What self-regulation strategies do elementary students utilize while learning online?

Little is known about the strategies elementary school students use to self-regulate their learning while in a hypermedia environment. This exploratory study investigated the self-regulatory strategies that young students (N = 48, M age = 10.75) utilized while individually completing a 20-min online research task about space. Video data was coded using Azevedo et al.'s (2004) established coding scheme for analyzing self-regulatory behavior in hypermedia environments. Results showed that young students spent the majority of their time using cognitive strategies (M = 75.26%) to read and summarise information to complete the task. Little time was taken to plan (M = 6.99%) or monitor (M = 5.92%) their work or learning processes, which are key attributes of effective self-regulation. The study reveals the disparity between the ability to navigate within a hypermedia environment and utilizing planning and monitoring processes to enhance learning while using digital tools. This study highlights the need for the explicit teaching of planning and monitoring strategies in order for young students to develop the full range of self-regulation skills they need when using technology, for instance while learning from home during COVID-19. Implications for curriculum policy and teacher practice are discussed.

Comprehensive evaluation of the use of technology in education - validation with a cohort of global open online learners.

Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item "Comprehensive Evaluation of Use of Technology in Education" instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts.

The discourse of design: Patterns of TPACK Contribution during pre-service teacher learning design conversations.

Analysing pre-service teachers' learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to understand their learning design practices has remained unexplored. This paper presents findings from a study of pre-service teachers' design discourses that identified how TPACK elements were used during their collaborative design of technology-enhanced lessons. Through thematic analysis of 81 design conversations in two cycles, it was found that pre-service teachers discussed design related issues, TPACK elements, and context in their design conversations with dominant references to design-related issues, substantial occurrences of single TPACK elements, and lower frequencies of integrated TPACK elements and context. Practical recommendations and a Design-TPACK or 'D-TPACK' framework were proposed to support pre-service teachers' learning design practices.

The impact of prior occupations and initial teacher education on post-graduate pre-service teachers' conceptualization and realization of technology integration.

Post-graduate teacher recruitment schemes are designed to fulfil ongoing teaching shortages. However, despite the emphasis of technology integration in educational contexts, little research has examined the knowledge, skills and attitudes post-graduate pre-service teachers bring to teaching from a technology perspective. This paper presents findings from the final phase of an explanatory case study exploring the development of post-graduate pre-service teachers' technology integration beliefs and practice during a teacher education program at an Australian university. Semi-structured interviews were conducted with 17 post-graduate pre-service teachers after two professional (field) experiences. A social cognitive lens was applied to understand how technology integration beliefs and practice developed during this time. Results showed occupation-specific technology experience provided this group with a diversity of technology expertise, confidence using technology, resilience to overcome technical issues, and self-regulatory traits to learn new technology tools. Contributing personal factors influencing beliefs and practice included age, professional background, technology skills and technology self-efficacy beliefs. Initial practice revealed a predilection to integrate technology to supplement teacher-directed pedagogy. The shift towards technology integration to support student-centred pedagogy was dependent upon modelling and mentoring provisions offered by both teacher-educators and teacher-mentors during professional (field) experience placements. Other extrinsic factors, such as hardware provisions, Information Technology infrastructure, and school culture, were also instrumental in the conceptualization and realization of technology pedagogy. Recommendations include the necessity for post-graduate teacher education programs to recognise the untapped technology expertise this group may bring to teaching, and practical suggestions to support the development of meaningful technology integration epistemologies.

Correction: Pulse-Field capillary electrophoresis of repeat-primed PCR amplicons for analysis of large repeats in Spinocerebellar Ataxia Type 10.

[This corrects the article DOI: 10.1371/journal.pone.0228789.].

Pulse-Field capillary electrophoresis of repeat-primed PCR amplicons for analysis of large repeats in Spinocerebellar Ataxia Type 10.

Large expansions of microsatellite DNA cause several neurological diseases. In Spinocerebellar ataxia type 10 (SCA10), the repeat interruptions change disease phenotype; an (ATTCC)n or a (ATCCT)n/(ATCCC)n interruption within the (ATTCT)n repeat is associated with the robust phenotype of ataxia and epilepsy while mostly pure (ATTCT)n may have reduced penetrance. Large repeat expansions of SCA10, and many other microsatellite expansions, can exceed 10,000 base pairs (bp) in size. Conventional next generation sequencing (NGS) technologies are ineffective in determining internal sequence contents or size of these expanded repeats. Using repeat primed PCR (RP-PCR) in conjunction with a high-sensitivity pulsed-field capillary electrophoresis fragment analyzer (FEMTO-Pulse, Agilent, Santa Clara, CA) (RP-FEMTO hereafter), we successfully determined sequence content of large expansion repeats in genomic DNA of SCA10 patients and transformed yeast artificial chromosomes containing SCA10 repeats. This RP-FEMTO is a simple and economical methodology which could complement emerging NGS for very long sequence reads such as Single Molecule, Real-Time (SMRT) and nanopore sequencing technologies.