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Papers by Andrea Ramírez-Salgado
The Journal of Technology and Teacher Education, 2020
Digital escape rooms can transform any lesson into an engaging learning environment. This article... more Digital escape rooms can transform any lesson into an engaging learning environment. This article describes the implementation of a digital escape room in an undergraduate educational technology course for preservice teachers. The digital escape room was designed and developed using a 10-step process and covered the topic of gamification. Typically, this activity is facilitated during a face-to-face class meeting; however, instructors were required to modify the activity when the university transitioned to online learning in response to COVID-19. The purpose of the study was to explore the process and effects of implementing the digital escape room using two different approaches to online instruction: synchronous and asynchronous. Preliminary findings suggest that replicating the activity in a synchronous setting is similar to a face-to-face environment, whereas students in the asynchronous setting may need more reading comprehension support. Implications for practice and directions...
Journal of computer science integration, 2023
As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for... more As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for educators, researchers, and curriculum developers to identify culturally responsive and pedagogically inclusive approaches that can increase participation, access, and feelings of belonging for students from historically marginalized communities. In response, we developed an equity-centered curricular framework and illustrative crosswalk that synchronizes three distinct pedagogical approaches: culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), and project-based learning (PBL). We describe the framework's theoretical underpinnings and explain how this framework informed the development of an integrated elementary science+CS curricular unit and provide examples of its implementation. Next, we describe the relationship between our framework, the integrated curricular unit, and educative materials designed to help teachers use the lessons and transform their practice. Finally, we highlight the framework's potential for broader implementation in the quest to promote equitable CS instruction grounded in the experiences and perspectives of diverse student populations. The crosswalk is a graphical representation of the framework that communicates relationships amongst the elements in a digestible and practical way. This Equity-Centered Curricular Crosswalk addresses both lesson features and teacher practices, to underscore our belief that the responsibility of equity-based pedagogy should not be solely borne by teachers. As educators, researchers, and curriculum developers consider their interconnected roles and responsibilities in the enactment of CRP and UDL, the crosswalk provides an important link between equitybased instructional theories and the realities of classroom practices.
The Journal of Technology and Teacher Education, 2020
Digital escape rooms can transform any lesson into an engaging learning environment. This article... more Digital escape rooms can transform any lesson into an engaging learning environment. This article describes the implementation of a digital escape room in an undergraduate educational technology course for preservice teachers. The digital escape room was designed and developed using a 10-step process and covered the topic of gamification. Typically, this activity is facilitated during a face-to-face class meeting; however, instructors were required to modify the activity when the university transitioned to online learning in response to COVID-19. The purpose of the study was to explore the process and effects of implementing the digital escape room using two different approaches to online instruction: synchronous and asynchronous. Preliminary findings suggest that replicating the activity in a synchronous setting is similar to a face-to-face environment, whereas students in the asynchronous setting may need more reading comprehension support. Implications for practice and directions...
Journal of computer science integration, 2023
As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for... more As computer science (CS) education becomes more prevalent in K-12 instruction, it is critical for educators, researchers, and curriculum developers to identify culturally responsive and pedagogically inclusive approaches that can increase participation, access, and feelings of belonging for students from historically marginalized communities. In response, we developed an equity-centered curricular framework and illustrative crosswalk that synchronizes three distinct pedagogical approaches: culturally responsive pedagogy (CRP), Universal Design for Learning (UDL), and project-based learning (PBL). We describe the framework's theoretical underpinnings and explain how this framework informed the development of an integrated elementary science+CS curricular unit and provide examples of its implementation. Next, we describe the relationship between our framework, the integrated curricular unit, and educative materials designed to help teachers use the lessons and transform their practice. Finally, we highlight the framework's potential for broader implementation in the quest to promote equitable CS instruction grounded in the experiences and perspectives of diverse student populations. The crosswalk is a graphical representation of the framework that communicates relationships amongst the elements in a digestible and practical way. This Equity-Centered Curricular Crosswalk addresses both lesson features and teacher practices, to underscore our belief that the responsibility of equity-based pedagogy should not be solely borne by teachers. As educators, researchers, and curriculum developers consider their interconnected roles and responsibilities in the enactment of CRP and UDL, the crosswalk provides an important link between equitybased instructional theories and the realities of classroom practices.