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Here, we present the results of a study of in-service teachers' responses to equity-based case study vignettes focused on racialized classroom incidents. This study was conducted in the context of an ongoing research practice partnership aimed at integrating computer science concepts in elementary grades. Our work took place in a public school district that enrolls primarily students of color, while largely employing White teachers and administrators. Using a racial literacy framework [Guinier 2004], we conceptualized a continuum and developed codes to analyze teachers' responses from racially liberal to racially literate. Our results describe a range of positions across the continuum, including those consistent with the racial liberalism viewpoint that expresses individualistic views of meritocracy and colorblindness that sometimes supports a deficit view of students, those that reside in the middle who validate equity work through minimal acknowledgment yet find ways to resist further engagement with race or equity, and those who express views consistent with racial literacy practices including student-centered perspectives, asset-orientations, and the willingness to engage race directly. Further, our results indicate that teachers may express contradictory views or views across the continuum. These findings point to the developmental nature of racial literacy and the difficulty of unlearning racist mindsets. We discuss the efficacy of our case study design: anonymized, locally derived vignettes, and our case study learning activity design: written reflections, small group dialogues, and whole group share-outs in supporting teacher reflection and learning. Finally, we demonstrate the special leadership role of teachers who are moving toward racial literacy.

This study investigates how students who are peripherally positioned in computer science-based, collaborative group work meaningfully engage with the group activity in order to learn. Our research took place in the context of a one-day, all-girl robotics workshop, in which the participants were learning to program robotic devices. A total of 17 girls, ages 8-13 (M = 11.725) participated in the workshop. Participants were recruited from local middle schools, through the technology teacher. Data collection consisted of video and audiotaping all group interactions over the daylong workshop. The group discussions were then fully transcribed. In this study, we focus on two students from different groups who had less direct contact with the materials, and were thus positioned peripherally. We used microgenetic learning analytic techniques to analyze discourse patterns in order to characterize the engagement of both the two groups of which the students were a part, as well as the two students themselves. One of the groups demonstrated stronger coordination from a discourse perspective and the focal student in that group exhibited meaningful engagement, while the other group demonstrated weaker coordination from a discourse perspective and the focal student exhibited marginal engagement. This contrast allows us to begin to build a picture of the factors that support learning from the periphery. Our results indicate that agency exhibited in well-coordinated group discussions is a key aspect of meaningful engagement.

In this study, we explore the potential of a natural language processing (NLP) approach to support discourse analysis of in-situ, small group learning conversations. The theoretical basis of this work derives from Bakhtin's notion of speech genres as bounded by educational robotics activity. Our goal is to leverage computational linguistics methods to advance and improve educational research methods. We used a parts-of-speech (POS) tagging program to automatically parse a transcript of spoken dialogue collected from a small group of middle school students involved in solving a robotics challenge. We grammatically parsed the dialogue at the level of the trigram. Then, through a deliberative process, we mapped the POS trigrams to our theoretically derived problem solving in computational environments coding system. Next, we developed a stacked histogram visualization to identify rich interactional segments in the data. Seven segments of the transcript were thus identified for closer analysis. Our NLP-based approach partially replicated prior findings. Here, we present the theoretical basis for the work, our analytical approach in exploring this NLP-based method, and our research findings.

This article presents a systematic review of research related to the use of robotics construction kits (RCKs) in P-12 learning in the STEM disciplines for typically developing children. The purpose of this review is to configure primarily qualitative and mixed methods findings from studies meeting our selection and quality criterion to answer the review question: How do robotic construction kits function as computational manipulatives in P-12 STEM education? Our synthesis of the literature has resulted in four key insights that are new to the field. First, RCKs have a unique double application: They may be used for direct instruction in robotics (first-order uses) or as analogical tools for learning in other domains (second-order uses). Second, RCKs make possible additional routes to learning through the provision of immediate feedback and the dual modes of representation unique to RCKs. Third, RCKs support a computational thinking learning progression beginning with a lower anchor of sequencing and finishing with a high anchor of systems thinking. And fourth, RCKs support evolving problem-solving abilities along a continuum, ranging from trial and error to heuristic methods associated with robotics study. Furthermore, our synthesis provides insight into the second-order (analogical) uses of RCKs as computational manipulatives in the disciplines of physics and biology. Implications for practice and directions for future research are discussed.

This case study examines the role of playful talk in negotiating the "how" of collaborative group work in a 6th-grade science classroom. Here we develop and test a Vygotsky-derived hypothesis that postulates playful talk as a mechanism for identity exploration and group status negotiation. Our findings indicate that students utilized the playful talk genre as a means to (a) position themselves and others as more or less competent within the group in order to create or foreclose opportunities to learn, (b) maintain and strengthen bonds that were developing within the group toward the goal of achieving higher levels of coordination and opportunities to learn, and (c) pivot toward a self-selected identity aimed sometimes at affecting one's status within the group. Taken together, these 3 playful talk functions allowed the group to manage tensions that arose as a result of periods of low coordination and to open opportunities to learn for lower status group members. This study contributes to researchers' understanding of affective aspects of collaborative learning, which are theorized as foundational to success in such endeavors.

In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such discourse patterns were related to the uptake of ideas within the group. We defined two discourse styles: the oppositional/direct style, theorized to be the socialized discourse pattern typically used by males, and the aligned/indirect style, theorized to be the socialized discourse pattern typically used by females. Our analysis indicates the presence of both styles in these chats and the styles were generally utilized along theorized, gendered lines. However, we also observed male use of the stereotypically "feminine" discourse style and female use of the stereotypically "masculine" discourse style. Moreover, we found no main effect for discourse style on the uptake of ideas. The findings indicate that, contrary to prior research in both face-to-face science classroom settings and online physics settings, ideas were taken up at relatively similar rates regardless of the gendered discourse style employed. Design implications of this study are discussed and suggestions for future research are made.

In this paper we report the results of a study which investigated the affordances of multi-user virtual environments (MUVEs) for collaborative learning from a design perspective. Utilizing a mixed methods approach, we conducted a comparative study of the effect of varying representational and interactional design features on a collaborative design activity in three online synchronous environments. We compared environments featuring multiple modes of interaction (MUVEs), shared representations (text chat and 2D still images) and text-only features. Sixty-one students enrolled in an undergraduate course on Child Development participated in the study. Participants were asked to design a theoretically-based, developmentally appropriate, preschool classroom setting. Students were randomly assigned to one of three online learning environments that provided varying levels of representation and interaction. Significant differences in collaborative problem solving interactions were found. Participants in the shared representations + text condition evidenced stronger learning outcomes as regards substantive discussion and integration of child development concepts; while participants in the MUVE condition reported the most enjoyment with the experience. These findings are explained by the concepts of representational guidance, representational bias, educational affordances and interface design metaphors. Suggestions for the design of MUVEs for collaborative learning are provided.

This paper presents the results of a micro-genetic analysis of the development of a creative solution arrived at by students working collaboratively to solve a robotics problem in a sixth grade science classroom. Results indicate that four aspects of the enacted curriculum proved important to developing the creative solution, including the following: an open-ended, goal oriented task; teacher modeling of inquiry techniques; provision of tools and an environment that allowed students to move between dual modes of interaction (seriousness and play); and provision of tools and an environment that allowed students to jointly develop a shared understanding achieved through tool-mediated, communicative, and cognitive interaction. The findings suggest that play is an important mode of inquiry if creativity is the learning goal. Implications of this research for the design of learning spaces as well as directions for future collaborative creativity research are discussed. (Contains 6 tables.)

While the importance of viewing learning as knowledge creation is gradually recognized (Paavola et al. Computer-supported collaborative learning: foundations for a CSCL community 2002; Rev Educ Res 74:557-576 2004), an important question remains to be answered--what represents an effective instructional design to support collaborative creative learning? This paper argues for the need to move away from efficiency-oriented instructional design to innovation-oriented instructional design if learning as knowledge creation is to be pursued as an important instructional goal. The rationale in support of this argument is discussed from four different theoretical perspectives and an idea-centered, principle-based design approach as an example is proposed for discussion.

This article argues for the use of self-study as a research methodology for learning technology scholars to advance knowledge and improve practice in the use of emerging technologies in the classroom. It reports on a self-study conducted on the use of the Second Life multi-user virtual environment (MUVE) in a graduate level seminar entitled "Educational Media Theory." The article details the experience of the professor and the students in using the Second Life MUVE and it highlights the specific teaching and learning issues that arose as a result of using the technology. Through an examination of the data, I identify the assumptions based on personal interest and epistemological commitments, which led to problems in introducing the technology in the course. These problems were addressed through revising the syllabus to create scaffolds for student learning with the Second Life environment. The broader implications of the study regard the impact of student expectations and prior knowledge on the trajectory of the use of a technology in a course and the issue of student safety, which is raised when social technologies are used in the classroom. Adaptations to teaching methods to address such issues are discussed. (Contains 1 table.)

Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they utilize the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in the educational technology innovation itself, and the teacher's pedagogical beliefs, which may affect the teachers' ability or desire to use the educational technology innovation. The purpose of this study is to contribute to our understanding of this issue by examining teachers' reflections on teaching and learning robotics through the discovery learning method. Data for the study were collected at a teacher professional development workshop series and at a robotics fair. A total of 20 middle and high school teachers participated in the study. Our findings indicate that teachers' perceptions of student learning needs influence their pedagogical practice and that these perceptions and practices may be affected through teaching and learning with discovery learning-based educational technologies. Teachers developed a strategy aimed at creating and managing a pedagogically productive tension in students. They also devised two modes of learning alongside students. Implications for future research regarding technology integration are discussed. (Contains 1 table.)

This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21) = 22.47, p less than 0.05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open-ended, extended inquiry prompts the utilization of science literacy-based thinking and science process skills and leads to increased systems understanding. (Contains 2 figures, 3 tables and 1 note.)

Teacher Moments is an open source resource for teacher educators to create and use practice-based simulations in teacher education. Teacher Moments may be used to create digital clinical simulations (DCS) which are defined as opportunities for improvisational interaction with scripted character(s). During the COVID-19 crisis, we implemented an equitybased simulation created by a teacher educator. Results demonstrate the utility of the system for surfacing student perspectives which, in turn, provides opportunities for deeper discussion and reflection. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the relationship of middle school students' perceptions of the ideal science stu-dent to their problem solving activity and conceptual under-standing in the applied science area of robotics. Twenty-six 11 and 12 year-olds (22 boys) attending a summer camp for academically advanced students participated in the study. This correlational study utilizes survey and observational data. Students completed the ideal science student survey and individually engaged in a problem solving activity that was videotaped. Students were instructed to think-aloud during the problem solving session. The final programming solution students created was scored using a conceptual rubric. Two dominant perceptions of the ideal science student were iden-tified, a traits-based view and a process-oriented view. Stu-dents with a traits-based view tended to use domain general strategies to solve the robotics problem. Whereas, students with a process-oriented view tended to use domain specific strategies, Chi-Square (1, n=24) = 4.608, p = .03. Students with the process-oriented view evidenced stronger conceptual understanding in their final program solutions as revealed by an ANOVA, F (1, 22) = 5.367, p = .03. Qualitative analysis of the data indicates that students with the process-oriented view modeled, verified and expanded their understanding of the use of specific tools in the environment. Implications of these findings for pre-service science teachers and the design of learning environments are discussed. [ABSTRACT FROM AUTHOR]

This paper presents the results of a micro-genetic analysis of the development of a creative solution arrived at by students working collaboratively to solve a robotics problem in a sixth-grade science classroom. Results indicate that four aspects of the enacted curriculum proved important to developing the creative solution, including the following: an open-ended, goal-oriented task; teacher modeling of inquiry techniques; provision of tools and an environment that allowed students to move between dual modes of interaction (seriousness and play); and provision of tools and an environment that allowed students to jointly develop a shared understanding achieved through tool-mediated, communicative, and cognitive interaction. The findings suggest that play is an important mode of inquiry if creativity is the learning goal. Implications of this research for the design of learning spaces as well as directions for future collaborative creativity research are discussed. [ABSTRACT FROM AUTHOR]

Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they use the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in the educational technology innovation itself, and the teacher's pedagogical beliefs, which may affect the teachers' ability or desire to use the educational technology innovation. The purpose of this study is to contribute to our understanding of this issue by examining teachers' reflections on teaching and learning robotics through the discovery learning method. Data for the study were collected at a teacher professional development workshop series and at a robotics fair. A total of 20 middle and high school teachers participated in the study. Our findings indicate that teachers' perceptions of student learning needs influence their pedagogical practice and that these perceptions and practices may be affected through teaching and learning with discovery learning-based educational technologies. Teachers developed a strategy aimed at creating and managing a pedagogically productive tension in students. They also devised two modes of learning alongside students. Implications for future research regarding technology integration are discussed. [ABSTRACT FROM AUTHOR]