Virtual School Meanderings

March 4, 2020

Newest Issue Of Human Technology

A new issue notice, although I didn’t see any K-12 distance, online, and/or blended learning articles when I scanned the abstracts.

Dear subscriber of the Human Technology e-notification service,

We editors of Human Technology are pleased to announce the publication our newest issue of the journal: the first issue of volume 16. The papers published in this issue were submitted by authors as part of our open submissions process. As is typical with open submissions issues, the topics and approaches of the papers vary in topic, but all address aspects of humans interaction with technology. Our authors—like our readers—literally are from around the world. One paper addresses the challenges that smartphone interfaces present to older users, and another explored the use of technology, in the form of game-like learning environment, for assisting new readers of a transparent written language. The final two papers explore perceptions of technology use—one for potentially extending therapeutic care within and beyond the face-to-face sessions and the other of university students assessing their teachers’ integrating and role modeling technology use in higher education curricula.

In addition to the four original papers, this issue includes an editorial by the current editor in chief. In his editorial, Dr. Jouhki addresses the tensions—and sometimes society-altering perspectives—that occur when new technologies tread on the uses of old and established practices and products.

You can access the issue at


From the Editor in Chief

The Axes of the Modern Age
Jukka Jouhki

Original Papers

Measuring Expectation for an Affordance Gap on a Smartphone User Interface and its Usage Among Older Adults
Chui Yin Wong, Rahimah Ibrahim, Tengku Aizan Hamid, and Evi Indriasari Mansor

Utilizing Digital Tools to Support Face-to-Face Care: Examining Uptake Within the Practices of Australian Psychologists
Jeremy Kerr and Ashley Van Houten

Investigation of University Students’ Perceptions of Their Educators as Role Models and Designers of Digitalized Curricula
Andreja Istenič Starčič and Maja Lebeničnik

GraphoLearn SI: Digital Learning Support for Reading Difficulties in a Transparent Orthography
Elisabeth Borleffs, Frans Zwarts, Ade R. Siregar and Ben A. M. Maassen

As always, we ask that you please forward information on our journal to your all of your colleagues who might be interested in the topics within this issue or available in our archives.

At this time, the editorial staff thanks outgoing associate editors Dr. Sakari Taipale and Dr. Rosa Mikeal Martey for their service in assessing and overseeing submissions for the journal. And we welcome Dr. Tuomo Kujala and Dr. Johanna Silvennoinen to the editorial team for the next year.

You can follow Human Technology on Facebook ( and Twitter (

With kind regards,


Ms. Barbara Crawford
Managing Editor
Human Technology

[ET&S] Call For Papers For A Special Issue On “Teacher Professional Development In STEM Education”

This call for papers may be of interest to some of my academic readers.

Call for papers for a special issue on Teacher Professional Development in STEM Education


The term STEM (science, mathematics, technology and engineering) has become a buzzword among the global education practitioners who have called for curriculum reforms that will boost the competitiveness of the next generation by nurturing their problem-solving ability and creativity (Jane, Jong, & Chai, 2019). STEM education refers to “solving problems that draw on concepts and procedures from mathematics and science while incorporating the teamwork and design methodology of engineering and using appropriate technology” (Shaughnessy, 2013, p. 324). Simply put, it serves as a means to integrate different disciplines as used in tackling real-life problems. In the long term, this cross-disciplinary subject is expected to enhance students’ problem-solving, critical and analytical thinking skills, and cultivate them to be constructive and innovative citizens (Jong, 2015; Merrill, 2009).

The significance of STEM education in today’s technologically-dominated world cannot be underestimated. STEM competencies, nowadays, are not only required within but also outside of the STEM occupations (So, Jong, & Liu, 2020). In this regard, the development of students’ STEM competencies has become an urgent goal of many education systems around the globe, especially in K-12. The U.S. government has heavily invested in STEM education by implementing some state-level initiatives. For example, The “Educate to Innovate” initiative, launched in 2009, aims to enhance STEM literacy, improve teaching quality and increase educational and career opportunities for the youth through the collaboration between the government, the private sector and the non-profit and research communities (Burke & McNeill, 2011). In the U.K., the STEM education reform aims to ensure the provision of qualified people in the STEM workforce and the development of STEM literacy for the public (Department of Education and Skills, 2006). In Asian countries such as Korea, Hong Kong, Taiwan, China and Japan, STEM education has also emerged as an important curriculum reform (Ritz & Fan, 2015; So et al., 2020).

In addition to the growing global interest and strong endeavour in STEM curriculum development, efforts should be particularly made in the increase of STEM teacher supply through a well-designed teacher professional development, which is a critical factor of a successful education (Jong 2019a, 2019b). Since STEM is a cross-disciplinary subject, it is expected that students are empowered to apply their disciplinary concepts and skills in integrated contexts (Kelley & Knowles, 2016; Tytler, Prain, & Hobbs, 2019). However, the majority of the current teachers who have received training in only one subject area may be unable to adopt an integrated and holistic approach to teach STEM (Aslam, Adefila, & Bagiya, 2018;). A well-suited teacher professional development will not only equip teachers with sufficient STEM knowledge and related instruction approaches that can address the learning needs of students, but also develop their confidence in and positive perception of STEM education, which significantly correlates to the effectiveness of STEM learning.

In the existing literature, while there is considerable research on the teacher professional development in science, technology, engineering and mathematics individually, few quality professional development programmes on STEM education have been conducted for teachers to develop the capacity in designing and implementing STEM instructional practices (Aslam et al., 2018; Rinke, Gladstone-Brown, Kinlaw, & Cappiello, 2016). Thus, learners have rarely been exposed to “experiencing” how science, technology, engineering, and mathematics are integrated into their learning in authentic learning environments (Starr & Minchella, 2016). Educators should start reflecting on the issues such as what limitations the current teacher professional development have, what challenges the STEM teachers have encountered, and how to tailor-make an effective teacher professional development programme that meets current pedagogical needs at different education levels. Therefore, this special issue aims to provide an academic platform for educational researchers to share insights and research experiences in teacher professional development in STEM education for pre- and in-service K-12 teachers, as well as tertiary educators. Topics of interests include, but not limited to, the following:

  • Theories and models of teacher professional development in STEM education;
  • Innovative approaches to teacher professional development in STEM education;
  • Teachers’ perceptions and challenges of STEM education;
  • Pedagogies for STEM education;
  • Assessment of STEM education;
  • Reviews of existing research to envision the STEM education now and future needs;
  • Policies for the implementation of teacher professional development in STEM education;
  • High-quality professional development programmes on STEM education;
  • STEM competencies that teachers should have for STEM education.

Important Dates

Submission Due: Aug 31, 2020

1st Round Review Notification: October 31, 2020

1st Round Revision Submission Due: December 15, 2020

2nd Round Review Notification: February 15, 2021

2nd Round Revision Submission Due: March 15, 2021

Final Acceptance Notification: April 15, 2021

Estimated Publication Date: October 2021

Paper Submission

Submissions to this special issue should email your manuscript to the corresponding guest editor – Prof. Morris S. Y. Jong at

Submissions must comply with requirements stated in the ET&S Author Guidelines, see:

Please submit a Microsoft Word file of your manuscript and name your file with the full name of the corresponding author, followed by the title of this special issue (e.g., Morris Jong_STEM Teacher Professional Development.docx)

Please make sure that you use the ET&S template along with the add-ins tool here for preparing your manuscript.

Please remove the names and affiliations portion for the review process and only add them back into the manuscript after your manuscript is accepted for publication.

Please provide a Microsoft Word file of the following details along with each submission in a separate file titled “Title Page_Name of the corresponding author.” (e.g., Title Page_Morris Jong.docx)

  1. Name(s) and title(s) of the author(s)
  2. Name of the corresponding author
  3. Job title(s)
  4. Organization(s)
  5. Full contact details of ALL authors including email address and postal address

Guest editors:

Morris S. Y. JONG
The Chinese University of Hong Kong, HKSAR

Yanjie SONG
The Education University of Hong Kong, HKSAR

University of Michigan, USA

Cathleen NORRIS
University of North Texas, USA 


Aslam, F., Adefila, A., & Bagiya, Y. (2018). STEM outreach activities: an approach to teachers’ professional development. Journal of Education for Teaching44(1), 58–70.

Burke, L., & McNeill, J. B. (2011). Educate to Innovate: How the Obama plan for STEM education falls short. Backgrounder2504, 1–8.

Department of Education and Skills. (2006). The science, technology, engineering and mathematics (STEM) programme report. Retrieved from

Geng, J., Jong, M. S. Y., & Chai, C. S. (2019). Hong Kong teachers’ self-efficacy and concerns about STEM education. The Asia-Pacific Education Researcher, 28(1), 35–45.

Honey, M., Pearson, G., & Schweingruber, H. (Eds). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: The National Academies Press.

Jong, M. S. Y. (2015). Does online game-based learning work in formal education at school? The Curriculum Journal, 26(2), 249–267.

Jong, M. S. Y. (2019a). Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers’ emerging concerns: A three-year study. British Journal of Educational Technology, 50(3), 1275–1293.

Jong, M. S. Y. (2019b). To flip or not to flip: Social science faculty members’ concerns about flipping the classroom. Journal of Computing in Higher Education, 31(2), 391–407.

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education3(11), 1–11.

Merrill, C. (2009). The future of TE masters degrees: STEM. Paper presented at the 70th Annual International Technology Education Association Conference, Louisville, Kentucky.

Rinke, C. R., Gladstone‐Brown, W., Kinlaw, C. R., & Cappiello, J. (2016). Characterizing STEM Teacher Education: Affordances and Constraints of Explicit STEM Preparation for Elementary Teachers. School Science and Mathematics, 116(6), 300–309.

Ritz, J. M., & Fan, S. C. (2015). STEM and technology education: international state-of-the-art. International Journal of Technology and Design Education25(4), 429–451.

So, H. J., Jong, M. S. Y., & Liu, C. C. (2020). Computational thinking education in the Asian Pacific region. The Asia-Pacific Education Researcher, 29 (1), 1–8.

Shaughnessy, M. (2013). By way of introduction: Mathematics in a STEM context. Mathematics Teaching in the Middle School, 18(6), 324.

Tytler, R., Prain, V., & Hobbs, L. (2019). Rethinking disciplinary links in interdisciplinary STEM learning: A temporal model. Research in Science Education. Retrieved from

If you have any questions, please contact us at

Editorial Office,

Journal of Educational Technology and Society.
ET&S website:

February 13, 2020

[JOFDL] New Notification From Open Journals On Ako Aotearoa

Note this new issue notification.

Journal of Open, Flexible and Distance Learning

You have a new notification from Open Journals on Ako Aotearoa:

An issue has been published.


Alison Fields

The table of contents for this issue was:

VOL 23, NO 2 (2019)


General Issue



Maggie Hartnett, Alison Fields


Michael K Barbour, Jason P Siko
Yvonne Rowan, Maggie Hartnett
Phu Vu, Megan Adkins, Shelby Henderson

January 12, 2020

[IRRODL] New Notification From The International Review Of Research In Open And Distributed Learning

See the announcement of this latest issue.

You have a new notification from The International Review of Research in Open and Distributed Learning:

An issue has been published.


IRRODL Manager

International Review of Research in Open and Distributed Learning (IRRODL)
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3, Canada

No K-12 distance, online, and/or blended learning items from the table of contents below.

Vol 21 No 1 (2020) [FULL ISSUE]


Research Notes

Literature Reviews

Notes From the Field

Book Notes

January 10, 2020

Michael, People Are Reading Your Work

An item from one of my open scholarship networks.

Michael K. Barbour
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