Virtual School Meanderings

August 22, 2016

SITE 2017 (Austin, TX) Call for Proposals: Due Oct. 21

From this last week’s inbox…

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October 21, 2016
Austin, Texas March 5 – 9, 2017
March 5-9, 2017
Sheraton Austin Hotel at the Capitol,
Austin Texas
SITE 2017 is the 28th annual conference of the Society for Information Technology and Teacher Education. Join with 1,300+ colleagues from over 60 countries in beautiful & historic Savannah, Georgia!
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 & faculty/staff development.
NEW: SITE 2017 offers Full Papers a peer-refereed publication opportunity in the SITE Research Highlights Book.







Sponsored by:
Accepted papers presented will be published by SITE/AACE in the Conference Proceedings and internationally
distributed by
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AACE,, 828-246-9558, P.O. Box 719, Waynesville, NC 28786

April 29, 2016

Call For Articles – Special Issue On Understanding Efficacy In K-12 Blended Learning

Posting this on behalf of a colleague.

Call for Papers


Special Issue of Journal of Online Learning Research


Connecting Research and Practice to

Understand Efficacy in K-12 Blended Learning


As the implementation of blended learning environments grows, educators and decision-makers are increasingly asking what works, or what will work for their students. Blended learning is defined here as the integration of in-person learning and technology. The existing research base on blended learning in K-12 settings is young (Ferdig & Kennedy, 2014). While there exists theoretical and empirical support for specific elements of blended environments, such as individualized instruction (Alexander & Murphy, 1998; Bloom, 1984; U.S. Department of Education, Office of Educational Technology, 2014; Vosnaidou, 2001), mastery learning (National Center on Universal Design for Learning, 2011), promoting transfer through varying context and representations (National Research Council, 2000), and formative assessment (Pashler et al., 2007); combinations of these elements in vivo currently have limited theoretical and descriptive evidence to support their effectiveness. There is much still to be learned about if, when, and how blended learning is effectively implemented in K-12 classrooms nationally. In order to better understand what might constitute evidence-based practice, measures of implementation need to be more explicit and detailed, so that we understand what is being measured and how it may differ from other learning environments. Studies that focus on teaching and learning, either as pedagogical strategies, or as instructional decisions, as the key element of blending learning will contribute evidence that is more actionable in the field. If effective practices are to make it into classrooms, published research studies need to address both theoretical and practical gaps in existing knowledge, clarify what the implications of findings, along with the extent to which the findings are generalizable. Existing gaps in knowledge include a need to better understand the contexts under which, and the constituents for whom blending learning might be differentially effective. This special issue seeks submissions that achieve the above aims.


Suggested topics related to K-12 blended learning include—but are not limited to:

  • Measures of blended learning environments that focus on teaching and learning practices (fidelity measures, observation rubrics, etc.)
  • The development and validation of measures of new constructs (e.g., SEL, mindset, grit), or for new uses (e.g., as comparative outcome measures, etc.)
  • The aspects of implementation, if any, that are central to effectiveness, including the validity of mastery-based, competency-based or learning progressions
  • The conditions (e.g., content areas, blended models) under which implementation is most or least likely to be effective
  • The students for whom implementation is most or least likely to be effective
  • The educators for whom implementation is most or least likely to be effective
  • Crucial questions of practice, preferably identified by practitioners (educators, decision-makers, and implementers)
  • The various activities (student-focused, teacher-focused, data-focused, and infrastructural) required for implementation
  • The potential academic and non-academic student outcomes and impacts of implementation
  • The potential teacher outcomes and impacts of implementation
  • Evidence-based practices for supporting practitioners in aligning measurement questions and activities with implementation objectives
  • Evidence-based practices for supporting practitioners in identifying and using relevant, existing data to measure implementation
  • Evidence-based practices for supporting practitioners in identifying appropriate comparison groups to contextualize their results
  • Evidence-based practices for supporting practitioners in selecting reliable, valid measures that are appropriate for their measurement purposes
  • The extent to which we mean the same things when we use the same terms and language across disciplines, sites, and areas of expertise

Qualitative, quantitative, and mixed methods research articles are welcome. Research should be grounded in the existing literature and/or theoretical frameworks.

Submission Guidelines

Please submit manuscripts directly through the AACE Publications submission link below:

Do not send manuscripts to the Guest Editor. The manuscripts must go through a double blind review process. Please note that contributors may also be requested to serve as reviewers for this project. Authors are encouraged to contact the Guest Editor to propose an idea for submission to ensure the appropriateness of the proposed study for this venue.


  • Deadline for Submissions: August 22, 2016
  • Authors informed of decisions: October 24, 2016
  • Anticipated special issue publication: March 2017

Guest Editor

Dr. Sarojani S. Mohammed


Alexander, P. A. & Murphy, P. K. (1998). The research base for APA’s learner-centered psychological principles. In N. M. Lambert & B. L. McCombs (Eds), How students learn: Reforming schools through learner-centered education. (pp. 25-60). Washington, D.C.: American Psychological Association.

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16.

Ferdig, R.E. & Kennedy, K. (2014). Handbook of Research on K-12 Online and Blended Learning. ETC Press.

National Center on Universal Design for Learning (2011). Universal Design for Learning guidelines – version 2.0: Research evidence. Retrieved from

National Research Council. (2000). How people learn. Retrieved from National Academy Press website:

Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007). Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from

U.S. Department of Education, Office of Education Technology (2014). Learning Technology Effectiveness. Retrieved from

Vosniadou, S. (2001). How children learn (Educational practices series–7). Retrieved from UNESCO International Academy of Education, International Bureau of Education website:

April 25, 2016

Your Paper Is Published in the SITE 2016 Proceedings!

Note these K-12 online learning related items in the proceedings – and I suspect if you searched for other sessions from , you might find other items that have been deposited.

LearnTechLib - The Learning & Technology Library
Formerly EdITLib—Education & Information Technology Library

Dear Michael Barbour,

Congratulations, your paper has been published in the SITE 2016 Proceedings and will be internationally distributed viaLearnTechLib–The Learning and Technology Library.

Help distribute your paper by sharing with colleagues. All shared papers are freely accessible.

Cases of Quality: Case Studies of the Approval and Evaluation of K-12 Online and Blended Providers [172322]

Available here:

Your Papers:

Your Author Profile:

All papers in the SITE 2016 Proceedings are accessible to conference registrants through LearnTechLib.

Use the entire Library for your research, classroom readings, etc. Access to 110,000+ peer reviewed papers from 800+ journals and 2,000+ conferences.

Individual and library subscriptions are available at a reasonable rates.

If not a subscriber, Subscribe Today:

A Portion of All Subscriptions Is Donated to Charity

Best regards,
The LearnTechLib Team

March 25, 2016

SITE 2016 Friday Daily Update

And the daily update for SITE on the final day…

Dear Michael Barbour:

Good morning and welcome to Friday at SITE 2016!  Please see the email below regarding today’s events and participation guidelines to help make your closing day at the conference a successful one.

8:00 am – 5:15 pm……Registration
8:30 am – 9:45 am……General Session & Keynote
9:45 am – 10:15 am……Newcomer Welcome (in Regency Ballroom A/B)
9:45 am – 10:15 am……Beverage Break
10:15 am – 12:30 pm……Morning Sessions
12:30 pm – 1:45 pm……Lunch Provided for Open Discussions in Harbourside East
1:45 pm – 3:45 pm…… Afternoon Sessions
4:00 pm – 5:00 pm…..Closing Reception & Invitation to SITE 2017 in Austin!

KEYNOTE:  8:30AM, Regency Ballroom AB
An Innovative Digital Citizenship Initiative in Singapore & Korea
YUHYON PARK, Nanyang Technological University, Singapore

KEYNOTE CONVERSATION: 10:15AM, Regency Ballroom AB
YUHYON PARK, Nanyang Technological University, Singapore

4:00-5:00 PM, Windows Restaurant

All attendees welcome to join for light refreshments and drinks as we say “Cheers” to 2016 and look forward to next year’s conference, March 5-9, 2017 in Austin, Texas!

– Plan your session schedule
– Search for other attendees
– Join SIG Conversations
– Connect with and message participants
– Include in your profile imported publications from the Learning Technology Library,
– Create and participate in discussions connected to every presentation as well as  outside of presentations
– View social web feeds

and More!

Enjoy your day!

Best Regards,
Sarah Benson
SITE Conference Director
Conference Services
SITE – Society for Information Technology & Teacher Education
PO Box 719, Waynesville, NC 28786-0719  USA
E-mail:  *

March 24, 2016

SITE 2016 – How Interpersonal- And Classroom Communication Interventions Can Affect Online Cooperative Learning: An Experimental Study

Continuing from the past two days…  As I mentioned in the entry entitled SITE 2016 And K-12 Online Learning, the the Society for Information Technology and Teacher Education (SITE) 2016 annual conference is occurring in Savannah, Georgia this week, and SITE is home to the K-12 Online Learning SIG.  That means that I will be blogging many of the sessions throughout the week.  The sixteenth and only session for this third day (and the final session for the conference) that I am blogging is:

How interpersonal- and classroom communication interventions can affect online cooperative learning: An experimental study

  1. Hannah Klautke, Michigan State University, United States
  2. Cary Roseth, Michigan State University, United States

Thursday, March 24 2:05-2:25 PM in Scarbrough 4 View on map

Discuss  Download Paper

In the face-to-face classroom, the behavior of peers, cooperative work partners, and implicit information about behavioral expectations influence students’ task engagement, motivation, and performance. This study explored the question of whether and how such influences can be leveraged productively online. Specifically, we tested two communication interventions: (1) at the interpersonal level, via cooperative messages provided by confederates, and (2) at the classroom level, via explicit descriptive norm messages about others’ level of task completion. Target outcomes were clearly affected favorably by the former, suggesting potential practical applications, while norms-related messages led to mixed results.

Brief Paper
Distance/Flexible Education Social Studies Education K-12 Online Learning

While this session was tagged as K-12 online learning, the research was solely focused on undergraduate students – and not even undergraduates under the context of preparing them for K-12 online learning.  So myself and all of the SIG leadership skipped this final session, as it was not really a K-12 online learning SIG session.

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