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Computer science (CS) has become a critical part of K–12 education worldwide. Computational thinking (CT) skills are a key set of competencies in CS education that can solve problems and use computational design to create useful solutions. However, preservice and in-service teachers are not fully prepared to integrate CS and CT into their curricula. Furthermore, there are limited special topic courses and educational research on how to facilitate in-service teachers’ professional learning of CS and CT, as well as their content-specific integration. Therefore, this study investigated in-service teachers’ perceptions and development of CT skills in an online graduate emerging technologies course. Theoretically framed by the four cornerstones of CT (i.e., abstraction, algorithms, decomposition, and pattern recognition), participants perceived that they increased their CT problem-solving and creativity skills but decreased their collaborative learning and critical thinking skills. Additionally, teachers increased their CT test scores after taking the course. Most teachers used CT terminology correctly (i.e., algorithms and decomposition). However, only 59% correctly described abstraction and pattern recognition, while most teachers did not mention debugging. The authors call on teacher educators to address in-service teachers’ CS knowledge gaps, increase their CT skills, and select appropriate strategies for CT professional learning. [ABSTRACT FROM AUTHOR]

This paper reports on nine elementary, middle, and high school in-service teachers who participated in a series of workshops aimed at exploring the wonder, joy, and beauty of mathematics through the creation and application of digitally fabricated tools (i.e., laser-cut and 3D printed). Using the Technological Pedagogical and Content Knowledge (TPACK) framework to investigate technological, pedagogical, contextual, and content knowledge, researchers applied qualitative methods to uncover the affordances and constraints of teaching and learning math concepts with digitally fabricated tools and examined how the workshops supported broadening participation in mathematics by focusing on the connections between mathematical inquiry, nature, and the arts. Affordances include opportunities for hands-on learning, visual support at the secondary level, and real-world connections that go beyond the state standards. Barriers include purchasing a laser-cutter, ventilation and noise issues, time constraints, misalignment with school and district priorities, and a lack of administrative support. All participants indicated that they were interested in additional workshops focused on designing their own digitally fabricated mathematics tools that better align with their grade level(s) and standards. [ABSTRACT FROM AUTHOR]

The article discusses the relevance of inquiry-based teaching and maker-centered learning, and the 5E Instructional Model, developed by the Biological Sciences Curriculum Study. It states that maker-centered learning experiences involve a mindset, are collaborative and allow students to express themselves and their knowledge through the creation of meaningful products. The 5E learning cycle include engagement, exploration, explanation, elaboration and evaluation.

The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. We report on a framework for making in STEM education and describe a rubric for assessing the presence of the essential elements of making within STEM instruction. We present examples of the application of the rubric in a STEM teacher education course. [ABSTRACT FROM AUTHOR]

The article discusses activity of making which is an approach to learning emphasizes creative exploration through hands-on experiences with materials, tools and ideas as students design solutions and build tangible products. It states that the approach is rooted in constructivism which is a "learning by doing" philosophy that can be a powerful tool for middle school science educators.

The article presents six elements of making that provides a matrix to assist teachers and offers a sample chemistry lesson for context. Makers select materials and know how to use high- and low-tech tools safely including hand and power tools and open-source programming languages. Support students with in-class sharing activities like peer feedback and gallery walks.

The article describes activities for students which asks them to use smartphones to explore metadata in a simulated criminal case.

In this study, the researchers examined if and to what extent social media tools such as Facebook and Twitter can augment participants’ learning experience in an xMOOC and offer an additional social space. Two research questions guided this inquiry: (1) What did MOOC participants consider the usefulness of the Facebook group and Twitter feed associated with their MOOC course? and (2) How did the participants use the Facebook group and Twitter feed associated with their MOOC course? The findings from participants’ perceptions and usage using both quantitative and qualitative data indicated that the additional social space provided by the two social media tools can augment the learning experience by providing an environment to share resources, connect with others, enhance communications, and provide a space to post personal feelings or reflections of learning in an informal and quick manner. However, the findings did not provide strong evidence to indicate any deeper interactions beyond these uses. The results highlighted the importance of mediation and scaffolding from instructors in using social media tools in order to help connect learners in large online courses such as MOOCs. [ABSTRACT FROM PUBLISHER]