In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional development for the use of an online learning environment; and (b) using an online learning environment in their classrooms. Inservice teachers who went through the TPACK-based program experienced considerable movement within the TPACK diagrammatic knowledge domains and expressed positive and encouraging comments regarding their knowledge domains portrayed within the TPACK framework. Quantitative and qualitative results are shared along with implications of designing professional development, online learning environments using TPACK, and advancing the TPACK framework itself.

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Purpose In March of 2020, Minnesota schools were mandated to transition to distance learning to slow the spread of COVID-19. The charge of providing equitable and appropriate remote learning to all students gave administrators, educators and non-academic staff a few weeks to completely redesign education. This paper aims to describe one district’s experience in planning and offering distance education and build precedent other educational leaders may use in future designs. Design/methodology/approach This case study documents how one rural K12 district leveraged their strong foundation of technology integration and created crisis remote learning solutions for its most marginalized student populations including special education students, English learners and financially disadvantaged students. Findings This study shares examples of how this district prioritized relationships and the well-being of students and staff and outlines practical strategies for equitable distance learning that should be considered during and beyond emergency remote teaching. Originality/value This paper provides just-in-time practical advice for K12 administrators and educators on navigating crisis distance learning.

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In this article, we investigate the discourse between a female conversational pedagogical agent and 59 adolescents in the context of a social studies lesson. We note that previous pedagogical agent research has focused on the positive effects of agents, while failing to take into account the intricacies of learner-agent discourse, and subsequently missing the abuse suffered by pedagogical agents at users' fingertips. Our analysis indicates that learners readily misuse and abuse pedagogical agents while placing them in a subordinate and inferior role. We conclude by making recommendations on agent design and future research.

Oftentimes it seems that education, as an institution, is populated by persons who work to preserve practices of the past and who do not depend upon or explore the advantages of digital literacies. Digital literacies, however, are here to stay—they are at the core of new literacies—and educators should consider how to best weave together old, new, and future literacies so that young people leave school literate in the ways of school and the ways of the world. يبدو كثيراً من الأحيان أنّ التعليم كمؤسّسة يؤهله الناس الذين يعملون من أجل الحفاظ على ممارسات الماضي ولا يعتمدون أو يستكشفون فوائد معرفة القراءة والكتابة عن طريق الأجهزة الرقمية وإنما هذه الطريق ستبقى إلى الأبد—فإنّها في لب طرق معرفة القراءة والكتابة الجديدة—ومن المفروض أن يفكِّر المعلِّمون في إيجاد أحسن طريق لجمع معارف القراءة والكتابة القديمة والجديدة والمستقبلة كي يتخرّج الصغار من المدارس واعين المناهج المدرسية والعالمية. 教育常常好像是一个制度，置身其中的人都为保存以往的教育实践而工作，不依靠或不去探求数码读写能力的好处。然而，数码读写能力是存在的，也会一直存在的¾¾数码读写能力就是存在于新读写能力的核心里¾¾教育工作者应该考虑采用最好的方法把旧的、新的，和未来的读写能力编成一起，让年青人离开学校后，能具备学校所要求的读写能力及外面世界所要求的读写能力。 On considère souvent que l'école, en tant qu'institution, est peuplée de gens qui travaillent à conserver des pratiques du passé et qui ne tiennent pas compte ou n'explorent pas les avantages des lectures‐écritures numériques. Les lectures‐écritures numériques pourtant sont appelées à durer — elles sont au cœur des nouvelles formes de lecture‐écriture — et les enseignants devraient réfléchir à la meilleure façon de tisser les anciennes, les nouvelles, et les futures formes de lecture‐écriture de telle sorte que les jeunes sortent de l'école en étant lettrés de la façon dont l'école l'entend, mais aussi de la façon dont le monde le conçoit. Зачастую создается впечатление, что система образования как институт государства и общества населена людьми, которые делают все возможное, чтобы сохранить методы прошлого, и совершенно не желают применять или исследовать возможности цифровых технологий в обучении. Однако цифровая грамотность вошла в нашу жизнь прочно и надолго, и педагогам следует задуматься о том, как лучше всего сочетать старую и новую грамотность, а также виды грамотности, которые появятся в ближайшем будущем. Только так молодые люди выйдут из школы готовыми к жизни в современном мире. A menudo, parece que el magisterio, como institución, está poblado por personas interesadas en mantener las prácticas del pasado y que no dependen de, ni exploran, las ventajas de las culturas digitales. Las culturas digitales, sin embargo, no van a desaparecer—son la base de las culturas nuevas—y los educadores deben considerar cómo mejor integrar las culturas establecidas, nuevas y del futuro para que los jóvenes salgan de la escuela sabiendo cómo funcionar en la escuela y en el mundo de afuera.

There is a need for quality professional development programs and instructional models addressing the needs and challenges of K-12 technology integration in the geography classroom. This study used a mixed-methods design employing surveys and observations to evaluate teacher experiences within a professional development program focused on developing in-service geography teachers' technological, pedagogical, and content knowledge (TPACK) through content-specific learning tools and resources. Results indicate that instructional scaffolding plays an important role in improving teachers' ability to integrate technology in pedagogically meaningful ways geared toward enhancing students' geographic inquiry skills.