Technology

‘‘I Want My Robot to Look for Food’’: Comparing Kindergartner’s Programming Comprehension Using Tangible, Graphic, and Hybrid User Interfaces

Author/Presenter

Amanda Strawhacker

Marina U. Bers

Lead Organization(s)
Year
2014
Short Description

In recent years, educational robotics has become an increasingly popular research area. However, limited studies have focused on differentiated learning outcomes based on type of programming interface. This study aims to explore how successfully young children master foundational programming concepts based on the robotics user interface (tangible, graphical, hybrid) taught in their curriculum.

A Pilot Meta-Analysis of Computer-Based Scaffolding in STEM Education

This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test scorequality on cognitive outcomes in science, technology, engineering, and mathematics education at the secondary, college, graduate, and adult levels.

Author/Presenter

Brian R. Belland

Andrew E. Walker

Megan Whitney Olsen

Heather Leary

Lead Organization(s)
Year
2015

Turning Transfer Inside Out: The Affordances of Virtual Worlds and Mobile Devices in Real World Contexts for Teaching About Causality Across Time and Distance in Ecosystems

Reasoning about ecosystems includes consideration of causality over temporal and spatial distances; yet learners typically focus on immediate time frames and local contexts. Teaching students to reason beyond these boundaries has met with some success based upon tests that cue students to the types of reasoning required. Virtual worlds offer an opportunity to assess what students actually do in a simulated context. Beyond this, mobile devices make it possible to scaffold and assess learning in the real world.

Author/Presenter

Tina A. Grotzer

Megan M. Powell

Katarzyna M. Derbiszewska

Caroline J. Courter

Amy M. Kamarainen

Shari J. Metcalf

Christopher J. Dede

Lead Organization(s)
Year
2015
Short Description

Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings

Geospatially enabled learning technologies may enhance Earth science learning by placing emphasis on geographic space, visualization, scale, representation, and geospatial thinking and reasoning (GTR) skills. This study examined if and how a series of Web geographic information system investigations that the researchers developed improved urban middle-school learners’ GTR skills and their understanding of tectonics concepts.

Author/Presenter

Alec M. Bodzin

Qiong Fu

Denise Bressler

Farah L. Vallera

Lead Organization(s)
Year
2015

Use of Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding

Wang, S.-K. Hsu, H.-Y. & Jean Posada. (2014). Use of Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding. Science Scope, 37(6), 37-42.

Author/Presenter

Shiang-Kwei Wang

Hui-Yin Hsu

Jean Posada

Year
2014
Short Description

Using Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding of Darwin’s Theory of Evolution

Resource(s)

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities.

Author/Presenter

Todd Campbell

Max L. Longhurst

Shiang-Kwei Wang

Hui-Yin Hsu

Dan C. Coster

Year
2015
Resource(s)

Professional Development to Enhance Teachers' Practices in Using Information and Communication Technologies (ICTs) as Cognitive Tools: Lessons Learned from a Design-Based Research Study

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones.

Author/Presenter

Shiang-Kwei Wang

Hui-Yin Hsu

Thomas C. Reeves

Daniel C. Coster

Year
2014

An Investigation of Middle School Science Teachers and Students Use of Technology Inside and Outside of Classrooms: Considering whether digital natives are more technology savvy than their teachers

The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students’ technology experiences inside and outside of the formal school setting.

Author/Presenter

Shiang-Kwei Wang

Hui-Yin Hsu

Todd Campbell

Daniel C. Coster

Max Longhurst

Year
2014

Combining High-Speed Cameras and Stop-Motion Animation Software to Support Students’ Modeling of Human Body Movement

Biomechanics, and specifically the biomechanics associated with human movement, is a potentially rich backdrop against which educators can design innovative science teaching and learning activities. Moreover, the use of technologies associated with biomechanics research, such as high-speed cameras that can produce high-quality slow-motion video, can be deployed in such a way to support students’ participation in practices of scientific modeling.

Author/Presenter

Victor Lee

Lead Organization(s)
Year
2015