The role of creativity has been well recognized in wholesome development of children's personality and attitude. Among various approaches to foster creativity in children, design thinking (DT) has emerged as a significant approach. The study presented in this paper explores the implementation of DT into maker education to help K-12 students…

Due to its task-based, gamified, and interactive features, unplugged programming activity has been widely employed in education and teaching as an activity away from electronic screens and other digital devices. There is ongoing debate over how to help K-9 pupils develop their computational thinking through unplugged programming activities. Based…

In China, teachers' ability to adopt information and communication technology (ICT) when teaching is far from satisfying. Previous studies on teachers' ability to integrate ICT and teaching in China ignored the factors in the process of teachers' ICT application and lacked the systematic analysis of the factors. ICT application is affected by…

Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches…

Seeing the relevance of tasks for future use is important for developing value and interest in them. We employed a pre- and post-test quasi-experimental design using a mixed-methods approach to examine if reflecting on the relevance of technology to future teaching practices influences elementary and secondary preservice teachers' utility value…

The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways. The model describes how a mentor can negotiate the interplay…

Examines the extent to which a group of superior elementary and secondary school teachers employed systematic instructional-planning practices. The two approaches were found to be different in several important ways: teachers did not place much emphasis on specifying objectives, creating objectives-based tests, or making other instructional…

Examines an expert teacher's thinking and teaching processes in order to link them to instructional-design procedures. Findings suggest that there were fundamental differences between the teacher's thinking and teaching processes and microinstructional design models. (Author/AEF)