Asynchronous online discussion environments are important platforms to support learning. Research suggests, however, threaded forums, one of the most popular asynchronous discussion environments, do not often foster productive online discussions naturally. This paper explores how certain properties of threaded forums have affected or constrained the quality of discussions, and argues that developing alternative discussion environments is highly needed to offer better support for asynchronous online communication. Using the Productive Online Discussion Model developed by Gao, Wang and Sun, we analyzed current work on four types of asynchronous discussion environments that have been developed and researched: constrained environments, visualized environments, anchored environments and combined environments. The paper has implications for developing future asynchronous online discussion environments. More specifically, future work should aim at (1) exploring new environments that support varied goals of learning, (2) integrating emerging technologies to address the constraints of current environments, (3) designing multifunctional environments to facilitate complex learning and (4) developing appropriate instructional activities and strategies for these environments. Practitioner Notes What is already known about this topic Asynchronous online discussion plays an important role in facilitating learning. It is hard to foster a focused, interactive and in‐depth asynchronous discussion in traditional threaded forums. Researchers have investigated multiple ways of structuring or facilitating asynchronous online discussions. What this paper adds The paper analyzes how existing features of threaded forums constrain the quality of online discussion. The paper identifies the progress made in designing alternative asynchronous discussion environments and discusses four major types of asynchronous discussion environments that have been developed and researched. The paper provides suggestions for developing future asynchronous discussion environments. Implications for practice and/or policy Designing alternative asynchronous discussion environments is necessary to improve the quality of online discussion and communication. New asynchronous discussion environments need to be designed to meet varied learning goals and facilitate complex learning. Appropriate instructional strategies need to be developed for both existing and new online discussion environments.

This study examined four factors that influence preservice teachers' intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors-technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology adoption-were explored through a multiple regression analysis. The results indicated that technology self-efficacy, attitudes toward technology, and perceived ease of use of technology were significantly predictive of technology adoption intentions when the other predictors were statistically controlled. Perceived barriers of technology adoption was not a significant predictor. Gender analyses were conducted showing no significant difference on all the factors between male and female. Practical and theoretical implications were addressed either to guide practitioners in designing teacher professional development program or assist researchers in their future study.

The public and educational communities are aware of the continuing crisis in math education in our middle schools and the convergence of technologies for teaching and learning. This paper presents a case study in which iPod Touch Ò was used to help middle school students learn about algebraic equations and, in particular, the concept of slope, absolute value, and elimination. The development of math movies for use on the iPod Touch provided students with a mobile means of informal math learning beyond the hours of the classroom. While the study explored the use of mobile devices in an eighth grade math classroom, the lessons learned are invaluable to those seeking to implement mobile technologies to support teaching and learning with typical software, such as iMovie, PowerPoint, and iTunes Ò .

Yanyan Sun is an assistant professor and Chenhui Scholar in EducationalTechnology at East China Normal University. Her major research interests include technology-facilitated learning environments, collaborative online learning,mobile learning, and computer-assisted language learning. Teresa Franklin is a professor in Instructional Technology at Ohio University. Her research focuses on the integration of technology through curriculum development for face-to-face and online learning, the development of virtual learning environments and e-learning; mobile technologies in the classroom; and teacher/faculty professional development in integrating technology for differentiated instruction and student achievement. Fei Gao is an assistant professor in Learning Design at Bowling Green State University. Her research focuses on designing technology-enhanced learning environments and assessing the effectiveness of learning in these environments. AbstractThis study explored how the GRE Analytical Writing Section Discussion Forum, an informal online language learning community in China, functioned to support its members to improve their English writing proficiency. The Community of Inquiry (CoI) model was used as the theoretical framework to explore the existence of teaching presence, cognitive presence and social presence in the GRE Analytical Writing Section Discussion Forum. The transcript analysis of postings in the GRE Analytical Writing Section Discussion Forum was used to find the existence of teaching, cognitive presence and social presence, and an adapted CoI survey was sent to members to measure their perceived teaching, cognitive and social presences. The results showed strong evidences of teaching presence, cognitive presence and social presence, and high levels of perceived teaching, cognitive and social presences in the GRE

Aim/PurposeThe goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates' perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates' aspirations to complete virtual field experiences. BackgroundWith an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers' papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. ContributionThe study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers' interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students' perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences.

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The use of information technologies in the field of geography, an important discipline in social sciences, contributes to rendering abstract phenomena and concepts concrete, thereby increasing high school education students' interest in geographic education. This study evaluated the extent to which information technologies has been diffused in high school geography lessons in a metropolitan area in Ghana, by focusing on geography teachers use of information technologies in teaching. In all, 40 geography teachers from 15 selected senior high schools in the metropolis were used for the study. Numerical analysis and descriptive analysis techniques were used in the analysis of the research data. Results indicated that the use of information technologies in teaching geography lessons in senior high schools was limited. The geography teachers attributed the inadequate use of information technologies to insufficient equipment, insufficient skills on the part of teachers, and inaccessibility to the available equipment. The research further indicated that teachers did not receive adequate training in the use of information technologies in their teacher preparation institutions and therefore, lacked the needed skills and were reluctant to use technology in the classroom to enhance teaching and learning.