Abstract

Prior research has established the importance of the supervisor-doctoral candidate relationship and highlighted the importance of mentoring practices for the successful completion of doctoral theses/dissertations in the online environment. This article presents the findings of a survey with faculty members who work as supervisors in online and blended doctoral programs, and e-mentor students working on dissertations, or did so at a distance as a result of COVID-19. The survey was designed around the five sections of technology use in e-mentoring, strategies related to communications and expectations, strategies related to research processes, strategies related to emotional and social support for students, and institutional support, with a focus on which technologies and strategies faculty found most helpful. The results of the e-mentoring survey are presented and discussed in the context of prior literature and future research.

Abstract

Abstract

Teachers’ beliefs such as pedagogical beliefs, self-efficacy, and technology value beliefs are influential to technology integration practice. This study aims to investigate teachers’ beliefs and the impact on their 3D printing integration in science classrooms. A total of 26 K-12 teachers across six states in the U.S. participated in a nationally funded project. Teachers’ STEM education lesson plans were analyzed to assess their 3D printing and STEM integration levels. Teachers’ beliefs were collected through a survey with rating scales adapted from previously validated surveys and several open-ended questions. Correlation analysis was conducted to investigate how teacher beliefs were associated with their 3D printing integration. Thematic analysis of the open-ended questions provided a detailed view on teachers’ experiences and perceptions, which further explained teachers’ beliefs and the impact on their 3D printing integration practice. This study revealed that teachers’ pedagogical, self-efficacy, and technology value beliefs were generally not correlated with their 3D printing integration practices except for a negative correlation between teachers’ self-efficacy in pedagogical content knowledge and their STEM integration levels. Teachers perceived 3D printing integration as beneficial for students, but they encountered a number of challenges including logistic and technical issues, lack of time and resources, insufficient ability to use 3D printers and connect 3D printing with curriculums, and challenges in teaching students with individual differences. Implications for practice and future research are discussed.

Abstract

Decomposition is a foundational computational thinking construct that is often introduced early as students are learning computer science in the elementary grades. Although decomposition is often described in early computational activities, little research exists about how to teach and assess students’ understanding of decomposition. In this mixed-methods research study, 173 third-grade students from eight elementary school classrooms in the Midwest were taught eight lessons that integrated decomposition as well as other computational thinking practices into their mathematics instruction. They completed a computational thinking assessment after the first four lessons and again after the second four lessons. Analyses included the distribution of correct decomposition item responses, confirmatory factor analysis, and item-level error analysis. Results indicate wide variability in students’ performance on the decomposition assessment items as well as in performance on items contextualized within mathematics. This study highlights the need for additional considerations about assessing computational understanding, implications for assessment within integrated contexts, and the use of paper-and-pencil tests compared to embedded assessments.Decomposition is a foundational computational thinking construct that is often introduced early as students are learning computer science in the elementary grades. Although decomposition is often described in early computational activities, little research exists about how to teach and assess students’ understanding of decomposition. In this mixed-methods research study, 173 third-grade students from eight elementary school classrooms in the Midwest were taught eight lessons that integrated decomposition as well as other computational thinking practices into their mathematics instruction. They completed a computational thinking assessment after the first four lessons and again after the second four lessons. Analyses included the distribution of correct decomposition item responses, confirmatory factor analysis, and item-level error analysis. Results indicate wide variability in students’ performance on the decomposition assessment items as well as in performance on items contextualized within mathematics. This study highlights the need for additional considerations about assessing computational understanding, implications for assessment within integrated contexts, and the use of paper-and-pencil tests compared to embedded assessments.

Abstract

To support creativity, one should first assess it accurately. New techniques such as stealth assessment that use digital environments (e.g. digital games) can be used to assess and support creativity. In this paper, I discuss my passion for creativity and how my academic journey in creativity research started. Then, I discuss key studies and papers I wrote with my colleagues (including my Ph.D. dissertation). Specifically, I discuss the effectiveness of digital games on creativity, the effectiveness of creativity support tools in digital games, and the stealth assessment of creativity in a Physics game. Finally, I conclude with the future directions of my research in these areas and other areas such as the use of Artificial Intelligence (AI) in assessing and supporting creativity.