The predominance of western paradigms and a frequent failure to consider and theorize the non-neutrality of schools and technology leaves an ontological and epistemological gap in educational technology studies. Specifically, it leads to thin research on the role of power, the collective, and the intersections with technology that can alter our…

Analyzing qualitative data from learning processes is considered "messy" and time consuming (Chi in J Learn Sci 6(3):271-315, 1997). It is often challenging to summarize and synthesize such data in a manner that conveys the richness and complexity of learning processes in a clear and concise manner. Moreover, qualitative data often…

In the United States, culturally responsive computing is a framework that aims to support broadening the participation of racially and linguistically diverse children in computing and technology education through bottom-up interventions that are community-oriented, technology rich, and culturally dynamic. Despite the important role that youth…

The purpose of this study was (a) to develop an instructional design model for preservice teachers' learning of technological pedagogical content knowledge (TPACK) in multidisciplinary technology integration courses and (b) to apply the model to investigate its effects when used in a preservice teacher education setting. The model was applied…

The last decade has brought about a major change in higher education. Course design has developed from a craftsmanship-like process to a structured production, which involves interdisciplinary teams and requires more complex communication skills. This conceptual article introduces E[superscript 2]ML--Educational Environment Modeling Language--a…