Share Your SITE 2022 Papers

Note this item intended mainly for those who attended the 2022 Society for Information Technology and Teacher Education conference.

Every article published on LearnTechLib comes with built-in features for authors to view and share their SITE 2022 papers widely with colleagues and more! Share your latest conference proceedings from SITE 2022. NEW FEATURE! SEE YOUR AUTHOR CONNECTIONS The Author Collaboration Map shows relationships between authors who have co-authored on one or more papers in LearnTechLib. This feature allows you to quickly visualize the collaboration relationships between authors. You can find collaboration maps for specific authors by searching for their names below or by clicking their names on an abstract details page and then following the link to the collaboration map. View Your Map Individual subscriptions also available! Subscribe today!

AACE,  P.O. Box 719, Waynesville, NC, USA 28786

SITE 2022 Proceedings & More Just Added!

Note this update from the folks at the Society for Information Technology and Teacher Education.

New Content Added Daily Journals, Books, Reports, Videos, & More View the New Special Issue of JOLR Teachers in 2021-2022 reported an unsettling and unexpected increase in disruptive behavior, disrespect, violence, and quiet disengagement in K-12 schools throughout the United States. Educators have raised concerns about students’ delayed social maturity due to schooling disruptions and struggles to regulate and express their emotions. Social-emotional learning is a requisite for deeper academic learning and overall well-being. However, designing and implementing SEL in online settings is not easy. This special issue looks at the growing research area of SEL in PK-12 online and blended learning environments. The four articles included in the special issue address questions of teacher practice and preparation for supporting students’ SEL in online and blended learning environments. View the Special Issue of JOLR View the Latest Conference Proceedings SITE 2022, held simultaneously online and in person, in San Diego, California was the 33rd annual conference of the Society for Information Technology and Teacher Education. This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. View the SITE 2022 Conference Proceedings View the Latest Horizon Report Discover the trends and key technologies and practices shaping the future of teaching and learning, plus several scenarios and implications on the horizon. The report is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape, and you can use it to learn, plan, and act on all that is influencing higher education teaching and learning—now and in the future. View the EDUCAUSE Horizon Report LearnTechLib is non-profit and puts subscribers first. Affordable rates are available for all budgets. Subscriptions help to sustain future developments. Individual subscriptions also available! Subscribe today! AACE,  P.O. Box 719, Waynesville, NC, USA 28786

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

JOLR Article Notice – “We Felt Like Pioneers”: Exploring the Social and Emotional Dimensions of Teachers’ Learning During Online Professional Development

The fourth and final article in this special issue.

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

“We Felt Like Pioneers”: Exploring the Social and Emotional Dimensions of Teachers’ Learning During Online Professional Development

Brady Nash, The University of Texas at Austin, United States

Journal of Online Learning Research Volume 8, Number 1, 2022 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

During the 2020-2021 academic year, teachers worked to adapt to newly virtual environments as the COVID-19 pandemic closed schools and moved both classrooms and professional development activity online. Even before the shift to online learning brought about by the COVID-19 pandemic, online professional development (PD) had become increasingly common. Researchers have highlighted the potential for online PD to help teachers reflect on their existing practices and develop and shift their understandings of teaching. Few studies, however, have considered the social and emotional components of teachers’ learning in online settings. Responding to this gap, this case study examines the social and emotional dimensions of five middle school teachers’ experiences over the course of a semester-long online professional development program. The findings highlight (a) the creation of a supportive and collaborative community online, (b) the co-occurrence of positive emotions and intellectual discussions, and (c) the impact of positive emotional experiences during online PD in supporting teachers’ professional identity development. The findings can help researchers and educators understand the nuanced social and emotional dimensions that impact teachers’ learning and experiences during PD.

Citation

Nash, B. (2022). “We Felt Like Pioneers”: Exploring the Social and Emotional Dimensions of Teachers’ Learning During Online Professional Development. Journal of Online Learning Research, 8(1), 101-125. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 14, 2022 from https://www.learntechlib.org/primary/p/220426/.

JOLR Article Notice – The Collaborative Model for Teaching o-SEL: Preparing Educators to Design Online Environments for Social-Emotional Learning

The third article in this special issue.

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

The Collaborative Model for Teaching o-SEL: Preparing Educators to Design Online Environments for Social-Emotional Learning

Rachel Louise Geesa, Kirsten Robbins, Kate Shively, Ball State University, United States

Journal of Online Learning Research Volume 8, Number 1, 2022 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In this study, we sought to develop a model to provide educators with training and resources to effectively support and guide social-emotional learning (SEL) in PK-12 online environments, which we refer to as o-SEL. We utilized five national sets of standards and competencies to guide the development of six online modules for educators to gain skills, knowledge, and resources to help students learn SEL-related skills. Qualitative methods and analysis were employed to examine our research question. We utilized design thinking as a strategy for developing o-SEL professional learning. Five SEL experts were identified and invited to participate in a brief survey to determine areas of focus and then we conducted two one-hour focus groups. The focus group discussion was transcribed, coded, and analyzed to determine emergent themes related to areas of SEL needs in online learning environments. Based on our findings, we identified six elements (i.e., Empower, Engage, Motivate, Include, Collaborate, Extend) for educators to foster inclusive o-SEL environments for PK-12 learners that we describe as the Collaborative Model for Teaching o-SEL. We discuss the positive impact that o-SEL instruction can have on student learning outcomes, while also designing inclusive and culturally relevant support structures. This study calls for further investigation regarding teacher application of the o-SEL model and impact of o-SEL on student learning.

Citation

Geesa, R.L., Robbins, K. & Shively, K. (2022). The Collaborative Model for Teaching o-SEL: Preparing Educators to Design Online Environments for Social-Emotional Learning. Journal of Online Learning Research, 8(1), 67-100. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 14, 2022 from https://www.learntechlib.org/primary/p/220643/.

JOLR Article Notice – Teachers’ Reflections on Supporting Social and Emotional Learning: Desires, Practices, and Tensions in Fostering Family-School Ties

The second article in this special issue.

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

Teachers’ Reflections on Supporting Social and Emotional Learning: Desires, Practices, and Tensions in Fostering Family-School Ties

Karyn Miller, Texas A&M University-Commerce, United States

Journal of Online Learning Research Volume 8, Number 1, 2022 ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study explores how schools communicated and engaged with families in online/blended learning environments to support students’ social-emotional well-being. In the form of reflective learning journals and asynchronous peer discussions, documents were collected during Spring 2020, Fall 2020, and Spring 2021 from a graduate course for experienced K-12 teachers at a 4-year comprehensive university in the Southern United States. Guided by the CASEL framework for social and emotional learning (SEL), thematic document analysis gave form to the data. The following three themes emerged: 1) teachers perceived family-school ties to be more important than ever amid remote/online learning, 2) they amended their practices by acknowledging and empathizing with parents’ increased instructional responsibilities, seeking increased knowledge of students’ home lives, and offering support to parents through frequent communication, and 3) deficit thinking, time demands, and mounting frustrations with some parents’ unresponsiveness were obstacles to building family-school connections. Findings suggest that while experienced teachers hold parental relationships in high regard, efforts to foster two-way, reciprocal partnerships with parents of online learners may be difficult to sustain, particularly when teachers navigate multiple learning contexts simultaneously. The article concludes with implications for schools.

Citation

Miller, K. (2022). Teachers’ Reflections on Supporting Social and Emotional Learning: Desires, Practices, and Tensions in Fostering Family-School Ties. Journal of Online Learning Research, 8(1), 37-65. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 14, 2022 from https://www.learntechlib.org/primary/p/220634/.