Virtual School Meanderings

July 18, 2018

[AECT] July 16, 2018 – News & Notes

A newsletter from Monday’s inbox (which was held from yesterday because of the guest blog entry).

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July 16, 2018


The AECT Foundation is looking forward to the annual summer auction to be held on Thursdaynight, July 26th during Summer Board Building Days. If you will be joining us in Kansas City we are asking you to bring auction items and your credit cards or cash.  Also, if you can’t be with us your donations are greatly appreciated. I will be glad to bid for you ( ) to find the perfect item. You just might get something to pass on as a Christmas present for your Aunt Ethel. All proceeds go to the AECT Foundation to support awards and interns.

The CLT awards committee would like your help selecting recipients for the CLT awards. Please contact Holly Marshburn  with your interest and any questions. Looking forward to hearing from you!


Do you know a school or system, public or private, you’d like to recognize for outstanding technology integration and media utilization programs? The School Media & Technology Division (SMT) is seeking nominations for the Richard B. Lewis Memorial Award for Outstanding School Media and Technology. Nominations are due August 15, 2018. Past applicants are eligible to reapply. For more information, please visit AECT’s website or contact Leslie Blatt.  And you can follow SMT on Facebook.


Calling all Designers! Please consider submitting a graphic design submission to the AECT School Media and Technology Division’s logo competition by August 25 ; and share this opportunity with your students and/or design colleagues. Free one-year membership to AECT for the winner!  See for details.


We have a great line-up of workshops available before and after the convention for only $15 each.
Deepening Reflection & Discussion in the Classroom: Hearing All Student Voices with Q-Perspectives with Brandy Walker and Jimmy Lin. This interactive workshop will demonstrate a teaching technique that uses a new online software, Q-Perspectives®, to engage both students and teachers in deeper reflection, learning, and scholarship.
Redesign Your Course into a Competition-Based Game-Show Format with Kiran Budhrani. This workshop highlights strategies to redesign your course into a semester-long game-show that develops students’ skills while promoting active learning and fun in the classroom.
Visit for more information about workshops.


The program for eLearning Africa , the leading international conference and exhibition on educational and learning technologies for all the education, corporate and public sector, is now available online . This International Conference will be held September 26-28, 2018 at the Kigali Convention Center Rwanda.

Association for Educational Communications and Technology
Address: 320 W. 8th Street, Suite 101
Bloomington, IN 47404-3745
Toll Free: 877-677-2328 | Phone: 812-335-7675
News & Notes – July 16, 2018

Association for Educational Communications and Technology | 320 W. 8th St. Ste 101 | Bloomington, IN 47404-3745Difficulty viewing this email? Click here…
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“Preparing Teacher Candidates For Virtual Field…” And More Articles On Mendeley

From one of my open scholarship networks.

Discover relevant research and save time. View this email in your browser.
Hi Michael,
Here are personalised suggestions for articles to read based on your Mendeley library
Preparing teacher candidates for virtual field placements via an exposure to K-12 online teaching
T Luo, L Hibbard, T Franklin et al.
Journal of Information Technology Education: Research (2017)
Save reference
Job attainment and perceived role differences of cyberschool leaders
Jayson W. Richardson, Dennis Beck, Jason LaFrance et al.
Educational Technology and Society (2016)
Save reference
Determinants of student and parent satisfaction at a cyber charter school
Dennis E. Beck, Robert Maranto, Wen Juo Lo
Journal of Educational Research (2014)
Save reference
There are more suggestions waiting for you.

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July 17, 2018

EDTECH537 – Guest Blog Entry: My Journey To and Through K-12 Online Learning Research

As I mentioned in the Week 4 entry for my EDTECH537 – Blogging In The Classroom course yesterday, today I wanted to post a sample of a guest blog entry.

Jered Borup is the professor-in-charge of George Mason University’s Blended and Online Learning in Schools Master’s and Certificate programs that are devoted to improving teacher practices in online and blended learning environments. Previous to earning his Ph.D. at Brigham Young University, Jered taught history at a junior high school for six years. He has also taught online and blended courses since 2008. His current research interests include developing online learning communities and identifying support systems that adolescent learners require to be successful in online environments. A full list of his publications can be found at

As a junior high school teacher, I commonly used technology in my classroom. I was the first in my school district to create and maintain a classroom website where I placed learning materials including mini-lecture recordings that I created for students to watch if they missed class or wished to review lessons at their own pace. I felt like I was on the cutting edge of teaching and was frequently thanked and praised by students, parents, and administrators. However, two experiences helped me to realize the limitations of my educational technology use. First, while teaching summer school I made an appointment with the principal and proposed that we start offering my online lectures, worksheets, and exams as an online course for students who needed to recover previously failed credits. She declined my offer because in her words “these students need a teacher who cares about them and is there to motivate them through the course.” Second, I had the opportunity to meet with my superintendent. While I was expecting him to praise my course website he actually challenged me to do more, pointing out that there was not a meaningful change in how I designed and facilitated learning activities. Instead I was simply using technology to digitize what I was doing face-to-face. More specifically, I was using technology so that I could lecture more in class.

Those two experiences made me reimagine the purpose of educational technology. Rather than using technology to simply transmit information, I began to see it as a way to communicate, collaborate, connect, and create. I also began to see how technology allowed me to create learning opportunities for my students that would be difficult or impossible without technology. When I started my PhD program at Brigham Young University (BYU) I was also fortunate to work with people such as Drs. Charles R. Graham and Richard E. West who helped me to see the transformative potential of online and blended learning—a vision that has shaped my teaching and research efforts at George Mason University. This is also when I began researching how online learning communities are formed and the support structures that online students require to be successful. While online learning has grown dramatically, online course attrition rates were—and still are—higher than those in face-to-face courses and I believed—and still do—that online course outcomes would improve if online learning communities and student support improved.

As a graduate student, I attended a seminar where Dr. David Whetten expanded on his 1989 publication, “What Constitutes a Theoretical Contribution?” Whetten likened research to a scholarly conversation that requires participants to hear, acknowledge, and build upon others’ contributions. He added that these conversations were centered around theoretical frameworks and stressed the importance of conducting research that is guided by existing frameworks, but he also acknowledged that existing frameworks have “boundaries of generalizability” and some scholars must work to create their own frameworks when their line of inquiry extends beyond the boundaries of existing frameworks. When I conducted research examining online courses in higher education it was easy to identify well-established frameworks to guide my research. In contrast, when conducting research in K-12 online learning environments I struggled to find frameworks that could sufficiently guide my research. As a result, my co-authors and I used K-12 online learning research and frameworks created in online courses in higher education, and frameworks created in face-to-face K-12 learning environments to develop the Adolescent Community of Engagement (ACE) framework. Specifically, the ACE framework identifies and defines roles and responsibilities that parents, teachers, and student peers can fulfill to improve K-12 online students’ affective, behavioral, and cognitive engagement.

The ACE framework has helped guide nearly all of my subsequent research examining K-12 online learning. More specifically, my co-authors and I have conducted a series of case studies examining perceptions and experiences of various stakeholders (e.g., students, parents, teachers, facilitators) in various models of online learning such as a full-time cyber high school, a large independent study program, and a state-run supplemental online program where students were assigned an online teacher and an on-site facilitator who regularly worked with them in their brick-and-mortar school. While I did not conduct these case studies to “test” the framework, they have been helpful in refining the framework by identifying responsibilities that did not appear to be as important as originally hypothesized. At the same time, the case studies identified responsibilities that appeared to be important but were not originally identified in the ACE framework. Some additional case studies are ongoing. When they are finished, my co-authors and I will reexamine and update the framework in light of the case study findings over the last five years. Once the ACE framework has been revised, we will work to create and validate instruments that measure the constructs identified in the ACE framework. These instruments would allow researchers to identify specific types of supports that most impact students’ affective, behavioral, and cognitive engagement and hopefully provide insights into strategies that can make meaningful reductions in K-12 online course attrition rates.

Jered Borup is the professor-in-charge of George Mason University’s Blended and Online Learning in Schools Master’s and Certificate programs. A full list of his publications can be found at  As is the pattern here at Virtual School Meanderings, this will be the only entry posted today.

July 16, 2018

Call For Papers In Information Technology

A reminder that SITE has a K-12 Online Learning SIG.

Las Vegas, Nevada • March 18-22
Call For Information Technology Proposals
Due: September 15, 2018
The SITE Information Technology Council comprises of Special Interest Groups that focus on the application of technologies across multiple curriculum areas.
Submit now to join the Information Technology Council under the SIGs that have emerged in response to changes in technology or emerging issues!
Information Technology Special Interest Groups
See you in Las Vegas!
Special discounted hotel rates have been secured for SITE participants at the conference hotel, Planet Hollywood Resort & Casino.
For this rate, hotel reservations must be made by: February 20, 2019.
While in Las Vegas, join your fellow SITE attendees for the Newcomer Welcome, daily FREE lunches, SIG Meetings, poster sessions, our welcome party & more!
Accepted papers will be published in the Conference Proceedings & internationally distributed by
AACE | P.O. Box,
Waynesville, NC 28786

AERA Annual Meeting Submission Deadline is Monday, July 23 at 11:59pm (Pacific Time)

A reminder of this pending conference deadline.

Dear AERA Colleagues,

We are writing to remind you that the deadline for submissions for the 2019 AERA Annual Meeting is Monday, July 23 at 11:59 pm (Pacific Time). The meeting will be held Friday, April 5 – Tuesday, April 9 in Toronto. With the theme of “Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence,” we encourage your contributions focus our attention to work collaboratively across our boundaries to develop multimodal narratives of many studies.

Please plan to submit as soon as possible to avoid the last minute rush next weekend. The deadline is fixed. If you have not already done so, login now to start the process of advancing a paper or session submission and finalizing your work. After you login, click ‘My AERA’ at the top of the page. On the ‘My AERA’ page, scroll down to the 2019 Annual Meeting and click ‘Online Program Portal’. For further information on submissions, see the open Call for Submissions for AERA divisions, SIGs, and committees. We look forward to seeing you in Toronto!

If you are a 2018 AERA member, thank you. If you are not yet a 2018 member, please login and renew. If you prefer to renew by mail or phone, contact the AERA membership team or 202-238-3200. The membership team will ask for your AERA record ID 232269.

Best wishes,

Felice J. Levine
Executive Director

Robert L. Smith
Director of Meetings

2019 Annual Meeting Page | Theme | Contact AERA
2019 Annual Meeting
“Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence”
Friday, April 5 – Tuesday, April 9, 2019
Toronto, Ontario, Canada

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American Educational Research Association
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Washington, DC 20005

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