In this session, the presenters discuss findings and experiences regarding technology-embedded assessment and how to support teachers in using it effectively.
Project Summary
During the lifetimes of our current middle and high school students, it is likely that our planet will undergo more anthropogenic change than it has during all of human history to date. The project is utilizing a learning progression approach for the systematic design of coordinated curriculum, tool, and assessment products focused on climate change biology. This work will provide an empirical and theoretical basis for critical concept development about the impacts of climate change on living systems.
Research Questions
Loving, C. C., Schroeder, C., Kang, R., Shimek, C., & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 7(3). Available: http://www.citejournal.org/vol7/iss3/maintoc.cfm.
This report provides recommendations and best practices suggestions for the use of metricsin digital library project evaluation, formulated by the National Science Digital Library(NSDL) Metrics Working Group.
In this document, we provide an overview of which metrics are useful for assessing digitallibrary activities, make recommendations on how to collect those metrics, and provide examples of how to use collected metrics in larger evaluation efforts.
What have we learned about designing computer-based materials that transform science education? What do we need to investigate? How can we collaborate to stimulate change?
Synopsis
How can we sustain and improve our innovations to promote lifelong science learning? What have we learned about designing computer-based materials that transform science education? What are open questions and promising directions? How can we collaborate to stimulate change? What strategies and revenue streams will lead to sustainability of promising innovations?
The session provides an overview of and stimulates discussion about current DR K-12 projects initiating STEM classroom uses of scientific data sets using geospatial technologies and data visualizations.
The purpose of this session is to engage participants in discussing and sharing strategies for designing classroom uses of data sets and visualization technologies, including large archives and portals of geospatial data sets, data from field sites, Web-based graphing and data analysis tools, and technologies that simulate a field environment. Each of these technologies and data sets is tied to curriculum and instructional resources.
About this Playbook The Digital Textbook Playbook is a guide to help K-12 educators and administrators advance the conversation toward building a rich digital learning experience. This Playbook offers information about determining broadband infrastructure for schools and classrooms, leveraging home and community broadband to extend the digital learning environment, and understanding necessary device considerations. It also provides lessons learned from school districts that engaged in successful transitions to digital learning.
Varma, K. & Linn, M. C. (2011). "Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming." Journal of Science Education and Technology. DOI: 10.1007/s10956-011-9337-9
ABSTRACT:
Varma, K. & Linn, M. C. (2011). "Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming." Journal of Science Education and Technology. DOI: 10.1007/s10956-011-9337-9
ABSTRACT:
Varma, K. & Linn, M. C. (2011). "Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming." Journal of Science Education and Technology. DOI: 10.1007/s10956-011-9337-9
ABSTRACT:
