Writing

Caratachea, M.X., & Jones, W.M. (2024). Making in virtual environments: A case study of K12 teachers’ perceptions on the educational affordances of virtual reality for maker-centered learning. Educational Technology Research and Development, 72, 155-180. doi.org/10.1007/s11423-023-10290-5.

https://rdcu.be/dodE3

Greene, M., Sheng-Lun, C., & Jones, M. (2023). Preservice teachers’ technology integration knowledge development in an online technology-based course. International Journal of Instruction, 16(4), 385-404.

https://www.e-iji.net/dosyalar/iji_2023_4_23.pdf

Caratachea, M.X., Greene, M.D., & Jones, W.M. (2023). Maker-Centered Professional Learning for Inservice and Preservice K-12 Educators: A Systematic Literature Review. TechTrends, 67 (4), 648-663. doi.org/10.1007/s11528-023-00865-7.

https://rdcu.be/de59X

Greene, M.D, Sheng-Lun, C., & Jones, W.M. (in press). The impact of an online technology course on preservice teachers’ technological knowledge: Strategies and design. International Journal of Professional Development, Learners and Learning, 5(2). doi.org/10.30935/ijpdll/13772.

https://www.ijpdll.com/article/the-impact-of-an-online-technology-course-on-pre-service-teachers-technological-knowledge-strategies-13772

Greene, M., Schad, M., & Jones, W. (2022). Technological Pedagogical Content Knowledge and Context in the English Language Subject Area: Implications for Research and Practice. Journal of Interactive Learning Research, 33 (2), 83-96.

https://www.learntechlib.org/p/220344/

Jackson, B., Jones, W.M., Schad, M. & Strand, D. (2021). Assessing K-12 Online Teachers’ Knowledge of Online Student Identities. Journal of Online Learning Research, 7(1), 35-56.

https://www.learntechlib.org/primary/p/216090/

Schad, M.L., Greene, M.D. & Jones, M. (2021). A Review of Theory, Theoretical and Conceptual Frameworks in Educational Technology. International Journal on E-Learning, 20(2), 187-198.

https://www.learntechlib.org/primary/p/218631/

Jones, W.M., Caratachea, M., Schad, M.L., & Cohen, J.D. (2021). Examining K-12 teacher learning in a makerspace through the activity-identity-community framework. Journal of Research on Technology in Education, 53 (3). doi.org/10.1080/15391523.2020.1774824.

https://www.tandfonline.com/eprint/RNYRYCXKD5REBTBJ9YHC/full?target=10.1080/15391523.2020.1774824

Jones, W.M. (2021). Teachers’ perceptions of a maker-centered professional development experience: A multiple case study. International Journal of Technology and Design Education, 31(4), 697-721.https://doi.org/10.1007/s10798-020-09581-2

https://rdcu.be/b3Bb3

Greene, M. D., & Jones, W. M. (2020). Analyzing Contextual levels and Applications of Technological Pedagogical Content Knowledge (TPACK) in English as a Second Language Subject Area: A Systematic Literature Review. Educational Technology & Society, 23 (4), 75–88.

https://drive.google.com/file/d/19P0pG-gkWU_EAQlf3RuGN1idEQ8G_mlm/view

Greene, M.D.*, & Jones, W. (2020). Implications of Technological Instructional Practices for English as a Second Language Vocabulary Learning. International Journal on E-Learning, 19(3), 209- 228.

Green, M.D., & Jones, W. (2020). Towards a critical conceptual framework for technology integration in professional development for English language teachers. Journal of Educational Media and Hypermedia, 29(2), 113-132.

https://www.learntechlib.org/primary/p/187640/

Schad, M. & Jones, W.M. (2020) The Maker Movement and Education: A Systematic Review of the Literature. Journal of Research on Technology in Education, 52(1), 65-78 doi.org/10.1080/15391523.2019.1688739.

https://www.tandfonline.com/doi/full/10.1080/15391523.2019.1688739

Jones, W.M., Cohen, J.D., Schad, M., Caratachea, M., & Smith, S. (2020). Maker-centered teacher professional development: Examining K-12 teachers’ learning experiences in a commercial makerspace. Techtrends, 64(1), 37-49. doi.org/10.1007/s11528-019-00425-y.

https://rdcu.be/bODtd

Jackson, B. & Jones, W.M. (2019). Where the Rubber Meets the Road: Exploring the Perceptions of Inservice Teachers in a Virtual Field Experience. Journal of Research on Technology in Education 51 (1), 7-26. doi.org/10.1080/15391523.2018.1530622.

https://www.tandfonline.com/eprint/gun3gwCvHQVXDUMERtFj/full

9% acceptance rate

Debbagh, M. & Jones, W.M. (2018). Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching. Journal of Educational Multimedia and Hypermedia, 27(1), 43-62. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/p/178510/

Jones, M. & Dexter, S. (2018). Teacher Perspectives on Technology Integration Professional Development: Formal, Informal, and Independent Learning Activities. Journal of Educational Multimedia and Hypermedia, 27(1), 83-102. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/p/178511/

Cohen, J.D., Jones, W.M., & Smith, S. (2018). Preservice and Early Career Teachers’ Preconceptions and Misconceptions About Making in Education. Journal of Digital Learning in Teacher Education, 34 (1), 31-42. doi.org/10.1080/21532974.2017.1387832

http://www.tandfonline.com/doi/full/10.1080/21532974.2017.1387832

Jones, W.M., Hope, S. & Adams, B. (2018). Teachers perceptions of digital badges as recognition of professional development. British Journal of Educational Technology. 49 (3), 427-438. doi:10.1111/bjet.12557.

http://onlinelibrary.wiley.com/doi/10.1111/bjet.12557/full

Cohen, J.D., Huprich, J., Jones, W.M. & Smith, S. (2017). Educators’ perceptions of a maker-based learning experience. The International Journal of Information and Learning Technology, 34 (5), 428-438. doi.org/10.1108/IJILT-06-2017-0050

http://www.emeraldinsight.com/doi/full/10.1108/IJILT-06-2017-0050

2017 Journal Metrics:

CiteScore = .82

Jones, W.M., Smith, S. & Cohen, J. (2017). Preservice teachers’ beliefs about using maker activities in formal K-12 educational settings: A multi-institutional study. Journal of Research on Technology in Education, 49(3-4), 134-148. doi:10.1080/15391523.2017.1318097

http://www.tandfonline.com/eprint/GzYUai7FCE6gxR2msHIs/full

2017 Journal Metrics:

Cabells Classification Index = 89%

Difficulty of Acceptance = 78%

Cohen, J. D., Jones, W.M., Smith, S. & Calandra, B. (2017). Makification: Towards a framework for leveraging the maker movement in formal education. Journal of Educational Multimedia and Hypermedia, 26(3), 217-229. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/p/174191

2017 Journal Metrics:

Cabell’s Classification Index = 33%

Difficulty of Acceptance = 59%

Moore-Adams, B., Jones, W.M., Cohen, J. (2016). Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online. Distance Education, 37(3), 333-348. doi: 10.1080/01587919.2016.1232158

http://www.tandfonline.com/doi/full/10.1080/01587919.2016.1232158

2016 Journal Metrics:

Cabell’s Classification Index = 78%

Difficulty of Acceptance = 84%

Journal Impact Factor = 1.592

Jones, M. & Dexter, S. (2016). Conceptualizing school-based teacher learning from teachers’ points of view: Holistically leveraging formal, informal, and independent learning activities. Journal of Educational Multimedia and Hypermedia, 25(3), 251-268. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/p/173246

Jones, W.M. & Dexter, S. (2014). How teachers learn: The roles of formal, informal, and independent learning. Educational Technology Research & Development, 62(3), 367-384. doi:10.1007/s11423-014-9337-6

http://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=1003&context=tedu_pubs

2014 Journal Metrics:

Cabell’s Classification Index = 95%

Journal Impact Factor = 1.42

Searson, M., Jones, W. M., Wold, K. (2011). Editorial:Reimagining schools: The potential of virtual education. British Journal of Educational Technology, 42(3), 363-371.

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2011.01178.x/epdf

2011 Journal Metrics:

Journal Impact Factor = 2.098

Jackson, B. & Jones, W.M. (2020). Exploring Bourdieu’s Field Theory in Terms of K12 Online Learning: A Review of Literature. In G.H. Marks & D. Schmidt-Crawford (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 573-580). Online: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/pv/215813/

Greene, M. & Jones, W. (2019). Implications of Technological Instructional Practices for English as a Second Language Vocabulary Learning. In S. Carliner (Ed.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 237-248). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/pv/211092/

Schad, M.L. & Jones, M. (2019). Makerspace Professional Development: A Self-determination Theory Analysis. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 197-204). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

https://learntechlib.org/p/208470/

Cohen, J., Margulieux, L. E., Renken, M., Smith, S., & Jones, W. M. (2018). Maker Mindset: Measuring the Effect of Making. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Science Count, 13th International Conference of the Learning Sciences (ICLS) Volume 3 (pp. 1505-1506). London, UK: International Society of the Learning Sciences.

Debbagh, M. & Jones, W.M. (2017). The Use of Facebook for Teaching Oral Communication Skills to English as a Second Language Students. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 752-761). Washington, DC: Association for the Advancement of Computing in Education (AACE).

https://www.learntechlib.org/p/178384/

Jackson, B. & Jones, W.M. (2017). Blogging and Microblogging for Community Building in a Virtual Field Experience. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 649-655). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/p/177345

Smith, S., Cohen, J. & Jones, M. (2017). Digital Fabrication in Education: A Critical Look at Authentic Integration. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 112-113). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

https://www.editlib.org/p/177845

Hope, S. & Jones, W.M. (2016). Developing a Digital Badge Platform for a Teacher Training Program. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 881-886). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/p/171800

Dexter, S., Anderson Morgan, M., Jones, W.M. & Meyer, J.P. (2016). Trends in Types Of and Goals For Technology Usage As Teachers Increase Their Technology Integration. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 1099-1113). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/p/171842

Cohen, J., Jones, W.M., Smith, S. & Calandra, B. (2016). Makification: Towards a Framework for Leveraging the Maker Movement in Formal Education. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 116-122). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

http://www.learntechlib.org/p/171660

Debbagh, M. & Jones, W.M. (2015). Using the TPACK Framework to Examine Technology Integration in English Language Teaching. In Proceedings of Society for Technology & Teacher Education International Conference 2015 (pp. 2745-2750). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

http://www.editlib.org/p/150436/

Moore-Adams, B.L. & Jones, W.M. (2015). Lessons Learned from the Development of an Online Teaching Certificate Program for K-12 Teachers. In Proceedings of Society for Technology & Teacher Education International Conference 2015 (pp. 1329-1336). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

http://www.editlib.org/p/150196/

Wold, K. & Jones, M. (2011). A call to action for teacher education in K-12 virtual education. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp.3468-3472). Chesapeake, VA:AACE.

http://www.editlib.org/p/36858/

Dexter, S., Anderson Morgan, M. & Jones, W.M. (2016). Trends in types of and goals for technology usage as teachers increase their technology integration. In L. Liu & D. Gibson (Eds.). Research Highlights in Technology and Teacher Education (pp. 61-68). Society for Information Technology & Teacher Education.

https://www.learntechlib.org/p/174168

Jones, W.M. & Moore-Adams, B. (2016). Introduction to Distance Education. In L. Scott & C. Thoma (Eds.), Universal Design for Distance Education: A Framework for Delivering Online Courses (pp. 5-18). Maine: XanEdu.

http://www.xanedu.com/higher-education/educators/custom-books-catalog/universal-design-for-distance-education-a-guide-for-online-course-development/