Virtual School Meanderings

June 4, 2022

Call For Book Chapters: Bridging the XR Technology-to-Practice Gap

A call for book chapters from the folks at AACE.  This item may be of interest to a small group of my readers.

Call for Special Publication Book Chapters

Bridging the XR Technology-to-Practice Gap: Methods and Strategies for Blending Extended Realities into Classroom Instruction

Abstracts Due: August 10, 2022

Submit Your Abstract
Extended reality (XR) technologies include a range of applications, websites, and devices that modify individualsʼ physical reality in some way (Raunschnabel et al., 2017). For example, augmented reality (AR) is a type of XR that layers one or more pieces of digital content onto an individualʼs physical environment, such as a classroom, sports field, or neighbor- hood. Virtual reality (VR) is another type, and it immerses users in a virtual environment generated by a computer. Mixed reality (MR) is a third type of XR, and it uses AR and VR to create immersive experiences based on an individualʼs physical environment.

In response to the technology-to-practice gap that exists around XR technologies, this edited book seeks chapters that address one or both of the following larger aspects across PreK-12 and/or secondary education contexts:

  1. Research that has generalizable, pedagogical implications for XR, and
  2. Detailed strategies based on implications that identify a specific type of XR technology and describe its utilization using examples drawn from different contexts, content areas, and learning outcomes
Download Full Call PDF
Visit the X Realities & Learning SIG
Additional inquiries, feel free to contact pubs@aace.org.
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PO Box 719

Waynesville, NC 28786

May 19, 2022

Share Your SITE 2022 Papers

Note this item intended mainly for those who attended the 2022 Society for Information Technology and Teacher Education conference.

Every article published on LearnTechLib comes with built-in features for authors to view and share their SITE 2022 papers widely with colleagues and more! Share your latest conference proceedings from SITE 2022.
NEW FEATURE! SEE YOUR AUTHOR CONNECTIONS
The Author Collaboration Map shows relationships between authors who have co-authored on one or more papers in LearnTechLib. This feature allows you to quickly visualize the collaboration relationships between authors. You can find collaboration maps for specific authors by searching for their names below or by clicking their names on an abstract details page and then following the link to the collaboration map. View Your Map
Individual subscriptions also available!
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AACE,  P.O. Box 719, Waynesville, NC, USA 28786
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May 3, 2022

SITE 2022 Proceedings & More Just Added!

Note this update from the folks at the Society for Information Technology and Teacher Education.

New Content Added Daily
Journals, Books, Reports, Videos, & More
View the New Special Issue of JOLR
Teachers in 2021-2022 reported an unsettling and unexpected increase in disruptive behavior, disrespect, violence, and quiet disengagement in K-12 schools throughout the United States.

Educators have raised concerns about students’ delayed social maturity due to schooling disruptions and struggles to regulate and express their emotions. Social-emotional learning is a requisite for deeper academic learning and overall well-being. However, designing and implementing SEL in online settings is not easy.

This special issue looks at the growing research area of SEL in PK-12 online and blended learning environments. The four articles included in the special issue address questions of teacher practice and preparation for supporting students’ SEL in online and blended learning environments.

View the Latest Conference Proceedings
SITE 2022, held simultaneously online and in person, in San Diego, California was the 33rd annual conference of the Society for Information Technology and Teacher Education.

This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.

View the Latest Horizon Report
Discover the trends and key technologies and practices shaping the future of teaching and learning, plus several scenarios and implications on the horizon.

The report is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape, and you can use it to learn, plan, and act on all that is influencing higher education teaching and learning—now and in the future.

LearnTechLib is non-profit and puts subscribers first.
Affordable rates are available for all budgets.
Subscriptions help to sustain future developments.
Individual subscriptions also available!
Subscribe today!
AACE,  P.O. Box 719, Waynesville, NC, USA 28786
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Association for the Advancement of Computing in Education · PO Box 719 · Waynesville, NC 28786 · USA

April 27, 2022

Get in Front of Decision Makers for EdTech

An item from the folks at the Association for the Advancement of Computing in Education.

Grow Your Business with Us

AACE currently hosts 3 annual international conferences, showcasing the latest research in education and information technology, and providing opportunities for future research and professional growth. We welcome thousands of attendees each year from 40+ countries around the world.

AACE currently has nearly 10,000 members and welcomes more new members annually!

Partnering with AACE as a sponsor gives you one-on-one connection to an audience of leaders and influencers in the IT and EdTech fields. Give our attendees hands-on demos and experience with your products in real time. Detail your services to those who could most benefit from them.

Partnership could be the missing piece
your organization or institution needs!

Universities/Institutions Welcome

Partnering as a Sponsor is not limited only to startups or corporations. AACE has a long and successful history of teaming up with universities and higher learning institutions, giving schools the chance to highlight specific departments and programs geared toward educational technology and technology leadership. Put your university on the map with our audience of educators!

Get Started: Pick or Customize a Plan

We’ve made partnering with us easy! Download our Sponsor Guide HERE and pick the level of conference sponsorship that works best for your needs and/or your budget. We can also tailor a customized plan for your business or university. Just ask! 

Learn More About Sponsoring
We are a Section 501(c)(3) nonprofit organization and contributions may qualify as a charitable deduction for federal income tax purposes.

Our Previous Partners Include:

Contact Us

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AACE General Inquiries: info@aace.org

Sarah Benson, Director of Conferences: conf@aace.org

AACE Business Office: business@aace.org

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PO Box 719

Waynesville, NC 28786

April 18, 2022

JOLR Article Notice – “We Felt Like Pioneers”: Exploring the Social and Emotional Dimensions of Teachers’ Learning During Online Professional Development

The fourth and final article in this special issue.

Remember that JOLR is an open access journal, so follow the link below to access this article.

“We Felt Like Pioneers”: Exploring the Social and Emotional Dimensions of Teachers’ Learning During Online Professional Development

Brady Nash, The University of Texas at Austin, United States

Journal of Online Learning Research Volume 8Number 1 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

During the 2020-2021 academic year, teachers worked to adapt to newly virtual environments as the COVID-19 pandemic closed schools and moved both classrooms and professional development activity online. Even before the shift to online learning brought about by the COVID-19 pandemic, online professional development (PD) had become increasingly common. Researchers have highlighted the potential for online PD to help teachers reflect on their existing practices and develop and shift their understandings of teaching. Few studies, however, have considered the social and emotional components of teachers’ learning in online settings. Responding to this gap, this case study examines the social and emotional dimensions of five middle school teachers’ experiences over the course of a semester-long online professional development program. The findings highlight (a) the creation of a supportive and collaborative community online, (b) the co-occurrence of positive emotions and intellectual discussions, and (c) the impact of positive emotional experiences during online PD in supporting teachers’ professional identity development. The findings can help researchers and educators understand the nuanced social and emotional dimensions that impact teachers’ learning and experiences during PD.

Citation

Nash, B. (2022). “We Felt Like Pioneers”: Exploring the Social and Emotional Dimensions of Teachers’ Learning During Online Professional Development. Journal of Online Learning Research, 8(1), 101-125. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 14, 2022 from https://www.learntechlib.org/primary/p/220426/.

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