This article aims to provide an overview of the opportunities for developing computational thinking in young learners. It includes a review of empirical studies on the educational technologies used to develop computational thinking in young learners, and analyses and descriptions of a selection of commercially available technologies for developing computational thinking in young learners. The challenges and implications of using these technologies are also discussed.

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This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping design journals (blogging), complemented each other to support a positive sense of community and form a strong virtual community of learning mobile app design. This study helped reveal the educational value of mobile app design activities and the web-based visual programming tool, and the possibility of teaching/learning mobile app design online. The findings can also encourage educators to explore and experiment on the potential of incorporating these design learning activities in their respective settings, and to develop mobile apps for their diverse needs in teaching and learning.

This research identifies six online course evaluation instruments used nationally or in statewide systems. We examined the characteristics (i.e., number of standards and criteria) and coded the criteria that guide the design of online courses. We discussed the focus of the instruments and their unique features. This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Tech Trends, published by Springer. Copyright restrictions may apply. This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Tech Trends, published by Springer. Copyright restrictions may apply.

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This chapter provides a review of the theoretical bases and international research on the uses of Web 2.0 applications for learning through collaboration. Web 2.0 applications empower users with a venue for personal expression, sharing, communicating, and collaborating with others, thus offering enriched opportunities for learning. In our review, we found evidence of engaging and effective uses of Web 2.0 applications such as blogs, wikis, collaborative documents and concept mapping, VoiceThread, video sharing applications (e.g., YouTube), microblogging (e.g., Twitter), social networking sites, and social bookmarking that applied contemporary and foundational educational theory. We also identified opportunities and challenges associated with learning through collaboration with Web 2.0 applications, which can inform research directions and areas to explore for ECT researchers

Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, which makes ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners' profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; 4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.