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The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These papers are from the CIAE 2020 Virtual International Pre-Conference. The global aberration, called COVID-19, defined 2020 beyond national borders. COVID-19 reshaped the format of the 69th annual AAACE conference by replacing the traditional bustling human interaction with virtual meetings and presentations. These "Proceedings" contain 12 papers from 17 authors. The preeminence of COVID-19 in the 2020 International Pre-Conference papers demonstrates CIAE's commitment to being globally responsive and relevant. The word COVID appearing 88 times and COVID-19 appearing 86 times with mentions in two paper titles are an acknowledgement of the common threads of humanity and of hope for a surpassing future. [Individual papers are indexed in ERIC.]

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.]

Because Literacy and Essential Skills are so important to economic development, it is vital to know the competencies needed by the educators who deliver Literacy and Essential Skills programming. Likewise, Literacy and Essential Skills are crucial for labour market attachment. Low-skilled work has been most affected by technological change. There was a need to examine the competencies required by educators working in this field so that they can be recognized for the skills they possess and the impact they have on Canada's economic competitiveness. It is important to consider ways to move forward so that there is support for increased labour market attachment and increased skills. To this end Canadian Literacy and Learning Network (CLLN) undertook the research reported herein. This think paper explores the following areas: (1) Literacy and Essential Skills providers have a role in ensuring the competencies of educators delivering Literacy and Essential Skills programs in the workplace; (2) Competencies include characteristics that should be considered as well as qualifications; and (3) Dealing with the loss of experienced educators and the needs of educators new to the field--mentoring and observation. A bibliography is included.

Homeschooling, as a controversial educational practice, raises many questions about its outcomes, which still remain unanswered. The homeschooling population has been growing over the past years, as has interest in this educational paradigm. The increased accessibility and use of emerging information technologies also hold significance in facilitating access to knowledge and contributing to the expansion of this educational trend. In this context, numerous families contemplate homeschooling for several reasons. Yet, the decision to homeschool or not their children is often difficult, as the outcomes are not predictable. Researchers have explored the academic achievements of homeschooling; however, a more significant question remains unanswered: Are homeschoolers happy? This paper aims to provide insight into homeschoolers' perceptions of this matter. Research findings on the life satisfaction of homeschoolers presented here were based on the anonymous responses of an online survey collected between July 2022 and July 2023 from 33 current or former homeschoolers from five countries. This study used the Satisfaction with Life Scale (SWLS) to evaluate the well-being of homeschooled individuals who self-assessed their educational experience as well. The paper also examines the advantages and disadvantages of the educational practice as perceived by homeschoolers themselves in an attempt to provide a picture of the satisfaction of homeschoolers with their educational journey. [For the complete Volume 22 proceedings, see ED656158.]

For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes--Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 27 papers with respective authors included in Volume 1 are: (1) Information Visualization in Students Eye: An Eye Tracking Study of Rising Sea Levels (Dalia Alyahya, Suzan Alyahya); (2) Interactive eBooks as a Tool of Mobile Learning for Digital-Natives in Higher Education: Interactivity, Preferences and Ownership (Aadil Askar); (3) Recognition of Prior Learning Occurring in Online Informal and Non-Formal Learning Environments: The Case of Higher Education in Turkey (Mesut Aydemir); (4) Open Dialogue: A Content Analysis of the #OpenEducation Twitter Hashtag (Fredrick W. Baker); (5) Enhancing Online Courses with Digital Storytelling (Sally Baldwin, Yu-Hui Ching); (6) Visualizing Learning for the Next Generation: Visual and Media Literacy Research, 2000-2014 (Danilo M. Baylen, Kendal Lucas); (7) Examining the Role of Emotion in Public Health Education Using Multimedia (Sungwon Chung, Kwangwoo Lee, Jongpil Cheon); (8) Students' Online Learning Experiences in Collectivist Cultures (Ana-Paula Correia); (9) Emphasis on Standards: What Do the Interns Report? (Lana Kaye B. Dotson); (10) A Comparison of Learner Self-Regulation in Online and Face-to-Face Problem-Based Learning Courses (Christopher Andrew Glenn); (11) Exploring the Influence of Academic Technology Professionals in Higher Education (Stephanie Glick); (12) Educational Technologies Working in Today's Classrooms: Tech Tools And Apps for Teaching in the Real World (V. Paige Hale); (13) Modeling the Processes of Diagramming Arguments that Support and Inhibit Students' Understanding of Complex Arguments (Allan Jeong, Haeyoung Kim); (14) A Review of Research on Collaboration via Blogs in Online Learning (Habibah Khan, Trey Martindale); (15) Competency of Teachers in Using Technology Based on ISTE NETS.T In Tatweer Schools-Saudi Arabia (Abdulrahman A Kamal); (16) Middle School Teachers' Perspective: The Benefits, Challenges, and Suggestion When Using the iPad (Jeungah Kim); (17) Concept Centrality: A Useful and Usable Analysis Method to Reveal Mental Representation of Bilingual Readers (Kyung Kim, Roy B. Clariana); (18) Adolescents' Internet Use and Usage in a Family Context: Implications for Family Learning (Wilfred W. F. Lau, Allan H. K. Yuen); (19) Leveraging Technology: Facilitating Preservice Teachers TPACK Through Video Self Analysis (James E. Jang, Jing Lei); (20) Use of the Flipped Instructional Model in Higher Education: Instructors' Perspectives (Taotao Long, John Cummins, Michael Waugh); (21) Evaluation of the "Let's Talk: Finding Reliable Mental Health Information and Resources" Pilot Program for Grades 7 and 8 Students in Three Ontarian School Boards and One Independent School in Quebec (Cameron Montgomery, Natalie Montgomery, Christine Potra); (22) Touching Our Way to Better Conversations: How Tablets Impact Cognitive Load and Collaborative Learning Discourses (Christopher Ostrowski); (23) The Effect of Self-Assessment on Achievement in an Online Course (Yasin Özarslan, Ozlem Ozan); (24) Perceptions of the Role and Value of Interactive Videoconferencing and Chat Rooms in Supporting Goals of Cross-Cultural Understanding among Three Educational Nonprofit Organizations (Shilpa Sahay, Pavlo Antonenko); (25) Pre-Service English Teachers' Achievement Goal Orientations: A Study of a Distance English Language Teacher Education Program (Hasan Uçar, Müjgan Bozkaya); (26) Perceptions of Online Program Graduates: A 3-Year Follow-up Study (Michael L. Waugh, Jian Su Searle); and (27) Course Structure Design Decision to Solve Academic Procrastination in Online Course (Yufei Wu, Tiffany A. Koszalka, Lina Souid, Jacob A. Hall). (Individual papers contain references.) [For Volume 2, see ED562048.]

The ways in which governments in different countries determine the amounts of money to be provided to individual institutions of higher education institutions vary considerably. This paper explains how government funds are allocated in Canada, focusing on grants in support of core operations to universities located in Nova Scotia. It examines how and why the current process emerged along with its particular strengths and weaknesses. The paper first provides the history of federal funding for Canadian postsecondary education, followed by specific discussions of funding as it involves Nova Scotia's institutions of higher education. Next, the use and history of formula funding, as developed by the Maritime Provinces Higher Education Commission in 1974, is examined covering both restricted and unrestricted operating grants, such as flat, enrollment, equalization, and supplementary grants. Finally, the paper discusses some of the problems experienced with the old funding formula and the eventual return to block funding encompassing the use of the Basic Operating Grant funding mechanism. (Contains five references.) (GLR)

This issue includes the following articles: "Vowel Epenthesis in Vimeu Picard: A Preliminary Investigation" (Julie Auger, Jeffrey Steele); "Lexical Borrowings from French in Written Quebec English: Perspectives on Motivation" (Pamela Grant-Russell and Celine Beaudet); "Variable Article Use in Korean Learners of English" (Hikyoung Lee); "The Loss of Auxiliary Selection in English" (Mimi Lipson); "Syntactic Change in Progress: Semi-Auxiliary Busy in South African English" (Rajend Mesthrie); "The Emergence of Creole Subject-Verb Agreement" (Miriam Meyerhoff); "Double Subject Marking in L2 Montreal French" (Naomi Nagy, Helene Blondeau); "Testing the Creole Continuum" (Peter Patrick); "Going Younger To Do Difference: The Role of Children in Language Change" (Julie Roberts); and"Situated Ethnicities: Constructing and Reconstructing Identity in the Sociolinguistic Interview" (Natalie Schilling-Estes). References are appended to each article. (KFT)

The relationship between indigenous peoples and nation-states has long been of academic interest, and is also an emerging topic in the international debate about human rights and development. Universities and museums play an important part in this debate as producers, managers, and communicators of knowledge about indigenous peoples. In these processes, the voices of indigenous peoples themselves must also find their proper place. A workshop at the University of Tromso (Norway) in October 1997 addressed aspects of this debate. The point of departure was a collaborative research program between the Universities of Botswana and Tromso to promote research of relevance for the indigenous people of Botswana, called Bushmen, San, Basarwa, or Kwe. The University of Tromso also has a special responsibility to the Saami--indigenous people of Norway. The 17 papers in this proceedings address ethnographic research methods and issues; history, cultural heritage, and cultural maintenance; indigenous relationships with the state and bureaucrats; and remote area development, acculturation, and participatory research on community and educational issues. The papers are: "Objectives and Perspectives on the Collaborative Programme for San/Basarwa Research" (Sidsel Saugestad); "Regional Comparison in Khoisan Ethnography: Theory, Method and Practice" (Alan Barnard); "Another Time, Another History" (Charlotte Damm); "Ethnicity: A Question of Relations" (Per Mathiesen); "Sami Cultural Heritage and Cultural Mobilisation" (Torvald Falch); "Indigenous or Autochthonous? Establishing a Role for Archaeology in the Negotiation of Basarwa Identity" (Paul J. Lane); "A Preliminary Report on an On-Going Research into the Recent History of the Babugakhwe at Khwai, Eastern Ngamiland, Botswana" (Maitseo Bolaane, Kofi Darkwah); "The Politics of Being Basarwa: Identity, Entitlement and Development among Bugakhwe, Tsega and //Anekhwe in Eastern Ngamiland..." (Michael Taylor); "Hunter-Gatherers and Bureaucrats: Reconciling Opposing Worldviews" (Alan Barnard); "Saami Customary Rights and the Problems of Definition" (Trond Thuen); "The Rise and Fall of Norwegian Support to Remote Area Development in Botswana" (Sidsel Saugestad); "Once upon a Nickel Mine: Mining Development, Archaeology and Aboriginal Cultural Heritage in Northern Labrador, Canada" (Bryan C. Hood); "The Remote Area Development Programme and the Integration of Basarwa into the Mainstream of Botswana Society..." (Chadzimula Molebatsi); "Livelihood Strategies of the Basarwa in Diphuduhudu and Tshokwe..." (Isaac Mazonde); "Community Economic Development (CED) and Basarwa Communities in Botswana" (Keitseope Nthomang); "Development or Destitution? Towards an Understanding of Alcohol Use in Basarwa Settlements..." (David Macdonald); and "Participatory Research: A Developing World Research Paradigm for Change?" (Lucky Tshireletso). (Contains references, maps, the workshop program, and participants.) (SV)

Eleven papers delivered for the Division of Libraries Serving the General Public at the International Federation of Library Associations and Institutions 1992 annual meeting are presented. Most deal with library services to multicultural populations, including those of developing countries. The following papers are included: (1) "Library Provision to Indians Living in Malaysia" (K. S. Mun); (2) "Library Services to Indians in Canada" (U. Prasada-Kole); (3) "Library Services to the Indian Population in the United States" (R. N. Sharma); (4) "The Southern Ontario Multilingual Pool: A Model for Cooperative Library Service Development" (S. Skrzeszewski); (5) "Meeting Information Needs of Slow, Average and Gifted Learners" (M. Kapoor); (6) "The Application of Information Technology (IT) in Public Libraries in Developing Countries" (P. Borchardt); (7) "The Role of the Public Library in Combating Illiteracy" (B. Thomas); (8) "The First UNESCO Library Pilot Project" (S. N. Khanna); (9) "'Transformation': The ODA Trainer Development Project for Central and State Training Institute Librarians in India" (M. Freeman); (10) "User Education around the World: The UNESCO Survey of Library and Information User Education Programmes in Some Developing Countries" (O. Kokkonen); and (11) "Ask the Same Questions and Get a Different Answer--A Case Study in Library Opening Hours Surveys" (J. Frylinck). Most papers are followed by references. (SLD)

This paper presents a literature review on governance and structure of higher education and a case study of a governance review in Nova Scotia (Canada), paying particular attention to the role of intermediary bodies between universities and governments. Types of governing structures are described. Issues in determining the ideal structure are then discussed, focusing on the principles of quality, accessibility, diversity, autonomy and accountability, incentives, and freedom. The paper then presents a counterbalance of these ideals with the reality of a recent case study where politics, both governmental and institutional, appeared more important than ideals. Four governance options developed by consultants to the Council of Nova Scotia University Presidents (CONSUP) are described, followed by the CONSUP modified version, and the response of Nova Scotia's government in granting executive authority to the Nova Scotia Council on Higher Education on the matter of funding allocations. The paper concludes that many governance problems stem from scarcity of resources, that institutions need to work closely with one another to ensure the best use of the available resources, and that an independent and effective coordinating body would be an invaluable aid to ensuring that Nova Scotians have access to postsecondary education of the highest quality. (Contains 19 references.) (GLR)

Three papers that examine emerging issues in school board governance comprise this document. The first, "The Changing Role of the Ontario School Trustee," by John Davis, explores changes in the amount of time spent by trustees in fulfilling their job responsibilities. Based on questionnaires and interviews with trustees, implications of changes in the trusteeship are discussed. The second paper, "Governance and Accountability: The Current Situation in Ontario," by John H. House, examines issues in the structure of school governance and in the trustee/school board relationship. "The Role of the Francophone School Trustee in Ontario," by Guy G. Tetrault, discusses the impact on the role of the trustee of legislation that extended Canadian Francophones' right to receive and control an education in French. References accompany each article. (LMI)

This study, conducted at a major western Canadian university, examined the relation between the academic growth and development of dental students and perceived control, a personalogical variable; and academic and social institutional integration variables. Two questionnaires with an academic focus were administered to 67 students. The theoretical model developed contained three perceived control variables, two measures to evaluate academic goals and career commitment, seven measures of academic integration, three measures of social integration, and one measure of academic outcome. Results indicated that students who assumed personal responsibility for their academic performance reported more academic growth and development, that students more actively involved in the learning process and more stimulated academically reported higher levels of academic growth, and that favorable interactions with peers positively affected academic growth. Results support the collective importance of the perceived control variable, which in combination with academic and social integration variables contributed substantially and positively to students' reported academic growth. (Contains 40 references.) (Author/CK)

Papers from a colloquium on the relationship between Canada's official languages and its economy include: "Economic Dimensions of Minority and Foreign Language Use: An International Overview" (Karim H. Karim); "European Research on the economics of Language: Recent Results and Relevance to Canada" (Francois Grin); "Reflections on Some Economic Aspects of Bilingualism" (Albert Breton); "The Comparative Advantages of Bilingualism on the Job Market: Survey of Studies" (Ghislain Savoie); "Official Language Implications of Immigration" (Alice Nakamura, Emi Nakamura); "Economic Costs and Benefits of the Official Languages: Some Observations" (Francois Villancourt); "How Linguistic Minority Communities; Contribute to the Economic Well-Being of Their Regions" (George J. De Benedetti, Maurice Beaudin); "The Two Official Languages and the Economy: A Manitoban Perspective" (Jean-Paul Gobeil); "Reflections on the Relationship Between Languages and the economy as Applied to Canada (Gilles Grenier); and "The Economic Benefits of Linguistic Duality and Bilingualism: A Political Economy Approach" (Harold Chorney). The transcription of a panel discussion is also included. An introductory section provides background information on the colloquium and its topic, and includes selected quotations from the program. (MSE)

This symposium brought together researchers, policymakers, advocates, and child care practitioners to consider information relevant to child care policy which was available from several disciplines and how it could be applied to developing child care policy. The symposium's goals were not only to stimulate discussion among researchers and policymakers and researchers from different disciplines but to underline the importance of conducting Canadian child care research and making it widely available. Seven papers are included in the proceedings: (1) "The Implications of Early Childhood Education and Psychological Research for Canadian Public Policy on Day Care" (Nina Howe and Ellen Jacobs); (2) "Economics and Child Care Policy" (Gordon Cleveland); (3) "A Sociological Perspective on Child Care Research" (Maureen Baker); (4) "School-Age Child Care: A Preliminary Report" (Ellen Jacobs and others); (5) "Talking to Children: The Effects of the Home and the Family Day Care Environment" (Hillel Goelman and Alan Pence); (6) "The Effect of Price on the Choice of Child Care Arrangements" (Gordon Cleveland and Douglas Hyatt); and (7) "Ideology, Social Policy, and Home-Based Child Care" (June Pollard). The papers are followed by comments by Kathleen Brophy and Ruth Rose. A copy of the symposium program is also included. (MDM)

Papers on aspects of college admission, records, and institutional research functions are: "How To Improve Office Morale" (Victor Swenson); "Staff Meetings: How To Save Hours per Month and Develop Your Staff" (LuAnn Harris, Shelley Olsen); "Selling SPEED/ExPRESS" (Laura Patterson, Thomas Scott); "Advisement and Registration: A Terminal Solution" (Gregory Wist and others); "Women at the Top: Administration from a Woman's Point of View" (Raquel Henry, Rose Austin); "Guerilla Guide to Computing: Developing a User-Oriented System in a Small School" (John H. Brown); "Stress Management in the Workplace" (Barry Delcambre); "What's Hot in Institutional Research in the 90s?" (Mantha Mehallis); "Modern Voice Response Systems for Admissions, Financial Aid and the Bursar" (John Brown);"Doctoral Graduation Rates and Time-to-Completion in Ontario Universities: Data and Policies" (Maurice Yeates); "Business Process Re-Engineering: Transforming College Admissions" (Mariea Noblitt); "Ontario's Colleges of Applied Arts and Technology" (Colin Dobell); "Defining Enrollment Planning: A Nuts and Bolts Approach" (James, Maraviglia); "Developing a Computerized Multi-Campus Transfer Information System" (Larry Rubin and others); "Iran: Recent Educational Developments" (Peter Bartram); "Optical Scanning from Admissions to Grading" (Joneel Harris, Toni Allen); "High Order Technology in Enrollment Services: First the Destination, and Then the Path" (Mark Elliot); "U-View Plus for the Macintosh Registration Using a Graphical User" (Louise Lonabocker); "Total Quality Enrollment Management" (Jim Black); "Yes, New Technology Affects Recruitment and Marketing" (Gene R. Sherron); "An Introduction to EXAMINE: A Flexible Examination Scheduling System" (Michael Carter and others); and "New Staff Orientation: The Second Step in Insuring Your Students Get Quality Service" (Doug Hartnagel). (MSE)

This symposium addressed key findings of the Carnegie Council on Adolescent Development-sponsored book "Promoting the Health of Adolescents: New Directions for the Twenty-First Century." A panel of experts focused on science policy implications of critical issues in adolescent health promotion that have proven difficult to address such as the effects of poverty, adolescent sexuality, and violence. Included on the panel were experts from Canada and Mexico who provided an international perspective on adolescent health promotion. Following an introduction by Elena O. Nightingale, special advisor to the President, Carnegie Corporation of New York, the following chapters are presented: (1) "Historical Perspective on Adolescent Health Promotion"; (2) "Health-Enhancing and Health Compromising Behaviors during Adolescence" (Delbert S. Elliott); (3) "Poverty, Health, and Adolescent Health Promotion" (William Julius Wilson); (4) "Promoting Healthy Adolescent Sexuality" (Herant Katchadourian); (5) "Promoting Safety and Nonviolent Conflict Resolution in Adolescence" (Mark L. Rosenberg); and (6) "Cross-National Perspectives; Views of Adolescent Health Promotion from Canada and Mexico" (Ivan B. Pless--Canadian Perspective, Anameli Monroy--Mexican Perspective). In his concluding remarks, David A. Hamburg, President, Carnegie Corporation of New York, states that most risky behavior is still tentative and exploratory. There is, therefore, an opportunity for preventive interventions, provided that individual development, the social context of development, and the biological variability that makes different individuals more or less vulnerable to different kinds of environmental insults are understood. Research can offer important insights for the construction of more rational preventive interventions. (LL)

Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]

In this paper, we report on a study that took place during the COVID-19 pandemic and for which we interviewed ten experienced, university level, language instructors about their digital practices as they found themselves teaching in an Emergency Remote Teaching (ERT) mode. The study sought to describe how, through their professional activities and experiences, they developed new and/ or further online competencies and how the ERT context brought them to rethink their pedagogical practices and namely, their Written Corrective Feedback (WCF). Our results show that language instructors' digital competencies are on a dynamic continuum of changes with some who faced challenges, while others sought opportunities or provided solutions during that unprecedented period. An adapted version of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model (Puentedura, 2010) is suggested, which takes into consideration this ERT context. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.

In a research study designed to investigate the emergence of collective creativity in elementary classroom settings, and in which teachers' decision-making practices were analyzed alongside both the teachers' observed teaching practices in their classrooms and their students' problem solving actions, the first author developed four metaphors for collective mathematical creativity and linked the entailments of these metaphors to teachers' actions. In this paper, we discuss in detail these entailments and teacher actions, present a framework for collective creativity, and reflect on the implications for practice and further research. [For the complete proceedings, see ED657822.]