At the beginning of the COVID-19 pandemic, there was a mass shift to online, virtual, and hybrid learning. Soon thereafter, educators and researchers realized that the pandemic would result in significant paradigm shifts in teaching and learning as classrooms moved into online and hybrid spaces. Two years later, very little change has occurred in…

This quasi-experimental research study examines whether the use of Assessment and Learning in Knowledge Spaces (ALEKS), an ITS, shows a statistically significant improvement in students' mathematics achievement than traditional teacher-led instructions. This non-randomized research study measured the efficacy of ALEKS on ''underachieving students'…

Digital media offer new opportunities to visualise mathematics and to engage students in interactive activities. The launching of digital teaching platforms in mathematics has, however, been met with some hesitation, and printed textbooks still play a substantial role in classrooms. This study addresses questions about how affordances of the…

Using transformative experience theory as a framework, we investigate the potential of utilizing mobile technology and social media to foster deep-level engagement in the form of connections between in-school and out-of-school experience. A ninth-grade Earth science teacher instructed students to take pictures with their mobile devices when they…

Despite the importance of computer science education and computational thinking, there have been limited examples of computer science education at K-12 classrooms that authentically represents the work of computer scientists, especially programming. One reason is the lack of a measurable definition of computational thinking and a programming…

This presentation will focus on the use of live action and video instruction as a method of content dissemination and to motivate students in learning in science, technology, engineering and mathematics (STEM) education. Specifically, this area, dubbed "edutainment", will chronicle different interactions with students, teachers and…

Interdisciplinary teaching in STEM is often seen as a collaboration of different subjects teaching a common theme. This view undermines successful interdisciplinary approaches that can be deployed in a single class. Two examples of interdisciplinary math lessons, using pie charts and bar charts respectively, will be used to demonstrate how this…

We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long intervention. In the intervention, preservice teachers learned about CT concepts through an hour-long lecture in their methods class, practiced a computing-integration activity…

Online math videos for student learning are abundant; yet they are surprisingly uniform in their monologic, expository mode of presentation and their emphasis on procedural skill. In response, we created an alternative model of online math videos that feature the unscripted dialogue of secondary school students, who convey sources of confusion and…

The paper reflects on an earlier research on the use of technology in secondary mathematics teacher education through the lenses of newer digital tools (Wolfram Alpha, Maple), most recent standards for teaching mathematics, and recommendations for the preparation of schoolteachers. New ideas of technology integration into mathematics education…

In this paper, we propose the mathematical cognitive technology noticing framework for examining how mathematics teachers evaluate, select, and modify mathematical cognitive technology to use in their classrooms. Our framework is based on studies of professional and curricular noticing and data collected in a study that explored how secondary…

Computer science for high school faces many challenging issues. One of these is whether the students possess the appropriate cognitive ability for learning the fundamentals of computer science. Online tests were created based on known cognitive factors and fundamental algorithms and were implemented among the second grade students in the…

Research on flipped instruction with K-12 English Language Learners (ELLs) is limited. The purpose of this study was to examine the academic performance of ELLs who received flipped instruction in an algebra course at a newcomer high school, and to investigate ELLs' perceptions of flipped learning. Results indicate flipped instruction engaged…

Manipulatives are considered a best practice for educating students with disabilities, but little research exists which examines virtual manipulatives as tool for supporting students in mathematics. This project investigated the use of a virtual manipulative through the National Library of Virtual Manipulatives--polynominoes (i.e., tiles)--as a…

Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development and classroom intervention on student achievement when compared to classroom instruction with…