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by Loris Fagioli, Cecilia Rios-Aguilar & Regina Deil-Amen - 2015
Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students’ interaction, engagement, and collaboration with peers, faculty, and staff. This study examines the use of social media/social networking sites and its relationship to social capital and academic success in the context of community colleges.

by Bradley Ermeling, Timothy Tatsui & Kelly Young - 2015
This multi-method study explores the potential of virtual coaching as a means for providing sustained external assistance to principals and leadership teams engaged in collaborative instructional improvement.

by Se Woong Lee, Sookweon Min & Geoffrey Mamerow - 2015
This paper examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree, and pursue a career in STEMM.

by Jessica Pandya, Kathleah Pagdilao, Aeloch Enok Kim & Elizabeth Marquez - 2015
In this article, we explore the ways transnational children identified as certain kinds of transnational, immigrant, or “American” students, while they orchestrated multiple, often competing voices of in multimodal, digital autobiographies.

by Tova Michalsky & Bracha Kramarski - 2015
The goal of this study was to examine how preservice science teachers may capitalize on learning from different types of reflection prompts based on the IMPROVE self-questioning model oriented toward technological pedagogical content knowledge in order to enhance their design of technology-infused science lessons for students and to allow them to develop their own self-reflection abilities.

by Michael DeSchryver - 2014
This article proposes a theory through which to better understand, evaluate, and scaffold the generative synthesis of knowledge in a web-mediated world. The theory is based on a review of literature from a diverse range of scholarly fields as well as an empirical investigation of advanced learners on the web.

by Michael Gottfried, Robert Bozick & Sinduja Srinivasan - 2014
This study examines the relationship between applied STEM coursetaking (i.e., ‘scientific research & engineering’ and ‘information technology’) in high school and standardized math achievement. Using longitudinal data from a nationally-representative cohort of high school students, this study tests the effect of enrolling in applied STEM courses conditional on pipeline placement in traditional academic math courses, with the former emphasizing the application of concepts taught in the latter to specific occupational settings. Fixed effects regression analyses reveal that applied STEM courses have a statistically significant, but substantively small positive effect on math test scores. Students who fall lower on the math ability pipeline (i.e., who take only below average math courses like basic math and pre-Algebra) benefit much more from applied STEM courses than do students who take more advanced courses.

by David Passig & Timor Schwartz - 2014
This study used Virtual Reality (VR) technology to simulate conceptual and perceptual analogies and examined their impact on the analogical thinking of kindergarten children enrolled in public education. It compared the effectiveness of immersive 3D VR to better enhance their ability to solve both kinds of analogies with the effectiveness of picture cards and found VR to be more effective.

by Ma. Mercedes Rodrigo, Ryan Baker & Lisa Rossi - 2013
We compared levels of off-task behavior exhibited by students using educational software in the Philippines and the United States. We found that students in the Philippines exhibited significantly less off-task behavior and more gaming the system than students in the United States.

by Jianzhong Xu & Jianxia Du - 2013
The study examines empirical models of variables posited to predict students’ motivation management in online groupwork.

by James Laspina - 2013
The chapter examines John Dewey’s concepts of society and the public in the context of digital technology and its potential to transform society and the moral ethos of the public school. I argue that Dewey’s theory of society and the public, though articulated for an industrial age, are, like his moral vision of social democracy and public education, still of perennial importance as a ethical lens to frame and critique the emerging network society and publics.

by Barbara Means, Yukie Toyama, Robert Murphy & Marianne Baki - 2013
This meta-analysis of the online learning literature includes 50 independent effects from controlled studies that contrasted either purely online or a blend of online and face-to-face instruction with a condition in which all instruction was conducted face-to-face. The meta-analysis found that on average, learners experiencing blends of online and face-to-face instruction learned modestly more than those whose instruction was entirely face-to-face.

by Evrim Baran, Ana-Paula Correia & Ann Thompson - 2013
This article presents a multiple-case study that investigated six different cases of exemplary online teachers and their teaching contexts within a large research university. The findings reveal common exemplary online teaching practices and suggest recommendations for supporting and nurturing successful online teaching in higher education institutions.

by Sara Hennessy, Neil Mercer & Paul Warwick - 2011
This article describes the innovative methodology underpinning a collaboration between university researchers and teachers working together to analyze and develop theory and practice concerning classroom dialogue in the context of technology use. Implications for wider use and adaptation of our coinquiry process and the substantive outcomes are also discussed.

by Katie Davis - 2011
In this article, the author uses the qualitative method of portraiture to explore the tension between the promises and perils associated with digital media in the context of one college student’s daily experiences. The author considers the developmental and social implications of growing up in a digital era, as well as opportunities for educational intervention.

by Kate Pahl - 2011
The study was of a digital storytelling project with a group of families in North Yorkshire. The study explored meaning-making practices across generations using a number of multimodal tools, including drawing, writing, digital audio, still photographs, and moving image media.

by Mary Kalantzis & Bill Cope - 2011
This chapter explores the implications of the new digital media for communicating and representing meaning. The chapter discusses the possible pedagogical responses to this changing context, with particular reference to the work of teachers participating in the Learning by Design project.

by Lalitha Vasudevan - 2011
In this chapter, the concept of multimodal selves is used to explore the literacies of adolescents as researched within the context of two ethnographic studies. Following a discussion of the multimediated terrains of adolescents’ literacies, the chapter concludes with questions for further consideration that emerge from a critical engagement with multimodality in designing literacy pedagogy.

by Donna Alvermann - 2011
This article is an interpretive analysis of recent research that suggests the following: the work of students who self-identify as users and producers of multimodal digital texts is rarely visible to their teachers, institutional contexts for secondary schooling and literacy teacher education may wittingly or unwittingly contribute to this invisibility, and yet, despite this invisibility, classroom teachers, school library media specialists, and teacher educators are increasingly becoming aware of the instructional implications of young people’s uses of multimodal digital texts to construct online literate identities.

by Bronwyn Williams - 2011
This chapter addresses how online multimodal literacy practices are both filtered through and used by popular culture. Through a combination of textual analysis and interviews with first-year university students, the chapter illustrates the intersections of multimodal literacies and popular culture and discusses how they are shaping the ways that identities are constructed and performed in and out of the literacy classroom.

by Sandra Abrams - 2011
This chapter examines intertextual meaning-making across and within virtual and real video game environments, looking to observational and interview data of middle and high school students to illustrate the conflation of real and virtual experiences. The discussion of the associative I/identity helps to distinguish and clarify the interconnected nature of on- and offscreen situated practices that promote meaningful learning

by Kristen Turner - 2011
The language adolescents use in digital spaces often does not adhere to standard written English. Rather, teens experiment in their writing, and the result is digitalk, a complex and fascinating combination of written and conversational languages. This study explores the use of digitalk as an expression of individual identity within a community of norms.

by June Ahn - 2011
This study presents an exploratory, comparative case study of three cyber charter schools. The case analyses introduce new insights concerning educational policy for cyber schools in the areas of authorizers and governance, teacher policy, and student achievement.

by Donna Alvermann, Achariya Rezak, Christine Mallozzi, Michael Boatright & David Jackson - 2011
In this interpretative case study, we examine one prospective science teacher’s reflective practices during an online content literacy course as this teacher struggles to merge the teaching of skills-based instruction (reading) with concept-based instruction (science). In the process, we examine how the discourses emerging from the online content literacy course contradict yet also help to shape the prospective science teacher’s emerging professional identity.

by Daniel McFarland & Eric Klopfer - 2010
This paper describes the educational knowledge domain as having a community structure (form) based in relations of production (authoring) and consumption (referencing), and a cognitive structure (content) based in relations of ideas and concepts. We propose developing an online interactive system whereby the vast array of available knowledge artifacts can be mined for information reflective of these networks, and which can be visualized, measured, and explored over time. Building on the ideas of online communities, network visualizations, e-commerce, and advanced search engines, Scholar Practitioner Information Networks for Education (SPINE) not only facilitates access to education information resources, but also allows the community to view multiple sources of information in a relational context.

by John Collins & Sharon Weiner - 2010
This article calls for the creation of a subdiscipline within the field of education entitled education informatics. Education informatics is the application of technology to discovering and communicating education information.

by Michael Furlough - 2010
Open access is a mode of publication that limits or removes payments, fees, licensing, or other typical requirements for access to research publications or related materials. This article describes open access in more detail, examines its impact on the field of education research, and identifies information management problems that may currently inhibit adoption.

by Jo Ann Carr & Nancy O'Brien - 2010
This concluding article identifies the numerous policy implications of education informatics that are revealed by the other articles in this issue. The design of information systems, the advancement of education informatics, and strategies for anchoring it in within constantly changing technologies are discussed.

by Jo Ann Carr, John Collins, Nancy O'Brien, Sharon Weiner & Carol Wright - 2010
This paper introduces the special issue.

by Kylie Peppler - 2010
This mixed-methods study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

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Book Reviews
by Bryan Smith, Nicholas Ng-A-Fook, Linda Radford, & Sarah Smitherman Pratt (Eds.)
reviwed by Tamara Sniad - 2019

by Safiya Umoja Noble
reviwed by Valerie Adams-Bass - 2019

by Sue Sentence, Erik Barendsen & Carsten Schulte (Eds.)
reviwed by David Weintrop - 2019

by David S. Stein & Constance E. Wanstreet
reviwed by Linda Barril - 2018

by Joseph P. McDonald, Nora M. Isacoff, & Dana Karin
reviwed by Sara Witmer & Sarina Roschmann - 2018

by Kenneth D. Lawrence & Ronald K. Klimberg (Eds.)
reviwed by Wanli Xing & Henglv Zhao - 2018

by Heather T. Rowan-Kenyon, Ana M. Martínez Alemán, & Mandy Savitz-Romer
reviwed by Andrew Herridge & Hugo García - 2018

by Jessie Daniels, Karen Gregory, & Tressie McMillan Cottom (Eds.)
reviwed by Sean Arseo & Jacob Hibel - 2018

by Allan Collins & Richard Halverson
reviwed by Karen Dunlap - 2018

by Antero Garcia
reviwed by Whitney Blankenship - 2018

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  • Free Online Availability Substantially Increases a Paper's Impact
    An examination of citation rates for papers in computer science.
  • The American Journal of Distance Education
    The American Journal of Distance Education is designed for professional trainers; teachers in schools, colleges, and universities; researchers; adult educators; and other specialists in education and communications. Created in 1987, The Journal disseminates information and acts as a forum for criticism and debate about research in and the practice of distance education in the Americas. Distance education describes teaching-learning relationships where the actors are geographically separated and communication between them is through such technologies as audio and video teleconference, audio and video recordings, personal computer, correspondence texts, and multimedia systems.
  • Library and Information Technology Association
    LITA educates, serves, and reaches out to its members, other ALA members and divisions, and the entire library and information community through its publications, programs, and other activities designed to promote, develop, and aid in the implementation of library and information technology.
  • 'Superarchives' Could Hold All Scholarly Output
    A look at institutional archives as an alternative to academic journals.
  • Information Technology and Libraries
    Information Technology and Libraries is a refereed journal published quarterly by the Library and Information Technology Association, a division of the American Library Association.
  • Collaboratory for Research on Electronic Work
    CREW, the Collaboratory for Research on Electronic Work, is a research unit within the School of Information at the University of Michigan. Research at CREW focuses on the design of new organizations and the technologies of voice, data, and video communication that make them possible.
  • How Scientists Retrieve Publications: An Empirical Study of How the Internet Is Overtaking Paper Media
    A survey of how scientists retrieve publications.
  • Learned Publishing
    Learned Publishing is the journal of the Association of Learned and Professional Society Publishers, and is published quarterly.
  • The American Center for Distance Education
    The American Center for the Study of Distance Education (ACSDE) was established in 1988, aiming to become a network of scholars who have a common interest in studying, teaching, and doing research in the field of distance education.
  • Teaching High School Science in the Information Age: A Review of Courses and Technology for Inquiry-based Learning
    This report reviews programs designed to improve scientific inquiry in high school classes and identifies promising curricular materials.
  • Computers in Libraries
    Computers in Libraries is a monthly magazine that provides complete coverage of the news and issues in the rapidly evolving field of library information technology.
  • The Center for Distance Learning Research
    The mission of the Center for Distance Learning Research at Texas A&M University is to provide timely and appropriate information on the development, application and maintenance of information technology systems.
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