Category: AACE

EdITLib Is Changing Its Name to LearnTechLib — The Learning & Technology Library

By Jordan Reiter,

EdITLib, the digital library sponsored by AACE, is changing its name and its domain. The new website,, will provide the identical content with a new name to reflect changes in the field of learning, education & technology:

To reflect the change to a broader recognition of the intersection between learning and technology, EdITLib, the Education and Information Technology Library, is being renamed to LearnTechLib, The Learning & Technology Library. The new domain for the LearnTechLib website is It is our hope that this name change will encourage and inspire researchers, teachers, and students to explore new and effective learning methods and technologies inside and outside the classroom.

The domain change will not affect current or future subscribers and links pointing to will continue to work indefinitely. For further information, please email

Join AACE Today!

By David Monsour,


  An AACE Individual Membership enables you to:

  • Learn about the latest developments in your discipline(s).
  • Gain professional recognition and make valuable contacts.
  • Enhance your knowledge & skills through interaction with colleagues from around the world.
  • Gain professional recognition through AACE conferences.
  • Submit your own papers for publication in one of AACE’s journals.
  • Participate in AACE’s leading-edge committees to direct the growth of your Division and regional chapter.
  • Have the opportunity to win AACE awards.

AACE JOURNALS                    AACE journals

AACE Professional Membership includes a subscription to an AACE print journal, full online access to all back issues of the journal selected, as well as discounts on additional AACE journals. Plus, you’ll have access to 2 electronic journals, the AACEJournal and Contemporary Issues in Technology & Teacher Education (CITE). Click here 
for more on AACE’s journals.


AACE Members receive discounts on journal subscriptions, conference proceedings CDs, and all AACE products. Members can also take advantage of substantial discounts on registration at these AACE-sponsored conferences:
* SITE – Society for Information Technology and Teacher Education      International Conference
* EdMedia – World Conference on Educational Media & Technology
* E-Learn – World Conference on E-Learning in Corporate,                  
  Government, Healthcare, and Higher Education
For more on AACE Member benefits, Click here.


Publication Associate Editors & Journal Papers Needed

By David Monsour,

The Society for Information Technology and Teacher Education (SITE) seeks Associate Editors of the
Journal of Technology and Teacher Education (JTATE).

For qualifications and application information, see:



Now taking submissions for all of our publications  

SITE – Society for Information Technology & Teacher Education and

 AACE – Association for the Advancement of Computing In Education

want to publish your papers!

AACE journals
We invite all authors to have your work considered for printing and sharing digitally in one of our internationally respected journals. Publication connects your paper with our vast community of researchers, educators and subscribers who specialize or who are interested in your specific field of study.


 CLICK HERE for author guidelines and to get started!


Our journals include:

  Have questions? Please contact AACE Publications directly at

NEW! AACE Conference Student Scholarships

By David Monsour,

AACE Student Scholarships
As a non-profit organization, AACE offers scholarships to students to reduce the funds required so they may have the opportunity to participate in professional AACE conferences.

AACE ConferencesScholarship pays $500 toward travel expenses and fees for conference registration and all workshops.

Coordinated by the AACE Foundation, the following scholarship application policies apply:

  • One application per person per conference.
  • Anyone with a current student ID may apply.
  • Please include copy of student ID with application.
  • Up to three student scholarships per conference will be awarded or up to 15 scholarships per year.
  • Scholarships cannot be postponed or transferred
  • to other conferences.
  • Awarded students are encouraged to attend workshops and sessionsand submit a written summaryabout their experiences, within one month after the conference ends.Selected reports will be published.

AACE understands that college tuitions are high and generally increasing. We hope that this contribution by AACE will make it easier for students to participate in conferences and extend their professional knowledge.


Have questions? Please contact AACE Publications directly at

Social Media and the Classroom

By Sarah Benson,

Social Media and the Classroom

Social Media in the Classroom

Reprinted from Guide to Online Schools



Social media is a trend on the up and up, and it’s still very unclear what long-term place it will have in our lives. However, if you interact with pre-teens and teens, the first generations to have grown up with web 2.0, the evidence is compelling that social media is changing the way we live in a pretty deep way. So what does this mean for educational institutions, those pillars of learning that are usually attempting to reach these same tech-savvy young adults?

Has Technology Changed the Way We Think?

The whole debate about incorporating social media into education stems from a presumption: that technology has changed the way we think and process information. Different researchers, psychologists, and educators have been discussing the evidence of this for a while now.

Some, such as distinguished technology researchers John Seeley Brown and Richard P. Adler, put it this way:

“… instead of starting from the Cartesian premise of “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, ‘We participate, therefore we are.’ ”

They argue that technology, and social media in particular, has changed learning from an individual endeavor to one that is fundamentally collaborative.

Ken Robinson, a British creativity expert and education speaker, speaks a similar mind in his TED talk about how schools kill creativity. In his mind, technologies like video games and social media allow students to endlessly interact and create their own learning experience, whereas a school’s traditional approach is entirely static.

One study done in 2005, just prior to the web 2.0 boom, considered how laptops affected the learning styles and grades of middle school students. The researchers found that students with laptops learned more collaboratively, did more project-based learning, and were more likely to readily engage in problem solving endeavors.

Social Media as a Boon to the Classroom

If the ubiquitous technology in our lives is truly changing the way we learn, is it time for schools to jump on the bandwagon and incorporate it into their curriculum? Some think so.

A recent study published in the Journal of Computer Assisted Learning looked at Twitter’s effects in the classroom. The study compared student performance and engagement in two college classes, one in which the professor used Twitter to communicate with students, and another in which they used a bulletin board.

At the end of the semester, the Twitter students had higher classroom engagement based on a nationally used scale, not to mention higher GPAs.

Another recent study done by University of Minnesota researcher Christine Greenhow showed that high schoolers who engaged in social media had better technology skills, something that could make them more attractive to employers. Greenhow discusses her findings on Youtube.

Social Media as an Unnecessary Distraction

This isn’t a topic without debate, however. Some educators and researchers argue that social media in the classroom is ultimately a distraction, one that reinforces students’ immaturities rather than helps them grow out of them.

Pearson Social Media Survey

A recent poll of higher education faculty revealed their reasons for trepidation. 80% of educators surveyed stated that “lack of integrity of student submissions” was a barrier to their use of social media in the classroom; 70% said they were concerned about their students’ privacy.

For some teachers, asking their students to leave an electronic trail of their time in class comes with too many question marks. And perhaps those privacy concerns aren’t totally unfounded. Recently, sociology researchers at Harvard have been charged with endangering students’ privacy, after they began researching an archive of 1,700 Harvard undergraduate Facebook profiles.

Future Trends in Education & Social Media

Even if current educators have their reservations about incorporating today’s wave of social media into their classroom, there’s really not much question that there is great potential in the use of technology in the classroom. The real question is, how can technology be specifically developed to be more helpful in the educational context?

Some think that mobile learning is the answer. As our smart phones become smarter and e-readers and tablets become more widespread, augmented reality and other on-the-go educational tools could become the next big thing. The barrier here has been developing apps and uses specifically for phones, which researchers say are students’ preferred mobile gadget.

Or maybe teachers will become keen on having students collaboratively share their questions and upvote the ones that they want to hear answered the most, through technologies like Google moderator. Another approach, called voicethread, allows for easy sharing and commenting on multimedia presentations.

What’s Your Take?

Are social media-averse teachers being stubborn Luddites, a modern version of Plato and his critique on the value of the written word? Or is social media in the classroom ultimately more distracting than it is helpful? Fad, or underexploited educational resource? Chime in below.



AACE Journals: Call for Papers

By David Monsour,




AACE Wants To Publish Your Papers! 

The Association for the Advancement of Computing In Education 
is now taking submissions for all of our publications. 
We invite all authors to have your work considered for printing and sharing digitally in one of our internationally repected journals. Publication connects your paper with our vast community of reseachers, educators and subscribers who specialize or who are intrested in your specific field of study.

 CLICK HERE for author guidelines and to get started!


Our journals include:


 Have questions? Please contact AACE Publications directly at

simSchool earns Wave 1 grant from Next Generation Learning Challenges!

By Sarah Benson,

Westlake Village, Calif., May 24, 2011 – Next Generation Learning Challenges (NGLC) has awarded a grant to the “simSchool modules Project” sponsored by the Association for the Advancement of Computing in Education (AACE) in collaboration with CurveShift (simSchool) and Pragmatic Solutions, Inc. (Leverage) Key partners also include University of North Texas, Society for Information Technology and Teacher Education and FableVision as well as Kean University and Marygrove College who are the first of twelve institutions of Higher Education to be announced to support the module development.

The Wave 1 award will fund deeper learning modules for learning to teach via simSchool, a game-like simulation that develops teaching skills. simSchool will be disseminated via an international network of colleges of education and be scaled to reach all future teachers in the U.S. simSchool dynamically simulates classroom learner behaviors, emulates teaching and learning activities, and has been shown to generate relevant benefits concerning mastery of deeper learning outcomes such as self-efficacy, critical thinking, complex problem solving and collaboration.

“Our goal is to enhance our simSchool platform, a ‘flight simulator’ for teachers, to become a fully-realized teacher training platform for higher education” said David Gibson Ed. D. CurveShift Founder. “By incorporating meaningful instructional modules and deep analytics, we know we can help pre-service teachers better contextualize and target their own learning and improve their overall self-efficacy as current college students and future educational professionals,” continued Gibson.

The simSchool module project was selected from a field of more than 600 pre-proposals and 50 finalists. NGLC focuses on identifying and scaling technology-enabled approaches to dramatically improve college readiness and completion by addressing a continuum of interrelated issues spanning secondary and postsecondary education from grades 6 through college. NGLC is led by EDUCAUSE in partnership with The League for Innovation in the Community College, the International Association of K-12 Online Learning, and the Council of Chief State School Officers. The Bill & Melinda Gates Foundation, and the William and Flora Hewlett Foundation helped design the Next Generation Learning Challenges, and fund the initiative.

About simSchool and CurveShift:

simSchool is a classroom simulation that supports the rapid accumulation of a teacher’s experience in analyzing student differences, adapting instruction to individual learner needs, gathering data about the impacts of instruction, and seeing the results of their teaching. It’s a virtual learning environment where instructors can explore instructional strategies, examine classroom management techniques, and practice building relationships with students that will translate into increased learning. The students may be virtual, but their very real behaviors are based on decades of psychological and behavioral research. The results teacher users experience are real and measureable, too, and include improvement in general teaching skill, improved confidence in using technology, and an increased belief that the teacher-user has the skills and ability to make a difference in a child’s life. Using simSchool has even been shown to improve pre-service teachers’ performance in teacher preparation courses and attitudes toward inclusion of special needs students. In these ways and more, simSchool enables transformational experiences for teachers to help them become more effective leaders in their classrooms and learning communities. For more information on simSchool, please visit

CurveShift designs and distributes high quality digital tools and resources for K12 teacher and organizational effectiveness. CurveShift owns over $12 million worth of digital content, platforms, authoring tools and courseware aimed at K-12 teacher preparation and development. CurveShift’s founders and their colleagues developed these assets over the past decade through government grants and contracts. Many of the products are already successful and in use across many industry segments. For more information on simSchool, please visit

About Leverage™ Adaptive Learning Platform and Pragmatic Solutions, Inc.

Leverage™ Adaptive Learning Platform was developed by Pragmatic Solutions, Inc. under military specs to support large-scale, simulations, virtual environments, and learning management systems. Central to Leverage’s capabilities is the ability to seamlessly manage millions of user accounts, collect terabytes of data, execute thousands of business rules, and deliver real-time analytics and feedback to multiple classes of end users without impacting the flow or delivery of content or game play. Leverage currently serves as the backend framework for programs in government, business, education, research, corporate training, and commercial entertainment. Tens of thousands of content objects, dynamic media tools, game scenarios, and user-specific items and messages flow in and out of Leverage’s centralized database and interfaces hourly to users in 40 countries around the world. For more information on Leverage or Pragmatic Solutions, Inc., please visit

Pragmatic Solutions, Inc. headquartered in Westlake Village, CA, is a data modeling innovator with extensive organizational expertise in creating stable, scalable database and server architecture conducive to business information and learning management systems. Over the past decade, Pragmatic has worked at the leading edge of systems design, exploring how advanced data collection, inference and analysis tools can be used to impact performance, engagement, and learning in simulations, games, virtual worlds, and other interactive web environments. Pragmatic’s systems currently influence tens of millions of users’ online experiences around the world.

Association for the Advancement of Computing in Education (AACE)
AACE (founded in 1981) is an international, educational, and professional organization dedicated to the advancement of the knowledge, theory and quality of learning and teaching at all levels with information technology. For simSchool Modules, AACE will house “modules” created by participating partners in EdITLib, an open source library of education and information technology digital resources.

Society for Information Technology and Teacher Education (SITE)
SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through the SITE conference, books, collaborative projects with other organizations, and the Journal of Technology and Teacher Education. SITE (founded in 1990) is a society of the Association for the Advancement of Computing in Education (AACE). During the simSchool Modules project, SITE will operate as a communications hub, both promoting the project to its global constituency of higher ed institutions and helping disseminate news on going progress and research results.

University of North Texas (UNT)
UNT is a student-focused, public, research university located in Denton, Texas. One of Texas’ largest universities, UNT offers 97 bachelor’s, 88 master’s and 40 doctoral degree programs within the university’s 12 colleges and schools. During the simSchool Modules project, UNT will serve as the Research Center on Teaching and Learning with simSchool.

Boston-based FableVision Studios creates award-winning websites, games & activities, animated films, interactive graphic novels, museum kiosks, digital storybooks, desktop applications, and iPhone apps. FableVision is dedicated to helping ALL learners reach their full potential and to telling “stories that matter, stories that move.” During the simSchool Modules Project, FableVision’s team will help direct creative and business development toward improving user experiences and enhancing the simSchool brand.

About NGLC

NGLC reflects a unique synergy resulting from the blended expertise, leadership, and credibility of both institutional and technology leaders who share a commitment to resolving the educational challenges our students – and the country – faces , and to expanding the adoption of proven innovations within timelines that will demonstrate measurable impact on the problems of the day. NGLC is led by EDUCAUSE in partnership with the League for Innovation in the Community College, the International Association for K-12 Online Learning (iNACOL), and the Council of Chief State School Officers (CCSSO). Funding is being provided by the Bill & Melinda Gates Foundation and The William and Flora Hewlett Foundation.

For More information on the Phase 1 NGLC Program:

Become a Friend on Facebook:
Follow us on Twitter: @simSchool
Join our Linked Group: simSchool

Stacy Kruse
Director of Serious Games & Education
Pragmatic Solutions, Inc.
32123 Lindero Canyon Road
Suite 216A
Westlake Village, CA 91361
Phone: 818-517-9489

Educational impact of the Local Community Radio Act

By Jordan Reiter,

On December 20th the U.S. Congress passed the Local Community Radio Act. While it still remains to see what the impact will be on the growth of local, “low power” FM (LPFM) stations in the future, it’s worthwhile to consider how this relates to issues in e-learning and online communication.

Although the internet certainly suffers from information overload, there was never a question that increased participation would actually interfere with other “signals”. In radio, on the other hand, there has long been an argument that LPFM stations were blocking the signals of other stations. As a result, until recently, access to radio bandwidth has been incredibly limited.

The new bill opens up the radio to a whole new set of broadcasters:

  • Minorities and women: according to the bill “minorities own only 7 percent of all local television and radio stations. Women represent more than half of the population, but own only 6 percent of all local television and radio stations. LPFM stations, while not a solution to the overall inequalities in minority and female broadcast ownership, provide an additional opportunity for underrepresented communities to operate a station and provide local communities with a greater diversity of viewpoints and culture”
  • Speakers of other languages: the bill instructs the FCC to make decisions “based on the needs of the local community”. For areas with significant immigrant populations, this could mean more stations in their native language.

How can radio be harnessed for educational purposes? Some ideas might come from the developing world, where a lack of access to more advanced technologies has meant that radio is still seen as an effective medium for education.

Here are a few articles from the EdITLib digital library that address this topic:

AACE has now secured @aace! If…

By Jordan Reiter,

AACE has now secured @aace! If you’re following us under the old account of aaceorg, please update to @aace to ensure you stay up-to-date!