A design and development project was funded to create technology-based supplemental tools in supporting pre-service teachers’ knowledge and skills pertaining to diagnosing and correcting mathematical errors of children in PK-5 classes. The study focused on answering the question, “How helpful are these technology-based tools in supporting the pre-service teachers’ ability to diagnose and correct mathematical errors?” Data was collected from online surveys completed by twenty-four pre-service teachers who reviewed nine video clips of a teacher working with a young learner in completing simple math problems. Findings of the study reported that the video clips helped the professional development of pre-service teachers. The digital materials provided also served as a reference point for reflective practice. Participants stated that the online availability of videos allowed ease of access, and created opportunities for reflection. The study showed that the integration of technology-based supplementary tools eased the learning experience of pre-service teachers due to visual and auditory features. However, this research should be extended, detailing situations of teachers working with children with special needs, as requested by the participants, for a more comprehensive study.

Participating in on-line social networks gives people the opportunity to collaborate with others regardless of geographic locale. However, social networks were initially developed with entertainment in mind, as opposed to collaboration and productivity. The research team developed a social network with collaboration and productivity in mind. After the social network (3Helix.org) was created, the researchers studied the groups, value, gender, trust, and innovations developed in the on-line community.

Celebrating 20 years of online learning, this session examines how the field of emerging media has strengthened online education. During an exploration of the past and present evolution of emerging technology, the session gives a salute to the TCC, Learning Times and the New Media Consortium before gazing into the future to propose how we may use mobile virtual reality in the classroom by 2020.

The Community of Inquiry (CoI) model and framework, proposed by R. Garrison and T. Anderson, among others, is one of the most researched models of online education since the last decade. It states that on online educational collaborative constructivist experience is a product of three elements of the learning community: Social Presence, Cognitive Presence and Teaching Presence. One distinguishing trait of the model is the way it dissociates the actor and the function. It refers Teaching Presence and not Teacher Presence. That means that the teaching function may be exerted by other participants, becoming a distributed function not exclusive of the teacher in a formal online educational setting. This distribution may be intentionally framed in the teacher´s instructional design (for example by peer moderation activities) but may also emerge naturally from the cooperative and collaborative interactions between the students as they pursue their social learning in the virtual environment.

A forth element of the model (Learning Presence) that tried to account for the occurrence of interactions expressing learners’ self- and co-regulation processes has been recently proposed but was not accepted by all CoI researchers. In these regulating behaviors we have found evidence of what might be, not a forth element of the model but another component of Teaching Presence. In their original form, the CoI framework proposed Design and Organization, Facilitation of Discourse and Direct Instruction as categories of Teaching Presence. We propose that when the participants in the learning community regulate each other’s learning processes, mainly in group work activities, they exert (distributed) Teaching Presence in a way not previously addressed by the CoI framework. In this paper we will propose Regulation of Learning as a forth category of Teaching Presence, the rationale that supports the proposal, the indicators that compose the category and results of a study where this enhanced Teaching Presence construct was used to analyze the online interactions.