Long papers on how technology supports teaching and assessment, with attention to multilingual learners and analytics. Topics include AI scaffolds for multilingual science inquiry, a four-step formative assessment cycle, flexible primary-language use in EdTech, and a temporal learning-engagement analytics framework.
Long papers advancing methods and theory for collaborative knowledge building and convergence. Contributions include transitional spaces between group and individual learning, NLP-based semantic analysis of discourse, multimodal reflective assessment of socio-emotional interaction, and quantifying convergence via word-abstractness change detection.
Long papers on teacher noticing and learning, including curriculum routines that mediate tensions with a collaborative AI agent and a critical look at the politics of what counts as noticing. Other talks frame teacher learning across the multiple rhythms of learning ecologies and use speculative interaction geography to imagine embodied interactions beyond AI prediction.
Long papers on data literacy and computational thinking, from comparing how students engage data practices in agricultural STEM to exploring spatiotemporal data through a space-time cube interface. Additional work operationalizes epistemic data agency at a data-storytelling camp and uses paper-based aids to support computational problem-solving with robotics.
Four papers examine how teachers develop AI literacy and capacity, from an activity-theoretical study of why educators disengage from building AI agents to Knowledge Building professional development through design thinking. Other talks propose a socio-cognitive framework for K-8 AI literacy and analyze shared epistemic agency when teachers co-plan AI-integrated lessons with generative tools.