Meredith J.C. Swallow

The Year-Two Decline: Exploring the Incremental Experiences of a 1:1 Technology Initiative

Abstract Reports on one-to-one (1:1) technology initiatives emphasize overall favorable results; however, comprehensive multiyear studies looked at understate the progressive experiences of teachers and students. A small body of research suggested the second year of 1:1 technology programs manifested difficulties and struggles which significantly contrasted with the first year of implementation. The purpose of this case study was to discover any negative experiences of participants during the second year of a 1:1 technology initiative, and understand how those experiences influenced the success and sustainability of the program. Data suggest that participants felt the goals of the initiative were not being met, evidenced by a significant decrease in desired teaching and learning outcomes.

Collaborative action research for middle grades improvement

Technology’s rapid evolution applies constant pressure to educational organizations, suggesting a need to continually re-envision schools for the digital age. Yet educators often struggle to understand the growing chasm between students’ out-of-school and in-school technology lives. This gap is particularly noticeable during the middle grades years, when home technology use increases dramatically. The purpose of this research was to examine the experiences of teachers and students engaged in collaborative action research for middle school improvement in technology-rich settings. We begin by outlining our theoretical framework, emphasizing Fletcher’s Ladder of Student Involvement. We then describe our case-study design and methods. Findings are organized by action research components and a discussion of key themes follows. Finally, we consider the implications of this study for action research as a means of student involvement and teacher learning.

A fraction activity to understand sorting algorithms

The need for students to understand computational thinking and the fundamentals of computer science (CS) is at an all-time high. Jobs requiring some programming are growing significantly, and CS is the only STEM field that has more jobs available than students studying the field. Currently, CS is not required in American schools; therefore, only a subset of students have access to CS coursework. To address this issue, the Computer Science Teachers Association developed standards detailing the ideas needed to provide a complete CS curriculum for all students. Here, King and Smith present an activity introducing children to the idea of sorting algorithms, while simultaneously providing them with the opportunity to compare and order fractions.

On your mark, get set, create

Educational environments are rapidly embracing the emergence of three-dimensional (3D) printing technologies. The explicit demonstration and application of using computing technology to create tangible, real-world items through the application of design, geometry and coordinate mapping, and professional software mastery are just a few reasons that 3D printing engages both teachers and students