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• The Challenges Facing Staff Development in Promoting Quality Online Teaching

  Weaver, D. (2006). The Challenges Facing Staff Development in Promoting Quality Online Teaching. International Journal on E-Learning, 5(2), 275-286. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• I Teach Who I Am (Even if I Am Online): Interview Research with K-12 Teachers Who Establish a Strong, Agentive Self in Blended Environments

  Heintz, A.E., Schira Hagerman, M. & Graves Wolf, L. (2015). I Teach Who I Am (Even if I Am Online): Interview Research with K-12 Teachers Who Establish a Strong, Agentive Self in Blended Environments. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1166-1169). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).

• Teachers Using Designerly Thinking in K-12 Online Course Design

  Gyabak, K., Ottenbreit- Leftwich, A. & Ray, J. (2015). Teachers Using Designerly Thinking in K-12 Online Course Design. Journal of Online Learning Research, 1(3), 253-274. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Research Highlights in Technology and Teacher Education 2016

  Liu, L. & Gibson, D. (2016). Research Highlights in Technology and Teacher Education 2016. Society for Information Technology & Teacher Education.

• Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools

  Zehra, R. & Bilwani, A. (2016). Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools. Journal of Education and Educational Development, 3(1), 1-29.

• Instructing the Instructors: Training Instructors to Use Social Presence Cues in Online Courses

  Paquette, P. (2016). Instructing the Instructors: Training Instructors to Use Social Presence Cues in Online Courses. Journal of Educators Online, 13(1), 80-108.

• Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs

  Zweig, J. & Stafford, E. (2016). Training for Online Teachers to Support Student Success: Themes from a Survey Administered to Teachers in Four Online Learning Programs. Journal of Online Learning Research, 2(4), 399-418. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Technological Pedagogical Content Knowledge (TPACK): Can this type of knowledge transfer between settings?

  Lyublinskaya, I. & Tournaki, N. (2016). Technological Pedagogical Content Knowledge (TPACK): Can this type of knowledge transfer between settings?. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2934-2940). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).

• Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities

  Devlin, M. & McKay, J. (2016). Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities. Australasian Journal of Educational Technology, 32(1),. Australasian Society for Computers in Learning in Tertiary Education.

• Barriers and Challenges Facing Pre-Service Teachers use of Mobile Technologies for Teaching and Learning

  Burden, K. & Hopkins, P. (2016). Barriers and Challenges Facing Pre-Service Teachers use of Mobile Technologies for Teaching and Learning. International Journal of Mobile and Blended Learning, 8(2), 1-20. IGI Global.

• Invited Commentary: The Time is Now! Creating Technology Competencies for Teacher Educators

  Foulger, T.S., Graziano, K.J., Slykhuis, D., Schmidt-Crawford, D. & Trust, T. (2016). Invited Commentary: The Time is Now! Creating Technology Competencies for Teacher Educators. Journal of Technology and Teacher Education, 24(3), 249-256. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• 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).

• An Analysis of the Curriculum Requirements for K-12 Online Teaching Endorsements in the U.S.

  McAllister, L. & Graham, C. (2016). An Analysis of the Curriculum Requirements for K-12 Online Teaching Endorsements in the U.S. Journal of Online Learning Research, 2(3), 247-282. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning

  Lock, J. & Johnson, C. (2017). From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning. International Journal on E-Learning, 16(1), 47-66. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

• Pre-Service Teacher Education for Technology Integration: Professional Identity, Experiences, and Knowledge

  Shah, M. & Ulrich, S. (2017). Pre-Service Teacher Education for Technology Integration: Professional Identity, Experiences, and Knowledge. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2443-2451). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• Technology-Related Teacher Professional Development: Longitudinal Results of State-Wide Needs Assessments

  Ewing-Taylor, J., Thornton, B. & Monk, D. (2017). Technology-Related Teacher Professional Development: Longitudinal Results of State-Wide Needs Assessments. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 954-959). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• What students really think about online lessons?

  Seifert, T. (2017). What students really think about online lessons?. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1786-1794). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• Preparing L2 Teachers to Teach with Technology: A Critical Review of Research Studies

  Jaramillo Cherrez, N. (2017). Preparing L2 Teachers to Teach with Technology: A Critical Review of Research Studies. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1638-1643). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE).

• Teacher Educator Technology Competencies

  Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. (2017). Teacher Educator Technology Competencies. Journal of Technology and Teacher Education, 25(4), 413-448. Waynesville, NC USA: Society for Information Technology & Teacher Education.

• Technology Skills Acquisition in a Pre-service teacher Digital Storytelling Project

  Tunjera, N. & Chigona, A. (2017). Technology Skills Acquisition in a Pre-service teacher Digital Storytelling Project. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 672-680). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE).