This paper presents the Educational Technology Social Justice Matrix based on a review of thirty-eight recent papers from a search for the terms "educational technology" and "social justice." The papers were reviewed using the SJPACK Model (Dyches & Boyd, 2017) for social justice in education, and educational technology themes were generated from the reviewed papers. The Educational Technology Social Justice Matrix presents ways that the field of educational technology intersects with the SJPACK Model. This provides a powerful lens for educational technology researchers to explore and expand their use of social justice to promote activism and anti-racist education.

This chapter explores the model of embedded librarian and writing center services that the authors have been piloting as part of a proposed online master's program in Educational Technology. The authors reviewed the literature related to services embedded in online programs and describe the planning and execution of their pilot. The chapter outlines the various forms an embedded model can take, the resources necessary to support embedded services, and the need to maintain faculty autonomy over the course. Finally, the authors provide a preliminary list of best practices for faculty and support service staff interested in embedding services into an online course.

Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of Eastern Kentucky University, and David Marcovitz of Loyola University Maryland. Included in the list of K-12-focused panelists are Leanna Archambault of Arizona State University, Kerry Rice of Boise State University, Michael Barbour of Touro University, Amy Garrett Dikkers of the University of North Carolina at Charlotte, and Aimee Whiteside of the University of Tampa.

Summary This paper explores the roles of students supporting technology in elementary classrooms. Students' primary role in the classroom is not to support teachers, but with technology, teachers take advantage of support in many forms. This paper classifies the ways in which students were found to support technology in the classroom, taking advantage of their expertise to help the teacher and other students. In some cases, students' efforts provided positive benefits to the teacher and other students, and in other cases, the students' efforts caused more problems than they solved.

Do your students seem uninterested in learning about computing? Do they complain that the subject matter has no relevant application to the "real world"? Do they appear baffled, bored, and inattentive? Your mission as a creative facilitator is not to assign a grade; your mission is to educate students to think, learn, and make new connections they never thought possible. A teacher's guidance, constructive feedback, and facilitated instruction should pave the way for students to meaningfully bridge prior knowledge with new knowledge. In this article, the authors suggest eight essential tactics on how teachers might teach creatively, particularly with respect to computing curricula, while they enjoy the teaching and learning processes and reap the pleasures of getting students to think creatively and productively in a complex information world.