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• Tracing the Knowledge Building Process through Discussions Mediated by a CSCL Environment: A Case Study

  Adanir, G.A. (2017). Tracing the Knowledge Building Process through Discussions Mediated by a CSCL Environment: A Case Study. Turkish Online Journal of Educational Technology - TOJET, 16(3), 154-161.

• Emerging State Policy in Online Special Education

  Basham, J.D., Carter, R.A., Rice, M.F. & Ortiz, K. (2016). Emerging State Policy in Online Special Education. Journal of Special Education Leadership, 29(2), 70-78.

• Teacher Indicators for Technology Enhanced Teaching and Learning: Expanding Outcomes from EDUSummIT 2015

  Christensen, R., Niederhauser, D. & Knezek, G. (2016). Teacher Indicators for Technology Enhanced Teaching and Learning: Expanding Outcomes from EDUSummIT 2015. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1028-1035). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• The Positive Impacts of Social Network Sites (SNSs) on Students’ Learning (Comparing Between Facebook and Edmodo)

  Alshehri, B. (2016). The Positive Impacts of Social Network Sites (SNSs) on Students’ Learning (Comparing Between Facebook and Edmodo). In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1775-1781). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework

  Wang, S.K. & Hsu, H.Y. (2017). A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework. Journal of Computers in Mathematics and Science Teaching, 36(4), 387-396. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Using Quia as an Online Classroom for Teaching and Learning Fashion Design

  Alsuwaida, N. (2018). Using Quia as an Online Classroom for Teaching and Learning Fashion Design. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 670-684). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• The Robot Take-Over: Reflections on the Meaning of Automated Education

  Coelho, H. (2018). The Robot Take-Over: Reflections on the Meaning of Automated Education. Education Policy Analysis Archives, 26(115),.

• A Research on the Use of Social Media Networks by Teacher Candidates

  Bolat, Y. (2018). A Research on the Use of Social Media Networks by Teacher Candidates. Journal of Curriculum and Teaching, 7(1), 147-157.

• Supportive Learning: Linear Learning and Collaborative Learning

  Lee, B.N., Abdullah, S. & Kiu, S.N. (2016). Supportive Learning: Linear Learning and Collaborative Learning. Turkish Online Journal of Educational Technology, 15(2), 97-105.

• Beyond TPACK: Expanding Technology and Teacher Education to Systems and Culture

  Warr, M., Mishra, P. & Scragg, B. (2019). Beyond TPACK: Expanding Technology and Teacher Education to Systems and Culture. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2558-2562). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• College students' attitudes toward ICT Use for English learning

  Ngo, H. & Eichelberger, A. (2019). College students' attitudes toward ICT Use for English learning. International Journal of Education and Development using ICT, 15(1),. Open Campus, The University of the West Indies, West Indies.

• Revisiting cognitive tools from a social and motivational perspective

  Ge, X., Turk, M. & Hung, W. (2019). Revisiting cognitive tools from a social and motivational perspective. Australasian Journal of Educational Technology, 35(2),. Australasian Society for Computers in Learning in Tertiary Education.

• Distributed Learning: A Flexible Learning and Development Model

  Victor, S. & Hart, S. (2016). Distributed Learning: A Flexible Learning and Development Model. In Proceedings of E-Learn: World Conference on E-Learning (pp. 281-290). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).

• Online Learning at the K-12 Level: An Examination of Teacher Technology Use by Subject Area and Grade Level

  Sorensen, C. (2016). Online Learning at the K-12 Level: An Examination of Teacher Technology Use by Subject Area and Grade Level. International Journal of Online Pedagogy and Course Design, 6(2), 15-28. IGI Global.

• Examining Learners' Interaction in an Open Online Course through the Community of Inquiry Framework

  Saadatmand, M., Uhlin, L., Hedberg, M., Åbjörnsson, L. & Kvarnström, M. (2017). Examining Learners' Interaction in an Open Online Course through the Community of Inquiry Framework. European Journal of Open, Distance and E-Learning, 20(1), 61-79.

• Politics, Social Media, and Mobile Technology: Ensuring Ethics and Equity

  Huffman, S., Shaw, E. & Loyless, S. (2019). Politics, Social Media, and Mobile Technology: Ensuring Ethics and Equity. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 673-679). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Analysis of Social Media Influencers and Trends on Online and Mobile Learning

  Shen, C.w., Kuo, C.J. & Minh Ly, P. (2017). Analysis of Social Media Influencers and Trends on Online and Mobile Learning. The International Review of Research in Open and Distributed Learning, 18(1),. Athabasca University Press.

• Crossing the Divide: Connecting Social Scholarship and Professional Learning Networks

  Brandon, D. & Marich, H. (2018). Crossing the Divide: Connecting Social Scholarship and Professional Learning Networks. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2202-2206). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Social Media in Teacher Professional Development: A Literature Review

  Greenhow, C., Campbell, D., Galvin, S. & Askari, E. (2018). Social Media in Teacher Professional Development: A Literature Review. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2256-2264). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).

• Learning and engagement in a gamified course: Investigating the effects of student characteristics

  Davis, K., Sridharan, H., Koepke, L., Singh, S. & Boiko, R. (2018). Learning and engagement in a gamified course: Investigating the effects of student characteristics. Journal of Computer Assisted Learning, 34(5), 492-503. Wiley.