[3/11/19] Sarah M Galvin & Christine Greenhow "Understanding Adolescent Writing on Social Media: A Literature Review" & Kathryn M. Rich & Aman Yadav "Infusing Computational Thinking Instruction into Elementary Mathematics and Science: Patterns of Teacher Implementation"

Post date: Mar 11, 2019 5:20:5 PM

Understanding Adolescent Writing on Social Media: A Literature Review

Sarah M Galvin & Christine Greenhow

Abstract: Expanding digital literacies compel educators and researchers to critically examine the affordances and constraints of new technologies in literacy education. This paper presents a systematic review of the educational research concerned with adolescent writer identity on social media. Following established PRISMA standards for conducting quality, systematic literature reviews, we screened over a decade of research culled from four major databases. Ultimately, 14 articles met our inclusion criteria and were included in the analysis. Themes surrounding students’ identities and authorship across spaces and boundaries are presented, followed by a summary of methodological trends. We outline gaps in the literature following Ivanič’s (1998) writer identity framework and implications for future productive lines of research. Finally, we offer implications for practice, encouraging teachers to embrace students’ multiple identities and situate writing assignments within students’ out-of-school experience

Infusing Computational Thinking Instruction into Elementary Mathematics and Science: Patterns of Teacher Implementation

Kathryn M. Rich & Aman Yadav

Abstract: In this brief paper, we will share preliminary results of a study of how elementary-school teachers take up computational thinking (CT) ideas and incorporate them into their mathematics and science teaching. We describe the teachers’ school contexts, the professional development experiences in which they engaged, and our preliminary analyses of how they used computational thinking within their enacted lessons. In brief, the seven teachers in this study exhibited three patterns of implementation: (1) using computational thinking to guide their own planning and thinking; (2) using computational thinking to structure their lessons; and (3) presenting computational thinking concepts to students as general problem solving strategies.