 28:1

Once again, I’m getting a backlog in items that I want to post, so I’ll start posting them hourly for the rest of the day.

No K-12 distance, online, and/or blended learning items in this issue.  But the article examining the use of video-based student teacher observation may be of interest to some of my university-based readers.

Dear Michael Barbour,

The latest issue of Journal of Technology and Teacher Education is now available on LearnTechLib, the Learning & Technology Library.

Journal of Technology and Teacher Education

Vol. 28 , No. 1 (January 2020)

Table of Contents

1. Integrating with Purpose: Leveraging Content Acquisition Podcasts to Enhance Preservice Teachers’ Knowledge of Positive Behavior Interventions and Supports with Three Different Instructional Conditions

   Allison Firestone , University of California, Berkeley, ; Janelle Rodl , San Francisco State University,

   Abstract: https://www.learntechlib.org/p/210406/

2. Stress Management and Professional Identity Development of Pre-Service Teachers in Mixed Reality Environment

   Tugce Gul , Columbus State University, ; John Pecore , University of West Florida,

   Abstract: https://www.learntechlib.org/p/210962/

3. Preservice teachers’ technology integration attitude change in a course implementing digital badges

   Sunnie Lee Watson , Purdue University, ; Ji Hyun Yu , University of Michigan – Ann Arbor, ; Hamdan Alamri , King Saud University, ; William R. Watson , Purdue University,

   Abstract: https://www.learntechlib.org/p/211054/

4. Supervising Teacher Candidates Using Video and Face-to-Face Observations

   Barbara Smith , Brigham Young University, ; Scott Ferrin , Brigham Young University, ; Gordon Gibb , Brigham Young University, ; Julie HIte , Brigham Young University,

   Abstract: https://www.learntechlib.org/p/213820/

5. Table of contents for this issue: https://www.learntechlib.org/j/JTATE/v/28/n/1/

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[RED] Nueva notificación desde Revista de Educación a Distancia

There were no K-12 distance, online, and/or blended learning specific articles in this issue that publishes in English and Spanish.

Tiene una nueva notificación desde Revista de Educación a Distancia:

Se publicó un número.

Enlace: https://revistas.um.es/red/issue/current

Miguel Zapata Ros

________________________________________________________________________
Revista de Educación a Distancia

The table of contents included:

Revista de Educación a Distancia

Vol. 20 Núm. 62 (2020)

Publicado: 18-03-2020

Educación y cultura maker

• Macro-dissemination of Maker Cultures: 21st century competencies through an Ideaton

  Jorge Sanabria, Ann-Louise Davidson, Margarida Romero, Teresa Quintana

  •  PDF (English)
• Macro-diseminación de la cultura maker: promoviendo competencias del siglo XXI a través de un Ideatón

  Jorge Sanabria, Ann-Louise Davidson, Margarida Romero, Teresa Quintana

  •  PDF

Artículos

• El entorno wiki y su aplicación didáctica innovadora

  Mirian Hervás

  •  PDF
• El uso del Ambiente Virtual de Aprendizaje entre el profesorado de educación superior: un análisis de género

  Annachiara Del Prete, Julio Cabero Almenara

  •  PDF
• Mahara como red social y portafolio digital en los nuevos contextos de formación inicial docente. Un estudio de casos

  Laura de la Concepción Muñoz González, Encarna Soto Gómez

  •  PDF
• Autorregulación del aprendizaje en la Formación Profesional a Distancia: efectos de la gestión del tiempo

  Cristian Jorge Garcia-Marcos, Omar López-Vargas, Julio Cabero-Almenara

  •  PDF
• Educación STEM en y para el mundo digitalEl papel de las herramientas digitales en el desempeño de prácticas científicas, ingenieriles y matemáticas

  Victor López Simó, Digna Couso Lagarón, Cristina Simarro Rodríguez

  •  PDF
• Percepciones de estudiantes y docentes del uso que los estudiantes hacen de Internet y su relación con la modalidad de estudio

  Rubicelia Valencia-Ortiz, Urtza Garay , Julio Cabero-Almenara

  •  PDF

[ET&S] TOC Alert: Journal Of Educational Technology & Society 2019, Vol. 22, No. 3

There are no K-12 distance, online, and/or blended learning specific articles in this issue.

Journal of Educational Technology & Society TOC Alert

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

2019, Vol. 22, Issue 3

Special Issue on “Guidelines and Taxonomy for Educational Game and Gamification Design“ Guest Editor(s): Rita Kuo, Maiga Chang

Editorial Guidelines and Taxonomy for Educational Game and Gamification Design Rita Kuo, Maiga Chang Special Issue Articles Details on the Design and Evaluation Process of an Educational Game Considering Issues for Visually Impaired People Inclusion  Luiz Valério Neto, Paulo H. F. Fontoura Junior, Rogério A. Bordini, Joice L. Otsuka, Delano M. Beder Serious Game Design for Children: A Set of Guidelines and their Validation Matheus V. Valenza, Isabela Gasparini, Marcelo da S. Hounsell Simplifying the Creation of Adventure Serious Games with Educational Oriented Features Pérez-Colado Víctor Manuel, Pérez-Colado Iván José, Freire-Morán Manuel, Martínez-Ortiz Iván, Fernández-Manjón Baltasar How to Gamify Learning Systems? An Experience Report using the Design Sprint Method and a Taxonomy for Gamification Elements in Education Armando M. Toda, Paula T. Palomino, Wilk Oliveira, Luiz Rodrigues, Ana C. T. Klock, Isabela Gasparini, Alexandra I. Cristea, Seiji Isotani Full Length Articles Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education Ching Sing Chai, Morris Siu-Yung Jong, Hong-biao Yin, Mengyuan Chen, Wenye Zhou Facilitating Inpatients’ Family Members to Learn: A Learning Engagement-Promoting Model to Develop Interactive E-Book Systems for Patient Education Hsin Huang, Gwo-Jen Hwang Using the ADDIE Model to Nurture the Development of Teachers’ CALL Professional Knowledge Hui-Chin Yeh, Sheng-Shiang Tseng

—
Editorial Office,

Journal of Educational Technology and Society.
ET&S website: https://www.j-ets.net

LearnTechLib Table Of Contents Alert: JCMST 39:1

No K-12 distance, online, and/or blended learning articles in this issue – but I wanted to pass it along all the same.

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. 1 (January 2020)

Table of Contents

1. How the Balance of Gaming and Mathematics Elements Effects Student Learning in Digital Math Games

   Kristy Lister , Valdosta State University, ; Patrricia Moyer-Packenham , Utah State University, Mathematics Education and Leadership,

   Abstract: https://www.learntechlib.org/p/210964/

2. Teaching and Learning Physics using 3D Virtual Learning Environment: A Case Study of Combined Virtual Reality and Virtual Laboratory in Secondary School

   Diana Bogusevschi , Dundalk Institute of Technology, ; Cristina Muntean , National College of Ireland, ; Gabriel-Miro Muntean , Dublin City Unviresity,

   Abstract: https://www.learntechlib.org/p/210965/

3. Developing Global Competencies Among Youth: Maps Math Media Project

   Melda Yildiz , New York Institute of Technology,

   Abstract: https://www.learntechlib.org/p/210966/

4. Beyond Boundaries: Pre-Service Teachers’ Experiences of Transdisciplinary Education via STEAM Making Projects

   Zoe Falls , University of Nebraska – Lincoln,

   Abstract: https://www.learntechlib.org/p/210968/

5. Preparing Teachers to Engage Students in Computational Thinking through an Introductory Robot Design Activity

   Jillian Powers , Florida Atlantic University, ; Mohammad Azhar , Borough of Manhattan Community College, CUNY,

   Abstract: https://www.learntechlib.org/p/213891/

6. Table of contents for this issue: https://www.learntechlib.org/j/JCMST/v/39/n/1/

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You will automatically be emailed the Table of Contents whenever a new issue of Journal of Computers in Mathematics and Science Teaching is placed in the Digital Library.

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For only $19 per month, fully search and access 100,000+, peer-reviewed:

• Journal articles
• Conferences papers
• PowerPoint slides
• eBooks
• Videos
• Conference talks

Please view more information on LearnTechLib at: https://www.learntechlib.org/brochure/

---

Does your library subscribe?

Please visit https://subscribe.learntechlib.org/dl/library/ for more information on Library Subscriptions to LearnTechLib.

Association for the Advancement of Computing in Education
https://www.aace.org
E-mail: info@aace.org

Refer LearnTechLib to your Library today: https://www.learntechlib.org/recommend/

https://www.learntechlib.org
E-mail: info@learntechlib.org

© Copyright 2005-2020 Global U and the Association for the Advancement of Computing in Education (AACE)

Article Notice – Catering For ‘Very Different Kids’: Distance Education Teachers’ Understandings Of And Strategies For Student Engagement

This article came across my electronic desk through one of my open scholarship networks.

Catering for ‘very different kids’: distance education teachers’ understandings of and strategies for student engagement

March 2020
International Journal of Inclusive Education

DOI: 10.1080/13603116.2020.1735543

• Lois Harris
• Joanne Dargusch
• Kate Ames
• Corey Bloomfield

Abstract: Compulsory distance education has always sought to be inclusive, providing educational opportunities for K-12 students unable to attend mainstream, face-to-face schools for medical, geographical, or personal reasons. However, how to effectively engage these diverse learners has remained a perpetual challenge, with a need for further investigation into the nature of student engagement with compulsory school distance contexts and how teachers can best support it. This qualitative study used focus groups (n = 2 groups, n = 16 participants) to examine teacher definitions and student engagement strategies within eKindy-12 distance education in Queensland, Australia. Categorical analysis was conducted using a priori codes for definitions, focusing on four previously established engagement types (i.e. behavioural, emotional, cognitive, and agentic engagement), and in vivo codes for strategies. Teacher definitions focused strongly on behavioural engagement, but most also contained elements of emotional and cognitive engagement; agentic engagement was only occasionally evidenced via practice descriptions. Teachers described engaging students by: building relationships, creating a safe classroom environment through differentiation, using inclusive technological tools to facilitate interaction and monitor progress, making learning fun and relevant, drawing on school-wide pedagogical frameworks and teaching strategies, and encourage self-regulation. Findings suggest distance education teachers face unique challenges around evidencing engagement and supporting student agency.