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Teacher Moments is an open source resource for teacher educators to create and use practice-based simulations in teacher education. Teacher Moments may be used to create digital clinical simulations (DCS) which are defined as opportunities for improvisational interaction with scripted character(s). During the COVID-19 crisis, we implemented an equitybased simulation created by a teacher educator. Results demonstrate the utility of the system for surfacing student perspectives which, in turn, provides opportunities for deeper discussion and reflection. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the relationship of middle school students' perceptions of the ideal science stu-dent to their problem solving activity and conceptual under-standing in the applied science area of robotics. Twenty-six 11 and 12 year-olds (22 boys) attending a summer camp for academically advanced students participated in the study. This correlational study utilizes survey and observational data. Students completed the ideal science student survey and individually engaged in a problem solving activity that was videotaped. Students were instructed to think-aloud during the problem solving session. The final programming solution students created was scored using a conceptual rubric. Two dominant perceptions of the ideal science student were iden-tified, a traits-based view and a process-oriented view. Stu-dents with a traits-based view tended to use domain general strategies to solve the robotics problem. Whereas, students with a process-oriented view tended to use domain specific strategies, Chi-Square (1, n=24) = 4.608, p = .03. Students with the process-oriented view evidenced stronger conceptual understanding in their final program solutions as revealed by an ANOVA, F (1, 22) = 5.367, p = .03. Qualitative analysis of the data indicates that students with the process-oriented view modeled, verified and expanded their understanding of the use of specific tools in the environment. Implications of these findings for pre-service science teachers and the design of learning environments are discussed. [ABSTRACT FROM AUTHOR]

This article argues for the use of self-study as a research methodology for learning technology scholars to advance knowledge and improve practice in the use of emerging technologies in the classroom. It reports on a self-study conducted on the use of the Second Life multi-user virtual environment (MUVE) in a graduate level seminar entitled "Educational Media Theory." The article details the experience of the professor and the students in using the Second Life MUVE and it highlights the specific teaching and learning issues that arose as a result of using the technology. Through an examination of the data, I identify the assumptions based on personal interest and epistemological commitments, which led to problems in introducing the technology in the course. These problems were addressed through revising the syllabus to create scaffolds for student learning with the Second Life environment. The broader implications of the study regard the impact of student expectations and prior knowledge on the trajectory of the use of a technology in a course and the issue of student safety, which is raised when social technologies are used in the classroom. Adaptations to teaching methods to address such issues are discussed. [ABSTRACT FROM AUTHOR]

Much educational software is designed from a specific pedagogical stance. How teachers conceive of the pedagogical stance underlying the design will affect how they use the technology; these conceptions may vary from teacher to teacher and from teacher to designer. There may be a conflict between the designer's pedagogical beliefs inscribed in the educational technology innovation itself, and the teacher's pedagogical beliefs, which may affect the teachers' ability or desire to use the educational technology innovation. The purpose of this study is to contribute to our understanding of this issue by examining teachers' reflections on teaching and learning robotics through the discovery learning method. Data for the study were collected at a teacher professional development workshop series and at a robotics fair. A total of 20 middle and high school teachers participated in the study. Our findings indicate that teachers' perceptions of student learning needs influence their pedagogical practice and that these perceptions and practices may be affected through teaching and learning with discovery learning-based educational technologies. Teachers developed a strategy aimed at creating and managing a pedagogically productive tension in students. They also devised two modes of learning alongside students. Implications for future research regarding technology integration are discussed. [ABSTRACT FROM AUTHOR]