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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.]

These proceedings contain the papers and posters of the 5th International Conference on Educational Technologies 2017 (ICEduTech 2017), which has been organised by the International Association for Development of the Information Society and co-organised by the Western Sydney University, held in Sydney, Australia, 11-13 December 2017. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Full papers presented in these proceedings include: (1) Bibliometric Science Mapping as a Popular Trend: Chosen Examples of Visualisation of International Research Network Results (Eugenia Smyrnova-Trybulska, Nataliia Morze, Olena Kuzminska and Piet Kommers); (2) Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom (Chung-Kai Huang, Chun-Yu Lin, Zih-Cin Lin, Cui Wang and Chia-Jung Lin); (3) Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts (Leonah L. Baloyi, Sunday O. Ojo and Etienne A. Van Wyk); (4) Introducing Tablets in a Portuguese School: A Micool Project Case Study Analysis (Miriam Judge); (5) College Communicative Teaching and e-Learning: A Training Scheme (Charito G. Ong; (6) Tested Strategies for Recruiting and Retention of STEM Majors (Sadegh Davari, Sharon Perkins-Hall and Krishani Abeysekera); (7) Redesigning Learning Spaces: What do Teachers Want for Future Classrooms? (Neuza Pedro); (8) Peer Instructions and Use of Technological Tools. An Innovative Methodology for the Development of Meaningful Learning (Oriel A. Herrera and Patricia Mejías); (9) It Doesn't Matter What is in Their Hands: Understanding How Students Use Technology to Support, Enhance and Expand Their Learning in a Complex World (Peter Bryant); (10) A Comparative Study on Social Media Addiction of High School and University Students (Ali Simsek, Kemal Elciyar and Taner Kizilhan); (11) Computer Literacy Teaching Using Peer Learning and under the Confucian Heritage Cultural Settings of Macao, China (Kelvin Wong, Ana Neves and Joao Negreiros); (12) Applying Sensors to Investigate Gender Differences in Beginning Tennis Players (Chih-Hung Yu, Jye-Shyan Wang and Cheng-Chih Wu); (13) Using Arduino to Teach Programming to First-Year Computer Science Students (Wee Lum Tan, Sven Venema and Ruben Gonzalez); (14) Dimensions of Self-Perceived Employability in First Year IT Students (Amy Antonio and David Tuffley); (15) Challenges for a New Generation of STEM Students (Krishani Abeysekera, Sharon Perkins-Hall, Sadegh Davari and Amanda Smith Hackler); (16) Developing a Gesture-Based Game for Mentally Disabled People to Teach Basic Life Skills (Mohammad Javad Nazirzadeh, Kürsat Cagiltay and Necdet Karasu); (17) Learning Group Formation for Massive Open Online Courses (MOOCs) (Sankalp Prabhakar and Osmar R. Zaiane) and (18) ICE: An Automated Tool for Teaching Advanced C Programming (Ruben Gonzalez). Short papers presented include: (1) MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment (Valeri Chukhlomin and Anant Deshpande); (2) The Use of Mobile Devices Outside of the Classroom for Self-Directed Learning among Female EFL Students in Saudi Arabia (Fatimah Albedah and Chwee Beng Lee); (3) Communication Scaffolds for Project Management in PBL (Shigeru Sasaki, Masayuki Arai, Kumiko Takai, Mitsuhiro Ogawa and Hiroyoshi Watanabe); (4) Digital Pedagogies for Teachers' CPD (Matthew Montebello); (5) Sensing Locally in the Global Environment: Using Sensors in Teachers' Education (Maria João Silva, António Almeida, Bianor Valente, Margarida Rodrigues and Vítor Manteigas); (6) The Use of a Digital Badge as an Indicator and a Motivator (Jun Iwata, John Telloyan, Lynne Murphy, Shudong Wang and John Clayton; (7) Exploring the Education Potential of Minecraft: The Case of 118 Elementary-School Students (Thierry Karsenti and Julien Bugmann); (8) Digital Story Creation: Its Impact towards Academic Performance (Charito G. Ong); and (9) Collaborative Peer Feedback (David A. Smith). Posters include: (1) A System for Class Reflection Using iPads for Real-Time Bookmarking of Feedbacks into Simultaneously Recorded Videos (Taira Nakajima); (2) Roles, Strategies, and Impact of MOOCs on Flipping Business Education (Chung-Kai Huang, Chun-Yu Lin, Zih-Cin Lin and Cui Wang); and (3) Gamifying Outdoor Social Inquiry Learning with Context-Aware Technology (Morris Siu-Yung Jong, Tom Chan, Vincent Tam and Ming-Tak Hue). Individual papers include references, and an Author Index is included.

In this study, the authors have developed a web-based programming exercise system currently implemented in classrooms. This system not only provides students with a web-based programming environment but also tracks the time spent on exercises, logging operations such as program editing, building, execution, and testing. Additionally, it records their results. For educators, the system offers insights into each student's progress, the evolution of their source code, and the instances of errors. While teachers find these functions beneficial, the method of providing feedback to students needs improvement. Immediate feedback is proven to be more effective for student learning. If the final course score could be predicted based on early data (e.g., from the 1st or 2nd week), students could adapt their study strategies accordingly. This paper demonstrates that one can predict the final score using the system's operational logs from the initial phases of the course. Furthermore, the score predictions can be revised weekly based on new class logs. We also explore the potential of offering tailored advice to students to enhance their final score. [For the full proceedings, see ED636095.]