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This case study suggests that the process of designing and facilitating hybrid courses in the island community of American Samoa required continuous negotiation with respect to the pace of instruction and the acculturation to online learning. The need for gentle transitions, such as constructing the face-to-face community before rushing into the online community, was apparent for instructors and students. Without honoring the local community, and making time for its renewal on a regular basis, the online community would be difficult, if not impossible, to sustain.

Researchers such as Deutsch and Nicholson (2006) have proposed authentic assessment as a means to connect learning with practice and develop a commitment to life-long learning. Recently, newer forms of distributed technology such as audio-conferencing and social networking have been central in moving learning opportunities beyond the classroom door. In this case study, the authors examine the process of developing and implementing a new culminating assessment in an online graduate program via newer technologies. Culminating student presentations shifted from an in-house, on-campus to an international, online venue. This chapter examines the rationale for the use of an international conference, the design of scaffolds required to support student success in the endeavor, and feedback from faculty and students on learning impacts of virtual conference participation. The case asks questions about viability and provokes debate about the types of experiences institutions should provide students, especially given the access technology can provide.

Many K-12 schools in the United States are now taking advantage of the ubiquitous presence of technology and deploying mobile devices in classrooms. Compounded with the necessity to meet the needs of today's students, who are growing and learning in the 21st century, teachers now face unique challenges and opportunities in adjusting their teaching in such a rapid changing time. Nevertheless, there has been very little research to date investigating the impact of mobile learning on teachers compared to that on students. The primary purpose of this pilot study is to examine changes in teachers' attitude, beliefs, and perceptions on teaching, learning, and mobile technology. Ten teachers completed four research tasks that facilitated them in gaining knowledge about mobile devices and mobile applications. Retrospective data indicated a positive shift in participating teachers' attitudes, beliefs, and perceptions during the research period. The findings of this study shed light on the current state of mobile learning in participating schools and provided insights into recommendations for future implementation. The current status of the second part of our mobile learning research project will also be shared.