The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

May 6, 2024

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The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

Abstract

Teacher education programs play a crucial role in developing teachers’ equity/social justice mindsets and technology integration knowledge and expertise. Scholars have advocated for merging these two areas to support common curricular goals and access unique learning benefits. However, little is known about how equity pedagogy and technology integration intersect in preservice teacher (PST) education. This scoping review aims to expand knowledge and understanding at this intersection with the goal of developing a foundation for future research and practice. Findings revealed that relevant studies focused on two main styles of pedagogy: (a) leveraging technology to teach about equity and social justice (i.e., tech-infused equity pedagogy), and (b) adopting a critical stance toward technology’s roles in schools and society (i.e., digital equity pedagogy). We provide a detailed description of these pedagogies and present useful systems of classification for related studies. We also present key implications of this work for PST education practice, policy, and scholarship.

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Authors

Lauren Weisberg
University of Florida
laurenweisberg7@gmail.com 

Elizabeth A. Roumell
University of Florida
dawson@coe.ufl.edu 

M-flow: a Flow-based Music Creation Platform Improves Underrepresented Children’s Attitudes toward Computer Programming

May 6, 2024

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M-flow: a Flow-based Music Creation Platform Improves Underrepresented Children’s Attitudes toward Computer Programming

Abstract

Because of the structural parallelisms between music and computing, it has long been suggested that coding music could be a good way for young children to engage in and learn about computer science (CS). Despite these suggestions, coding music has not reached a wider audience of young children, and the approach’s potential to engage them has not been thoroughly demonstrated. To facilitate the adoption of coding music activities, we created M-flow, a flow-based programming platform that allows young children to code music intuitively from the outset. Then, we developed a standards-aligned curriculum that teachers applied in their fourth-grade classrooms. Surveys indicate that children were greatly engaged, the experience successfully exposed them to and increased their self-efficacy toward programming. Our results indicate that with the appropriate coding platform, coding music can be a powerful way to engage children in CS.

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Authors

Yukyeong Song
University of Florida

Wanli Xing
University of Florida
wanli.xing@coe.ufl.edu 

Alec Barron
University of California San Diego

Hyunju Oh
University of Florida

Chenglu Li
University of Florida

Victor Minces
University of California San Diego

Faculty Perceptions of E-Mentoring Doctoral Dissertations: Challenges, Strategies, and Institutional Support

May 3, 2024

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Faculty Perceptions of E-Mentoring Doctoral Dissertations: Challenges, Strategies, and Institutional Support

Abstract

 Faculty members who e-mentor dissertations in online doctoral programs, or remotely as a result of COVID-19 participated in an open-ended survey about strategies that helped them succeed, challenges they faced, and institutional support they would find helpful. Consistent communication, individualized support, and structure were found helpful for e-mentoring dissertations. Faculty overwhelmingly cited time, workload, and lack of institutional support as challenges, and stated that institutions could help e-mentors by providing support with the process, research resources, writing support, and time and incentives for e-mentoring. The results are discussed with recommendations for institutional support for dissertation e-mentoring.

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Authors

Swapna Kuma
University of Florida
swapnakumar@coe.ufl.edu

Elizabeth A. Roumell
Texas A&M University

Doris U. Bolliger
Independent Researcher

Uncovering students’ problem-solving processes in game-based learning environments

Feb 2, 2023

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Uncovering students’ problem-solving processes in game-based learning environments

Abstract

As one of the most desired skills for contemporary education and career, problem-solving is fundamental and critical in game-based learning research. However, students’ implicit and self-controlled learning processes in games make it difficult to understand their problem-solving behaviors. Observational and qualitative methods, such as interviews and exams, fail to capture students’ in-process difficulties. By integrating data mining techniques, this study explored students’ problem-solving processes in a puzzle-based game. First, we applied the Continuous Hidden Markov Model to identify students’ problem-solving phases and the transition probabilities between these phases. Second, we employed sequence mining techniques to investigate problem-solving patterns and strategies facilitating students’ problem-solving processes. The results suggested that most students were stuck in certain phases, with only a few able to transfer to systematic phases by applying efficient strategies. At the beginning of the puzzle, the most popular strategy was testing one dimension of the solution at each attempt. In contrast, the other two strategies (remove or add untested dimensions one by one) played pivotal roles in promoting transitions to higher problem-solving phases. The findings of this study shed light on when, how, and why students advanced their effective problem-solving processes. Using the Continuous Hidden Markov Model and sequence mining techniques, we provide considerable promise for uncovering students’ problem-solving processes, which helps trigger future scaffolds and interventions to support students’ personalized learning in game-based learning environments.

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Authors

Tongxi Liu
University of Florida
tongxiliu@ufl.edu

Maya Israel
University of Florida
misrael@coe.ufl.edu

Fostering Cognitive Presence in Online Courses: A Systematic Review

Feb 2, 2023

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Fostering Cognitive Presence in Online Courses: A Systematic Review

Abstract

Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008-2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and cognitive presence and social and cognitive presence. We also explore how the four phases of cognitive presence—triggering event, exploration, integration, and resolution—were evident within specific instructional activities. We conclude with implications for practice that will be helpful for course instructors and designers seeking to foster greater cognitive presence within their online courses.

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Authors

Rob Moore
University of Florida
robmoore@coe.ufl.edu

Courtney N. Miller
Old Dominion University

In Pursuit of Creativity in Minecraft: A Mixed-Method Approach

Feb 2, 2023

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In Pursuit of Creativity in Minecraft: A Mixed-Method Approach

Abstract

Despite Minecraft’s incredible popularity, we know very little about how the game might enable creativity. To assess and support the creativity of the structures that players create in Minecraft, we need to understand how Minecrafters describe creativity in their communities, and how similar or different those descriptions match the creativity literature. In this study, we used a modified rubric for creativity and investigated if we could find evidence for this rubric in how Minecraft builds are being evaluated in YouTube. We also used natural language processing (NLP) to develop automatic coding algorithms for future use. Insights here would inform the literature, research, and educational practices of creativity.

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Authors

Seyedahmad Rahimi
University of Florida
srahimi@coe.ufl.edu

Justice T. Walker
University of Texas at El Paso
 jtwalker@utep.edu

Lin Lin Lipsmeyer
Southern Methodist University
llipsmeyer@smu.edu

Jinnie Shin
University of Florida
jinnie.shin@coe.ufl.edu