Educational Technology

Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

Principal Investigator: 
The ULTIMATE (Understanding Learning Trajectories In Math: Advancing Teacher Education) project will evaluate Learning Trajectories as a complete early mathematics intervention by supporting teachers in deepening their understanding of how children learn mathematics and how to incorporate this understanding. Drs. Clements and Sarama have built a professional development tool, called Learning and Teaching with Learning Trajectories, or [LT]2. The team will investigate the positive impacts both in supporting teachers and on students' learning of mathematics.
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Target Audience: 

Developing an Online Game to Teach Middle School Students Science Research Practices in the Life Sciences (Collaborative Research: Gagnon, Baker, and Metcalf)

Principal Investigator: 

Aqualab is an online video game to teach scientific practices in the context of life sciences for middle school. Students use science practices of experimentation, modeling, and argumentation to investigate questions related to aquatic ecosystems. The project is developing and scaffolding layers of science practices within the gameplay, and exploring how learning progressions can be empirically derived from game data. The findings will be used to create personalized interventions to improve student learning outcomes.

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Target Audience: 

Assessing College-Ready Computational Thinking (Collaborative Research: Brown and Wilson)

Principal Investigator: 

This project seeks to develop and validate learning progressions and items with dynamic features to generate machine-scorable student responses for assessing computational thinking, in a test of college-ready critical reasoning skills, and to integrate these items into an existing online assessment system, the Berkeley Assessment System Software (BASS). This assessment is intended to be useful for formative and summative purposes in high-school and introductory college-level STEM classes, including mathematics and computer science courses.

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Target Audience: 

Exploring Experienced Designers' Strategies in a CAD Learning Environment

Computer-aided design (CAD) simulation environments offer opportunities for students to evaluate, redesign, and visualize engineering design solutions quickly and get feedback. However, the use of CAD simulation tools in precollege settings is relatively rare. This study explores design strategies used by experienced designers in Energy3D, a CAD simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.
Author/Presenter: 
Anne M. McAlister
James P. Bywater
Jennifer L. Chiu
Lead Organization(s): 
Year: 
2021
Short Description: 

This study explores design strategies used by experienced designers in Energy3D, a computer-aided design (CAD) simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.

“Zooming In” on Robotics during COVID-19: A Preservice Teacher, an Engineering Student, and a 5th Grader Engineer Robotic Flowers via Zoom

The COVID-19 induced school shutdown dramatically decreased students’ hands-on STEM learning opportunities. An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions. Zoom recordings, written reflections, and lesson slides were analyzed to describe how the virtual context shaped the lesson and influenced the preservice teacher’s experience.

Author/Presenter: 
Jennifer Kidd
Krishna Kaipa
Kristie Gutierrez
Pilar Pazos
Orlando Ayala
Stacie Ringleb
Lead Organization(s): 
Year: 
2020
Short Description: 

An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions.

Situating Presence Within Extended Reality for Teacher Training: Validation of the eXtended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video

The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.

Author/Presenter: 
Enrico Gandolfi
Karl W. Kosko
Richard E. Ferdig
Lead Organization(s): 
Year: 
2020
Short Description: 

The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.

Effect and Influence of Ambisonic Audio in Viewing 360 Video

Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulations or 360 video). Users in old and new formats, however, still typically receive monophonic sound.

Author/Presenter: 
Richard E. Ferdig
Karl W. Kosko
Enrico Gandolfi
Lead Organization(s): 
Year: 
2020
Short Description: 

Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. The purpose of this study was to respond to this gap by comparing the outcomes of watching 360 video with either monophonic or ambisonic audio.

Toward a Productive Definition of Technology in Science and STEM Education

The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM classrooms.

Author/Presenter: 
Joshua Ellis
Jeanna Wieselmann
Ramya Sivaraj
Gillian Roehrig
Emily Dare
Elizabeth Ring-Whalen
Year: 
2020
Short Description: 

This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education.

Data Investigations to Further Social Justice Inside and Outside of STEM

This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S. In this module, students examine patterns of income inequality using person-level microdata from the American Community Survey (ACS) and the U.S. decennial census.

Author/Presenter: 
Josephine Louie
Jennifer Stiles
Emily Fagan
Soma Roy
Beth Chance
Year: 
2021
Short Description: 

This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.

Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Author/Presenter: 
Hee-Sun Lee
Gey-Hong Gweon
Trudi Lord
Noah Paessel
Amy Pallant
Sarah Pryputniewicz
Lead Organization(s): 
Year: 
2021
Short Description: 

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

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