Abstract

A major tenet of Universal Design for Learning (UDL) is providing flexibility and choice. This pilot study investigated a UDL-based approach called multiple entry points for project creation in Scratch as a way of scaffolding learning for block-based programming projects. Allowing student choices for interactions with computer science (CS) learning decreases barriers to entry for all students, especially those with disabilities. Multiple entry points provide varied challenges and scaffolding and aligns with the UDL framework as delineated by CAST [3]. Multiple entry points involve presenting learners with different versions of projects, requiring different kinds of interactions and scaffolds that assist learners in achieving the goals of UDL: Multiple means of engagement, representation, and action & expression – especially those related to comprehension, perception, and language & symbols. The pilot identified that the names given to the options as well as the order of the options impacted learner selections. This information can inform the development of future multiple entry point projects.

Abstract

The primary aim of this systematic review is to investigate the inclusion of autistic individuals in the design process of immersive technologies. This study follows the preferred reporting items for systematic reviews and meta-analyses standards for systematic literature reviews. To ensure the research questions and subsequent stages of the review incorporate pertinent parameters, the problem, interest, context framework has also been employed. Findings highlight that, while early proponents of immersive technology emphasized the importance of user involvement in design of new technology, immaturity of the technology often limited the implementation of direct user input to the design process. Nonetheless, analysis of the literature published between 2002–2022 identified 20 studies in which substantial influence of autistic individuals and stakeholders was found in the design process of immersive technologies. The roles of autistic individuals varied from active co-designers and co-creators to essential contributors in refining prototypes and providing critical feedback, ensuring the final products align with their needs and preferences. Results underscore the need to align research and design of immersive technologies more closely with the priorities and preferences of autistic individuals. Further is needed regarding actively involving autistic individuals in the design and implementation of immersive technology applications. On this basis, we maintain that more inclusive and effective deployment of immersive technologies is needed in order to ensure that resultant technologies are fit for purpose and address the actual needs of the autistic community.

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.