Educational Technology

Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better

Technology
Broadening Participation
Educational Technology
Elementary
Middle
High
Undergraduate
Graduate

Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.

Author/Presenter

Jennifer L. Tennison

Zachary S. Carril

Nicholas A. Giudice

Jenna L. Gorlewicz

Lead Organization(s)
Saint Louis University (SLU)
University of Maine (UMaine)
Year
2018
Short Description

The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?

Resource(s)
[OVS] Comparing_Haptic_Pattern_Matching_on_Tablets_PDFA.pdf

Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better

Technology
Broadening Participation
Educational Technology
Elementary
Middle
High
Undergraduate
Graduate

Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.

Author/Presenter

Jennifer L. Tennison

Zachary S. Carril

Nicholas A. Giudice

Jenna L. Gorlewicz

Lead Organization(s)
Saint Louis University (SLU)
University of Maine (UMaine)
Year
2018
Short Description

The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?

Resource(s)
[OVS] Comparing_Haptic_Pattern_Matching_on_Tablets_PDFA.pdf

Advancing Online and Blended Professional Development Through NSF's DRK-12 Program

Educational Technology
Professional Development
Elementary
Middle
High
The STEM education landscape continuously shifts in response to factors such as changing workforce demands; new knowledge about how children and adults learn; better strategies for broadening participation in under-served and underrepresented populations; and changes in local, state, and national policy. Empowering teachers with new knowledge and approaches to navigate this changing landscape requires ongoing, high-quality opportunities for professional growth.
Author/Presenter

CADRE

Short Description

This 2018 AERA structured poster session shed light on the DR K-12 portfolio of transformative research in online and blended teacher professional development.

Classroom Learning Partner Tools Documentation

Measurement
Educational Technology
Elementary

Classroom Learning Partner (CLP) tools allow students and teachers to create, annotate, and manipulate visual representations to solve math problems. The tools may be used for a number of mathematical purposes, but were mainly conceived to assist in creating visual representations for multiplication and division. The underlying model of multiplication and division assumed by the current set of tools involves a repetition of groups of the same size.

Author/Presenter

Andee Rubin

Kimberle Koile

Lead Organization(s)
Massachusetts Institute of Technology (MIT)
TERC, Inc.
Year
2016
Short Description

CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.

Resource(s)
CLPDoc_Tools.pdf

Classroom Learning Partner Tools Documentation

Measurement
Educational Technology
Elementary

Classroom Learning Partner (CLP) tools allow students and teachers to create, annotate, and manipulate visual representations to solve math problems. The tools may be used for a number of mathematical purposes, but were mainly conceived to assist in creating visual representations for multiplication and division. The underlying model of multiplication and division assumed by the current set of tools involves a repetition of groups of the same size.

Author/Presenter

Andee Rubin

Kimberle Koile

Lead Organization(s)
Massachusetts Institute of Technology (MIT)
TERC, Inc.
Year
2016
Short Description

CLP contains seven tools for use in creating visual representations, as shown in examples. More details about using each tool follow these examples.

Resource(s)
CLPDoc_Tools.pdf

eColloq Webinar: Cyberlearning Tools for Mobile, Community Engaged, and Connected Learning

Event Date
-

The second webinar in a new eColloq Series on Cyberlearning featured presentations by Katie Headrick Taylor and Tom Moher on their research, followed by discussion. The eColloq will be chaired by Michael Hoffmann, Georgia Institute of Technology.

REGISTER 

Discipline/Topic
Computer Science
Educational Technology
Event Type
Webinar

Graphing Research on Inquiry with Data in Science (GRIDS) Curricular Units

Biology
Earth Science
Environmental Science
Science
Technology
Assessment
Curriculum
Educational Technology
Middle
Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques:
Access Link
https://cadrek12.org/sites/default/files/WISE%20GRIDS%20units.pdf
Author/Presenter

GRIDS

Lead Organization(s)
University of California, Berkeley (UC Berkeley)
Year
2017
Short Description

Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques.

Resource(s)
WISE GRIDS units.pdf

If You Build It, Will They Reflect? Examining Teachers’ Use of an Online Video-based Learning Website

Educational Technology
Professional Development
Elementary

Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members. It used web analytics to study user selection of video resources and coding of website commentary to analyze teacher responses to videos. The results indicated that teachers commonly view video clips designed for immediate use rather than reflection and respond to videos by evaluating the pedagogy positively.

Access Link
http://www.sciencedirect.com/science/article/pii/S0742051X16300580
Author/Presenter

Meg S. Bates

Lena Phalen

Cheryl Moran

Lead Organization(s)
The Center for Elementary Mathematics and Science Education (CEMSE), University of Chicago
Year
2016
Short Description

Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members.

Online Professional Development: A primer

Educational Technology
Professional Development
Middle

Many teachers are turning to online professional development to meet their learning needs, but the vast array of available opportunities may be overwhelming. This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and presents a challenge for educators to consider when engaging in online learning.

Access Link
http://pdk.sagepub.com/content/97/5/70.full
Author/Presenter

Meg S. Bates

Lena Phalen

Cheryl Moran

Lead Organization(s)
The Center for Elementary Mathematics and Science Education (CEMSE), University of Chicago
Year
2016
Short Description

This article provides a framework for making sense of common online teacher learning opportunities. It also suggests situations where online professional development may be most useful and presents a challenge for educators to consider when engaging in online learning.

Does Competency-based Professional Development have legs?

Educational Technology
Professional Development
Elementary

Does the promise of competency-based PD outweigh the challenges to implementing it? Do we really want competency-based PD or just more effective, sustained, job-embedded PD like instructional coaching, lesson study, and the like. Read this blog by Meg S. Bates as she ponders these questions and more.

Access Link
http://pdkintl.org/blogs/uncategorized/does-competency-based-professional-devel…
Author/Presenter

Meg S. Bates

Lead Organization(s)
The Center for Elementary Mathematics and Science Education (CEMSE), University of Chicago
Year
2016
Short Description

Does the promise of competency-based PD outweigh the challenges to implementing it? Do we really want competency-based PD or just more effective, sustained, job-embedded PD like instructional coaching, lesson study, and the like. Read this blog by Meg S. Bates as she ponders these questions and more.

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