Krista Glazewski
Biographic Data
| ID | 1322087 |
|---|---|
| NAME | Krista Glazewski |
| GIVEN NAMES | Krista |
| FAMILY NAME | Glazewski |
| SIGNATURE | GLAZEWSKI K |
| AFFILIATIONS | Indiana University Bloomington |
| ORCID | 0000-0002-3412-4218 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
In Memoriam
It is with profound sadness that the editors of the Interdisciplinary Journal of Problem-Based Learning (IJPBL) mark the passing of John R. Savery, Ph.D., on May 8, 2025. John’s relationship with this journal was foundational—he contributed the most-read article in IJPBL’s history and, in doing so, helped introduce an entire generation of educators and researchers to the principles of problem-based learning. In the remarks that follow, three memb…
Step‐by‐step towards understanding artificial intelligence
Artificial intelligence (AI) is increasingly shaping how young learners interact with digital technologies, yet many upper elementary students engage with AI systems passively and develop intuitive and sometimes inaccurate conceptions of how these systems work. This study examines the Foundational AI construct within a refined learning progression (LP), exploring how scaffolded instruction and dynamic assessment support conceptual shifts in stude…
Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments
This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students …
Supporting middle school students in a problem-based makerspace
This study used an explanatory mixed methods research design to examine the scaffolding strategies of middle school teachers during a design problem-based learning (PBL) unit. Both quantitative and qualitative techniques were used in data collection and analysis, and the findings were integrated for interpretation. Our analysis of classroom observations revealed that teachers relied heavily on soft scaffolding throughout the five days of instruct…
Co-designing a Classroom Orchestration Assistant for Game-based PBL Environments
A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment
This exploratory paper highlights how problem‐based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from C rystal Island: EcoJourneys , a collaborative game‐based learning environment centred on supporting science inquiry. In C rystal Island: EcoJourneys , students work in teams of four, investigate the problem individually and then utilize a brainstorming board, an in‐game PBL whiteboard that str…
Fostering transfer of responsibility in the middle school PBL classroom
Coaching to support teacher technology integration in elementary classrooms
Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments
Patterns of peer scaffolding in technology-enhanced inquiry classrooms
Fostering complex problem solving for diverse learners
Coordinating scaffolds for collaborative inquiry in a game‐based learning environment
Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to supporting collaborative science inquiry is through problem‐based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry learning in technology rich environments. First, it is unclear how we might understand the impact of sc…
Is Digital Inequality a Part of Preservice Teachers' Reasoning About Technology Integration Decisions
Teachers' ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers' knowledge use and their considerations about teaching practices related to digital inequality while reasoning about technolog…
Addressing technology integration concerns
Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy – an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winni…
Teacher value beliefs associated with using technology
Teacher value beliefs associated with using technology
Addressing technology integration concerns
Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy – an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winni…
Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments
Patterns of peer scaffolding in technology-enhanced inquiry classrooms
Fostering complex problem solving for diverse learners
Coordinating scaffolds for collaborative inquiry in a game‐based learning environment
Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to supporting collaborative science inquiry is through problem‐based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry learning in technology rich environments. First, it is unclear how we might understand the impact of sc…
Is Digital Inequality a Part of Preservice Teachers' Reasoning About Technology Integration Decisions
Teachers' ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers' knowledge use and their considerations about teaching practices related to digital inequality while reasoning about technolog…
Fostering transfer of responsibility in the middle school PBL classroom
Coaching to support teacher technology integration in elementary classrooms
A learning analytics approach towards understanding collaborative inquiry in a problem‐based learning environment
This exploratory paper highlights how problem‐based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from C rystal Island: EcoJourneys , a collaborative game‐based learning environment centred on supporting science inquiry. In C rystal Island: EcoJourneys , students work in teams of four, investigate the problem individually and then utilize a brainstorming board, an in‐game PBL whiteboard that str…
Supporting middle school students in a problem-based makerspace
This study used an explanatory mixed methods research design to examine the scaffolding strategies of middle school teachers during a design problem-based learning (PBL) unit. Both quantitative and qualitative techniques were used in data collection and analysis, and the findings were integrated for interpretation. Our analysis of classroom observations revealed that teachers relied heavily on soft scaffolding throughout the five days of instruct…
Co-designing a Classroom Orchestration Assistant for Game-based PBL Environments
Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments
This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students …
In Memoriam
It is with profound sadness that the editors of the Interdisciplinary Journal of Problem-Based Learning (IJPBL) mark the passing of John R. Savery, Ph.D., on May 8, 2025. John’s relationship with this journal was foundational—he contributed the most-read article in IJPBL’s history and, in doing so, helped introduce an entire generation of educators and researchers to the principles of problem-based learning. In the remarks that follow, three memb…
Step‐by‐step towards understanding artificial intelligence
Artificial intelligence (AI) is increasingly shaping how young learners interact with digital technologies, yet many upper elementary students engage with AI systems passively and develop intuitive and sometimes inaccurate conceptions of how these systems work. This study examines the Foundational AI construct within a refined learning progression (LP), exploring how scaffolded instruction and dynamic assessment support conceptual shifts in stude…
Psychology (13 works) · Computer Science (12 works) · Mathematics education (12 works) · Educational technology (8 works) · Innovative Teaching and Learning Methods (8 works) · Pedagogy (7 works) · Sociology (6 works) · Scaffold (5 works) · Collaborative learning (4 works) · Knowledge management (4 works)