Georgios Fessakis

TL;DR: The research evidence supports the view that children enjoyed the engaging learning activities and had opportunities to develop mathematical concepts, problem solving and social skills and the study also provides proposals for the design of future research.

TL;DR: Analysis of the designed learning activities, the blog content and log files, as well as the points of view of the students expressed upon completion of the activity gives significant findings supporting the researchers' initial hypotheses about the potential of blogs' educational applications.

TL;DR: The results support the general claim that interaction analysis is an important component of self-regulation in computer supported collaborative learning environments and suggest that collaborative learning by design is an effective model especially when combined with interaction analysis tools.

TL;DR: The researchers propose directions for the design and implementation of appropriate teachers training programs, while the findings can be exploited to support any effort of integrating CT in education.

TL;DR: Deng et al. as discussed by the authors explored the conceptual interpretation of computational thinking (CT) in widely known K-12 curricula and explored the understanding of CT by the teachers as depicted in the pedagogical translation of the curricula into learning activities.