Tamara Sumner
Biographic Data
| ID | 334496 |
|---|---|
| NAME | Tamara Sumner |
| GIVEN NAMES | Tamara |
| FAMILY NAME | Sumner |
| SIGNATURE | SUMNER T |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0002-8785-3238 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From co-design to co-adaptation
This paper presents an intrinsic single case study of a Research Practice Partnership (RPP) focused on helping teachers learn to integrate computational thinking and sensor-based physical computing into inquiry-oriented middle school science and STEM instruction aligned with the Next Generation Science Standards. Over the six-year partnership, 32 teachers participated and 49 professional learning (PL) workshops. This paper draws on an extensive d…
Responsible Innovation in Designing AI for Education
Artificial intelligence (AI) in education is growing rapidly. Research has long played a role in developing knowledge of AI’s capabilities. Now is a critical time for investigating new approaches for design that center discussion of the purposes for AI in schools and that give youth, educators, and communities a say in those purposes. We argue for responsible and equitable design and development. We emphasize considering for whom AI is designed, …
Automated feedback on discourse moves
Promoting rich discussions in mathematics classrooms
Using weak ties to understand the resource usage and sharing patterns of a professional learning community
Self-Directed Learning and the Sensemaking Paradox
Educative sensemaking focuses on the needs of self-directed learners, a nonexpert population of thinkers who must locate relevant information sources, evaluate the applicability and accuracy of digital resources for learning, and determine how and when to use these resources to complete educational tasks. Self-directed learners face a sensemaking paradox: They must employ deep-level thinking skills to process information sources meaningfully, but…
Jime
). JIME's peer review process is designed to promote multidisciplinary dialogue through the use of a purpose-designed Web document-discussion interface. This innovative peer review model and the resulting enriched digital documents illustrate some of the possibilities for promoting knowledge construction and preserving intellectual products in digital scholarly publications. We present JIME's technical infrastructure, editorial policy, and peer r…
Promoting Scholarship Through Design
How can new media positively transform scholarly practices? One possible way is for scholarly archives such as e-journals and digital libraries to better support the needs and practices of their users, instead of the publishing process. This paper examines what it might mean to promote cognitive and social aspects of `scholarship' through innovative archive design. Design requirements for supporting both scholarly tasks and scholarly communities …
Integrating working and learning
Integrating working and learning
Promoting Scholarship Through Design
How can new media positively transform scholarly practices? One possible way is for scholarly archives such as e-journals and digital libraries to better support the needs and practices of their users, instead of the publishing process. This paper examines what it might mean to promote cognitive and social aspects of `scholarship' through innovative archive design. Design requirements for supporting both scholarly tasks and scholarly communities …
Jime
). JIME's peer review process is designed to promote multidisciplinary dialogue through the use of a purpose-designed Web document-discussion interface. This innovative peer review model and the resulting enriched digital documents illustrate some of the possibilities for promoting knowledge construction and preserving intellectual products in digital scholarly publications. We present JIME's technical infrastructure, editorial policy, and peer r…
Self-Directed Learning and the Sensemaking Paradox
Educative sensemaking focuses on the needs of self-directed learners, a nonexpert population of thinkers who must locate relevant information sources, evaluate the applicability and accuracy of digital resources for learning, and determine how and when to use these resources to complete educational tasks. Self-directed learners face a sensemaking paradox: They must employ deep-level thinking skills to process information sources meaningfully, but…
Using weak ties to understand the resource usage and sharing patterns of a professional learning community
Promoting rich discussions in mathematics classrooms
Automated feedback on discourse moves
From co-design to co-adaptation
This paper presents an intrinsic single case study of a Research Practice Partnership (RPP) focused on helping teachers learn to integrate computational thinking and sensor-based physical computing into inquiry-oriented middle school science and STEM instruction aligned with the Next Generation Science Standards. Over the six-year partnership, 32 teachers participated and 49 professional learning (PL) workshops. This paper draws on an extensive d…
Responsible Innovation in Designing AI for Education
Artificial intelligence (AI) in education is growing rapidly. Research has long played a role in developing knowledge of AI’s capabilities. Now is a critical time for investigating new approaches for design that center discussion of the purposes for AI in schools and that give youth, educators, and communities a say in those purposes. We argue for responsible and equitable design and development. We emphasize considering for whom AI is designed, …
Computer Science (7 works) · Knowledge management (5 works) · Online Learning and Analytics (4 works) · Psychology (4 works) · Innovative Teaching and Learning Methods (3 works) · Political science (3 works) · Professional development (3 works) · World Wide Web (3 works) · Community of practice (2 works) · Human–computer interaction (2 works)