This paper examines the implementation of unplugged tasks across different school settings developing computational thinking skills and concepts at upper primary school children in Spain without programming and without using electronic devices. The study is based on qualitative case study design. Across the three case studies/schools --…

This paper explores the experiences and learning outcomes of preservice elementary teachers (PSTs) as they integrate computational thinking (CT) into their teaching practices during a structured field experience. Through a qualitative content analysis of video reflections from 27 PSTs, the study examines how teaching CT lessons to K-2 students…

This article examines how a multidimensional, skill-driven curricular framework plays out in diverse primary school settings toward a holistic K-6 curriculum framework. Particularly, it explored how unplugged tasks involve imaginative pedagogies, computational thinking skills, new media literacy skills, and social-emotional skills across three…

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society…

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 37 papers dealing…

This book presents 28 practical case studies in detail and 49 case studies in brief. The collection of these case studies focuses on one or more aspects of exploration and practice on the following topics: smart campus and smart classroom, resource construction and sharing, new teaching mode, comprehensive quality evaluation of students, teacher…

This study examined 105 preservice teachers' instructional strategies for developing dance-themed activities for young students during mathematics instruction. A pretest--posttest data collection design was used to investigate the changes in participants' teaching strategies before and after the intervention of dance with integrated mathematics…

With the release of the Next Generation Science Standards (NGSS), assessing K-12 science teachers' self-efficacy in Computational Thinking (CT) is an important research gap to study. Bandura defines self-efficacy as awareness of the individual's potential and capabilities to accomplish a goal. Teaching efficacy beliefs is a significant identifier…

Students with emotional and behavioral disorders (EBD) demonstrate significant academic deficits across content areas (Coutinho, 1986; Lane, Barton-Arwood, Nelson, & Wehby, 2008; Nelson, Benner, Lane, & Smith, 2004; Reid, Gonzalez, Nordness, Trout, & Epstein, 2004; Ruhl & Berlinghoff, 1992). Mathematics, however, appears to be especially…

Early lexical acquisition is affected by biases and constraints within learners, but also by patterns and statistical regularities within a learner's environment. Much of the previous work examining the effect of statistical regularities on word learning has been directed at phonological regularities. Particularly, research has focused on the…

Describes teaching strategies in which children are encouraged to develop computational procedures that are meaningful to them. Authors state that classroom observation reveals most primary students to be capable of developing their own accurate solution procedures for multi-digit addition and subtraction as well as for simple multiplication and…

Six easy-to-learn strategies are offered to help students with learning problems in mathematics make error-free subtraction calculations when either the subtrahend or remainder is a 9, 8, or 7 and when the minuend is in the teens. (CB)

Activities that allow students to represent patterns concretely before showing the patterns in color on paper are presented. Three basic activities are described, with suggestions made for extensions that allow further pupil exploration of multiples. Student discovery of relationships not found by the teacher is expected. (MP)

Examines 109 children from grades 3 through 6 for computational facility and the relationship between automaticity, or efficient processing of addition facts, and success in more complex tasks. Indicates that most errors on the multidigit sums were due to fact inaccuracy, not algorithmic errors. Discusses instructional implications for students…

This study evaluated the effectiveness of the constant time delay procedure, while comparing the efficiency of using teacher-selected and student-selected material prompts, in teaching multiplication facts to 4 male students with learning disabilities (ages 9 to 13). Results indicated that the time delay procedure was most efficient when students…