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1. Delivery and Impact of Virtual Teacher Professional Development Workshops.

   Walz, K; Arquin, M; Shoemaker, J.; Liddicoat, S.; Temple, G.; Alfano, K. (August 2022, ASEE Annual Conference Proceedings)

   Over the past few years, education at all levels has been greatly disrupted by the COVID pandemic. For many schools, face-to-face interactions were reduced or restricted to only those activities that have been determined to be essential for student instruction. The pandemic has also had a great impact on teacher professional development programming, which traditionally has been delivered largely in face-to-face settings. This paper examines the implementation of a series of energy technology teacher professional development workshops that were delivered virtually using online meeting apps. The results of the workshops are presented including participant measures of learning gains, and feedback describing how faculty participants used the information gained to modify their curriculum and instruction. The discussion includes observations and recommended practices to promote the effective incorporation of tools and equipment for remotely delivered workshops. 

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2. Building a Virtual Community of Practice: Teacher Learning for Computational Thinking Infusion

   https://doi.org/10.1007/s11528-022-00729-6  

   Jocius, Robin; O’Byrne, W. Ian; Albert, Jennifer; Joshi, Deepti; Blanton, Melanie; Robinson, Richard; Andrews, Ashley; Barnes, Tiffany; Catete, Veronica (May 2022, TechTrends)
3. Effectively Adapting and Implementing In-Person Teacher Professional Development to a Virtual Format

   https://doi.org/10.15695/jstem/v4i3.12  

   Chandran, Katie Busch; Haynie, Kathy C.; Tawbush, Rachael; Wyss, J. Michael (August 2021, The Journal of STEM Outreach)
4. Supporting Teacher Self-efficacy and TPACK: Teaching Louisiana Wetlands Using Virtual Field Trips

   Olokunde, Temitope; Jones, Nastassia N. (March 2023, Proceedings of Society for Information Technology & Teacher Education International Conference)

   Langran, E.; Christensen, P.; Sanson, J. (Ed.)

   Education about natural environments and their connection to ecosystems has the potential to foster environmental literacy and stewardship. Fostering environmental awareness in students helps them to learn about STEM topics in nature through hands-on classroom lessons with immersive experiences. Virtual reality technology serves as an educational tool that provides immersive learning experiences, which makes it relevant to developing environmental knowledge. This study focuses on Louisiana’s natural environment, particularly the Louisiana wetlands that exist near communities with little to no STEM training opportunities for teachers and students in K-12 schools. A virtual reality themed professional development program was established in Louisiana, to equip STEM teachers with virtual reality skills to immerse students into simulated field experiences of Louisiana wetlands. Integrating virtual reality technology into the teaching of Louisiana wetlands, helps put STEM concepts in a real-world context that is relatable to teachers and students living in these areas. This study draws insight from the teachers’ learning experiences as they participated in the professional development program. 

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5. Designing Conversational Agents to Support Student Teacher Learning in Virtual Reality Simulation: A Case Study

   https://doi.org/10.1145/3613905.3637145  

   Dai, Chih-Pu; Ke, Fengfeng; Zhang, Nuodi; Barrett, Alex; West, Luke; Bhowmik, Saptarshi; Southerland, Sherry A; Yuan, Xin (May 2024, ACM)