Computing for all?: Examining critical biases in computational tools for learning     

Breanne K. Litts  Kristin A. Searle  Bryan M. J. Brayboy  Yasmin B. Kafai 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):842-857

Given the increased need for broadening participation in computing, there must be a focus not just on providing culturally relevant content but also on building accessible and inclusive computational tools. Most efforts to design culturally responsive computational tools redesign surface features, often through making nominal changes to add cultural meaning, yet the deeper structural design remains largely intact. We take a critical perspective towards novice programming environments to elucidate how the underlying structure privileges particular epistemologies and cultures. In this paper, we examine how the cultural practice of storytelling is supported and/or inhibited within novice programming tools. We draw upon the experiences of 38 Native American youth, who worked in teams to create place-based, interactive stories and games for their community. Findings offer insights to the embedded cultural biases that exist in the structures of computational tools. We discuss insights for how to address cultural biases and promote deeper integration of cultural practices in future designs of culturally responsive computational tools.

Practitioner Notes

What is already known about this topic?

• Culturally responsive computing connects computing content heritage and vernacular cultural practices.
• “Black boxing,” or lack of transparency in how it works, in computational tools makes it difficult for novices to enter computing cultures.
• Design tools are embedded with particular ways of being, knowing, valuing and doing.

What this paper adds?

• Thirty-eight novice learners’ computational designs were shaped by the ways in which a computational tool privileged particular knowledge systems.
• Storytelling, as a critical cultural practice, especially in Indigenous cultures, is heavily constrained by the design structure of computational tools.
• Computational tools are cultural artifacts with deeply embedded epistemological, ontological and axiological biases, which directly frame what learners can do with these tools.

Implications for practice

• Collaborative, community-based design processes could mitigate the cultural biases that persist in computational tools.
• Transparency in computation tools in critical to broadening participation in computing cultures.
• Culturally responsive design of computational tools at the structural level is required to build inclusive computing cultures.

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The global expansion of children’s television: a case study of the adaptation of Sesame Street in Spain   总被引：1，自引：0，他引：1  

Kristin C. Moran 《Learning, Media and Technology》2006,31(3):287-300

The landscape of children’s programming is changing because of the increased exportation of children’s television programs created in the USA. Networks have been aggressively marketing programs to an international audience through individual program sales and satellite network expansion. Some see problems as a result of the potential shift in cultural norms and values in areas where these programs are broadcast. An important alternative to this exportation is the co‐production process pioneered by Sesame Workshop. The results of a case study into the localization process of Sesame Street in Spain indicate that the production of Barrio Sésamo/Barri Sésam can be looked to as an example of not only the co‐production process, but also as exemplifying a process of ‘glocalization’ whereby a Spanish program has been influenced by both global and local realities imbedded in the program. The negotiation of what it means to be Spanish is constantly pushed against a global template, even in a program for preschool‐age children.  相似文献   

Risk and Protective Factors Related to Fathers’ Positive Involvement and Negative Reinforcement With 1-Year-Olds     

Kristin Berg Nordahl  Imac M. Zambrana  Marion S. Forgatch 《Parenting, science and practice》2016,16(1):1-21

Objective. Guided by a social interaction learning model, this study investigated potential risk and protective factors related to fathers’ early parenting behaviors. Design. Parenting behaviors in 726 Norwegian fathers with their 1-year olds (51.7% boys) were assessed by both micro social coding and global ratings from direct observation of structured interactions. Father and child factors were reported by fathers when the child was 6 months and 1 year old. Results. Fathers’ positive involvement was associated with children’s observed sustained attention, and lack of positive involvement was associated with children’s communicative risk and fathers’ lower education. Fathers’ negative reinforcement was associated with children’s developmental difficulties and communicative risk. Positive involvement and negative reinforcement were not correlated and were predicted by different factors, indicating they are separate dimensions of parenting. Conclusion. Multiple predictors relate to different parenting dimensions and point to factors that may enhance father–infant interaction and identify fathers and children who may benefit from early intervention.  相似文献   

License Analysis of e-Journal Perpetual Access     

Mei Zhang  Kristin R. Eschenfelder 《The Journal of Academic Librarianship》2014

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Standards for vision science libraries: 2014 revision     

Kristin Motte  C. Brooke Caldwell  Karen S. Lamson  Suzanne Ferimer  J. Chris Nims 《Journal of the Medical Library Association》2014,102(4):288-291

Objective:

This Association of Vision Science Librarians revision of the “Standards for Vision Science Libraries” aspires to provide benchmarks to address the needs for the services and resources of modern vision science libraries (academic, medical or hospital, pharmaceutical, and so on), which share a core mission, are varied by type, and are located throughout the world.

Methods:

Through multiple meeting discussions, member surveys, and a collaborative revision process, the standards have been updated for the first time in over a decade.

Results:

While the range of types of libraries supporting vision science services, education, and research is wide, all libraries, regardless of type, share core attributes, which the standards address.

Conclusions:

The current standards can and should be used to help develop new vision science libraries or to expand the growth of existing libraries, as well as to support vision science librarians in their work to better provide services and resources to their respective users.The Association of Vision Science Librarians (AVSL)—whose more than 150 members represent ophthalmology, optometry, and industry libraries throughout the world—has defined standards for its libraries since 1976 1–3. AVSL recommends that vision science libraries (VSLs) have at least one active member in AVSL. Standards for this very specialized area of library service have evolved owing to the work of librarians who, since 1937, have been developing and refining standards for their libraries 4. The standards reported here reflect the changes that have taken place during the decade and a half since the last edition of these standards were published. Changes include recommended staffing and technology, and the addition of a section addressing online access to information.AVSL convened a task force to first evaluate whether a standards revision was needed. Once it was agreed to do so, the task force guided the process of the revision, which included member surveys and discussions at meetings over the span of two years.The standards are intended to provide qualitative information such as appropriate staffing levels and collection scope, which can be used to evaluate existing vision science libraries or to develop new vision science libraries. In addition, these libraries should reflect the purpose and mission of the institution to which each belongs, and each library should have policies in place that outline the various areas to support the education, research, and patient care information needs of their institutions.  相似文献   

Students’ Energy Concepts at the Transition Between Primary and Secondary School     

Sebastian T. Opitz  Ute Harms  Knut Neumann  Kristin Kowalzik  Arne Frank 《Research in Science Education》2015,45(5):691-715

Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students’ progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3–6 (N?=?540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content.  相似文献   

Spatial thinking in science,technology, engineering,and mathematics: Elementary teachers' beliefs,perceptions, and self-efficacy     

Kristin Michod Gagnier  Steven J. Holochwost  Kelly R. Fisher 《科学教学研究杂志》2022,59(1):95-126

Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research.  相似文献   

Being a Learner Using Social Media in School: The Case of Space2cre8     

Kristin Beate Vasbø  Kenneth Silseth  Ola Erstad 《Scandinavian Journal of Educational Research》2014,58(1):110-126

The aim of this article is to gain knowledge about what it means to be a learner using social media in an educational setting. The article presents an ethnographic study of students in a multiethnic community in Oslo who participate in a social networking site called Space2cre8 (S28). In this article, we set out to explore the kind of space for learning that can be created in a lower secondary classroom by a social networking site. The article provides a detailed study of how two students made use of this social networking site as part of school activities, and it outlines two specific ways in which to be a learner using social media in school. The findings suggest that a social networking site such as S28 can provide different resources for different students with different learner identities, and might represent a space in which everyday knowledge and school knowledge merge to offer a hybrid space for learning.  相似文献   

Childhood Maltreatment and Early Developmental Vulnerabilities at Age 5 Years          下载免费PDF全文

Melissa J. Green  Stacy Tzoumakis  Brooke McIntyre  Maina Kariuki  Kristin R. Laurens  Kimberlie Dean  Marilyn Chilvers  Felicity Harris  Merran Butler  Sally A. Brinkman  Vaughan J. Carr 《Child development》2018,89(5):1599-1612

This study examined associations between maltreatment and early developmental vulnerabilities in a population sample of 68,459 children (M_age = 5.62 years, SD = .37) drawn from the Australian state of New South Wales, using linked administrative data for the children and their parents (collected 2001–2009). Associations were estimated between (a) any maltreatment, (b) the number of maltreatment types, and (c) the timing of first reported maltreatment and vulnerability and risk status on multiple developmental domains (i.e., physical, social, emotional, cognitive, and communication). Pervasive associations were revealed between maltreatment and all developmental domains; children exposed to two or more maltreatment types, and with first maltreatment reported after 3 years of age, showed greater likelihood of vulnerability on multiple domains, relative to nonmaltreated children.  相似文献   

Response Time Differences Between Computers and Tablets     

Xiaojing Kong  Yuanyuan McBride  Kristin Morrison 《教育实用测度》2018,31(1):17-29

Item response time data were used in investigating the differences in student test-taking behavior between two device conditions: computer and tablet. Analyses were conducted to address the questions of whether or not the device condition had a differential impact on rapid guessing and solution behaviors (with response time effort used as an indicator) as well as on the time that students spent on the test (reading, mathematics, and science) or a given item type (such as drag-and-drop and fill in blank). Further analyses were conducted to examine if the potential impact of device conditions varied by gender and ethnicity groups. Overall there were no significant differences in response time effort related to device, although some differences related to item type and test sequence were noted. Students tended to spend slightly more time when taking the tests and certain types of items on the tablet than on the computer. No interactions of device with gender or ethnicity were observed. Follow-up research on the item time thresholds is discussed.  相似文献