Enhancing homebound instruction: Current status and potential of telepresence technology

When a student is homebound from school, they miss out on beneficial classroom experiences. One way to keep homebound students connected is through the use of telepresence technology. However, the existing literature has not been systematically reviewed to address important variables related to successful implementation. The authors conducted a systematic literature review on the use of telepresence technology for homebound K–12 students prior to the Covid-19 pandemic. Twelve articles published between 1990 and 2020 were included. Research on telepresence technology in the classroom is variable regarding outcomes studied and methodologies. Anecdotal data revealed that the use of telepresence technology increased homebound students' academic, social engagement and comfort. Implications for practitioners include feasibility of implementation of telepresence technology for students unable to physically attend classes and guidance in team structure necessary to successfully utilise telepresence. Increased funding allocated to controlled research and necessary infrastructure is essential for successful school-based implementation of telepresence technology. © 2023 Association for Information Technology in Teacher Education.

Anxiety, depression, impulsivity, and mindfulness among higher education faculty during covid-19

Objective: In this paper, we examine the relationships among symptoms of anxiety and depres-sion, impulsivity, and mindfulness among university faculty members during the COVID-19 pan-demic, with a unique focus on whether these symptoms and practices of mindfulness differed with age, gender, ethnicity, and location. Methods: Participants (N = 302) from 2 universities completed online questionnaires pertaining to anxiety, depression, mindfulness, demographics, and impul-sivity. Results: Lower mindfulness and greater impulsivity were associated with higher rates of anxiety and depression. Gender differences emerged;female participants experienced greater anxiety, less mindfulness, and worsened eating and sleeping habits compared to males. Individuals with direct COVID-19 experience (self-and/or family) did not report significantly different levels of anxiety, depression, mindfulness, or impulsivity. Ethnicity differences also emerged;relative to white participants, non-white participants had significantly worsened exercise habits, and non-Latinx/Hispanic participants endorsed worsened alcohol and marijuana use than Latinx/Hispanic participants. Finally, participants who reported having at least one mental health diagnosis (N = 41) reported significantly higher anxiety, depression, impulsivity, and marijuana use, lower levels of mindfulness, and worsened eating habits. Conclusions: The findings highlight the relationship between college faculty mental health and lifestyle habits, differences based on gender and eth-nicity, and elucidate the ongoing challenges related to the COVID-19 pandemic. © 2020, Paris Scholar Publishing. All rights reserved.