Despite the growivtgpopularity of robotics competitions such as FIRST LEGO League, robotics activities are typically not found in regular K-12 classrooms. We speculate that, among other reasons, limited t!.doption is due to the lack of empirical evid~nce demonstrating the effect of robotics activitie: on curricular goals. This paper presents a mixed methods study exploring the impact cf a s-..mzmer robotics camp on middle school students' physics content knowledge and scientific inquiry skills. It was found that the camp enhanced students' physics content knowledge but fai!ed to improve their skills in conducting scientific inquiry. Qualitative data provided an explanation of the findings. (

This study employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers' reflective journal writing. The context for the study was an attempt to refine the reflective writing component of a large scale electronic portfolio system. Quantitative results indicated that the computer-based scaffolds significantly enhanced the participants' reflective journal writing as well as the length of their written artifacts. Moreover, correlation analysis revealed that there was a positive relationship between the highest level of reflection and the length of journal writing. Three factors gleaned from qualitative data helped explain how and why the scaffolds enhanced participants' reflective thinking, including (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. It is hoped that the analyses and results of the current study can help inform others on how to leverage the affordances of computer-based scaffolds to augment reflective practice in technology-enhanced educational systems.

As a supplement to traditional classroom instruction, online video tutorials were created and made available as just-in-time support to enhance undergraduate business students' academic performance in a required introductory business statistics course. The study showed the availability of video tutorials enriched students' learning experiences and enhanced their academic performance. The results suggest that the learning benefits of the video tutorials were instrumental to those students with a final course grade B or C because these students were struggling to understand the course materials in the class. While those students with a final grade of A, D, or F might believe that they either totally understood everything or they were absolutely lost in the class. In either case, these students might believe that studying the video tutorials added no more value to their understanding of the materials presented in the class.

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Statistical literacy, reasoning, and thinking are highly valued in various industries. However, many college students struggle in their required statistic course(s). The use of technology has the potential to bring about positive changes in content, pedagogy, and course format of statistics instruction. This study explores undergraduate business students' perceptions of the instructor's technology integration efforts in their statistics learning. The research results reveal that students mostly regarded their learning experience as positive, engaging, informative, and effective. They attributed their learning gain to the instructor's innovative teaching style, the availability of various learning resources on Moodle, and how the resources were presented.