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Areas of Expertise

• Teacher education, educational technology, digital equity, teacher professional learning, affinity spaces, professional learning networks, communities of practice

Education

• B.A. in elementary education, Illinois Wesleyan University (2016)
• M.Ed. in learning, teaching and curriculum, University of Missouri-Columbia (2017)
• Ph.D. in curriculum and instruction, The University of Texas at Austin (2024)

View My CV

What's My Why?

I am passionate about bridging research and practice through my work on how teachers engage in formal, informal and self-directed professional learning, with considerations for equity and justice. Specifically, my research focuses on the intersections between professional learning, technology and equity. Therefore, I have investigated how early childhood teachers participated in equity-oriented professional learning and what influenced their learning between 2020-2023, how teachers learn through social media affinity spaces, and the intentions and purposes of early career teachers’ engagement in online communities. I have also coached and mentored pre-service and early career teachers via multiple professional learning programs and opportunities.

Professional Experience

In addition to my role as an assistant professor at ������, I am a research affiliate with the Research Partnership for Professional Learning at the Annenberg Institute at Brown University. I also serve on the editorial advisory board for the peer-reviewed journal Artificial Intelligence in Education.

Selected Publications

Oliveri, Anna R., and Jeffrey Paul Carpenter. “Refreshing the Affinity Space Concept: Evolving Understandings of Learning via Social Media Platforms in an Algorithmic Age.” Information and Learning Sciences, vol. 125, no. 9, 16 July 2024, pp. 628–649,

Oliveri, Anna R., and Joan E. Hughes. “Share, Connect, Reflect, and Compare: Early Career Teachers’ Intentions and Purposes for Participating in an Online Community.” Journal of Technology and Teacher Education, vol. 31, no. 3, 2023, pp. 351–377,

Cheah, Yin Hong, et al. “Unpacking K-12 Teachers’ Technology-Supported, Equitable Practices: A Mixed-Methods Systematic Review.” Teaching and Teacher Education, vol. 125, Apr. 2023, p. 103984,