Article exploring preservice teachers’ coding in the design of a visually-enhanced digital book to reduce the lag between highly visual texts in elementary classrooms and a lack of emphasis on visual literacy in teacher preparation. Findings call for a shift to acknowledge and incorporate visual literacy theories and practices into teacher preparation programs to prepare preservice teachers for digitally literate classrooms.

Article providing a research perspective on Giannakas et al.’s (2018) manuscript, “A critical review of 13 years of mobile game-based learning” to serve as a resource to educators navigating the transition to remote learning during the pandemic.

This article identifies 120 parents' intentions to adopt mobile technology and gathers in-depth perceptions about mobile technology adoption with a smaller subset of 13 parents.

Article providing evidence of how children from 120 homes across 46 classrooms use apps and portable technology to support their reading development. The finding that nearly all children in this study supported reading skills with portable technology in the home demonstrates the need to foster partnerships between parents and teachers that builds on children's technological knowledge and use to deepen learning between home and school.

Article exploring how the pedagogical knowledge construct of Technological Pedagogical Content Knowledge (TPACK) and a scaffolded use of the gradual release of responsibility framework helped preservice teachers design literacy instruction with the iPad.

Article identifying predictors of parent's portable technology adoption to support children's reading development in the home by applying the Unified Theory of Acceptance and Use of Technology to informal elementary education.

Article examining teacher preparation programs ability to help preservice teachers connect educational theory with teaching practice. This article systematically reflects on written responses, recorded in a private weblog over the course of a 15-week intermediate reading methods course.

Article examining individual concerns to integrate virtual reality into science instruction before and after a hands-on intervention with virtual reality to improve understanding of preservice teacher acceptance and integration of virtual reality into science.

Article examining young children’s reading preference by text type. Discourse and observation analyses show children engage differently between text types. Findings have implications for parents, teachers, and teacher educators support today’s young children as readers.

Article examining how parents' reports of children’s technology use in the home varies by a child’s gender or grade level. Strategies are provided for teachers, support specialists, and parents to improve how children use technology. Implications for app developers are suggested.

Article examining one month of social media, news media, school district websites’ continuity plans and educational affiliate organizations, to unveil K-12 stakeholders’ initial response to K-12 remote teaching following the declaration of the national emergency of the COVID-19 pandemic in the USA. Initial responses focused on community lockdown procedures, sustaining education, adapting to a remote lifestyle and political tension. The authors revisited included tweets one week later to measure their connectedness, which revealed that educational organizations, which have the largest number of followers, also have the greatest outreach and visibility. This is the accepted manuscript of the article which has been approved to post in an institutional repository.

This article conducts a review study to measure the effectiveness of mobile technologies to support children's literacy achievement on pre-kindergarten through 5th grade students from 2007 to 2019.

This article argues that whole district reform is possible in ways that increased student achievement results on standardized tests across two districts.

This article discusses the use of cultural competency training at a Texas school district to bring about openness in talking about issues of diversity.

This article reports a Texas suburban school district's efforts to promote cultural proficiency after leadership trainings.

This book chapter focuses on the use of ereaders as a learning tool to motivate and engage students, support content learning, and promote literacy development across content areas.

This article describes a duoethnography of two faculty members working in different leadership programs to reveal how their understanding of diversity and social justice has been formed over the course of their lives.

Authors of the article addressed the call for explorations of how BIPOC students’ “experiences in secondary mathematics classrooms might advance transformative, equity-focused, pedagogical models” by exploring how a nested, equity-directed approach created different kinds of opportunities for students to take up, shift, or resist what it means to teach, learn, and do mathematics. Specifically, authors looked at efforts to engage equity-directed dominant and critical approaches through a series of three mathematics projects aimed at investigating food insecurity as a social (in)justice issue using geometry.

This article discusses how textbooks can influence the classroom as a political space, using the example of the "Consorcio Clavijero" program, which offers Mexican professionals the opportunity to enter bilingual contexts in the U.S. as interns and classroom teachers.

This article highlights one Latina school leader in the National Latina/o Leadership Study and her experiences developing a professional and racial identity within urban school contexts.

This article examines one district's staff development plan that has successfully engaged teachers and administrators in designing and implementing relevant programs that make a positive difference for schools and students.

This article explores the theory and practice between two existing conceptual frameworks: 1) social learning theory and 2) teacher evaluation systems.

This article uses the example of the Arab Spring to discuss how new media lowers barriers so that more voices may be heard.

This article examines the work of media theorist and cultural critic Neil Postman in the wake of participatory media.