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Articles 1 - 7 of 7
Full-Text Articles in Education
Gendered Socialization With An Embodied Agent: Creating A Social And Affable Mathematics Learning Environment For Middle-Grade Females, Yanghee Kim, Jae Hoon Lim
Gendered Socialization With An Embodied Agent: Creating A Social And Affable Mathematics Learning Environment For Middle-Grade Females, Yanghee Kim, Jae Hoon Lim
Instructional Technology and Learning Sciences Faculty Publications
This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed-methods research design. First, a classroom-based experiment was conducted with one hundred and twenty 9th-graders learning introductory algebra (53% male and 47% female; 51% Caucasian and 49% Latino). The results revealed that learner gender was a significant factor in the learners’ evaluations of their agent (η2 = .07), the learners’ task-specific attitudes (η2 = .05), and their task-specific self-efficacy (η2 = .06). In-depth interviews were then conducted with 22 students selected from the experiment participants. The interviews …
Navigating Life As An Avatar: The Shifting Identities-In-Practice Of A Girl Player In A Tween Virtual World, Deborah A. Fields, Yasmin B. Kafai
Navigating Life As An Avatar: The Shifting Identities-In-Practice Of A Girl Player In A Tween Virtual World, Deborah A. Fields, Yasmin B. Kafai
Instructional Technology and Learning Sciences Faculty Publications
In this chapter we study how one girl learned to participate in what was for her a new setting of play – a virtual world called Whyville.net with an emphasis on science education, populated by over a million young people ages eight to sixteen. Girls in particular have become prominent players in virtual worlds, a trend counter to many early observations that documented the absence of girls and women in gaming and technology at large (e.g., Cassell & Jenkins, 1998). The study of virtual worlds as play spaces then allows us to continue a conversation about gender and gaming to …
Designing For Problem-Based Learning: A Comparative Study Of Technology Professional Development, Lei Ye, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Linda Sellers, Heather Leary
Designing For Problem-Based Learning: A Comparative Study Of Technology Professional Development, Lei Ye, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Linda Sellers, Heather Leary
Instructional Technology and Learning Sciences Faculty Publications
Despite of much focus on professional development aimed specifically at developing teachers' technology integration skills, rigorous studies of effective PD (professional development) are lacking. Evidence is also lacking on how these skills can best be integrated with pedagogical and content knowledge to improve student learning. The purpose of this article is to present two "design-oriented" TTPD (technology-related teacher professional development) designs and investigate the designs' impact on teachers. In one TTPD (tech-only), teachers learned technology skills to create activities using online learning resources. In the other (tech+PBL), teachers learned to create PBL (problem-based learning) activities using online resources. All teachers …
Building A Culture Of Inquiry: Avoiding Plagiarism Through Teaching Synthesis, Anne R. Diekama, Sheri Haderlie
Building A Culture Of Inquiry: Avoiding Plagiarism Through Teaching Synthesis, Anne R. Diekama, Sheri Haderlie
Instructional Technology and Learning Sciences Faculty Publications
No abstract provided.
Seeking A Framework To Study And Understand Personal Information Management, Anne R. Diekama
Seeking A Framework To Study And Understand Personal Information Management, Anne R. Diekama
Instructional Technology and Learning Sciences Faculty Publications
No abstract provided.
In Pursuit Of Consensus: Disagreement And Legitimization During Small Group Argumentation, Leema K. Berland, Victor R. Lee
In Pursuit Of Consensus: Disagreement And Legitimization During Small Group Argumentation, Leema K. Berland, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
In recent years, an emphasis on scientific argumentation in classrooms has brought into focus collaborative consensus-building as an instructional strategy. In these situations, students with differing and competing arguments are asked to work with one another in order to establish a shared perspective. However, the literature suggests that consensus-building can be challenging for students because their interpretations of the argumentative task and context may not enable their productive engagement with counter-arguments and evidence. In this paper, our goal is to explore the ways in which interactions of students support or inhibit their consensus-building. To that end, we examine and describe …
Collaborative Agency In Youth Online And Offline Creative Production In Scratch, Y. B. Kafai, Deborah A. Fields, R. Roque, W. Q. Burke, A. Monroy-Hernandez
Collaborative Agency In Youth Online And Offline Creative Production In Scratch, Y. B. Kafai, Deborah A. Fields, R. Roque, W. Q. Burke, A. Monroy-Hernandez
Instructional Technology and Learning Sciences Faculty Publications
Few studies have focused on how youth develop agency to organize and participate in online unstructured creative collaborations. This paper describes and analyzes how youth programmers organized collaborative groups in response to a programming “Collab Challenge” in the Scratch Online Community and in an accompanying workshop with high school students. The analyses focused on modalities of online collaborations, determined the breadth of online participation, and examined local teens’ awareness of the online community. The discussion addresses youth’s collaborative agency in these new networked contexts, studied the role that online social awareness plays in completing tasks and makes recommendations for the …