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For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. 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. [For volume 1, see ED617428.]

For the forty-second time, 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 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]

These proceedings are a written record of the research presented at the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Nashville, Tennessee, and virtually. This year's conference theme is "Critical Dissonance and Resonant Harmony." The aim of this theme is to reflect not only the time and place that of gathering, but also the time and place in which to conduct academic work. Dissonance can be jarring to experience, whereas harmony can be pleasing. Nashville -- Music City -- which is no stranger to both dissonance and harmony. The papers accepted comprised 101 research reports, 140 brief research reports, 84 Posters, and 16 Working Groups or Research Colloquia. [Individual papers are indexed in ERIC.]

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)

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.]

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 24 papers included in Volume 1 are: (1) New Definition of Educational Technology (Jafar Ahmadigol); (2) Using Concept Mapping as Note Taking Strategies in Undergraduate Science Courses (Danilo M. Baylen, Erin Duckett, Runeshia Parker, and Elvira Arellano); (3) An eLearning Strategy for New Media Literacy Within a Participatory Culture (Berkay Bulus, J. Ana Donaldson, and Aytekin Isman); (4) Turning Passive Watching to Active Learning: Engaging Online Learners Through Interactive Video Assessment (Huei-Lien Chen); (5) Strengthening Learner Participation in Online Courses: The Role of Digital Content Curation (Ana-Paula Correia and Nadia Jaramillo); (6) Cognitive Load as an Inhibitor to Technology Adoption in P-12 Schools (Tara Dalinger, Scott Haselwood, Jose Fulgencio, Cates Schwark, Ying Xiu, and Tutaleni Asino); (7) Instructional Methods for Online Writing Courses: A Case Study (Ryan Eller, Karen Wisdom, and Bude Su); (8) Design Thinking: A New Construct for Educators (Kristin Elwood); (9) Survey of Teacher Educators on Professional Development Materials Used for Technology Integration Training (Hoyet H. Hemphill, Erkan Caliskan, and Leaunda S. Hemphill); (10) An Investigation of Secondary Pre-Service Music Teachers' Pedagogical Content Knowledge and Teacher's Self-Efficacy Through Peer Mentoring: A Case Study of the Graduate School of Music Education in South Korea (Eunjin Kim and Byungro Lim); (11) Creative Teacher, Creative Teaching: Identifying Indicators and Inspiration for Professional Innovation in the Teaching Environment (Jody Lawrence); (12) Creativity in Education (Jody Lawrence); (13) VoiceThread: A Design Critique Model for Implementing Asynchronous Feedback into Online, Problem-Based Learning (Jody Lawrence and Stephanie Watson Zollinger); (14) Using Telepresence Robots to Provide Authentic Communicative Practices to Remote Foreign Language Learners (Jian Liao); (15) Perceptions of Technology Integration and Creative Curricula in Child Education (Ashley McArthur, Holly H. Ellis, and Byron Havard); (16) Technology Integration Matrix: Benefits to the Pre-Service Educator (Kelly McKenna, Catherine Otieno, and Lindsey Schulz); (17) The Influence of the Teaching Practicum on Pre-Service Teachers' Perceptions of Good Teaching (Eunkyung Moon, Eunhye Lee, Yonjin Lee, Hoilym Kwon, Wonsug Shin, and Innwoo Park); (18) A Creative Way to Build Confidence and Preparedness for Face-to-Face Interviews: An Online Interview Simulation (DeAnna L. Proctor and Lenora Jean Justice); (19) Designing the Class as a Game to Promote Active Learning in K-12 Education: A Literature Review (Seyedahmad Rahimi and Valerie J. Shute); (20) Designing Health Professions Education to Engender Critical Thinking: A Review of the Literature {Daniel A. Taylor); (21) Faculty Members' Best Practice Standards in the Design of Higher Education Online Courses (Berhane Teclehaimanot and Henry Marshall); (22) Video that Matters: Enhancing Student Engagement Through Interactive Video-Centric Program in Online Courses (Sirui Wang and Huei-Lien Chen); (23) Google Apps as Research Tools (Nicola Wills-Espinosa and Gabriela Jalil); and (24) How Web 2.0 Technologies Drive Learning Integration by Using Twitter in the Teaching Process (Kübra Sultan Yüzüncüyil and J. Ana Donaldson). (Individual papers contain references.) [For Volume 2, see ED579662.]

The study reported in this paper is on the professional development (PD) of primary school mathematics teachers. Teachers from two primary schools participated in the PD for two years. High-stakes mathematics examination tasks were used to kick start awareness and thinking about teaching for big ideas. Teachers did the tasks and discussed their solutions focusing on how their instruction could facilitate the acquisition of mathematical ideas as a body of connected knowledge. Data presented in this paper show that the tasks teachers worked with at the start of the PD did impact their understanding and instructional practice specific to big ideas in mathematics. Some challenges the teachers faced during the PD are also noted.

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 31 papers with respective authors included in Volume 2 are: (1) Evaluation of Education and ICT Network (EBA) Based on Web Content Accessibility Guidelines 2.0 (Ayse Aydin Akkurt, Murat Ataizi, Haci Mustafa Dönmez); (2) Factors That May Influence Instructors' Choices of Including Social Media When Designing Online Courses (Laura L. Alderson, Deborah L. Lowther); (3) A Proposed Framework for Designing MOOCs Based on the Learning Sciences and the First Principles of Instruction (Hawazen Alharbi, Michele Jacobsen); (4) Renaissance 2.0: Connecting Dots (Aras Bozkurt); (5) In the Learner-focused Course Design: Games and Sims 101 (Joanne E. Beriswill); (6) Anatomy of the Megatech Project: A Goal-Based Scenario for Computing Fundamentals (Joanne E. Beriswill); (7) Meaningful Stimulus for a Segmented Instructional Animation: Reflection versus Prediction (Jongpil Cheon, Sungwon Chung, Steven M. Crooks); (8) A National Study of School Library Websites: Preliminary Design & Usability Guidelines (Anthony S. Chow, Rebecca J. Morris, Amy Figley, Jessica Sherard); (9) Designing a Responsive E-Learning Infrastructure: Systemic Change in Higher Education (Anthony S. Chow, Rebecca A. Croxton); (10) Using Addie and Systems Thinking as the Framework for Developing a MOOC: A Case Study (Rebecca A. Croxton, Anthony S. Chow); (11) Video Games and Learning: What Boys Learn From Vidoe Games and Can it Map to the Common Core Standards? (Jason A. Engerman, Alison Carr-Chellman); (12) Interpreting the Aesthetics of Games and Evaluating its Effect on Problem-Solving Using Visualization Theory (Diali Gupta, Beaumie Kim); (13) Designing Feedback to Increase Interaction and Learning in an Online Self-Study Course (Jacob A. Hall, Tiffany A. Koszalka, Lina Souid, Yufei Wu); (14) How a Once-Rejected Grant Proposal Was Later Funded by the State of Georgia (Jackie HeeYoung Kim, Moon-Heum Cho); (15) iBooks Author: Potential, Pedagogical Meanings, and Implementation Challenges (Jackie Heeyoung Kim); (16) Creating Participatory Online Learning Environments: A Social Learning Approach Revisited (Heather Lutz, Quincy Conley); (17) Faculty Training on eLearning: An International Performance Improvement Case Study (Eunice Luyegu); (18) Using the Community of Inquiry Framework for Library Science Course Design: An Eastern Caribbean Example (Dorothea Nelson); (19) Technology Enhanced Learning Strategies In K-12 Classrooms (Esther Ntuli); (20) The Role of Digital Game-Based Learning in Enhancing Social Presence (Ela Akgun Ozbek); (21) Digital Science Notebooks to Support Elementary Students' Scientific Practices (Seungoh Paek, Lori A. Fulton); (22) ESL's and PARCC Online Testing (Christine Patti); (23) Teaching Soft Skills with Games and Simulations (Deanna L. Proctor, Lenora Jean Justice); (24) Online Learning: Genie In a Bottle or Pandora's Box? (Angela Doucet Rand, Gayle V. Davidson-Shivers); (25) Promoting Student-Centered Learning: Team-Based Learning In A Technology-Rich Classroom (Mei-Yau Shih, Susan Han); (26) Computers as Critical Thinking Tools: Primarily Self-Directed, Online Capstone Course (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (27) Collaborative Design of an Online Self-Directed Course: An Example of a Cognitive Apprenticeship (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (28) Mobile Technology and Applications for Enhancing Achievement in K-12 Science Classrooms: A Literature Review (Sylvia Manka Azinwi Suh); (29) Evaluation of Web-Based English Reading Activities for Adolescent English Language Learners: A Pilot Study (Wan-Chun Tseng, Robert Dustin Florence); (30) Training Instructional Designers As Edupreneurs (Caglar Yildirim, Moonyoung Park, Tera Lawson, Nadia Jaramillo, Ana-Paula Correia, Ritushree Chatterjee, Pinar Arpaci ); and (31) Engaging the Online Language Learner (Julia Zammit, Sally A. Eliot, Caroline Kelly, Trey Martindale). (Individual papers contain references.) [For Volume 1, see ED562046.]

Worldwide interest in Lesson Study (LS) and the opportunities offered for student learning through the use of a Structured Problem-Solving Approach (SPSA), as typically adopted in Japanese LS research lessons in mathematics, have left largely unanswered questions about the extent to which these can be replicated elsewhere. This paper presents a case study of one primary school teacher's learning experiences, and his views about LS and SPSA, as a result of participating in a project introducing SPSA through LS in three Fijian primary schools. The results reveal that engaging in the LS process was instrumental in supporting this teacher's implementation of SPSA in his mathematics classroom. The findings are important for teacher professional learning (PL) in Pacific cultural contexts.

Teachers often perceive barriers to integrating technology with Mathematics. In the study, teachers participated in professional development about considerations for and examples of integrating Digital Technologies into Mathematics learning in primary schools meeting the "Australian Curriculum: Mathematics and Digital Technologies" requirements. This exploratory multiple case study included preand post-surveys, mentoring conversations and interviews to explore their beliefs and perceived barriers to integrating mathematics and digital technologies. This paper provides insights into their perceived barriers to integrating digital technologies.

Big Ideas in school mathematics can be seen as overarching concepts that occur in various mathematical topics in a syllabus. Although there has been much interest recently in the understanding of Big Ideas, there is little research done in the assessment of Big Ideas thinking. In this paper, we discuss our research on Big Ideas in School Mathematics. The study consists of three sub-studies: the first sub-study on developing an instrument to measure Big Ideas; two sub-studies on measuring students' and teachers' Big Ideas at test-points before and after a professional development on Big Ideas for primary and secondary school teachers and students.

Due the wideness of the term Physical Computing, there is a need for a better structure of this topic. This paper is about an approach of structuring this field by finding attributes of different physical computing devices which can be used in class. Those attributes are meant to enforce teachers as well as researchers to analyze different devices from a pedagogical perspective in order to use those devices in class and use their full educational potential. [For the full proceedings, see ED636095.]

Technology in education is purposely designed to help both educators and students in knowledge transfer and knowledge gain simultaneously. In many aspects, technology in education is supposed to prove that education can be delivered effectively and efficiently. However, there are cases in which technology in education can be frustrating and annoying for both parties. Government and university management have invested a lot of money to ensure that educators and students can really benefit from the technology. In spite of huge investment on educational technology tools (hardware and software) over the past decades in various education initiatives, the potential of technology usage in university level has not reached the desired level among educators and students. What is the missing link for the realization of the expected return-of-investment? The outcome of this study proposes an Educational Technology standard to be applied in university setting using TPCK (Technological Pedagogical Content Knowledge) as the basic framework. However, this paper will only discuss a part of our standard development in which highlighting the assessment method that was used during the implementation of ETC standard in our institutions. [For the full proceedings, see ED654100.]

In this study, we held a 12-hour workshop focused on training the Data-Driven Learning (DDL) approach for in-service Chinese teachers aiming to implement this pedagogy in Mandarin Chinese classrooms in the future. We analyzed data from a postworkshop questionnaire to understand how the individual-level traits of Chinese teachers (such as their experience, ability, and motivations) relate to their integration of corpus-based methods. The questionnaire results indicate that teacher confidence in using the corpus is critical for the future application of DDL in teaching Chinese as a second language. Teachers who use corpus-based pedagogies are more positive at designing and guiding DDL activities and are more willing to practice DDL in language classes. [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.]

The 2012 Central States Conference on the Teaching of Foreign Languages focused on ways to integrate culture into every facet of the World Language classroom. This publication presents a refereed volume of selected papers based on the theme and program of the Central States Conference on the Teaching of Foreign Languages. Those who attended the conference were reminded of the importance of recognizing the cultural spark that ignited their passion to teach and share world languages with future generations. At the same time a variety of strategies and opportunities that are available to educators through both physical and digital media were examined. More than 250 presenters at the 2012 conference shared their genius through sessions and workshops over the course of the three days. From a joint venture with the Wisconsin FLESFEST to support from the national language organizations, to professional development offerings ranged from pre-kindergarten to university with themes from advocacy to technology. Throughout the 2012 "Report," the authors have contributed a variety of articles to this publication. These scholars discuss how technology ties into the instruction of culture in the classroom and connecting students to the world. Teacher development and community involvement are also topics included that will help readers make connections with the world and the plethora of cultures that surround us. This 2012 "Report" addresses all levels of instruction from kindergarten to university to give the readers of this volume the highest possibility of making a connection with the articles.

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Anaheim, California. The papers in this volume primarily deal with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume #1). (Individual papers contain references, tables, and figures.) [For Volume 1, see ED514646.]

Science actions represent specific initiatives and demarches that involve investigation, experimentation, and even research, for raising the interest of the young generation in science, through particular approaches of STEM education. Important topics are promoted to students in various approaches, addressing nowadays problems, answering scientific questions, or trying to make them aware of sensible issues. In this respect, the topic of plastics biodegradability embraced the clothes of a Science action, a format based on the Care-Know-Do model, proposed in the frame of the CONNECT project. Having the view to evaluating the students' interest in science after the implementation of the project-designed science actions, the partnership proposed a 5-point Likert scale instrument. In Romania, 373 students who participated in the Biodegradable Plastics action expressed their feedback, underlining--in an important proportion--their strong confidence in science, being ready to participate in collaborative science projects or benefit from their family support who consider that understanding and knowing science is useful for the entire life. Moreover, the students offered positive feedback related to teachers' ability to emphasize the importance of science for their life and future, but also in society, in general. [For the full proceedings, see ED629086.]

Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This study focused on the perceptions of teachers from an primary school in São Paulo who participated by filling out a Google Forms questionnaire. The findings revealed that the majority of participating teachers had undergone curriculum implementation training. While they considered the organization of disciplinary content to be similar to their previous teaching methods, they struggled with implementing inquiry-based teaching strategies and linking scientific content to the United Nation Foundation 2030 sustainable development goals. [For the full proceedings, see ED629086.]

The 2011 Central States Conference on the Teaching of Foreign Languages, a joint conference with the Indiana Foreign Language Teachers Association, focused on trends, innovations, and national programs that are picking up steam as the first decade of the twenty-first century ends. Several innovations have the potential to unify world language goals with universal educational goals. The Partnership for 21st Century Skills, newly organized pathways in Career and Technical Education, and the adoption of national Common Core standards are just a few such initiatives that are building steam. At the 2011 conference, more than 165 workshop and session presenters brought information and expertise from across 17 states and across the nation to enlighten conference attendees. Trends and innovations on the themes of assessments, activities and strategies, technology, and the teaching of culture were especially well represented. This volume examines the ways of approaching language instruction with the new generation of students in mind and creating more learning opportunities to promote the acquisition of the twenty-first century knowledge and skills.

School Mathematics Leaders seek to improve the mathematical learning outcomes of the students in their schools. Recognising that improved learning is dependent on high quality teaching, leaders are often keen to support teachers' knowledge of mathematics content and pedagogy. This paper reports ways in which School Mathematics Leaders support and lead the professional development of teachers in team meetings. Results from survey data and case study research are reported in this paper to describe and highlight the supportive actions undertaken by School Mathematics Leaders as they provide professional learning opportunities for teachers.

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 were accepted as short papers and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references.

The theme of the 39th proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference was "Synergy at the Crossroads: Future Directions for Theory, Research, and Practice." The metaphor of crossroads was inspired by the conference venue--the historic Indianapolis Union Station, as well as by the state motto, a reference to how Indiana is connected to the rest of the United States. PME-NA 39 includes research presentations, discussion, and reflection focusing on four driving questions connecting to the metaphor of crossroads: (1) What have we learned from the routes we have traversed; what are potential routes for mathematics education research in the future; and what considerations are relevant as we make choices about future directions in mathematics education?; (2) How do we address issues of access and equity within mathematics education today?; (3) How can we lay the groundwork for future crossroads or intersections between theory, research, and practice?; and (4) What barriers within research traditions, educational policy, and teaching practice impede researchers', students', and teachers' success, and how can we work to overcome these barriers? The accepted proposals included 75 research reports, 142 brief research reports, 167 posters, and 13 working groups. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]

The 2010 Central States Conference on the Teaching of Foreign Languages (CSCTFL) focused on exploring various ways to lead students to become part of an internationally competent workforce. Foreign language educators shared their experiences in investigating various modes of assessment, the use of technology, and techniques to motivate students to become proficient users of the target language. Presenters from all 17 states that make up the Central States Conference on the Teaching of Foreign Languages offered a diverse program, including "Best of…" sessions selected by their respective states. Presenters of "All-Star" 2009 sessions, chosen by the CSCTFL Board, were invited to share their expertise again with 2010 conference attendees. There were workshops and sessions for language professionals at all levels and in various languages, including insight into immersion education in Minnesota. This year's volume offers a group of articles representing some of the best practices and innovations in language teaching and learning stemming from the 2010 conference. Authors offer insights into developing global competence through subthemes of technological applications to language learning, pre-service teacher preparation, and approaches to teaching language and culture.

For the twenty-ninth 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 National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains papers primarily dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499964.]

This report presents the papers and meeting documents from a forum of selected, multinational higher education experts who were brought together to examine higher educational issues, the ways of researching them, and the ways of encouraging more research on higher education (with emphasis on developing countries). An overview of the global issues discussed during the Forum and in the working papers appears in chapter 1 of the report. Chapters II, III, and IV present results from three working group sessions that examined the research needed in the following areas: policy; administration, management, and governance systems; curriculum; teaching methods; educational materials and technologies; and student and faculty development and evaluation. In addition, the report presents final-session results wherein all three groups considered implementation strategies for encouraging and supporting the kinds of higher education research they were recommending. Finally, chapter V presents the recommendations for future action by intergovernmental agencies, governments, funding agencies, universities, and their faculty members arising from this session. Annexes include a list of the forum participants; the agenda and working plan for the meeting; and a summarization of the position papers, along with abstracts of the three working papers. Contains an index. (GLR)

For the twenty-seventh 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 National AECT Convention in Chicago, Illinois. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499962.]

The title of this volume, "Learning Languages in the Digital Age," focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.

The 2006 Central States Conference on the Teaching of Foreign Languages (CSC), a joint conference with the Illinois Council on the Teaching of Foreign Languages, celebrated languages of the world in the classroom and in the community. This volume of the CSC "Report" is the companion volume for the 2005 CSC "Report," "The Year of Languages: Its Challenges, Changes, Choices, and Celebrations" (see ED598294). This 2006 volume focuses on pre-service teacher preparation and its connected issues, and in-service teacher development and its related topics. Integrating the perspectives of language and communities for both present and future teachers is evident in the conference program and in the articles selected for this volume. The articles integrate the perspectives of a new vision for teacher development whether it is meeting the needs of a changing population, developing mentoring programs, studying abroad, or preparing for new requirements. The participants of the conference integrated the perspectives of language and communities. Both the CSC "Report" and conference integrated perspectives of foreign language education fundamental to meeting the future needs of students and teachers.

The title, "Making Connections: From the Classroom to the World Beyond", underscores one of the basic principles of language teaching echoed in the American Council on the Teaching of Foreign Languages (ACTFL) "Standards for Foreign Language Learning in the 21st Century". Teachers are constantly making connections in their language classes: to their students, to the curriculum, to other cultures, to teaching practices, to other disciplines, and to the global community. These connections are based on an infrastructure of language teaching and learning that involves research, theory, classroom practice, activities, and events. Over the past fifty years the profession has undergone enormous changes brought about by new research in second language acquisition as well as new directions in language teaching and learning. Once isolated from other disciplines, world languages now reaches out to them and incorporates them into the curriculum and into daily classroom activities. Furthermore, e-mail and the internet have added vast new dimensions to language teaching repertoire, enabling teachers to reach out to the global community in ways they were unable to previously. The articles are divided in sections that reflect and elaborate on the concept of making connections: (1) Making Connections to Program; (2) Making Connections to Research; (3) Making Connections to the Classroom; and (4) Making Connections to the Classroom and Beyond.

This document presents the proceedings of the 23rd annual National Convention of the Association for Educational Communications and Technology (AECT) (Denver, Colorado, 2000). For the first time, the Proceedings are published in two volumes. The first volume contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in the second volume, which includes over 60 papers. Both volumes are included in this document. Papers in this document represent some of the most current thinking in educational communications and technology, at all levels of education. Topics include: educational research; multimedia instruction; technology integration; cooperative learning; distance learning; teaching models and methods; instructional design; academic achievement and student motivation; technology-based educational change; learner feedback; faculty development; computer-assisted instruction; gender role; constructivism; assistive technology; mentoring; problem-based learning; partnerships in education; the Big Six Skills; online systems in education; needs assessment; communities of learners; digitization; sound and graphics in computer-based instruction; interactive video; disability access to education; human performance technology; curriculum development; resource centers; privacy; Web page design; computer software development; and virtual libraries. (AEF)

Universities around the globe have begun implementing outcome-based learning (OBE). The curriculum will be revised, evaluated, and the outcomes of the assessments will be reported as part of this OBE implementation. Due to the importance of the evaluation method, several lecturers are searching for innovative approaches for assessing the effectiveness of the Program Learning Outcome (PLO) and Course Learning Outcome (CLO). This study examined outcome-based education for decision-making instruction and learning in the context of the COVID-19 pandemic. This pandemic has effects on the healthcare industry, such as the exhaustion of the healthcare system, disruption of the educational system, and harm to the economy and several other industries. E-learning platforms played a crucial role in helping schools and universities throughout the pandemic by allowing student learning while they were closed. There is a larger need for lifelong learning as a result of the rising need for qualified professionals in education. On the other hand, current trends favour the paradigms of social and practice-based learning. As a result of digitization, our methods of communication and education are changing. The teaching and learning that took place during COVID-19 had a substantial impact on outcome-based learning. We find it fascinating to show how COVID-19 affects outcome-based education (OBE) in a risk decision support system. [For the complete proceedings, see ED655360.]

The study was conducted to evaluate the implementation of the Concurrent Classroom (CC) modality, a type of hybrid learning modality wherein an in-person teacher teaches in-person and online students simultaneously. The study utilized a quantitative research design to assess the implementation of the CC based on its viability, functionality, and effectiveness. Grades 4 to 12 students, teachers, and subject coordinators participated in the study. Quantitative data were obtained from the self-rating survey, classroom observation rating and summative assessment results. Remarks about the implementation of the CC were also solicited. Obtained results show that the CC modality has high viability. It is practical, useful, and suitable for instructional delivery. CC also shows high functionality. It has enabled teachers and students to perform tasks that are expected from them. Lastly, it is an effective modality because it has produced favorable positive learning outcomes. Recommendations are focused on providing a targeted professional development to empower teachers in effectively handling CC classes, focusing on equitable cognitive engagement, active participation, and balanced support and attention for both in-person and online student groups. Also, provision and functionality of required devices, technical equipment, and connectivity in the CC learning environment must be ensured and emphasized. [For the full proceedings, see ED654100.]