CT-7500

Bai, H. (2019). Pedagogical practices of mobile learning in K-12 and higher education settings. Tech Trends: Linking Research & practice to Improve Learning, 63(5), 611-620.
In this article, Bai cites the advancement of mobile learning and the implications for K-12 and higher education. The discussion focuses on fostering meaningful learning experiences in all subject areas and discusses positive results that have been found in recent literature. Situated learning, collaborative learning, personalized learning, and student engagement are a focus. Mobile learning in remote settings is also covered. Think about what you previously learned in your courses throughout this specialization as you read this article.

Jowallah, R., Bennett, L., & Bastedo, K. (2018). Leveraging the affordances of virtual reality within k-12 education: Responding to future innovations. Distance Learning, 15(2), 15-26.
Jowallah et al. trace the emergence of virtual reality and its implementation in K-12 education. They discuss the current trends in virtual reality within K-12 classrooms, the theoretical construction behind VI models in use, basic standards for implementation, and ethical considerations. Practical suggestions for low-tech applications and lesson planning are also included. This article reminds the reader that technology does not always have to involve expensive equipment and materials. That is important, given that many school districts are challenged financially.

Lo, C.K., & Hew, K.F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 1-22.
Lo and Hew reviewed 15 journal publications to determine the kinds of flipped classroom activities that were being used in K-12 education, student achievement, student attitude, and the challenges that were encountered. They found neutral to positive results in the different areas they reviewed. The challenges they found were categorized and discussed. From this research, they developed a flipped classroom model with 10 guidelines to address challenges.

Miller, K.E. (2021). A Light in students’ lives: K-12 teachers’ experiences (re)building caring relationships during remote learning. Online Learning, 25(1), 115-134.
This article illuminates the experiences of K-12 educators as they strove to (re)build caring relationships with students during the COVID-19 pandemic. Miller conducted a study during a graduate course for experienced K-12 teachers. Findings suggest that remote learning revealed relationships in need of repair. The practices that cultivated connectedness included: (1) acting as warm demanders; (2) responding to students’ social-emotional needs; and (3) trying to bridge the digital divide. The article concludes with implications for practice and areas for future research as schools, districts, states, and countries consider the "new normal" in K-12 schooling.

Stohlmann, M.S., & Acquah, A. (2020). New directions for technology integration in K-12 mathematics. International Journal for Technology in mathematics education, 27(2), 99-112.
Stohlmann and Acquah discussed the need for further research and development of technology in mathematics education. They review research from 2010 to the present in answering the question of how technology changes the ways in which mathematics is taught. They provide effective teaching practices in response to their review. As you read this article, think about effective teaching practices and technology integration related to your selected trend for this course.

Stohlmann, M.S., & Young Rae, K. (2020). Game-based learning: Robotics and escape rooms. Australian Education Mathematics Journal, 2(4), 20-24.
Games are an everyday part of most students' lives. Games engage students and provide opportunities to foster perseverance in problem-solving. When implemented in the mathematics classroom, game-based learning can have similar positive benefits. This short article describes two ways that game-based learning can be implemented in the mathematics classroom. Both methods, robotics, and escape rooms engaged students and assisted students with developing mathematical understanding. Gamification can be applied in any classroom and is an and enjoyable way for students to learn.