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• The Effects of Virtual Coaching on Teacher Candidates’ Perceptions and Concerns Regarding On-Demand Corrective Feedback

  Wake, D., Dailey, D., Cotabish, A. & Benson, T. (2017). The Effects of Virtual Coaching on Teacher Candidates’ Perceptions and Concerns Regarding On-Demand Corrective Feedback. Journal of Technology and Teacher Education, 25(3), 327-357. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Re-envisioning the Archaic Higher Education Learning Environment: Implementation Processes for Flipped Classrooms

  Rabidoux, S. & Rottmann, A. (2018). Re-envisioning the Archaic Higher Education Learning Environment: Implementation Processes for Flipped Classrooms. International Journal on E-Learning, 17(1), 85-93. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Impact of Technology on Post-secondary Classroom Culture: A Critical Literature Review

  Bontly, S.W., Gomez, C., Khalil, S. & Mansour, T.F. (2016). Impact of Technology on Post-secondary Classroom Culture: A Critical Literature Review. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1862-1870). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Mapping the digital practices of teacher educators: Implications for teacher education in changing digital landscapes

  Jones, D., Albion, P. & Heffernan, A. (2016). Mapping the digital practices of teacher educators: Implications for teacher education in changing digital landscapes. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2878-2886). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study

  Skultety, L., Gonzalez, G. & Vargas, G. (2017). Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study. Journal of Technology and Teacher Education, 25(2), 185-213. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Elementary Teachers’ Simulation Adoption and Inquiry-Based Use Following Professional Development

  Gonczi, A., Maeng, J. & Bell, R. (2017). Elementary Teachers’ Simulation Adoption and Inquiry-Based Use Following Professional Development. Journal of Technology and Teacher Education, 25(2), 155-184. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Conceptualizing school-based teacher learning from teachers' points of view: Holistically leveraging formal, informal, and independent learning activities

  Jones, M. & Dexter, S. (2016). Conceptualizing school-based teacher learning from teachers' points of view: Holistically leveraging formal, informal, and independent learning activities. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 935-945). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).

• Teachers' perceptions on the effectiveness of using Arabic language teaching software in Omani basic education

  Al-Busaidi, F., Al Hashmi, A., Al Musawi, A. & Kazem, A. (2016). Teachers' perceptions on the effectiveness of using Arabic language teaching software in Omani basic education. International Journal of Education and Development using ICT, 12(2),. Open Campus, The University of the West Indies, West Indies.

• Usability assessment of educational software by students: Case of Ọpón-Ìmọ̀ in Osun State, Nigeria

  Tijani, O. (2016). Usability assessment of educational software by students: Case of Ọpón-Ìmọ̀ in Osun State, Nigeria. International Journal of Education and Development using ICT, 12(2),. Open Campus, The University of the West Indies, West Indies.

• NMC/CoSN Horizon Report: 2016 K-12 Edition

  Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M. & Yuhnke, B. (2016). NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media Consortium.

• The State of 21st Century Learning in the K-12 World of the United States: Online and Blended Learning Opportunities for American Elementary and Secondary Students

  Greene, K. & Hale, W. (2016). The State of 21st Century Learning in the K-12 World of the United States: Online and Blended Learning Opportunities for American Elementary and Secondary Students. In Proceedings of E-Learn: World Conference on E-Learning (pp. 826-840). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).

• The State of 21st Century Learning in the K-12 World of the United States: Online and Blended Learning Opportunities for American Elementary and Secondary Students

  Greene, K. & Hale, W. (2017). The State of 21st Century Learning in the K-12 World of the United States: Online and Blended Learning Opportunities for American Elementary and Secondary Students. Journal of Educational Multimedia and Hypermedia, 26(2), 131-159. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• What are the influences on teacher mobile technology self-efficacy within secondary school classrooms?

  Tilton, J. & Hartnett, M. (2016). What are the influences on teacher mobile technology self-efficacy within secondary school classrooms?. Journal of Open, Flexible, and Distance Learning, 20(2), 79-93. Distance Education Association of New Zealand.

• Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

  Kisanga, D. (2016). Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions. The International Review of Research in Open and Distributed Learning, 17(5),. Athabasca University Press.

• Best Practices in Digital Object Development for Education: Promoting Excellence and Innovation in Instructional Quality and Assessment

  Reece, A.A. (2016). Best Practices in Digital Object Development for Education: Promoting Excellence and Innovation in Instructional Quality and Assessment. Journal of Learning Design, 9(1), 80-86.

• 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

  Slough, S. & Chamblee, G. (2017). 21st Century Pedagogical Content Knowledge and Science Teaching and Learning. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2154-2162). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• A Framework For Examining Teachers’ Noticing Of Mathematical Cognitive Technologies

  Smith, R., Shin, D. & Kim, S. (2017). A Framework For Examining Teachers’ Noticing Of Mathematical Cognitive Technologies. Journal of Computers in Mathematics and Science Teaching, 36(1), 41-63. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone

  Choi, B. (2016). How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 42(1),. Canadian Network for Innovation in Education.

• 21st Century Pedagogical Content Knowledge and Science Teaching and Learning

  Slough, S. & Chamblee, G. (2017). 21st Century Pedagogical Content Knowledge and Science Teaching and Learning. Journal of Computers in Mathematics and Science Teaching, 36(2), 173-187. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• A Bibliometric Investigation of Flipped Classroom Research during 2000-2015

  Yang, L., Sun, T. & Liu, Y. (2017). A Bibliometric Investigation of Flipped Classroom Research during 2000-2015. International Journal of Emerging Technologies in Learning (iJET), 12(6), 178-186. Kassel, Germany: International Journal of Emerging Technology in Learning.