In the past decade, Computational Thinking (CT) education has received growing attention from researchers. Although many reviews have provided synthesized information on CT teaching and learning, few have paid particular attention to collaborative learning (CL) strategies. CL has been widely implemented in CT classes and has become the most…

Computational thinking (CT) is considered a fundamental skill that everyone in the 21st century should have. Game-based learning (GBL) may be used to teach CT, and it's necessary to clarify how to design and implement game-based CT teaching. The literature was systematically searched for empirical studies published between 2011 and 2021.…

The importance of computational thinking (CT) as a 21st-century skill for future generations has been a key consideration in the reforms of many national and regional educational systems. Much attention has been paid to integrating CT into the traditional subject classrooms. This paper describes a scoping review of learning tools for integrating…

Although abstraction is widely understood to be one of the primary components of computational thinking, the roots of abstraction may be traced back to different fields. Hence, the meaning of abstraction in the context of computational thinking is often confounded, as researchers interpret abstraction through diverse lenses. To disentangle these…

This study explored teacher experience in leading Emergency Remote Teaching (ERT) in K-12 and conducting blended synchronous and asynchronous instruction during the COVID-19 pandemic. The study's purpose was to understand the pedagogical, technological, and organizational challenges and benefits of computing-enhanced digital learning environments,…

With growing interest in and popularity of online learning and lifelong learners, students' ability to be engaged in self-regulated learning (SRL) has become more important. Moreover, online learning is becoming an important feature of K-12 education. Although SRL is known to be important and teachable, little research has been conducted on…

This article reports on the results of a representative sample meta-analysis that explored the effects of interactive versus didactic pedagogy using computer-assisted instruction on measures of academic achievement. A systematic literature search revealed 40 studies, from which 55 effect sizes were extracted. The random effects model of analysis…

This article examines how laptop computing technology, teacher professional development, and systematic support resulted in changed teaching practices and increased student achievement in 47 K-12 schools in 11 Florida school districts. The overview of a large-scale study documents the type and magnitude of change in student-centered teaching,…

The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

The point of Choi and Clark (2006) was that after many well-designed studies, they have no evidence for either the learning or the motivational benefits of pedagogical agents. In their study, they found compelling evidence that when agents are found to enhance learning, a less expensive and less distracting pedagogical method has equal or greater…

Choi and Clark (2006) argue that learning is attributed to the instructional method rather than the specific medium used to deliver instruction (i.e., the pedagogical agent). Additionally, they consider pedagogical agents as unnecessarily expensive tools, whose instructional affordances can be replicated by less expensive options. In this response…

Handheld devices have the potential to make a large impact on K-12 educational settings, due to their relative low cost, high mobility, and interactive learning capabilities. This article, the outcome of a large-scale project examining the use of handheld computers, examines how handheld computers can improve teaching and learning, what…

One definition of design is "creating something new that fits with reality" (Stults, 1985). This article describes a project in which the researchers started with the intuition that new handheld-based wireless technologies held the promise of creating something new and highly desirable for K-12 education. We saw the potential for handheld-based…

While the number of computers in the classroom continues to increase and tremendous support for technology integration exists in government, business, and academia, a major discrepancy exists between the level of technology use expected of educators and the actual use and integration of technology in the classroom. This article examines barriers…

Surveys 117 English teachers to determine their current essay grading practices and their preferences for receiving and using computer ratings. Almost all of the teachers reported that they would use computer ratings to provide feedback to students. However, many reported that they would do less marking on student essays that are rated by computer…