Registration is now open for Congress 2024 | L’inscription au Congrès 2024 est ouverte

An item that may be of interest to my academic colleagues in Canada.

Le français suit January 15, 2024 | Le 15 janvier 2024 View this email on our website | Consultez ce couriel sur notre site internet Congress 2024 heads to Montréal’s McGill University Join us for the 93rd Congress of the Humanities and Social Sciences! Hosted by McGill University from June 12 – June 21, 2024               Register today               Welcome to Congress 2024. Hosted in Montréal, QC McGill University and the Federation for the Humanities and Social Sciences are thrilled to welcome back members returning and new for this year’s Congress held in Montréal, Québec. McGill University will be hosting this year’s event from June 12 – 21, 2024. Sustaining shared futures The theme for this year’s Congress is Sustaining shared futures. Transcending even the immense challenges posed by climate change, ‘sustainability’ urges the recognition of the interconnectedness of human existence and global action on the overlapping social, economic, environmental, and technological issues that threaten our future. A meeting of the minds Join the 58 associations and over 8,000 scholars, graduate students, and practitioners in the humanities and social sciences attending Canada’s largest academic gathering. Click below to view all participating associations. Early bird pricing Registration is now open! Book your spot before March 31 to take advantage of our early bird pricing. Click below to secure your spot or to learn more about registration types and fees for Congress 2024.       Association conferences                 Register today           Registration tips. Registration categories This year, we are offering eight registration categories to meet the needs of our various attendees. Learn more. International attendees Are you an international attendee? Check whether you require a visa to enter Canada before registering. Learn more. Find out all you need to know before registering Still have questions? Email us at congress@federationhss.ca. Keep up to date with #Congressh Le Congrès 2024 s’installe à l’Université McGill de Montréal Joignez-vous à nous pour le 93e Congrès annuel des sciences humaines! À l’Université McGill du 12 au 21 juin 2024             Inscrivez-vous             Bienvenue au Congrès 2024. Organisé à Montréal, QC L’Université McGill et la Fédération des sciences humaines sont ravies d’accueillir les participant.e.s, ancien.ne.s et nouveaux.elles, au Congrès de cette année. L’Université McGill accueillera l’événement du 12 au 21 juin 2024. Assurer nos avenirs communs Le thème du Congrès de cette année est Assurer nos avenirs communs. Transcendant les immenses défis posés par les changements climatiques, la ‘durabilité’ nous incite à reconnaître l’interdépendance de la vie humaine et des mesures globales prises afin de résoudre les enjeux sociaux, économiques, environnementaux et technologiques qui menacent notre avenir. Une rencontre des esprits Rejoignez les 58 associations et jusqu’à 8 000 chercheur.euse.s, étudiant.e.s diplômé.e.s et praticien.ne.s des sciences humaines qui participent au plus grand rassemblement universitaire du Canada. Découvrez toutes les associations participantes.      Conférences des associations      Tarif préférentiel Les inscriptions sont désormais ouvertes! Réservez votre place avant le 31 mars pour bénéficier des tarifs de préinscription. Réservez votre place ou renseignez-vous sur les types d’inscription et les frais d’inscription au Congrès 2024.           S’inscrire aujourd’hui           Conseils pour l’inscription. Conférences d’associations Vous participez à une conférence d’association cette année? Consultez le détail des frais d’inscription. En savoir plus. Participant.e.s internationaux.ales Vous êtes un.e participant.e international.e? Vérifiez si vous avez besoin d’un visa pour entrer au Canada avant de vous inscrire. En savoir plus. Découvrir tout ce que vous devez savoir avant de vous inscrire Vous avez des questions? Envoyez-nous un courriel à congres@federationhss.ca. Restez informé.e avec #Congressh Made possible thanks to | Rendu possible grâce à

Federation for the Humanities and Social Sciences | 200-141 Laurier Avenue West, Ottawa, K1P 5J3 Canada

Happy holidays from the Federation! | Joyeuses fêtes de la part de la Fédération!

And one more season greeting today…

Federation for the Humanities and Social Sciences | 200-141 Laurier Avenue West, Ottawa, K1P 5J3 Canada

Former Governor General to speak at Congress tomorrow, it’s not too late to join | L’ancienne Gouverneure générale s’exprimera demain au Congrès, il est encore temps d’assister

A reminder that the Canadian Society for the Study of Education is having their annual congress this week (and you can see the K-12 distance, remote, online, and blended learning sessions here), so some folks might be interested in this conference update.

Le français suit May 30, 2023 | Le 30 mai 2023 View this email on our website | Consultez ce couriel sur notre site internet You are invited to join us at Congress tomorrow, May 31, for an unmissable special event: Re-imagining Black Futures, a keynote lecture by The Right Honourable Michaëlle Jean, 27th Governor General, Commander-in-Chief of Canada and moderated by Adelle Blackett, F.R.S.C., Ad. E. Join The Rt. Hon. Michaëlle Jean in a discussion on the importance of Black histories in the Americas, and how Black thought and ideas help us work towards a more progressive and inclusive society for all. Re-imagining Black Futures This lecture is made possible thanks to SAGE Publishing. The Big Thinking lecture series is made possible thanks to the generosity of the Social Sciences and Humanities Research Council (SSHRC), York University, Canada Foundation for Innovation (CFI), and Universities Canada. To attend the keynote in person or virtually, please register for Congress via a community pass. Registration is also possible on site. Better still, once you’ve arrived at York University there are so many events, lectures, and performances to enjoy before June 2, including: Becoming an Inclusive University: Making Space for Indigenous and Black Scholars York University   Indigenous Knowing and Climate Futures Environmental Studies Association of Canada (ESAC)   Roundtable: Women, Peace and Security: Feminist Futures Canadian Political Science Assocation (CPSA)   Navigating Your Career Transition: Insight and Advice for Black, Indigenous, and Racialized Graduate Students Searching for Careers with Purpose Federation for the Humanities and Social Sciences   And more, visit the Events calendar. Register! Keep up to date with #Congressh! Vous êtes invité.e à vous joindre à nous au Congrès demain, le 31 mai, pour un événement spécial à ne pas manquer : Réimaginer l’avenir des Noir.e.s, une conférence de la très honorable Michaëlle Jean, 27e Gouverneure générale, Commandante en chef du Canada, modérée par Adelle Blackett, F.R.S.C., Ad. E.   Joignez-vous à la très honorable Michaëlle Jean pour une discussion sur l’importance des histoires des Noir.e.s dans les Amériques, et comment la réflexion et les idées des Noir.e.s nous permettent de créer une société plus progressive et inclusive pour toutes et tous.   Réimaginer l’avenir des Noir.e.s Cette causerie est rendue possible grâce à SAGE Publishing. La série de causeries Voir Grand est rendue possible grâce à la générosité du Conseil de recherches en sciences humaines (CRSH), de l’Université York, de la Fondation canadienne pour l’innovation (FCI), et d’Universités Canada. Pour assister à la causerie en personne ou en ligne, il suffit de s’inscrire au Congrès au moyen d’un laissez-passer communautaire. L’inscription est également possible sur place. Mieux encore, une fois arrivé.e à l’Université York, vous pourrez assister à de nombreux événements, conférences et spectacles avant le 2 juin :   Devenir une université inclusive : faire de la place aux universitaires autochtones et noirs Université York   Connaissances autochtones et avenirs climatiques Association canadienne d’études environnementales (ACÉE)   Table ronde : Femmes, paix et sécurité : Les avenirs féministes Association canadienne de science politique (ACSP)   Naviguer sa transition vers le marché du travail : idées et conseils pour les étudiant.e.s noir.e.s, autochtones et racialisé.e.s qui sont à la recherche d’une carrière significative Fédération des sciences humaines   Pour en savoir plus, consultez le calendrier des événements. Inscrivez-vous Restez au fait de l’actualité en suivant #Congressh! Made possible thanks to | Rendu possible grâce à

Federation for the Humanities and Social Sciences | 200-141 Laurier Avenue West, Ottawa, K1P 5J3 Canada

Announcing Congress 2024 @ McGill University | Annonce du Congrès 2024 @ l’Université McGill

An item that may be of interest to my academic colleagues in Canada.

Le français suit May 26 2023 | Le 26 mai 2023 See this email in your browser | Voir ce courriel dans votre navigateur Announcing Congress 2024 @ McGill University Dear Michael Barbour, The Federation for the Humanities and Social Sciences is thrilled to announce our host and partner for Congress 2024 will be McGill University.   The 93rd annual Congress of the Humanities and Social Sciences will take place at McGill University’s Downtown campus in Montreal from May 8 to 17, 2024. Up to 70 scholarly associations and over 8,000 scholars, graduate students, community members, and policymakers from across the country and around the world will get together to exchange ideas and engage in critical conversations about our past, present, and future.   Congress 2024 will return to Montreal for the first time since 2009, and McGill University since 1974. We are delighted to be returning to this unique and dynamic city and joining forces with one of Canada’s leading research institutions.   Congress 2024 will be an extraordinary opportunity to showcase Canadian research excellence and centre the ideas and experiences of diverse scholars in the humanities and social sciences. Through this partnership, we will continue transforming Congress in important ways, lowering barriers to participation and embedding principles of Equity, Diversity, Inclusion, and Decolonization (EDID).   Stay tuned for the theme announcement later this summer.   We wish you a fantastic Congress 2023, and we already cannot wait until we are back together in 2024.   Sincerely, The Federation team Annonce du Congrès 2024 @ l’Université McGill Bonjour Michael Barbour, La Fédération des sciences humaines est heureuse d’annoncer que l’Université McGill sera l’hôte et partenaire du Congrès 2024.   Le 93e Congrès annuel des sciences humaines aura lieu sur le campus de l’Université McGill, au centre-ville de Montréal, du 8 au 17 mai 2024. Jusqu’à 70 sociétés savantes et plus de 8 000 universitaires, étudiant.e.s diplômé.e.s, membres de la communauté et décideur.euse.s de tout le pays et du monde entier se réuniront pour échanger des idées et engager des conversations critiques sur notre passé, notre présent et notre avenir.   Le Congrès 2024 reviendra à Montréal pour la première fois depuis 2009, et à l’Université McGill depuis 1974. Nous sommes ravi.e.s de revenir dans cette ville unique et dynamique et d’unir nos forces à l’une des principales institutions de recherche du Canada.   Le Congrès 2024 sera une occasion extraordinaire de mettre en valeur l’excellence de la recherche canadienne et de centrer les idées et les expériences de divers chercheur.euse.s en sciences humaines. Grâce à ce partenariat, nous continuerons de transformer le Congrès de manière importante, en réduisant les obstacles à la participation et en intégrant les principes d’équité, de diversité, d’inclusion, et de décolonisation (EDID).   Restez à l’affut pour l’annonce du thème prochainement.   Nous vous souhaitons un fantastique Congrès 2023, et nous sommes déjà impatient.e.s de vous retrouver en 2024.   Cordialement, L’équipe de la Fédération

Federation for the Humanities and Social Sciences | 200-141 Laurier Avenue West, Ottawa, K1P 5J3 Canada

CSSE 2023 And K-12 Online Learning

So the Canadian Society for the Study of Education is having their annual congress this week (starting tomorrow I believe).  I looked through the program and here are the sessions related to K-12 distance, remote, online, blended, and hybrid learning that I was able to find based on titles and abstracts.  Note that if anyone is attending the conference and wants to share the notes from the session, I would be happy to post them here.

Sunday, May 28

Speculative World Building and Professional Development in Secondary School Contexts

Session	Technology
Date	Sunday, May 28 8:15 AM
Duration	1 hour 15 minutes

This paper details a professional development workshop series on science fiction, speculative world building, and digital storytelling delivered remotely in the fall of 2020. Conducted during a period of remote learning and uncertainty catalyzed by the COVID-19 pandemic, this professional development workshop series was delivered virtually to 7 participants teaching a range of subjects such as English Language Arts, Science, Religion, and Music across a variety of modalities and grades, and built on previous research exploring world building with both secondary students and pre-service teachers. This paper will consider: (a) ways to effectively design and run professional development on genre-based approaches to pedagogy; (b) how educators are thinking about the future and future-oriented storytelling across grades and subjects; (c) how educators utilize resources on science fiction and world building towards myriad pedagogical goals. Providing both an overview of the professional development workshop series and participating teachers’ reflections on the role of speculative storytelling in their practice through pre-workshop surveys, post-workshop semi-structured group interviews, and follow-up individual interviews, this paper provides a foundation upon which further professional development opportunities on science fiction, speculative storytelling, world building, and digital storytelling might be crafted to bridge speculative theorizing and pedagogical practice.

Speakers

• Speaker

  Brittany Elizabeth Tomin

  Regina
• Facil.

  Jillianne Code

  UBC

Secondary student engagement and resistance during the pandemic

Session	Differential Access to Well-Being in K-12 Schools: Pre Covid and in COVID
Date	Sunday, May 28 9:45 AM
Duration	1 hour 15 minutes

During the pandemic in Ontario, schools were closed for months at a time, shifting students to online learning. Working from home, students struggled to complete work amid varying conditions and while grappling with interlocking crises of the global pandemic, an economic recession, a social justice reckoning, and the rise of disinformation and far-right extremism. In this context, using a lens of social reproduction theory and resistance pedagogy, my research examines student engagement with learning and what motivated them to engage with or disengage from school. From a secondary analysis of a 2020/2021 board-administered survey, and student and teacher interviews, the study finds that students were largely disengaged from learning throughout COVID. Motivation to engage came many sources, including intrinsic interest, parental pressure, teacher relationships, future goals, and competition. Reasons for disengagement included low academic expectations, few consequences, increased responsibilities, mental illness, lack of relationships, and a feeling of overwhelm from global issues at the time. Students felt increasingly isolated at a moment when solidarity and community were most important. To re-engage students in school post-pandemic, educators and policymakers should ensure that the school experience is relevant to youth given the social issues they face every day.

Speakers

• Speaker

  Christine Corso

  OISE – Toronto

UNPRECEDENTED TIMES’: UNDERSTANDING THE IMPACT OF THE EDUCATIONAL CHANGES DUE TO COVID-19 ON STUDENTS WITH DISABILITIES

Session	Differential Access to Well-Being in K-12 Schools: Pre Covid and in COVID
Date	Sunday, May 28 9:45 AM
Duration	1 hour 15 minutes

The pandemic has changed the face of education for Ontario elementary school students. This study examines the influence of the physical changes, online learning, school environment, and the changes to resources and supports on elementary school students with disabilities. Furthermore, this study explores how students’ behaviors have been impacted by these changes. In order to examine how the educational changes of the pandemic have impacted students with disabilities, semi structured interviews were conducted with fourteen caring adults: primary caregivers, teachers and support staff for elementary school students with disabilities. Findings suggest that students with disabilities behaviors are being impacted by educational changes due to Covid-19. For most participants, the online learning environment was not successful and impacted their students learning outcomes and amplified their behavioral concerns. Participants suggest that the accessibility of resources and supports has suffered and has been limited during peak times of the pandemic. In the midst of a global pandemic, it is crucial to examine the impacts of the educational changes on disabled students to ensure that students well-being and academic success is being maintained.

Speakers

• Speaker

  Haley Clark

  Queen’s

Monday, May 29

Emergency Remote Assessment Experiences of Teacher Candidates in Ghana during COVID-19

Session	Technology and Teacher Education in International Contexts
Date	Monday, May 29 8:15 AM
Duration	1 hour 15 minutes

The plethora of studies on students’ remote assessment experiences in higher education have been well documented in many developed countries. In this qualitative transcendental phenomenological study, n=20 Ghanaian teacher candidates were recruited and interviewed to explore their remote assessment experiences during COVID-19. After a systematic inductive analysis of the interview data, the findings show that remote assessment did not prioritise individualized questioning and feedbacks and had a catastrophic impact on the academic performance of most teacher candidates. Socioeconomic background and geographic locations exposed most teacher candidates to several interrelated challenges, hindering their online assessment practices, and serving as breeding grounds for academic impersonation and cheating during online assessment tasks. This study provides an initial and significant understanding of remote assessment experiences of Ghanaian teacher candidates, providing critical insights into improving and supporting teaching, learning and teacher development.

Speakers

• Speaker

  Ernest Yaw Amoateng

  Western Michigan
• Speaker

  Daniel Asamoah

  Brunei Darussalam

Technology and the COVID-19 Pandemic: Critical Perspectives

Location	Seymour Schulich Building (SSB) S125
Date	Monday, May 29 11:15 AM
Duration	1 hour

This presentation reports on the second phase of a two-year study on the enactment of COVID-19 education policy by secondary teachers, focusing on hybrid learning in Ontario. Hybrid learning broadly refers to the simultaneous teaching of students online by a teacher with students in-person. Its use to meet Ministry requirements for live instruction online has been uneven and contested throughout the province. During March and April 2022 we spoke with nine teachers in three school districts to understand variables impacting their enactment of hybrid learning in a rapidly changing context of crisis that our study found impacted student and teacher well being, workload, and educational equity. Our findings juxtapose the rationale of crisis education policy against the varying realities confronting teachers and students. They also highlight challenges administering hybrid learning relative to the values of participants and stated aims of policy in the study.

Topics

• 11:15 AMHybrid Learning in Ontario and Crisis Education Policy
• 11:15 AMLessoned Learned or Lost? A Review of COVID-19 Technology and Education plan

Tracks

• In person / Sur place
• Spotlight / Point de mire
• TATE ? TFEE

Hybrid Learning in Ontario and Crisis Education Policy

Session	Technology and the COVID-19 Pandemic: Critical Perspectives
Date	Monday, May 29 11:15 AM
Duration	1 hour

This presentation reports on the second phase of a two-year study on the enactment of COVID-19 education policy by secondary teachers, focusing on hybrid learning in Ontario. Hybrid learning broadly refers to the simultaneous teaching of students online by a teacher with students in-person. Its use to meet Ministry requirements for live instruction online has been uneven and contested throughout the province. During March and April 2022 we spoke with nine teachers in three school districts to understand variables impacting their enactment of hybrid learning in a rapidly changing context of crisis that our study found impacted student and teacher well being, workload, and educational equity. Our findings juxtapose the rationale of crisis education policy against the varying realities confronting teachers and students. They also highlight challenges administering hybrid learning relative to the values of participants and stated aims of policy in the study.

Speakers

• Speaker

  Beyhan Farhadi

  York
• Chair/Prés.

  Beyhan Farhadi

  York

Lessoned Learned or Lost? A Review of COVID-19 Technology and Education plan

Session	Technology and the COVID-19 Pandemic: Critical Perspectives
Date	Monday, May 29 11:15 AM
Duration	1 hour

The global COVID-19 pandemic resulted in wide-scale, rapid educational changes, throwing into sharper relief many previously known or suspected educational inequities and inequalities. This presentation will overview a selection of short-term, pandemic-related studies, white papers, and other gray, but educationally focused literature published between June 2020 and September 2022. The search cast widely for literature that focused on the change that the global pandemic demanded to modes of delivery, pedagogies, pedagogues, learning, and learners in K-12 and higher education. This included literature that was not just empirical or theoretical, but also opinion-based and/or ‘technological how-to’. Our intent is to provide some key thematic areas present in current pandemic focused literature, with a view to b.etter understanding educational sector changes and challenges beyond those we already know first-hand or anecdotally.

Speakers

• Speaker

  Jennifer Jenson

  UBC
• Speaker

  Nora Perry

  UBC
• Speaker

  Irina Tursunkulova

  UBC
• Chair/Prés.

  Beyhan Farhadi

  York

Re-imagining literacy in lockdown: A survey of Canadian educators’ experience providing for quality at-home teaching and learning

Session	Reimagining Literacies
Date	Monday, May 29 1:30 PM
Duration	1 hour 15 minutes

In Canada during late 2019, governments closed educational institutions due to the COVID-19 pandemic. This resulted in teachers pivoting from classroom-based instruction to remote learning. During this time, many teachers continued to face unprecedented challenges in providing for high-quality teaching, learning, and assessment. Through survey methods, this study aimed to document the experiences of teachers of K-12 classrooms across Canada, particularly inOntario, Manitoba, and Alberta, inresponse to the sudden shift from classroom-based to remote learning and to the increased dependency on digital technology. Survey questions focused on ascertaining teachers with instructional needs as well as inquire into the extent to which they received moral, social, personal and professional support, and motivation while navigating at-home schooling as a result of the pandemic.This study yields important findings thatcontribute to a wider conversation about the opportunities and challenges for remote learning and looking ahead, the systematic supports needed for teachers and parents/caregivers.

Speakers

• Speaker

  Karen Krasny

  York
• Speaker

  Sonya Sachar

  Alberta
• Chair/Prés.

  Kimberly Lenters

  Calgary
• Disc./Comm.

  Kimberly Lenters

  Calgary

Les pratiques pédagogiques gagnantes en situation de pandémie pour façonner l’avenir de l’éducation en milieu minoritaire francophone au Manitoba et en Nouvelle-Écosse

Session	RÉÉFMM Multi-paper / Plusieurs communications
Date	Monday, May 29 1:30 PM
Duration	1 hour 15 minutes

Depuis le mois de mars 2020, en raison de la pandémie de la CoVID-19, les enseignants ont vécu la fermeture des écoles et l’enseignement en ligne à plusieurs reprises et intervalles. En nous reposant sur les données qualitatives provenant de 40 entrevues semi-dirigées effectuées en automne 2021 avec les enseignants Å“uvrant en milieu minoritaire francophone en Nouvelle-Écosse et au Manitoba, nous allons explorer trois défis pédagogiques rencontrés par les participants. Par la suite, nous expliqueront comment les enseignants décrivent avoir surmonté ces défis. Les résultats se concentreront sur les pratiques pédagogiques gagnantes développées en situation d’urgence qui pourraient être appliquées à un enseignement en présentiel ou en mode hybride à l’avenir.

Speakers

• Speaker

  Andrea Burke-Saulnier

  Sainte-Anne
• Speaker

  Gail Cormier

  Saint-Boniface
• Facil.

  Joël Thibeault

  Ottawa

Tuesday, May 30

Navigating School Remotely: Experiences of Students with Disabilities and Their Families During COVID-19

Session	CAEP-ACP Posters / Présentations visuelles
Date	Tuesday, May 30 9:45 AM
Duration	1 hour 15 minutes

The COVID-19 lockdowns created an educational climate where virtual learning was no longer an option, but rather a necessity. The expeditious transition to online learning reduced the time available for educators to develop lesson plans for remote delivery, making the shift demanding for all stakeholders. While the transition was difficult for all, it was especially challenging for students with disabilities. The variation in at-home learning and the challenge of supporting students with disabilities meant the role of parents in facilitating learning differed. My research aims to add to emerging literature on remote learning and address the research gap related to parent involvement during at-home learning by considering the following questions: How were parents of children with disabilities beliefs about learning made evident while supporting their children during the first COVID-19 lock down? In what ways did these beliefs shift throughout their experience of learning at home? How did parents view their role in at home learning? This research will employ a qualitative methodology using secondary data analysis of 36 interviews with Canadian parents of students with disabilities, exploring their experiences with virtual learning. I will conduct a thematic analysis, identifying common and unique themes emerging from the data.

Speakers

• Speaker

  Adrianna Arsenault

  Ottawa

Examining Barriers to Technology Integration in the Wake of COVID-19

Session	Table 15: TATE-TFEE Roundtables / Tables rondes
Date	Tuesday, May 30 9:45 AM
Duration	1 hour 15 minutes

Information and Communication Technology (ICT) has transformed every aspect of daily life. ICTs have shaped the way in which we live day to day and how we work. In schools, ICTs have increasingly been implemented in classrooms for learning. However, educators’ efforts to implement ICTs in their teaching are still hampered by a variety of barriers. Merely having access to ICTs in schools does not necessarily translate into teacher use of these tools, nor impart potential benefits such as increased student achievement. Researchers detail that teachers also lack access to ongoing, high quality Professional Development (PD) that shows them how to leverage ICTs that improve their teaching practice and maximize student learning. This roundtable presentation will examine the barriers to technology integration using Ertmer’s (1999) framework, and Mishra and Koehler’s (2006) TPACK technology integration model. These will be used to examine and highlight what current research literature says about the challenges and opportunities of technology integration in classrooms. Last, lessons about technology integration learned (and still unlearned) from technology-mediated online teaching during the COVID-19 pandemic will be examined to help inform future research in educational technology integration.

Speakers

• Speaker

  Matteo Di Muro

  Brandon
• Chair/Prés.

  Helen Jacqueline DeWaard

  Lakehead

Love and The Distance

Session	TATE-TFEE Posters / Présentations visuelles
Date	Tuesday, May 30 9:45 AM
Duration	1 hour 15 minutes

Holistic educators have emphasized the role of love and care in pedagogy (Miller, 2018; hooks, 2003), citing qualities that flourish particularly through a fully embodied presence in the physical space of a classroom. With the increase in digitalized classrooms after the COVID-19 pandemic, the nature of online teacher presence in the classroom has been rendered problematic, particularly as students and teachers have been required to adjust their previous classroom experiences to completely online or hybrid settings. One question that arises throughout the transition to online experiences is, to what extent can teachers exert a positive, caring, and nurturing presence given the affordances of online classroom technologies. This qualitative study will explore the ways that teachers in holistic education have coped with the recent shift from in-person to online learning. The research questions guiding this approach are as follows: What adjustments have teachers had to make– physically, mentally and emotionally– to the shift toward online/hybrid learning spaces?What are the challenges to being present that teachers observe, both in themselves and in their students, in an online learning environment References hooks. (2003).Teaching community’¯: a pedagogy of hope. Routledge.Miller, J.P. (2018).Love and Compassion: Exploring Their Role in Education. University of Toronto Press.

Speakers

• Speaker

  Keith William Brown

  OISE – Toronto
• Speaker

  Zian Zhang

  OISE – Toronto

Teacher Perceptions of an Online Training Module on Accommodations for Students with Mathematical Learning Disabilities

Session	Special education populations
Date	Tuesday, May 30 11:15 AM
Duration	1 hour

Prevalence of students with specific mathematical learning disabilities(MLDs)is estimated to be as high as 10%(Swanson et al., 2018)in schools today.It is therefore vital that teachers have the necessary training to help them become knowledgeable and comfortable with the use of accommodations for these students. The proposed study will pilot a newly developed online training module for MLDs with elementary and secondary general classroom and special education teachers,which will then be evaluated for its efficacy through the use of a think-aloud protocol and semi-structured interviews.This study will provide essential insight about the components required for creating effective teacher training programs in the future.

Speakers

• Speaker

  Zain Saud Japanwala

  Saskatchewan
• Speaker

  Pei-Ying Lin

  Saskatchewan
• Chair/Prés.

  Pei-Ying Lin

  Saskatchewan
• Disc./Comm.

  Michelle J Searle

  Queen’s

Can you hear me now?’ Online Virtual Learning and Immigrant Families’ Experiences.

Session	“Can you hear us now?” Critical analysis of neoliberal neoconservative educational ‘reform’
Date	Tuesday, May 30 11:15 AM
Duration	1 hour

This presentation draws from a study with immigrant families in Ottawa during the midst of the COVID-19 pandemic when schools pivoted to online learning. Using critical theory to understand how families and students experienced online schooling and in-person schooling during the pandemic, we look at how inequities continue to be reproduced within the education system. Access to economic and symbolic resources mediated the experiences students, parents and siblings had during this tumultuous time. While some families thrived in their new situations, others struggled with mental health issues, deteriorating family dynamics and lack of support. We argue that as virtual schooling continues and becomes more entrenched in our public education system, attention to the ways it continues to marginalize our vulnerable students and families becomes ever more pressing. We cover some of the practices that schools employed which helped families feel supported through this time.

Speakers

• Speaker

  Alexandra Arraiz Matute

  Carleton
• Speaker

  Chizorom Sandra Ogbuagu

  Carleton
• Speaker

  Lan Tuyet Vu

  Carleton

Wednesday, May 31

A scoping review of empirical evidence: A framework of online engagement and support for adolescent students

Session	Secondary school education
Date	Wednesday, May 31 8:15 AM
Duration	1 hour 15 minutes

The global rise of online learning as a viable alternative to face-to-face delivery of learning has been accelerated by the COVID-19 pandemic due to the massive school closures in 90% of 188 countries by April 2020 (UNICEF, 2020). This scoping review of empirical evidence examined adolescent student perceptions of being supported and engaged during their online learning experience in synchronous or asynchronous learning environments. Through examining empirical evidence from 26 studies that gathered adolescent students’ perspectives in diverse online learning environments during their critical transition from high school to post-secondary learning. In light of the Adolescent Community of Engagement (ACE, Borup et al., 2014) and a Proximal Community of Engagement (PCE, Oviatt et al., 2016), with this review, we propose a framework of online engagement and support for adolescent students to provide some guidance for educators for developing online instruction for adolescent students

Speakers

• Speaker

  Jia Li

  Ontario Tech
• Speaker

  Matthew McGravey

  Ontario Tech
• Speaker

  Novera Roihan

  Ontario Tech
• Chair/Prés.

  Jia Guo

  Queen’s
•  Disc./Comm.

  Wenefe Capili Balbalin

  Ottawa

The Digital Pandemic and its Impact on Online Learning Policy and Teacher Professionalism in Ontario

Session	Leadership and Technology
Date	Wednesday, May 31 11:15 AM
Duration	1 hour

While online learning has enabled continuous public education services during the COVID-19 Pandemic, this critical sociology of the enactment of teacher professionalism policy in the province of Ontario reveals deep concerns about the impact of online learning on the teaching profession. Particularly how issues of digital inequity, public expectations, and isolation impact the teaching profession. An analysis of the enactment of online learning policy in Ontario illustrates how online learning reflects the global trend towards governmentality and neoliberalism that includes the privatization of education, the mystification of online teaching, the narrowing of professional discretion, and the commercialization of online learning. The unique historical moment of the Pandemic has led to a greater collective experience of online teaching and creates a unique opportunity to develop strategies to address the impact of online learning policy on public education and the profession.

Speakers

• Speaker

  Theresa Shanahan

  York
• Speaker

  Farra Yasin

  Manitoba
• Chair/Prés.

  Michael W Mindzak

  Brock

Action-research integrated into emergency COVID-Response: What we can learn from a new online tutoring partnership

Session	Supporting teachers and students amid the COVID-19 Pandemic and Beyond
Date	Wednesday, May 31 11:15 AM
Duration	1 hour

This paper is an action-research study based on a university’”school board tutoring initiative, developed as an emergency response to educational harms associated with the pandemic. Our objectives are to understand the impact of our program on Grade 9 and Grade 10 students’ academic progress, relationships and academic self-concept, and on the tutors. We also aim to document and understand system-level challenges that raise issues for scaling and realizing the potential benefits of tutoring in practice. We used a mix of academic performance and survey data, tutor reflections, and self-reflection to understand our program’s impact. Successes included the creation of a new partnership and program, strong positive reports on caring relationships and motivation, and staff buy-in. Academic gains in the first year of this virtual tutoring program were limited and not statistically significant. Program design (weekly, afterschool sessions) and technical and legal limitations on how the program operated (cameras off, and often, mics off too) may have impacted academic impact. Not all tutoring is created equal and new public investments in tutoring, to bear fruit, will need to be guided by evidence, equity and continuous learning.

Speakers

• Speaker

  Christine Corso

  OISE – Toronto
• Speaker

  Kelly Gallagher-Mackay

  Laurier

Teaching and learning about peer-to-peer relationships through participatory action research with children

Session	Teaching and learning about peer-to-peer relationships through participatory action research with children
Date	Wednesday, May 31 1:30 PM
Duration	1 hour 15 minutes

COVID-19 has limited the daily interaction of many children with their peers and impacted their participation in and access to activities that can create spaces for them to share their views, concerns and needs. Throughout the pandemic, decisions were being made to close and reopen schools, transition to online/hybrid classrooms, and a return to a different kind of schooling, without consulting children. Research shows that participation and relationships with peers are an essential aspect of school life and play an integral role in the social development and wellbeing of children (Holder & Coleman, 2015). This panel will address how teaching and learning can take place in and outside the classroom through participatory action research (PAR) with children to ensure that their voices are heard in education, policy, research, reform, and curriculum design.

Speakers

• Speaker

  Mimas Abo-Amer

  King’s Western
• Speaker

  Ashika Ashika

  McGill
• Speaker

  Kate Butler

  Canadian Coalition for Rights of Children
• Speaker

  Mindy Roberta Carter

  McGill
• Speaker

  Hala Mreiwed

  King’s at Western

Teacher Professional Development for Educational Technology: Building from the Ground Up

Session	Professional Development and Online Literacy Education
Date	Wednesday, May 31 4:30 PM
Duration	1 hour 15 minutes

In Canada, millions of dollars have been spent towards innovative teaching practices. Within the local contact, the provincial government of Newfoundland and Labrador announced $20 million for technology to support digital learning in the K-12 education system. An important supplement to the introduction of educational technology into classrooms is the professional development activities for teachers through which technology utilization can be facilitated. However, due to limited research in this area in Newfoundland and Labrador, it is unknown if teachers do incorporate educational technology in their day-to-day teaching and what professional development practices are followed. This study explored the characteristics and components of professional development that motivated and demotivated teachers towards using educational technology in their instructions. Using a qualitative constructivist paradigm as the foundation, a single case study design was applied. The data collection process included an online teacher questionnaire, semi-structured interviews, classroom observations, and documentation review. Teachers identified three professional development characteristics that motivated them to use educational technology: collaboration, self-direction, and relevance. This study also provided useful insights for policy and suggested a framework for the context of Newfoundland and Labrador in relation to educational technology integration in classrooms.

Speakers

• Speaker

  Sana Jamil

  Memorial
• Chair/Prés.

  Sana Jamil

  Memorial
• Facil.

  Norman D Vaughan

  Mount Royal