Virtual School Meanderings

September 20, 2019

Join SITE 2020 in New Orleans!

A reminder that the Society for Information Technology and Teacher Education is the only academic organization that has a special interest group for K-12 online learning.

Call For Proposals: November 8, 2019
SITE 2020 in New Orleans is the 31st annual conference of the Society for Information Technology and Teacher Education. SITE is for anyone interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.
Full Papers • Book Chapters • Brief Papers
• Best Practices • Roundtables • Panels
• Posters • Workshops • Symposia
• Virtual Sessions • Innovators Playground
Accepted papers will be published in the Conference Proceedings
& internationally distributed by

May 9, 2019

SITE Is Heading To New Orleans!

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

Call For Proposals: November 8, 2019
SITE 2020 in New Orleans, is the 31st annual conference of the Society for Information Technology and Teacher Education. SITE is for anyone interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.
Full Papers • Book Chapters • Brief Papers
• Best Practices • Roundtables • Panels
• Posters • Workshops • Symposia
• Virtual Sessions • Innovators Playground
Accepted papers will be published in the Conference Proceedings
& internationally distributed by
AACE | P.O. Box,
Waynesville, NC 28786

April 29, 2019

JOLR Special Issue: Blended And Online Practices For Personalized Learning

Note this special issue call for papers from the Journal of Online Learning Research.

JOLR Special Issue: Blended and Online Practices for Personalized Learning

The abundant variation among K-12 learners has driven a decades-long effort to prepare teachers to differentiate instruction. Some claim differentiation is poorly practiced, or at least too overwhelming to effectively implement in a heterogeneous classroom (Westburg, 1993; Westburg & Daoust, 2003; Loveless, Parkas, & Duffett, 2008; Hertberg-Davis, 2009). Optimizing a unique education for each child through differentiation appears an unsustainable ideal in public education settings. However, hope among stakeholders grows with advances in educational technology, assessment systems, learning management systems, and student information systems. Personalized learning has become the latest in a long history of promising educational revolutions, but will this one make a lasting impact?

There is no shortage of interest in personalized learning as can be seen in plentiful references within educational innovation grants, books, educational conferences, and educational consultancies (Pane et. al., 2015). In 2013, the International Association of K-12 Online Learning (iNACOL) shifted their focus from K-12 online learning to focus on personalized learning, as evidenced by their body of work since that time (Patrick, Kennedy, & Powell, 2013; Patrick, 2015; Patrick, Worthen, Frost, & Gentz, 2016; Patrick, Worthen, Frost, & Truong, 2018). Such a dramatic all-in approach implies a tight connection between K-12 online learning and iNACOL’s conceptualization of personalized learning (Patrick, Kennedy, & Powell, 2013). Additionally, the 2017 National Educational Technology Plan maintained personalized learning and blended learning as key strategies to technology’s transformation of all schools across the country (US Dept. of Education, 2017). Furthermore, Christensen Institute’s definition for blended learning includes elements of personalized learning, specifically that blended courses are required to provide “some element of student control over time, place, path, and/or pace” (Staker, 2011, p.5).

However, debate still boils around the fundamental definition of what personalized learning is. At the same time practitioners persist to invent and implement practices aligned to unique conceptualizations of personalization, which results in confusion and vastly varied practices. So what is the connection between personalized learning and K-12 blended and online learning? What practices are teachers doing that effectively demonstrate this approach, and how are teachers being prepared to enact them?

Purpose Statement

The purpose of this special issue of JOLR is to generate empirical and theoretical literature that informs how blended and online instruction support personalized learning in K-12 environments and teacher education.

Possible Manuscript Personalized Learning (PL) Topics May Include*:

Assessment in Personalized Learning Environments
Assessment of Personalized Learning Implementation
Best Practices for Personalized Learning
Case Studies of Personalized Learning
Theoretical Conceptualizations of Personalized Learning
Education Skills & Dispositions for Personalized Learning
Educator Preparation for Personalized Learning
Implementation Barriers in Personalized Learning
Models of Teacher Preparation for Personalized Learning
Personalized Learning featuring Blended Strategies
Personalized Learning in Hybrid Environments
Personalized Learning in Online Schools
Quasi-Experimental Studies of Personalized Learning
Readiness Factors for Personalized Learning
Stakeholder Perceptions of Personalized Learning
Teacher Practices in Personalized Learning Environments
Validation Instruments/Studies

*All submissions must align with the purpose stated above Submission Guidelines: Please submit manuscripts directly through the AACE submission link below.
Do not send manuscripts to the Guest Editors. The manuscripts must go through a double blind review process.

Note: Contributors may also be requested to serve as reviewers for this project. Authors are encouraged to contact the Guest Editors to propose an idea for submission to ensure the appropriateness of the proposed manuscript for this special issue.

Guest Editors: Anissa Lokey-Vega: Stephanee Stephens:

Deadline for Submissions: October 1, 2019
Targeted Publication Date: Spring 2020


Burr, B., McCULLY, T., & Wicker, K. (1970) Personalized learning: using unit approach to curriculum design. Middle School Journal, 1/2/3, 34-37. Retrieved from

Friend, B., Patrick, S., Schneider, C., & Vander Ark, T. (2017). What’s possible with personalized learning? An overview of personalized learning for schools, families & communities. iNACOL.

Hertberg-Davis, H. (2009). Myth 7: Differentiation in the Regular Classroom Is Equivalent to Gifted Programs and Is Sufficient: Classroom Teachers Have the Time, the Skill, and the Will to Differentiate Adequately. Gifted Child Quarterly, 53(4), 251–253.

Loveless, T., Parkas, S., & Duffett, A. (2008). High-achieving students in the era of NCLB. Thomas B. Fordham Institute.

Pane, John F., Elizabeth D. Steiner, Matthew D. Baird, & Laura S. Hamilton. (2015). Continued progress RAND Corporation. doi:10.7249/j.ctt19w73mb

Patrick, S. (2015). Trends powering personalized learning. Educational Technology, 55(2), 56- 59. Retrieved from

Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. International Association for K-12 Online Learning. NETP: U.S. Department of Education, Office of Educational Technology, Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update, Washington, D.C., 2017.

Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016). Promising state policies for personalized learning. International Association for K-12 Online Learning.

Patrick, S., Worthen, M., Frost, D., & Truong, N. (2018). Innovation Zones: Creating Policy Flexibility for Competency-Based Personalized Learning. Issue Brief. iNACOL.

Staker, H. (2011). The rise of K-12 blended learning: Profiles of emerging models. Learning. Innosight Institute. Retrieved from

Westberg, K. L., & Daoust, M. E. (2003). The results of the replication of the classroom practices survey replication in two states. The National Research Center on the Gifted and Talented Newsletter, 3(8).

Westberg, K. L., Archambault, F. X., Dobyns, S. M., & Salvin, T. J. (1993). An observational study of instructional and curricular practices used with gifted and talented students. In in regular classrooms (Research Monograph 93104). Storrs: University of Connecticut, National Research Center on the Gifted and Talented.

April 26, 2019

View SITE 2019 Keynote Talks & Proceedings!

Note this resource from the most recent SITE conference.

View Proceedings and Keynote Talks
SITE celebrated its 30th year anniversary with participants from 40+ countries!
View the papers for all sessions.
All are freely accessible to
conference registrants and
LearnTechLib library/individual subscribers.
View Keynote talks featuring:
Mary Jo Madda from Google
Bart Epstein from Jefferson Ed. Exchange
Lynn Gangone, AACTE President & CEO
Holly Clark from Oakhill Academy
Freely Share Your SITE 2019 Proceedings Paper
Share any of your current or previously published papers with colleagues to further distribute your work! Find the share link on your paper’s page on LearnTechLib.
Author Collaboration Map
The new Author Collaboration Map tool shows relationships between authors who have
co-authored papers in LearnTechLib. This feature allows you to quickly visualize the collaboration relationships between authors. Search for specific authors or go from any paper’s abstract details page and then follow the link to the collaboration map.
Stay Connected
AACE | P.O. Box 719Waynesville, NC 28786

March 22, 2019

SITE 2019 – Curating Online Digital Resources For The Flipped Classroom

The twenty-second session, only one today, and last session for the conference focused on K-12 distance, online and/or blended learning of SITE 2019  that I am blogging is:

Curating Online Digital Resources for the Flipped Classroom

ID: 53950Type: Panel
  1. T.Logan Arrington, Judy Butler, and Terrie Ponder, University of West Georgia, United States

Friday, March 22 10:15 AM-11:15 AM Location: Celebrity Ballroom 1&2

Teacher education programs should systemically incorporate technology throughout their curriculum by now, almost a quarter of the way into the 21st Century. However, in reality, it is not. Professional educators, and future employers, agree that critical thinking, communication, collaboration, and creativity (the 4Cs), are key for all classrooms. While technology, the 4Cs, ATE’s standards, the ISTE standards, and the InTASC standards, should not be new to any teacher educator, perhaps exploring how they come together as a multi-dimensional necessity for all teacher education, be it a practicum, or college class, will be beneficial. Through sharing and discussion, we intend to assist participants in discovering what tech tools can help teach these concepts in all education courses, but specifically those dealing with methods, focusing on 21st Century teaching (Jacobs, 2010). This session will address digital online resources for six areas: personal productivity and professional growth; presentation tools; tutorials and tools for designing differentiated instruction; sources of web-based assistance to develop general tools (e.g., rubrics); teaching strategies (e.g., electronic interactive notebooks); and sources of pre-made lessons and materials. In addition to introducing and sharing these tested tools, our panel will discuss the types of performance issues solved through their implementation.


As I began the drive back to California today, I was unable to attend this session.  So if there were any folks in attendance, please post your notes in the comments area.

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