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For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. Volume 1 contains the following 19 papers: (1) Gamification for Change: A New Approach to Investigate Students' Attitudes toward Educational Gamification in Online Learning Environments (Sumayah Abu-Dawood); (2) Facilitating Higher Levels of Thinking and Deeper Cognitive Processing of Course Text Using Reciprocal Teaching Strategies in Asynchronous Discussion Forums (Jenifer R. Marquis and Ginger S. Watson); (3) Online Learning Design and Implementation Models: A Model Validation Study Using Expert Instructional Designers (Ann Armstrong and Albert Gale); (4) Tracking the Design and Development of a Six Module miniMOOC for Quality Graduate Supervision (Hawazen Alharbi and Michele Jacobsen); (5) Diversity Training in Organization Settings: Effective and Ethical Approaches for Change Leaders (Ashley McArthur and Nancy B. Hastings); (6) Hey, Want to Play? "Kahooting" to Win the Learning Game (Papia Bawa); (7) An Examination of Prior Knowledge and Cueing Effects in an Animation (Ismahan Arslan-Ari); (8) Teacher Perceptions of the Adaptation of the New Computer Science (CS) Curriculum: An Evaluation of CS Curriculum Implementation (Suhkyung Shin, Jongpil Cheon, and Sungwon Shin); (9) Multimedia Video Resolution, Camera Angle, and the Impact on Instructor Credibility and Immediacy (Miguel Ramlatchan and Ginger S. Watson); (10) The Effects of Visible-Annotation Tool on the Learning Process and Learning Outcome in CSCL (Yoonhee Shin, Jaewon Jung, and Dongsik Kim); (11) Pre-Service ICT Teachers' Recommendations for School Internet Safety (Sanser Bulu, Melike Kavuk-Kalender, and Hafize Keser); (12) Turkish Schools' Readiness for Preventing Cyberbullying (Melike Kavuk-Kalender, Hafize Keser, and Sanser Bulu); (13) Examining Technology Integration Decision-Making Processes and Identifying Professional Development Needs of International Teachers (Medha Dalal, Leanna Archambault, and Catharyn Shelton); (14) Integrating Learning Analytics into Workforce Education to Develop Self-Assessment Competency (Lin Zhong); (15) Ensuring Academic Integrity in Online Courses: A Case Analysis in Three Testing Environments (Berhane Teclehaimanot, Sue Ann Hochberg, Diana Franz, Mingli Xiao, and Jiyu You); (16) Changing Student Performance and Perceptions through Productive Failure: Active Learning for Applied Chemistry in Pharmaceutics (Dan Cernusca and Sanku Mallik); (17) The Construction of Sentiment Lexicon in Educational Field Based on Word2vec (Xiang Feng and Longhui Qiu); (18) Blended Instruction by Using Simulation Method Teaching to Enhance Digital Literacy for Student Teachers in Thailand (Sumalee Chuachai); and (19) Social Network Use Preferences of Pre-Service ICT Teachers (Omer Faruk Islim and Nese Sevim Cirak). (Individual papers contain references.) [For Volume 2, see ED580817.]

For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 24 papers dealing primarily with research and development topics. Fifteen papers dealing with the practice of educational communications and technology are contained in Volume 2. The 15 papers included in Volume 2 are: (1) Teaching Strategy for the Development of Creative Thinking of Future Educators of Mexico, through ICT (Clotilde Lomeli Agruel, Aidee Espinosa Pulido, Julieta López Zamora, and Francisco Javier Arriaga Reynaga); (2) Designing a Graduate Supervision MOOC for Faculty Development (Hawazen Alharbi and Michele Jacobsen); (3) Game On: Creatively Using Gaming to Teach the Informed Consent Process to Clinical Research Professionals (Jasmin Berrios); (4) Inquiry Based Learning as an Instructional Strategy to Increase Student Achievement in Math and Science (Reza Chowdhury); (5) Exploring the Implications of Mobile Technology Integration within Higher Education Professional Development (Jeanna R. Cronk); (6) A Rationale for Revising Bloom's [Revised] Taxonomy (Afnan N. Darwazeh); (7) Children Have Rights Too Except When They Don't (Suzanne Ensmann and Lenora Jean Justice); (8) Faculty Development for Online Instruction in Higher Education (Rhonda Gregory and Trey Martindale); (9) Understanding the Use of Tablet Devices in the Classroom When Teaching a Group of Learners Diagnosed with Autism (Andrea Lynn Halabi and Ana-Paula Correia); (10) The Use of Digital Storytelling in Teacher Education (Omer Faruk Islim and Pelin Yuksel Arslan); (11) Creative Solutions for Preventing Cyberbullying: Everyone Deserves to Feel Safe in School (Lenora Jean Justice); (12) Creating Ways to Include LGBTQ Students: Everyone Deserves an Education (Lenora Jean Justice); (13) Using a Video Conferencing Tool in a Face-to-Face Class to Promote Engagement (Miguel Lara and Troy Challenger); (14) Trends and Issues in Instructional Technology and School Library Media Educator Preparation Programs: A Roundtable Discussion (Kelly Paynter and Jimmy Barnes); and (15) The Added Value of Conducting Learning Design Meeting to the Online Course Development Process (Denise Shaver). (Individual papers contain references.) [For Volume 1, see ED579661.]

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

Educational institutions in Australia face complex challenges in providing inclusive learning experiences for a growing number of North African refugee students. This paper explores the school experiences of five North African refugee students who volunteered to participate in semi-structured interviews in 2012. A qualitative intrinsic case study approach was employed to investigate participant experiences with their Australian peers. This included peer influence on defining social norms and the articulation of race, religion and social differences. Foucault's theories of discourse, the subject, disciplinary practices and normalisation, have been utilised as tools to drive the exploration of students' experiences. Participants encountered 'difference' in the Australian schooling context that affected their ability to connect to the social discourse and the disciplinary systems of school. Participants indicated that their knowledge of themselves, and others, had developed from a point of 'difference' and isolation, to ways of 'seeing' the characteristics of the 'Australian' student and the diversity within their 'white' peers and teachers. Exploring this discursive negotiation illuminates the taken-for-granted ways these students come to know the role of student, friend and school in facilitating membership and belonging.

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

The comparative research paper explores the use and risks of social media in South African, USA and European schools. It discusses the potential challenges that schools, educators and learners may face such as cyberbullying, sexting, identity theft, fraud, catphishing, cybercrimes, excessive online presence, and addiction to social media. The paper reports on the findings of a phenomenological study and purposive survey among school principals and educators in South African schools. The paper highlights the advantages of applying social media in the classroom, and provides recommendations for schools, educators, parents and principals to manage the use of social media in the education environment. [For the complete Volume 21 proceedings, see ED629259.]

This paper accentuated the importance of the availability of suitable programs to train parents to support their children to survive and thrive in school. Parents have a role to play in supporting their children to fully benefit from their education. Parents should set a positive home environment to support the learning of children. It was also indicated that the training needs of the parents can be described and used as topics for the modules of a training program as part of non-formal education. It was also explained that the program should be delivered in the format of distance education by using e-training platform to deliver the programs in an attainable, sustainable and affordable manner. [For the complete Volume 21 proceedings, see ED629259.]

The paper reports on findings of a qualitative content analysis of four of the sixteen "novels in cartoons" books written by Jeff Kinney. Connell's theory of masculinity underpins this study. The aim of this paper is to answer the following two research questions: What are the most important gender themes in Kinney's cartoon diaries? Can teachers use Kinney's cartoon diaries to create an awareness of gender inequality? I identified the following gender themes that permitted hegemonic masculinities: bullying and violence, bravery, the importance of sport, gender relations and the tension of growing up in a matriarchal-patriarchal household. The study found that Kinney's books could be used as a point of departure to explain to children that the alpha male is not solely responsible for gender inequality and violence. The wimpy, seemingly innocent and helpless kid can also be the instigator of inequality between genders or within genders. The popularity and availability of Kinney's books make them an ideal vehicle for teachers worldwide to create a sensitivity for gender issues. [For the complete Volume 20 proceedings, see ED622631.]

Bullying, which is a global public health problem, has serious effects on children and adolescents. If peer-bullying behaviors among primary-school children with various effects ranging from low academic achievement, anxiety and depression to suicide and substance abuse are not detected and intervened in a timely manner, they have the risk of continuing to increase in frequency. School climate is one of the most important factors in the emergence and elimination of bullying behaviors. Therefore, it is important to examine the frequency and types of bullying behaviors among primary-school children and the views of children about school climate, to reveal the in-school factors affecting peer-bullying and to create effective intervention programs. In this study, it was aimed to determine the frequency and type of bullying behaviors experienced at primary-school level in Çankiri Province and to examine students' opinions about school climate. The sample of the research consists of 590 primary-school students selected through cluster sampling from Çankiri Province. The data of the study were collected using the Colorado School Climate Survey. Descriptive analyzes were done on the data with the help of SPSS program. The research showed that physical and relational bullying is the most common type of bullying among primary-school students, and in case of bullying, the victims most often get help from their family or an adult at school. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 264-279.]

Suicide is a global public health concern. The interplay of the multiple risk factors (sexual violence victimization, prescription drug misuse, bullying experience) with adolescents' suicidal behaviors has not been studied extensively. The purpose of this study is to examine the association between sexual violence victimization, prescription drug misuse, bullying experience, and suicidal behaviors in adolescents in the United States, by using the 2019 National Youth Risk Behavior Survey (YRBS) data. The national YRBS, conducted by the Centers for Disease Control and Prevention (CDC), provides nationally representative data on adolescents from public and private schools. Students from 9th to 12th grade are included in the YRBS survey. In this study, 8266 usable questionnaires from the 2019 National YRBS were analyzed. Descriptive statistics were used to analyze all pertinent demographic variables. Multiple regression analyses were conducted to detect the association between sexual violence victimization, prescription drug misuse, bullying, and suicidal attempts among adolescents. Regression analysis indicated a strong association between sexual abuse and suicide attempts. Moreover, the interactive impact of prescription drug misuse with sexual abuse experience is highly correlated with suicide attempts. However, the experience of cyberbullying along with prescription drug misuse decreases suicide attempts. Significant gender differences were also observed in regression analysis. [For the full proceedings, see ED652228.]

Graduate school experience is regarded as a "period of professional infancy" in which graduate students rely on a successful socialization process to help them develop a professional identity within the profession. Unfortunately, the socialization process has also emerged as a hotbed of academic bullying. In this study, 621 online public social media written posts were analyzed to further understand graduate students' experiences of academic bullying. Based on a thematic analysis, three themes emerged -- "mental gymnastics," hammering on all sides, and "nip this crap in the bud." Implications for academic leaders will be discussed. [For the full proceedings, see ED648717.]

This year's conference theme, "Informing, Reforming, and Transforming: The Vital Role of Adult Education in Challenging Times," challenged conference leaders to examine adult education from a different lens and consider new opportunities for research and practice that support the American Association for Adult and Continuing Education's (AAACE) motto of "transforming lives and communities." The proceedings reflect a combination of presentations featuring empirical research and practical application within the field of adult and continuing education. The proceedings is comprised of 24 papers that were presented at the fourth conference of the AAACE in Lexington, Kentucky, October 3-6, 2023. [Individual papers are indexed in ERIC.]

The purpose of this research is to understand the mental states of the students of Educational Sciences around the educational phenomenon, which also includes the knowledge of emotion and feeling (Zohar & Dori, 2012). To this end, a questionnaire was administered, analyzed in the light of a quantitative-quantitative methodological approach. In fact, the beliefs around the educational emergencies of our time condition the learning of our students in the main disciplines studied during study. Consequently, it is useful to know these representations to formulate a more effective training proposal as more aware of the receptive and processing characteristics of our young interlocutors. There is a similarity between cognition and implicit epistemology, this research wanted to make some of its fundamental structures explicit (Santoianni, 2019). [For the full proceedings, see ED636095.]

Cyberbullying is a relatively new phenomenon that poses a serious problem, because anyone can become a victim of cyberbullying. Due to the special technical possibilities of social media, it can have long-term effects on the victims, especially on the well-being of young people. The aim of this study is to collect data on related topics such as demographic profiles, social media use, experiences of cyberbullying, attitudes towards cyberbullying and suggestions to curb cyberbullying in Malaysia. An online questionnaire survey was conducted with 50 respondents. The results show that bad things are done to the victims of cyberbullying, causing emotional disturbance and trauma to the victims. Rule utilitarianism and action utilitarianism are used in certain cases to solve the ethical problem of cyberbullying. Although there is no specific law against cyberbullying in Malaysia, there are certain laws such as the Computer Crimes Act 1997, the Communication and Multimedia Act 1998 and the Penal Code to combat cyberbullying. The solution has also been highlighted through awareness campaigns to prevent cyberbullying. For the concerned parties, developing concrete strategies to reduce cyberbullying among youths in Malaysia should be a major concern. [For the full proceedings, see ED654100.]

Most literature on youth focuses on prominent issues of bullying/cyber abuse, dating and relationship issues, and mental health concerns for children and adolescents; however, specific to preadolescence, little is written in comparison due to the implication that the transition between the two life stages are well blended. However, the question becomes whether the recommendations from researchers to target presadolescents for youth aggression interventions are delivered effectively to this population. Thus, the focus of this research is to ascertain the perspectives of developmental issues of self-concept, relationships, bullying, and safety from preadolescents. Some of the responses from two preadolescent females concurred with literature; however, responses were nonexistant or scant regarding interactive or existential learning through family, school, church, and community. Although this research is limited to only two presadolescent females, the developmental perspectives reflect societal degeneration as experienced in a rural Midwest town attending school lockdowns with casualties and residing within close proximity to registered sex offenders. [For the full proceedings, see ED656038.]

This paper reports on findings from a qualitative content analysis of Internet commenters' postings on teacher-targeted bullying (TTB). Postings on the website "The Educator's Room" were used as data. The study found that the commenters perceive TTB to be a serious and escalating problem characterised by an imbalance of power and an intention to do harm, and consider it repetitive and enduring in nature. The study furthermore found that the commenters view TTB as the physical and verbal abuse of teachers by their learners. This study has shown that, despite ethical dilemmas, social media can be a rich data source when investigating TTB. It is concluded that individual teachers' postings about their public and private humiliation and pain are globalised and made accessible to researchers and laypersons alike through use of a medium that transcends borders. [For the complete Volume 17 proceedings, see ED596826.]

This paper highlights legal understanding of quid pro quo sexual harassment in schools. Quid pro quo sexual harassment implies abuse of authority or position to gain something sexual. A duty of care rests on teachers, Schools Governing Bodies and the Department of Education to provide and maintain safe schools that are free from all forms of victimisation and abuse. However, there seems to be an abuse of power by all those who are supposed to protect learners in schools. The paper used an abuse of organisational power theory and conceptualisation framework as a lens used in analysing various forms of victimisation and abuse with an effort to provide a better understanding of behaviour that amounts to abuse. The paper concludes with guidelines for handling harassment and bullying in the school contexts. [For the complete Volume 15 proceedings, see ED574185.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

As of 2015, millennials (born in the 1990's) became the largest population in the workplace -- and are still growing. Studies indicate millennials are tech savvy but are lagging in the exercise of digital responsibility. In addition, they are passive towards environmental sustainability and fail to grasp the importance of social responsibility. This paper provides a review of such findings relating to business communications educators in their classrooms. The literature should enable the development of millennials as excellent global citizens through business communications curricula that emphasize: digital citizenship, environmental sustainability and social responsibility. The impetus for this work is to provide guidance in the development of courses and teaching strategies customized to the development of millennials as digital, environmental and socially responsible global citizens.