Mobile devices provide a number of compelling features for learning and instruction. Clearly, these devices are becoming more and more popular. Arguably the most popular mobile device for education is the iPad. Multiple one-to-one iPad initiatives are cropping up around the United States. While interest continues to grow rapidly, the research and best practices for using these devices is not becoming available at the same pace. At the University of Hawai‘i–Manoa, we have implemented a one-to-one iPad initiative in a dual licensure (general/special ed) elementary teacher preparation program. Since Fall, 2013 we have been collecting and analyzing formative evaluation data on the initiative. In this presentation we report our findings to date and provide practical guidance and suggestions based on those findings. This descriptive case report provides an insider glimpse into the challenges and opportunities that are coming to light.

What’s all the buzz about badging? Badging has rapidly become a viable method to document accomplishments gained throughout your career — whether before, during, or after you complete a degree. Badges in your digital portfolio make competencies, accomplishments, and connections more visible in the higher education community. Join this session to learn more about the value of badging in professional development and career planning.

With the continued growth of K-12 online learning, there is a need to train online instructors and understand professional development experiences that impact their success in teaching in K-12 blended and online environments. The purpose of this mixed-method case study was to gain insights on the long term impacts of the Kamehameha Schools Online Instructor Training Institute (OITI), seven to ten years later, of four teachers who became online instructors. Qualitative and quantitative methods were applied to take an in-depth look at how these teachers continued to integrate technology into their instruction, implemented distance learning instructional strategies, their perceived impact on students, and their perceived impact of their OITI experience. The findings of the study indicated teachers consistently applied their knowledge gained through integration of technology in their classrooms and implementing distance learning instructional strategies when teaching online. The OITI also impacted teachers’ perceptions and attitudes towards online learning positively, including recognition of their impact on students. The insights gained from this study resulted in recommendations for future trainings of K-12 online instructors and ideas for future research such as the need to personalize training for online instructors, learn more about professional learning communities, and conduct additional case studies relevant to training online instructors.