Technology-Rich Ethnography for Examining the Transition to Authentic Problem-Solving in a High School Computer Programming Class

This study utilized elements of technology-rich ethnography to create a rich description of a multi-user virtual environment in a high school computer programming class. Of particular interest was the transition that took place in classroom culture from one characterized by a well-defined problem solving approach to one more indicative of open learning environment. Using technology, high school students created learning activities and resources for use by younger students in the virtual environment. Evidence supported that high school students initially benefitted from the new open environment; however, some immutable elements of the classroom environment presented barriers to peer collaboration and motivation for high-level, creative work. Our findings lend support to the argument that teachers in high school computer programming classes should incorporate the following features in their curricula: open-ended problem solving, real-world clients, group work, student autonomy and ample opportunities for student creative expression.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Clarifying the link between mastery goals and social comparisons in classroom settings

Previous experimental studies have documented that competence evaluations are function of social comparison information pertaining to classmates' grades even among mastery-oriented students who are not supposed to base perceptions of competence on social comparisons. This study aimed to replicate this link between mastery goals and social comparisons by using a measure of achievement goals that captured the comparison standards that students intended to adopt in classroom settings. In addition, we examined whether mastery-oriented and performance-oriented students responded differently to social comparisons, particularly unfavourable social comparisons with more capable classmates. In a study that aimed to predict perceptions of competence among university students, we showed that mastery-oriented students who intended to adopt self-referenced standards of comparison based perceptions of competence on social comparisons. In addition, response surface analysis supported a "mastery goal advantage" effect whereby mastery goals yielded higher perceptions of competence than performance goals among students who engaged in unfavourable social comparisons. Findings suggest that mastery goals are adaptive not because they motivate students to not engage in social comparisons but because they lead students to respond to unfavourable social comparisons in an adaptive way

Enhancing Interdisciplinary Instruction in General and Special Education: Thematic Units and Technology

This article discusses interdisciplinary thematic units in the context of special and general education curricula and focuses on ways technology can be used to enhance interdisciplinary thematic units. Examples of curriculum integration activities enhanced by technology are provided in the context of productivity tools, presentation and multimedia tools, contextual themed software, and Web-based activities.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

Motivated learning with digital learning tasks: what about autonomy and structure?

Article about Motivated learning with digital learning tasks: what about autonomy and structure