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The purpose of this paper is to examine how elementary school teachers integrated technology into their mathematics teaching in classroom settings that were one-to-one computer environments for most of the day. Following a series of classroom observations and interviews, inductive qualitative analyses of data indicated that teachers felt that technology supported students’ mathematics learning and prepared them for their future where technology was important. However, observations indicated that despite teaching in one-to-one environments, students only used technology on rare occasions or if they finished activities early. Further, these technology-based activities were low-level review of mathematics computations. Implications include the need to provide effective support to teachers about integrating technology in meaningful ways.

This study involved classroom observations of two-third grade teachers.

Findings indicate that teachers used Chromebooks in one-to-one classrooms to provide students with extra practice on computational skills.

There is a need for future studies to look at teachers’ use of technology and its influence on student learning.

Teacher education programs and school leaders should provide opportunities for current and future teachers to learn about technology with content specific examples.

This study provided an examination of all of the third grade teachers in a school who all were teaching mathematics in one-to-one classroom environments.

The purpose of this paper is to describe UWIRS (Ubiquitous Web Information Retrieval Solution), an agent‐based Web Information Retrieval (WIR) solution designed taking into account the unique features of the World Wide Web (WWW) and the limitations of existing WIR solutions for ubiquitous environments.

UWIRS can offer recommendation services by using the Multi‐Agent Vizier Recommendation Framework (Vizier). Vizier was designed under a generic approach and therefore can provide services to information retrieval applications so these may offer product recommendations that consider several adaptation/personalization dimensions (e.g. user dimension, context, among others).

Overall, the main challenge resides on: location, retrieval, integration and presentation of information from the WWW, quickly and accurately, to satisfy a user's singular information needs.

In UWIRS, agents cooperate in order to retrieve personalized information, considering user needs, goals, preferences and contextual features. UWIRS's agents are responsible for: interpreting user input and adding adaptation information by means of a query enrichment process; identifying and selecting the appropriate data sources taking into consideration the Profile Set (composed of User, Device and Information‐Provider Profiles); executing query routing and the information retrieval process; integrating and filtering the retrieved results; and lastly, coherent presentation of quality and relevant ubiquitous information (anytime, anywhere and anyhow) that satisfies the user's particular information needs and constraints associated to his/her access device.

To provide insight into young people’s attitudes toward community, place, and public discourse on youth and the environment, and to constructively situate the concept of “a sense of place” within these insights for critical pedagogy and community development.

This project utilizes a grounded theory approach to identify salient themes in young people’s expressions of place relationships through poetry. About 677 poems about “local watersheds” written by youth aged 5–18 for the River of Words Poetry Contest between 1996 and 2009 are analyzed using poetic and content analysis.

Findings include the importance of place experiences that employ risk-taking and play, engage central family relationships, and provide access to historical and political narratives of place for the development of constructive place relationships. We also present findings regarding emotions in the sample, showing changing levels of hope and idealism, sadness, pessimism, and other emotions as expressed in the poems.

Using poetic analysis to study attitudes, values, and feelings is a promising method for learning more about the perceptions and values of individuals that affect their self-efficacy and agency.

Engaging youth as active participants and empathetic knowledge-creators in their own places offers one opportunity for critical reflective development in order to combat and reframe disempowering public discourses about young people and their relationships to nature and community. Educators can use this research to adapt contextually and emotionally rooted methods of place-based learning with their students.

The paper uses a nontraditional, mixed methods approach to research and a unique body of affective data. It makes a strong argument for reflective, experiential, and critical approaches to learning about nature and society issues in local contexts.