Technology for Learning in the Middle Grades: Volume 4, Issue 1 (2018)
Editorial
Technology for Learning in the Middle Grades: Editorial Remarks
Penny A. Bishop, University of Vermont and James F. Nagle, Saint Michael's College
Essays
Defining Technology for Learning: Cognitive and Physical Tools of Inquiry
Connor K. Warner, University of Missouri-Kansas City; Clare V. Bell, University of Missouri-Kansas City; and Arthur Louis Odom, University of Missouri-Kansas City
Extending the Research on 1:1 Technology Integration in Middle Schools: A Call for Using Institutional Theory in Educational Technology Research
Alexandra J. Lamb, University of Connecticut and Jennie M. Weiner, University of Connecticut
Research
Mediators of Inequity: Online Literate Activity in Two Eighth Grade English Language Arts Classes
Sonia M. Kline, Illinois State University and Sarah J. McCarthey, University of Illinois at Urbana Champaign
“Just Don’t Bore Us To Death”: Seventh Graders’ Perceptions of Flipping a Technology-Mediated English Language Arts Unit
Clarice M. Moran, Kennesaw State University
Student experiences of technology integration in school subjects: A comparison across four middle schools
Joan E. Hughes, The University of Texas at Austin and Michelle F. Read, Texas State University
Exploring Culturally Responsive Teaching and Student-Created Videos in an At-Risk Middle School Classroom
Hannah Mackay, Hershey High School and Martha J. Strickland, Pennsylvania State University - Harrisburg
Evaluating Digital Math Tools in the Field
Fiona M. Hollands, Teachers College, Columbia University and Yilin Pan, Teachers College, Columbia University
Practitioner Perspective
Leveraging Technology toward Family Supports for and Development of Middle Schoolers
Elizabeth Gil, St. John's University