Just Published: Volume 2 of Bridging the XR Gap

This item may be of interest to some readers.

Just Published: Bridging the XR Technology-to-Practice Gap: Methods and Strategies for Blending Extended Realities into Classroom Instruction, Volume II Extended reality (XR) represents the future of education. Before XR can be effectively integrated into schools and XR teaching standards can be imagined, practitioners and researchers must first lead the way to educate stakeholders on the power of XR as a tool for teaching and learning by establishing data-backed pedagogical strategies. As traditional uses of technology in the classroom are becoming outdated, XR is gradually being assimilated into education to replace them. Volume I focused on XR design consideration, skill development, and professional training. Volume II presents research on XR within the contexts of PK-12 schools and universities analyzed through the lens of teacher education. It showcases an international perspective with chapters written by XR researchers from across the globe, including Canada, China, Cyprus, Estonia, France, Saudi Arabia, Scotland, South Korea, Spain, and the United States. Alex Fegely of Coastal Carolina University and Todd Cherner of the University of North Carolina at Chapel Hill, have served as co-chairs for the X Realities & Learning Special Interest Group for SITE. Their work to publish this book includes a wide swath of research, theories, and perspectives. These volumes join a roster of outstanding publications from SITE & AACE members, and reflect both organizations’ continued commitment to quality scholarship and research. Read Volume II, Open Access Visit the SITE X Realities & Learning SIG Additional inquiries, feel free to contact pubs@aace.org. View this email in your browser Copyright © 2023 Association for the Advancement of Computing in Education, All rights reserved. You are receiving this email because you asked to receive updates for new posts to AACE Review. Our mailing address is: Association for the Advancement of Computing in Education PO Box 719 Waynesville, NC 28786

Association for the Advancement of Computing in Education · PO Box 719 · Waynesville, NC 28786 · USA

JOLR Article Notice – Parents with Disabilities’ Household Access to Educational Devices and Internet During the COVID-19 Pandemic

The seventh and final article in this issue.

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

Parents with Disabilities’ Household Access to Educational Devices and Internet During the COVID-19 Pandemic

Aleksa Owen, University of Nevada, Reno, United States ; Carli Friedman, The Council on Quality and Leadership, United States ; Randall Owen, University of Nevada, Reno, United States

Journal of Online Learning Research Volume 9, Number 1, April 2023 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Because of COVID-19 school closures, household access to educational devices and Internet has been crucial to maintain educational milestones. While researchers have studied technology needs of students with disabilities, less attention has been given to how households with adults with disabilities living with school-age children access educational devices and Internet. This study used 2021 Household Pulse Survey data (April to July) to determine the extent adults (parents; n = 7,238) with disabilities’ households had access to educational devices and Internet access for school-aged children, including compared to nondisabled adults (n = 64,046). Among adults who lived with school-age children, adults with disabilities were significantly less likely than nondisabled adults to have a computer and internet available for educational purposes. There were also sociodemographic differences in access among adults with disabilities themselves: adults with hearing, vision, and/or cognitive disabilities; adults with disabilities with household incomes below $100,000; households with more than one child; and households where a child attended private school were less likely to have computers/digital devices and Internet available. Findings suggest that parental disability status may be a potential criterion in expanding household access to technology and Internet, which in turn may improve outcomes for school-aged children in these households.

Citation

Owen, A., Friedman, C. & Owen, R. (2023). Parents with Disabilities’ Household Access to Educational Devices and Internet During the COVID-19 Pandemic. Journal of Online Learning Research, 9(1), 101-126. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2023 from https://www.learntechlib.org/primary/p/221258/.

JOLR Article Notice – Assessing Access to Online Course Choice Among Brick-and-Mortar K-12 Students

The sixth article in this issue.

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

Assessing Access to Online Course Choice Among Brick-and-Mortar K-12 Students

Ian Kingsbury, Educational Freedom Institute, United States ; David T. Marshall, Auburn University, United States

Journal of Online Learning Research Volume 9, Number 1, April 2023 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Many K-12 brick-and-mortar public schools now grant students the option of taking some of their courses online. Yet, a scant academic literature probes where online course choice exists and why it is utilized. We partner with a market research firm to solicit 450 responses from a nationally representative group of American parents of public school-educated children to begin to understand the predictors of districts adopting course choice, disparities in access, and why families utilize course choice. Overall, there are no clear intrastate predictors of which districts provide parents the option to avail online course choice. Among several options provided, respondents emphasized the importance of scheduling flexibility or simply believing that their child would learn more in their decision to utilize online course choice.

Citation

Kingsbury, I. & Marshall, D.T. (2023). Assessing Access to Online Course Choice Among Brick-and-Mortar K-12 Students. Journal of Online Learning Research, 9(1), 83-100. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2023 from https://www.learntechlib.org/primary/p/221255/.

JOLR Article Notice – Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course

The fifth article in this issue.

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

Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course

Jennifer Darling-Aduana, Georgia State University, United States ; Mason Shero, Vanderbilt University, United States

Journal of Online Learning Research Volume 9, Number 1, April 2023 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Algebra 1 is a gatekeeper course with profound implications for students’ academic and professional success. This study examines the implications of teaching Algebra 1 through a standardized, fully online, asynchronous course developed by one of the largest online course vendors in the United States in alignment with Common Core State Standards for Mathematics (CCSSM). Using an explanatory sequential mixed methods design, we evaluated the strengths, limitations, and leverage points for realizing the instructional rigor set forth in the CCSSM. Data were collected using a CCSSM-aligned observation rubric that required observers to rate each of the 34 online Algebra 1 lessons on Likert-type scale questions as well as provide a narrative description of the curricular content, instructional tasks, and assessment activities. The online course provided opportunities to demonstrate understanding and real-world application in a manner that demonstrated high surface-level fidelity to CCSSM but was limited by infrequent process reflective and communication-based tasks. We discuss implications and propose instructional strategies that could be implemented to enhance current limitations to the asynchronous, online setting studied.

Citation

Darling-Aduana, J. & Shero, M. (2023). Teaching Math Online: Evaluating Access and Rigor in an Asynchronous, Online Algebra 1 Course. Journal of Online Learning Research, 9(1), 57-82. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2023 from https://www.learntechlib.org/primary/p/221540/.

JOLR Article Notice – Evaluating Online Teaching Self-Efficacy and Effectiveness in Public PK12 Teachers

The fourth article in this issue.

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

Evaluating Online Teaching Self-Efficacy and Effectiveness in Public PK12 Teachers

Virginia L. Byrne, Morgan State University, United States ; Diane Jass Ketelhut, University of Maryland College Park, United States ; Keyshawn Moncrieffe, Morgan State University, United States ; Beatrix Randolph, University of Maryland College Park, United States

Journal of Online Learning Research Volume 9, Number 1, April 2023 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

As the COVID-19 pandemic forced schools to close their buildings, public PK12 educators in the US had to pivot to something they had never done before or been trained to do: teach online. While significant research exists on how educators learn to teach online in higher education and specialty PK12 settings, the pandemic provided a novel opportunity to explore how the general teaching population feels about and learns to teach online. We present the adoption of two online teaching self-evaluation instruments and initial findings from an ongoing study of PK12 teachers across 11 public school districts in a MidAtlantic state. Survey data sheds light on how to measure teachers’ self-evaluations of their online teaching strategies and self-efficacy.

Citation

Byrne, V.L., Ketelhut, D.J., Moncrieffe, K. & Randolph, B. (2023). Evaluating Online Teaching Self-Efficacy and Effectiveness in Public PK12 Teachers. Journal of Online Learning Research, 9(1), 39-56. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 13, 2023 from https://www.learntechlib.org/primary/p/221251/.