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1. The information won't just sink in: Helping teachers provide technology‐assisted data literacy instruction in social studies

   https://doi.org/10.1111/bjet.13255  

   Shreiner, Tamara L. ; Guzdial, Mark ( July 2022 , British Journal of Educational Technology)

   In this study, support for teaching data literacy in social studies is provided through the design of a pedagogical support system informed by participatory design sessions with both pre‐service and in‐service social studies teachers. It provides instruction on teaching and learning data literacy in social studies, examples of standards‐based lesson plans, made‐to‐purpose data visualization tools and minimal manuals that put existing online tools in a social studies context. Based on case studies of eleven practicing teachers, this study provides insight into features of technology resources that social studies teachers find usable and useful for using data visualizations as part of standards‐ and inquiry‐based social studies instruction, teaching critical analysis of data visualizations and helping students create data visualizations with online computing tools. The final result, though, is that few of our participating teachers have yet adopted the provided resources into their own classrooms, which highlights weaknesses of the technology acceptance model for describing teacher adoption.

   What is already known about this topic

   Data literacy is an important part of social studies education in the United States.

   Most teachers do not teach data literacy as a part of social studies.

   Teachers may adopt technology to help them teach data literacy if they think it is useful and usable.

   What this paper adds

   Educational technology can help teachers learn about data literacy in social studies.

   Social studies teachers want simple tools that fit with their existing curricula, give them new project ideas and help students learn difficult concepts.

   Making tools useful and usable does not predict adoption; context plays a large role in a social studies teachers' adoption.

   Implications for practice and/or policy

   Designing purpose‐built tools for social studies teachers will encourage them to teach data literacy in their classes.

   Professional learning opportunities for teachers around data literacy should include opportunities for experimentation with tools.

   Teachers are not likely to use tools if they are not accompanied by lesson and project ideas.

    

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2. Legal Feasibility and Implementation of Federal Strategies for a National Retail‐Based Fruit and Vegetable Subsidy Program in the United States

   https://doi.org/10.1111/1468-0009.12461  

   POMERANZ, JENNIFER L. ; HUANG, YUE ; MOZAFFARIAN, DARIUSH ; MICHA, RENATA ( July 2020 , The Milbank Quarterly)

   Suboptimal intake of fruit and vegetables is associated with increased risk of diet‐related diseases. A national retail‐based fruit and vegetable subsidy program could broadly benefit the health of the entire population.

   Existing fruit and vegetable subsidy programs can inform potential implementation mechanisms; Congress's powers to tax, spend, and regulate interstate commerce can be leveraged to create a federal program.

   Legal and administrative feasibility considerations support a conditional funding program or a federal‐state cooperative program combining regulation, licensing, and state or local options for flexible implementation strategies. Strategies to engage key stakeholders would enable the program to utilize lessons learned from existing programs.

   Suboptimal intake of fruit and vegetables (F&Vs) is associated with increased risk of diet‐related diseases. Yet, there are no US government programs to support increased F&V consumption nationally for the whole population, most of whom purchase food at retail establishments. To inform policy discussion and implementation, we identified mechanisms to effectuate a national retail‐based F&V subsidy program.

   We conducted legal and policy research using LexisNexis, the UConn Rudd Center Legislation Database, the Centers for Disease Control and Prevention Chronic Disease State Policy Tracking System, the US Department of Agriculture's website, Congress.gov, gray literature, and government reports. First, we identified existing federal, state, local, and nongovernmental organization (NGO) policies and programs that subsidize F&Vs. Second, we evaluated Congress's power to implement a national retail‐based F&V subsidy program.

   We found five federal programs, three federal bills, four state laws, and 17 state (including the District of Columbia [DC]) bills to appropriate money to supplement federal food assistance programs with F&Vs; 74 programs (six multistate, 22 state [including DC], and 46 local) administered by state and local governments and NGOs that incentivize the purchase of F&Vs for various subpopulations; and two state laws and 11 state bills to provide tax exemptions for F&Vs. To create a national F&V subsidy program, Congress could use its Commerce Clause powers or its powers to tax or spend, through direct regulation, licensing, taxation, tax incentives, and conditional funding. Legal and administrative feasibility considerations support a voluntary conditional funding program or, as a second option, a mandatory federal‐state cooperative program combining regulation and licensing.

   Multiple existing programs provide an important foundation to inform potential implementation mechanisms for a national F&V subsidy program. Results also highlight the value of state and local participation to leverage existing networks and stakeholder knowledge.

    

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3. Patches as an expressive medium for exploratory multi‐agent modelling

   https://doi.org/10.1111/bjet.13087  

   Brady, Corey ( April 2021 , British Journal of Educational Technology)

   This paper outlines the potential gains for Constructionist research and praxis in modelling that might be obtained by recognising the power of the Patch—a humble computational being in the NetLogo modelling environment that has been overshadowed by its more popular fellow agent, the Turtle. To contextualise this opportunity, I describe how Constructionist modelling has thrived by promoting forms of learning that rely on learners’ identifying with agents. I argue that patches are a neglected agent type in this multi‐agent modelling tradition, and that the possibilities for learners to adopt the patch perspective in support of exploratory forms of modelling and aesthetic expression have been under‐researched. Nevertheless, I show there are a variety of powerful ways for learners––both individually and in groups––to identify with patches. I describe ongoing research showing how taking an aesthetic approach to patches has the potential to support individuals and groups in powerful forms of learning with and about multi‐agent modelling.

   What is already known about this topic

   Turtles (movable agents in Logo and Constructionist environments descended from Logo) can be ‘transitional objects’ that provide learners a way to make powerful ideas their own.

   These agents can be powerful ‘objects‐to‐think‐with’ in large part because they encourage learners to identify with them in a form of learning known as ‘syntonic learning’.

   Expressive activities that draw on learners’aestheticinterests can support their learning with and about computational representations.

   Multi‐agent modelling is a powerful extension of Logo‐based learning environments that provides access to powerful ideas about complex systems and their emergent properties.

   In the multi‐agent setting, individual learners and/or groups of learners can identify syntonically with agents to provide entry points for reasoning about complexity.

   What this paper adds

   Patches (non‐movable agents in the NetLogo modelling environment) are under‐represented in the research on multi‐agent modelling, and the potential for learners to adopt the patches’ perspective has been neglected.

   An aesthetically driven approach to patches can ground students’ understanding of their expressive value.

   Participatory activities in which learners play the role of patches (called ‘Stadium Card’ activities) can ground the patch perspective, so that learners can achieve a form of syntonicity and/or collectively adopt the perspective of patches in the aggregate.

   Participatory activities that blend intrinsic and extrinsic perspectives on the patch grid can further enhance learners’ facility with programming for patches and their understanding of patches’ collective expressive power.

   Implications for practice and/or policy

   Balancing the focus between turtles and patches can enrich the modelling toolbox of learners new to agent‐based modelling.

   Patchesdocapture important aspects of individual and collective experience, and so can be good objects‐to‐think‐with, especially when conceptualising phenomena at a larger scale.

   The expressive potential of the patch grid is an important topic for computer science as well (eg, through 2D cellular automata). This is a rich context for learning in itself, which can be made accessible to groups of learners through physical or virtual participatory role‐play.

   Moreover, physical or virtual grids of people‐patches may exhibit novel aggregate computational properties that could in turn become interesting areas for research in computer science.

    

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4. Association Between Food and Drug Administration Advisory Committee Recommendations and Agency Actions, 2008–2015

   https://doi.org/10.1111/1468-0009.12403  

   ZHANG, AUDREY D. ; SCHWARTZ, JASON L. ; ROSS, JOSEPH S. ( July 2019 , The Milbank Quarterly)

   Food and Drug Administration (FDA) advisory committee recommendations and the agency's final actions exhibit high rates of agreement, with cases of disagreement tending to reflect the proposed action type and degree of advisory committee consensus.

   In the case of disagreements, the FDA tended to be less likely than its advisory committees to approve new products, approve new supplemental indications, or enact new safety changes.

   These findings raise important issues regarding the factors that differentially shape decision making by advisory committees and the FDA as an agency, including institutional or reputational concerns.

   The Food and Drug Administration (FDA) convenes advisory committees to provide external scientific counsel on potential agency actions and to inform regulatory decision making. The degree to which advisory committees and their respective agency divisions disagree on recommendations has not been well characterized across product and action types.

   We examined public documents from FDA advisory committee meetings and medical product databases for all FDA advisory committee meetings from 2008 through 2015. We classified the 376 voting meetings in that period by medical product, regulatory, and advisory committee meeting characteristics. We used multivariable logistic regression to determine the associations between these characteristics and discordance between the advisory committee's recommendations and the FDA's final actions.

   Twenty‐two percent of the FDA's final actions were discordant with the advisory committee's recommendations. Of these, 75% resulted in the FDA making more restrictive decisions after favorable committee recommendations, and 25% resulted in the agency making less restrictive decisions after unfavorable committee recommendations. Discordance was associated with lower degrees of advisory committee consensus and was more likely for agency actions focused on medical product safety than for novel approvals or supplemental indications. Statements by public speakers, advisory committee conflicts of interest, and media coverage were not associated with discordance between the committee and the agency.

   The FDA disagrees with the recommendation of its advisory committees a minority of the time, and in these cases it tends to be less likely to approve new products or supplemental indications and take safety actions. Deviations from recommendations thus offer an opportunity to understand the factors influencing decisions made by both the agency and its expert advisory groups.

    

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5. Supporting collaborative classroom networks through technology: An actor network theory approach to understanding social behaviours and design

   https://doi.org/10.1111/bjet.13274  

   Kumar, Vishesh ; Tissenbaum, Mike ( September 2022 , British Journal of Educational Technology)

   This paper presents an implementation of Connected Spaces (CxS)—an ambient help seeking interface designed and developed for a project‐based computing classroom. We use actor network theory (ANT) to provide an underutilized posthumanist lens to understand the creation of collaborative connections in this Computational Action‐based implementation. Posthumanism offers an emerging and critical extension to sociocultural perspectives on understanding learning, by pushing us to decenter the human, and consider the active roles that human and non‐human entities play in learning environments by actively shaping each other. We analyse how students in this class adjusted their help‐seeking and collaborative habits following the introduction of CxS, a tool designed to foster (more inter‐group) collaboration. ANT proposes generalized symmetry—a principle of considering human, non‐human and more than human entities with equivalent and comparable agency, leading to describing phenomena as networks of actors in different evolving relationships with each other. Analysing collaborative interactions as fostered by CxS using an ANT approach supports design‐based research—an iterative design revision process highlighting understandings about design as well as learning—by providing a temporal and informative lens into the relationship between actors and tools within the environment. Our key findings include a framing of technologies in classrooms as bridgingagentic gapsbetween students and becoming actors engaging in different behaviours; learners enacting new agencies through technologies (for instance a more comfortable non‐intrusive help seeker), and the need for voicing and teachers to connect help networks in CxS equipped classrooms.

   What is already known about this topic

   Collaborative learning is a valuable skill and practice; opportunities to mentor others are critical in empowering minoritized learners, especially in STEM and computing disciplines.

   School norms solidify a power and expertise hierarchy between teachers and learners and fail to productively support learners in learning from each other.

   Additionally, lack of awareness about peers' knowledge is a common hindrance in students knowing who to ask for help and how.

   What this paper adds

   An example of a designed interface called Connected Spaces with potential to foster more inter‐student collaboration, especially outside of mandated within‐group collaboration—in the form of cross‐group help seeking and help giving.

   A design based research study using actor network theory highlighting the limitations of Connected Spaces in sparking notable behaviour change among students by itself but being retooled as a teacher support tool in enabling cross‐group collaborations.

   Presenting conceptions of collaboration through technologies as bridging agentic gaps and acting with new agencies in performing help‐seeking related actions.

   Provoking the idea of testing emerging technologies in classrooms along with sharing our analyses and reflections with the classroom as a key idea in computing education—surfacing the gap between designed intentions and the different kinds of extra social work needed in the on‐ground success of different technologies.

   Implications for practice and/or policy

   Designers and researchers should create and test more interfaces alongside teachers across different classrooms and contexts aimed at supporting different kinds of voluntary collaborative interactions.

   Curricula, standards and school practices should further center providing students with opportunities to engage as mentors and build communities of learning across disciplines to empower minoritized students.

   Researchers engaging in design based research should consider using more posthumanist lenses to examine educational technologies and how they affect change in learning environments.

    

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