Summary: This report describes the naturalistic observation of secondary behaviors performed by 66 drivers who took part in the Automotive Collision Avoidance System Field Operational Test (ACAS FOT). The ACAS FOT included two driver assistance systems, adaptive cruise control (ACC) and forward collision warning (FCW). Each driver participated in both baseline (no driver assistance systems for one week) and treatment conditions (both ACC and FCW available for 3 weeks). The method employed was to sub-sample video data, and code drivers' secondary behaviors using 4 s video clips of the driver, collected every 5 minutes. Eight-hundred and ninety video clips were reviewed and coded while participants drove manually, with conventional cruise control, ACC, and FCW. The results show that drivers who took part in the field test were no more likely to engage in secondary behaviors when driving with ACC and FCW in comparison to manual control. When the driver assistance systems became available to the participants, there was an increase in the number of conversations drivers had with passengers, probably related to the driver explaining the novel ACAS system to passengers. The results have important implications in that, at least for the duration of exposure examined, they counter the concern often raised that driver assistance systems will promote driver distraction, lapses in attention or modification in perceived risk.

Using Puentedura's framework for transformative use of technology for learning, and the guidelines for developmentally appropriate practice, practitioner vignettes, and practical strategies highlight the possibilities for integrating digital storytelling activities in the PK-3 classroom in support of literacy learning. The chapter explores ways in which digital storytelling can be a transformational way for young children to develop an array of literacy skills. The vignettes share examples of teachers integrating digital storytelling activities in transformative ways to enhance children's learning. The chapter provides suggestions for lesson ideas and digital tools for engaging young children in a variety of storytelling projects.

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Using Guernsey's framework for technology use with young children, this case study examines two middle elementary grade female students as they experience 3D printing in a Makerspace environment. In this case study, the girls spent a day working with a Makerspace staff member to learn how to 3D print a design of their choice from Thingiverse. The case study provides a chance to analyze the reactions, discourse, and activities of two girls introduced to 3D printing in a makerspace. The authors sorted the verbalizations, behaviors, and actions of the two girls into a reflection on the concepts of content, context, and child put forth by Guernsey.

This chapter unveils the teaching and course design experience when facilitating asynchronous online discussion with an AI-driven platform, Packback. Primarily focusing on the experience of four faculty members at a large public higher education institution in the United States, the case study conducts in-depth inquiries into faculty perception of using AI-driven discussion in teaching and learning. Using a qualitative research design, the researchers present the study and results from practical perspectives when integrating Packback in online classes. The findings of this case study also include the challenges and lessons that the faculty and instructional designers learned to help others implement an AI-based discussion tool. Strategies and recommendations for instructional design and redesign with these newer types of AI-driven online discussion are proposed to inform those in education and technology fields.