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Series

Educational Assessment, Evaluation, and Research

Instructional Technology and Learning Sciences Faculty Publications

2019

Articles 1 - 7 of 7

Full-Text Articles in Education

Identifying Faculty And Peer Interaction Patterns Of First-Year Biology Doctoral Students: A Latent Class Analysis, Soojeong Jeong, Jennifer M. Blaney, David F. Feldon Nov 2019

Identifying Faculty And Peer Interaction Patterns Of First-Year Biology Doctoral Students: A Latent Class Analysis, Soojeong Jeong, Jennifer M. Blaney, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

Faculty and peer interactions play a key role in shaping graduate student socialization. Yet, within the literature on graduate student socialization, researchers have primarily focused on understanding the nature and impact of faculty alone, and much less is known about how peer interactions also contribute to graduate student outcomes. Using a national sample of first-year biology doctoral students, this study reveals distinct categories that classify patterns of faculty and peer interaction. Further, we document inequities such that certain groups (e.g., underrepresented minority students) report constrained types of interactions with faculty and peers. Finally, we connect faculty and peer interaction patterns …

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Co-Design Of An Orchestration Tool: Supporting Engineering Teaching Assistants As They Facilitate Collaborative Learning., Luettamae Lawrence, Emma Mercier Sep 2019

Co-Design Of An Orchestration Tool: Supporting Engineering Teaching Assistants As They Facilitate Collaborative Learning., Luettamae Lawrence, Emma Mercier

Instructional Technology and Learning Sciences Faculty Publications

This paper describes a design-based implementation research (DBIR) project, focused on the co-design and implementation of an orchestration tool for teaching assistants (TAs) in required engineering classes. Building on our collaboration with the engineering department, we identified a need for a tool that provides insight into groups to help TAs intervene in realtime. This paper presents two phases of our iterative co-design process. The first phase includes the initial design of the tool from design workshops with TAs. The second phase focuses on a 16-week implementation of the orchestration tool and reports on interviews with TAs to understand how they …

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Communicating Computational Concepts And Practices Within High School Students’ Portfolios Of Making Electronic Textiles, Debora Lui, Justice T. Walker, Sheri Hanna, Yasmin B. Kafai, Deborah A. Fields, Gayithri Jayathirtha May 2019

Communicating Computational Concepts And Practices Within High School Students’ Portfolios Of Making Electronic Textiles, Debora Lui, Justice T. Walker, Sheri Hanna, Yasmin B. Kafai, Deborah A. Fields, Gayithri Jayathirtha

Instructional Technology and Learning Sciences Faculty Publications

Portfolios have recently gained traction within computer science education as a way to assess students’ computational thinking and practices. Whereas traditional assessments such as exams tend to capture learning within artificial settings at a single point in time, portfolios provide more authentic opportunities to document a trajectory of students’ learning and practices in everyday contexts. Furthermore, because communication itself has been defined as an important computational thinking practice, portfolios give students a place to practice this skill in the classroom. In this study, we report on the implementation of a digital portfolio with a class of 21 high school students …

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The Picture Of Smartphones At School Is Not A Dire One And The Picture Of Student Competence Is A Bright One, Victor R. Lee Apr 2019

The Picture Of Smartphones At School Is Not A Dire One And The Picture Of Student Competence Is A Bright One, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

In the United States, where I am based, one would get the impression that smartphones are a dangerous drug. Adults worry about smartphone addiction, the correlation of depression with smartphone usage, and an excess amount of screen time (e.g., Elhai, Levine, Dvorak, & Hall, 2016; Duke & Montag, 2017; Škařupová, Ólafsson, & Blinka, 2017). News headlines appear about technology moguls who will not allow their own children to have their own mobile device despite they themselves being the leaders in smartphone products and services. This then evokes guilt and causes anxiety for all the other American adults who are not …

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Whose Responsibility Is It? A Statewide Survey Of School Librarians On Responsibilities And Resources For Teaching Digital Citizenship, Abigail L. Phillips, Victor R. Lee Mar 2019

Whose Responsibility Is It? A Statewide Survey Of School Librarians On Responsibilities And Resources For Teaching Digital Citizenship, Abigail L. Phillips, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

In 2015 the Utah State Legislature passed H.B. 213, “Safe Technology Utilization and Digital Citizenship in Public Schools,” mandating that K–12 schools provide digital citizenship instruction. This study presents an exploratory endeavor to understand how school librarians in a state that adopted digital citizenship legislation engage with digital citizenship instruction and their perceptions of a school librarian’s role in providing this instruction. We conducted a statewide survey of Utah school librarians, including questions focusing on digital citizenship resources used, current instruction within the school, and inquiries about improvements to current instruction. School librarians expressed a desire to be more involved …

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Connecting With Computer Science: Electronic Textile Portfolios As Ideational Identity Resources For High School Students, Mia S. Shaw, Deborah A. Fields, Yasmin B. Kafai Jan 2019

Connecting With Computer Science: Electronic Textile Portfolios As Ideational Identity Resources For High School Students, Mia S. Shaw, Deborah A. Fields, Yasmin B. Kafai

Instructional Technology and Learning Sciences Faculty Publications

The development of student identities—their interests in computer science, perceptions of the discipline, and sense of belonging in the field—is critical for broadening participation of underrepresented groups in computing. This paper reports on the design of portfolios in which two classes of high school students reflected on the process of making electronic textile projects. We examine how students expressed self-authorship in relation to computer science and how the use of reflective portfolios shaped students’ perceptions of computer science. In the discussion we consider how reflective portfolios can serve as ideational resources for computer science identity construction.

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Equitable Engagement In Stem: Using E-Textiles To Challenge The Positioning Of Non-Dominant Girls In School Science, Kristin A. Searle, Colby Tofel-Grehl, Janet Breitenstein Jan 2019

Equitable Engagement In Stem: Using E-Textiles To Challenge The Positioning Of Non-Dominant Girls In School Science, Kristin A. Searle, Colby Tofel-Grehl, Janet Breitenstein

Instructional Technology and Learning Sciences Faculty Publications

This paper examines how working with sewable, programmable electronics embedded in textiles (e-textiles) impacted the self-perceptions and actions of two middle school girls from non-dominant communities as they navigated their place within science class. Using analytic induction (Erickson, 1986), we explore the phenomena around their experiences and the influence of their teachers’ perceptions. Findings indicate that the personalizable nature of e-textiles created a meaningful opportunity for students to engage in science class in a new way.

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