Virtual School Meanderings

January 4, 2018

[CJLT / RCAT] New Issue Published

No K-12 distance, online and/or blended learning specific items in this issue.

Dear Readers,

The Canadian Journal of Learning and Technology / La revue canadienne de
l’apprentissage et de la technologie has published Volume 43, Number 2
(2017). This issue is available on our web site at http://www.cjlt.ca/. We
invite you to review the Table of Contents here and then visit our web site
to review articles and items of interest.

Thank you for your continued interest in our work,

CJLT Editors
University of Alberta & York University
cjlt@ualberta.ca

————–

Canadian Journal of Learning and Technology / La revue canadienne de
lapprentissage et de la technologie
Vol 43, No 2 (2017)
https://www.cjlt.ca/index.php/cjlt/issue/view/1929

Articles
————–

Styles de navigation sur un site Web chilien pour des enseignants
d’espagnol | Browsing Styles on a Chilean Web site for Teachers of Spanish
Sandra Meza Fernández, Pascal Marquet

Lecturer e-Training Program to Support University Teaching | Programme
d’e-formation pour les chargés de cours pour appuyer l’enseignement
universitaire
Chan Chang Tik

Guitars and Makerspace: Examining the Experience of First Nations Students |
Guitares et laboratoires ouverts : examen de l’expérience d’élèves
des Premières Nations
Jay R Wilson, Marc Gobeil

Mon ami Google : une étude des pratiques des futurs enseignants du Québec
en recherche d’information | My friend Google: A study on the information
seeking process of Quebec’s pre-service teachers
Gabriel Dumouchel, Thierry Karsenti

Remote assistive technology training in Newfoundland and Labrador’s rural
schools: Is there a need? | Perceptions des enseignants quant au besoin de
formation en technologie d’assistance dans les écoles rurales de
Terre-Neuve et du Labrador
Kimberly Maich, Tricia Van Rhijn, Heather Woods, Kimberly Brochuhu
_____________________________________________________________
Canadian Journal of Learning and Technology /
La revue canadienne de l’apprentissage et de la technologie
http://www.cjlt.ca/

December 13, 2017

Article Notice: Describing K-12 Online Teachers’ Online Professional Development Opportunities For Students With Disabilities

In yesterday’s entry [OLJ] New Online Learning Journal Issue Published, there was one K-12 focused article that I wanted to highlight today.

Describing K-12 online teachers’ online professional development opportunities for students with disabilities

Mary Frances Rice

 

Abstract

Online teacher professional development (oTPD) researchers have been concerned with design features, teacher change in practice, and student learning, as well as establishing guidelines for directing funding support. Even so, previous work suggests that high-quality instructional support for all SWD is still on the horizon. As a response to the need for better instruction, professional development for SWD has emerged in all settings, including teachers who are not just receiving oTPD, but who are online teachers themselves. The purpose of this study was to use online teachers’ descriptions of their oTPD for SWD to learn about the professional learning opportunities available to teachers around serving SWD and their families. Teachers and administrators from various online/virtual learning schools around the country participated in this study. Even though teachers had SWD in their courses and were directly responsible for SWD, most teachers and administrators described few professional development opportunities for learning to teach SWD in the online learning environment beyond giving and receiving information about legal compliance. However, there was some evidence that some teachers in some schools were supported in forming informal collaborative communities with the potential for developing promising practices for these students.

Keywords

students with disabilities, online teacher professional development, administrator and teacher perspectives

Full Text:

PDF

References

Beach, P., & Willows, D. (2014). Investigating teachers’ exploration of a professional development website: An innovative approach to understanding the factors that motivate teachers to use Internet-based resources/Investigation de l’exploration par les enseignants d’un site Web. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 40(3). Retrieved from http://www.cjlt.ca/index.php/cjlt/article/view/26278

Beach, P., & Willows, D. (2017). Understanding teachers’ cognitive processes during online professional learning: A methodological comparison. Online Learning, 21(1), 60-84.

Berliner, D. C. (2000). A personal response to those who bash teacher education. Journal of Teacher Education, 51(5), 358-371.

Billingsley, B. S., & McLeskey, J. (2014). What are the roles of principals in inclusive schools? Handbook of Effective Inclusive Schools: Research and Practice, 67.

Brown, J. L. (2012). Online learning: A comparison of web-based and land-based courses. Quarterly Review of Distance Education, 13(1), 39.

Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681-711.

Burdette, P. J., & Greer, D. L. (2014). Online learning and students with disabilities: Parent perspectives. Journal of Interactive Online Learning, 13(2), 67-88.

Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and teacher education, 20(5), 435-455.

Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241.

Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377.

Charalambousa, K., & Ioannou, I. (2011). The attitudes and opinions of Cypriot primary teachers about the use of the Internet for their professional development and as an educational tool. Learning, Media and Technology, 33(1), 45-57.

Cochran-Smith, M., & Dudley-Marling, C. (2012). Diversity in teacher education and special education: The issues that divide. Journal of Teacher Education, 63(4), 237-244.

Cochran-Smith, M., & Zeichner, K. M. (Eds.). (2009). Studying teacher education: The report of the AERA panel on research and teacher education. New York, NY: Routledge.

Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135-144.

Crockett, J. B., Billingsley, B., & Boscardin, M. L. (2012). Handbook of leadership and administration for special education. New York, NY: Routledge.

Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership, 5(5), 91-100.

Dede, C., Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19.

Feng, L., & Sass, T. R. (2013). What makes special-education teachers special? Teacher training and achievement of students with disabilities. Economics of Education Review, 36, 122-

Freidhoff, J. R. (2015). Michigan’s K-12 virtual learning effectiveness report 2013-14. Lansing, MI: Michigan Virtual University. Retrieved from http://media.mivu.org/insti- tute/pdf/er_2014.pdf

Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61–72.

Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68(1), 45-63.

Giangreco, M. F., Carter, E., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms. Confronting obstacles to inclusion: international responses to developing inclusive education. London: Routledge, 247-264.

Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).

Kanuka, H., & Nocente, N. (2003). Exploring the effects of personality type on perceived satisfaction with web-based learning in continuing professional development. Distance Education, 24(2), 227-244.

Kao, C. P., Wu, Y. T., & Tsai, C. C. (2011). Elementary school teachers’ motivation toward web-based professional development, and the relationship with Internet self-efficacy and belief about web-based learning. Teaching and Teacher Education, 27(2), 406-415.

Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.

Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Thousand Oaks, CA: Sage.

Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and instruction, 12(1), 107-119.

McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., & Lundeberg, M. A. (2013). Virtual professional learning communities: Teachers’ perceptions of virtual versus face-to-face professional development. Journal of Science Education and Technology, 22(3), 267-277.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2013). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage.

Pazey, B. L., & Cole, H. A. (2013). The role of special education training in the development of socially just leaders building an equity consciousness in educational leadership programs. Educational Administration Quarterly, 49(2), 243-271.

Sánchez-Algarra, P., & Anguera, M. T. (2013). Qualitative/quantitative integration in the inductive observational study of interactive behaviour: impact of recording and coding among predominating perspectives. Quality & Quantity, 47(2), 1237-1257.

Siciliano, M. D. (2016). It’s the quality not the quantity of ties that matters: Social networks and self-efficacy beliefs. American Educational Research Journal, 53(2), 227-262.

Soine, K. M., & Lumpe, A. (2014). Measuring characteristics of teacher professional development. Teacher Development, 18(3), 303-333.

Sugar, W., & van Tryon, P. J. S. (2014). Development of a virtual technology coach to support technology integration for K-12 educators. TechTrends, 58(3), 54-62.

Theoharis, G., & Causton, J. (2014). Leading inclusive reform for students with disabilities: A school-and systemwide approach. Theory Into Practice, 53(2), 82-97.

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Weschke, B., & Barclay, R. (2011). Online teacher education: Exploring the impact of a reading and literacy program on student learning. Online Learning, 15(2), 22-43.

Wilhelm, A. G., Chen, I. C., Smith, T. M., & Frank, K. A. (2016). Selecting expertise in context middle school mathematics teachers’ selection of new sources of instructional advice. American Educational Research Journal, 53(3), 456-491.

DOI: http://dx.doi.org/10.24059/olj.v21i4.1274

December 12, 2017

[OLJ] New Online Learning Journal Issue Published

Note the K-12 online learning item below.

Dear Readers:

The latest issue of Online Learning features a special section of high quality papers presented at the American Education Research Association’s (AERA) 2017 Annual Conference.  Founded more than a century ago, AERA is the premier organization for educational research in the United States with more than 25,000 members, 12 divisions and numerous special interest groups.  The Association’s Special Interest Group on Online Teaching and Learning (SIG-OTL) is a multi- disciplinary community of scholars focused on the creation, use, and evaluation of online learning environments.    Through a collaboration between the Online Learning Consortium and AERA this issue highlights 11 papers selected from more than 100 original submissions to the SIG-OTL.

These papers include research on online collaboration from the perspectives of minority students and instructors, how perceptions of communities are influenced by course length and discussion facilitation, and on the relationship between self-reflection and achievement in online K-12 math courses. The issue also contains 6 articles from our regular submission process addressing vital issues related to online learning processes, motivation, satisfaction, and performance.

We invite you to review the issue here
https://olj.onlinelearningconsortium.org/index.php/olj

Thanks for your continuing interest in Online Learning,

Peter

Peter Shea, PhD
Editor, Online Learning

Online Learning
Vol 21, No 4 (2017)
Table of Contents
https://olj.onlinelearningconsortium.org/index.php/olj/issue/view/55

Special Conference Issue: AERA Online Teaching and Learning SIG
——–
INTRODUCTION TO THE SPECIAL ISSUE SPOTLIGHTING PAPERS FROM THE AERA SPECIAL
INTEREST GROUP ON ONLINE TEACHING AND LEARNING
Karen Swan,     Jennifer Richardson
Online collaborative learning activities: The perspectives of minority
graduate students
Alex Kumi-Yeboah,       James Dogbey,   Guangji Yuan
Care, Communication, Support: Core for Designing Meaningful Online
Collaborative Learning
Heather A. Robinson,    Whitney Kilgore,        Scott J. Warren
Student Actions and Community in Online Courses: The Roles Played By Course
Length and Facilitation Method
Carrie Demmans Epp,     Krystle Phirangee,      Jim Hewitt
Self-Reflection and Math Performance in an Online Learning Environment
Jinnie Choi,    Alyssa Walters, Pat Hoge
Describing K-12 online teachers’ online professional development
opportunities for students with disabilities
Mary Frances Rice
Best Practices Framework for Online Faculty  Professional Development: A
Delphi Study
Sandra Coswatte Mohr,   Kaye Shelton
Examining Distance Learners in Hybrid Synchronous Instruction:  Successes
and Challenges
Enilda Romero-Hall,     Cristiane Rocha Vicentini
Hybrid Education: The Potential of Teaching and Learning with Robot-Mediated
Communication
Benjamin William Gleason,       Christine Greenhow
Live Synchronous Web Meetings in Asynchronous Online Courses:
Reconceptualizing Virtual Office Hours
Patrick R. Lowenthal,   Joanna C Dunlap,        Chareen Snelson
Wherefore Art Thou MOOC: Defining Massive Open Online Courses
Stephanie J Blackmon,   Claire H. Major
How Much Does Student Engagement with Videos and Forums in a MOOC Affect
Their Achievement?
Fernanda Cesar Bonafini,        Chungil Chae,   Eunsung Park,   Kathryn Weed Jablokow

Section II
——–
Introduction to Section II
Peter Shea
Student Predisposition to Instructor Feedback and Perceptions of Teaching
Presence Predict Motivation Toward Online Courses
Andrew William Cole,    Christopher Anderson,   Thomas Bunton,  Maura R.
Cherney,        Valerie Cronin Fisher,  Richard Draeger, Jr.,   Michelle
Featherston,    Laura Motel,    Kristine M. Nicolini,   Brittnie Peck,  Mike Allen
A Critical Analysis of Characteristics that Influence the Effect of
Instructor Discussion Interaction on Student Outcomes
Rebecca Simon Hoey
Pre- and inservice teacher satisfaction with online collaborative mentoring
for technology integration: Applying the Kano quality attributes
Helga Dorner,   Swapna Kumar
Correlation between Grades Earned and Time in Online Courses
Lin Carver,     Keya Muhkerjee, Robert Lucio
Navigating Turn-Taking and Conversational Repair in an Online Synchronous
Course
Yvonne Earnshaw
Thematic Patterns in International Blended Learning Literature, Research,
Practices, and Terminology
Kristian J Spring,      Charles R Graham

________________________________________________________________________
Online Learning (OLJ)
http://olj.onlinelearningconsortium.org/index.php/olj

December 1, 2017

IRRODL Announcement

Note this latest issue – no K-12 distance, online, and/or blended learning articles.

IRRODL Issue 18(7)
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View it in your browser.

As 2017 draws to a close, we are delighted to offer you this IRRODL issue with articles on mobile learning, OER, MOOCs, and other subjects in our field.

Rory

Vol 18, No 7 (2017)

Full Issue

View or download the full issue PDF

Table of Contents

Editorial

Editorial – Volume 18, Issue 7
Rory McGreal

Research Articles

Greig Krull, Josep M. Duart
Ruth Aluko
Hulya Avci, Tufan Adiguzel
Levent Cetinkaya
Vivien Rolfe
Santosh Panda, Sujata Santosh
Folashade Afolabi
Tarah K. Ikahihifo, Kristian J. Spring, Jane Rosecrans, Josh Watson
Inés Gil-Jaurena, Javier Callejo-Gallego, Yolanda Agudo
Tian Luo, Alexander Murray, Helen Crompton
Karel Kreijns, Marjan Vermeulen, Hans van Buuren, Frederik Van Acker
Dianne Forbes
Hanna Teräs, Ümit Kartoğlu
Marshall P. Thomas, Selen Türkay, Michael Parker
Mik Fanguy, Jamie Costley, Matthew Baldwin
Emilio Ferreiro Lago, Sara Osuna Acedo

Field Notes

Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities
Rory McGreal
You are receiving this email because you subscribed to the International Review of Research in Open and Distributed Learning.
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November 29, 2017

[JOFDL] New Notification From Open Journals on Ako Aotearoa

Note this new issue of a K-12 friendly journal.

Journal of Open, Flexible and Distance Learning
http:/www.jofdl.nz
You have a new notification from Open Journals on Ako Aotearoa:

An issue has been published.

Link: http://www.jofdl.nz/index.php/JOFDL/issue/current

Alison Fields

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