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Calls for enhancing the digital interface for teaching and learning within tertiary institutions have played out in one School of Education, with variable results. Online learning tasks were added in 2018 to regular classes to provide more flexibility for student engagement. A team of lecturers developed a questionnaire for students to be completed after the first semester pilot. Data and findings indicated that one-third of students identified online learning as an enhancement to their learning. A second survey was conducted one year later to assess changes made and analyse the longer-term impacts. During the COVID-19 lockdown, fully online pedagogy was required; anecdotal observation indicated an improvement in satisfaction and engagement, but perhaps only because online was the only way possible to complete assessments. The conclusion contains recommendations and a cautionary tale, when introducing online learning across existing courses.

This article features the beginnings of the first volume of an encyclopaedia dedicated to the discussion of inter-galactic pedagogical matters. There is much to learn about within and before these times of inter-galactic change and so there is much to consider for those interested in, and committed to, thinking the pedagogical. PEDAGOGICA INTERGALACTICA takes up the task of curating speculations on pedagogy in a galactic context. The entries are included for their role in intersecting concerns with and questions about pedagogies and galaxies. This compilation is presented as a work-in-progress. Entries were selected according to their availability at the time of publication, but given the scope of the research, much information will be available with increases in inter-galactic pedagogues and, at the same time, with pedagogical inter-galactic exploration. While each entry can be understood to take up a speculation on the radical, the seemingly impossible, and the typically unimaginable, each entry can also be understood, and questioned, in the sense of an already is, or at least a very likely could-be.

Early childhood education and care (ECE) type (e.g., center-based care, home-based care, informal care) and quantity (i.e., time spent in ECE) have been linked to observed behavioral challenges in children. However, there is a dearth of research on this association in New Zealand. Using data from 6,536 children from the "Growing Up in New Zealand" longitudinal birth cohort, the current study investigated whether the type of ECE and weekly hours of attendance at 24 months of age was associated with behavioral outcomes at 54 months. Behavioral outcomes were measured using the Strengths and Difficulties Questionnaire. Research Findings: Compared to children who did not attend ECE, adjusted analyses showed that children in center-based care and children who spent 20 to <30 hours a week in ECE had a lower odds of mother-rated peer challenges at 54 months. Spending 20 to <30 hours a week in ECE was also protective against the development of later mother-rated emotional challenges. Practice or Policy: Future research should investigate whether structural and process quality contributes to the beneficial impact of ECE in New Zealand, particularly center-based care.

This study compares computational thinking skills evidenced by two groups of students in two different secondary schools: one group per school was studying a qualification in Computer Science. The aim was to establish which elements of computational thinking were more prevalent in students studying Computer Science to a higher level. This in turn would evidence those elements likely to be present from their earlier computing education or through their complementary studies in Science or Mathematics, which all students also studied. Understanding this difference was important to identify any increased competence in computational thinking that was present in the Computer Science groups. Interviews involved a set of questions and a maze activity designed to elicit the sixteen students' computational thinking skills based on the Brennan and Resnick (2012) model of computational concepts, practices and perspectives. Analysis of students' responses showed surprisingly little difference between the computational thinking practices of the two groups in relation to abstraction, decomposition, evaluation, generalisation/reusing, logical reasoning and debugging/testing. The study concludes that general computational thinking skills can be developed either at a lower level of study or in cognate curriculum areas, leaving computer science as the rightful locus of computational thinking for automation.

This collective writing project considers the central issue of how we account for, understand, and talk about, the professional work of care in early childhood education. As an international collective, we stake out some of the messiness, the specificities and complexities of care in early childhood education. Each scholar explores the issue of foregrounding care in the professional work of early childhood educators and reflects on the complexities of care in early childhood education and care. While these musing are collected together in this paper, they are each a standalone provocation to grapple with diverse issues of care in relation to etymology, policy, risk, relationships, power, and racism. As a collective, we explore ways of engaging in the messiness of care and education with a spirit of vulnerability and the courage of risk taking to unpack care in early childhood education.

Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The paper is the result of a collective writing process over a period of a few months that discusses visual studies in education and visual ethics in relation to qualitative research in education, and as it applies to children. The article also uses the newly established convention of open review, publishing the results with the paper.

Instructional strategy is defined in abstract terms independent of instructional theories, philosophies, or standard formulas. Strategies share dimensions in common that allow instructional designers to communicate about them in theory-agnostic terms. These dimensions supply a common reference for comparing design viewpoints and discussing their relative strengths and applicability. This definition simplifies the design of strategies. It provides a stable framework for the instructional designer, regardless of loyalty to a philosophy or theory. Examples show how theories about strategy compare with regard to the framework's dimensions.