TERC’s Ibrahim Dahlstrom-Hakki, Zachary Alstad, Brian Drayton, Gillian Puttick, Andee Rubin, Jim Hammerman, Mia Ong, and Lisette Esmeralda Torres-Gerald will Present at AERA’s Annual Meeting on April 21-26, 2022.
Emerging Technologies for Supporting Neurodiverse Learners
Mon, April 25, 2:30 to 4:00pm PDT (5:30 to 7:00pm EDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Marriott Grand Ballroom 2
Session Type: Symposium
Abstract: This session will present emerging work from five federally funded research teams developing emerging technologies to support the learning of neurodiverse students. Participants in this symposium will have an opportunity to learn about the development of Virtual Reality (VR), Game-Based Learning (GBL), and other technology enabled solutions supporting STEM learning among this population. These include custom scaffolds, universally designed tools, embodied learning, and a novel guided training approach. The symposium will conclude with an in-depth discussion of the current state of technologies as well as a look towards future trends in the field.
STEM Matters: The Importance of Centering Black, Indigenous, and People of Color Students
Sun, April 24, 9:45 to 11:15am PDT (12:45 to 2:15pm EDT), Division Virtual Rooms, Division G – Section 2: Differences and Intersectionalities Virtual Paper Session Room
Session Type: Paper Session
Examining the Role of Self-Reflection as an Impetus for Cultivating Equitable Practices for Multilingual Learners
AERA Virtual Poster Session 6
Mon, April 25, 9:45 to 11:15am PDT (12:45 to 2:15pm EDT), AERA Virtual Poster Rooms, AERA Virtual Poster Room 1
Connecting Learning Systems Through Technology (San Diego)
AERA Poster Session 6
Sat, April 23, 8:00 to 9:30am PDT (11:00am to 12:30pm EDT), San Diego Convention Center, Floor: Upper Level, Sails Pavillion
Data Literacy in Context: Culturally Oriented and Place-Based Learning Through Data
Thu, April 21, 2:30 to 4:00pm PDT (5:30 to 7:00pm EDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 18
Session Type: Structured Poster Session
Abstract: This symposium responds to calls for increased focus on data literacy in education and specifically how context, culture, and place impact what and how people learn through data. The 11 studies aim to highlight: 1) Real-world issues that are investigated through data; 2) How place-based learning is enabled (e.g., what technologies and resources are used); 3) How identity, historical narratives, and local or cultural knowledge are engaged; and 4) Methods, analyses, and evaluation of learning and/or participation. This set of studies highlight the ubiquity of data literacy goals for a range of learners (e.g., youth to adults), a range of disciplinary applications (e.g., art to bioinformatics), and a range of contexts (e.g., rural to urban).
Pedagogical Practices and Programmatic Structures to Support Youth Participation and Learning in Informal Environments
Sun, April 24, 8:00 to 9:30am PDT (11:00am to 12:30pm EDT), SIG Virtual Rooms, SIG-Informal Learning Environment Research Virtual Paper Session Room
Session Type: Paper Session
Abstract: The papers in this session showcase a range of topics, including deep ethnographic studies of pedagogical practices to engage learners and support identity development, programmatic pivots in response to COVID, as well as long-term studies of factors that support inclusion and equity. Grouped together, the diversities in theoretical framings and methodologies form a fertile landscape on which researchers and practitioners can find underlying structural commonalities, share lessons learned, and cross-pollinate unique approaches that support learning and engagement in informal environments.
Reconceptualizing Ability, Normativity, and Equity: Methodologies in Mathematics Education Resistance and Justice
Sun, April 24, 2:30 to 4:00pm PDT (5:30 to 7:00pm EDT), SIG Virtual Rooms, SIG-Research in Mathematics Education Virtual Paper Session Room
Session Type: Structured Poster Session
Abstract: Although power and privilege are embedded in all mathematics learning environments, research on the teaching and learning of students with disabilities is dominated by individual cognitive theories of learning that do not expose the workings of racism, ableism, and injustices. This structured poster session addresses how mathematics education research can acknowledge the influence of constructed ideas of normalcy, intelligence, interventions, and excellence that lead to differential access to power on the organization of learning. Eight posters will feature research that juxtaposes fields of mathematics education and disability studies for creating more responsive and just mathematics educational practices. By bringing these lines of research in conversation with each other, we aim to broaden the field’s conceptualization of ability, normativity, and equity.