Dr. Anna Oliveri

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 Salve, 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, https://doi.org/10.1108/ils-12-2023-0203.

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, https://doi.org/https://www.learntechlib.org/primary/p/222451.

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, https://doi.org/10.1016/j.tate.2022.103984.