Educational Technology

Classroom Learning Partner Tools Documentation

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
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): 

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

Event Date: 
Wed, 12/06/2017 - 3:00pm to 4:30pm
Associated Dates and Deadlines: 

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 

Event Type: 

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

Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques:
Author/Presenter: 
GRIDS
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): 

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

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.

Author/Presenter: 
Meg S. Bates
Lena Phalen
Cheryl Moran
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

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.

Author/Presenter: 
Meg S. Bates
Lena Phalen
Cheryl Moran
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?

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.

Author/Presenter: 
Meg S. Bates
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.

Agent based modeling in StarLogo Nova

Variations of this slide deck were used in 3 different presentations this summer about the Teachers with Guts project:

  • Agent-based modeling in StarLogo Nova. MIT Nord-Anglia Teacher Program. (2016)
  • Introducing Project GUTS. MIT Science and Engineering Program for Teachers. (2016)
  • Infusing Computational Thinking into Science Classrooms. ISTE Conference.  (2016)
Author/Presenter: 
Irene Lee
Lead Organization(s): 
Year: 
2016
Short Description: 

Variations of this slide deck were used in 3 different presentations this summer about the Teachers with Guts project.

Supporting the Intersections between Computer Science and the NGSS

This presentation on "Supporting the Intersections between Computer Science and the NGSS" was presented at the NSTA STEM Forum & Expo in Minneapolis, MN. (2015)  

Author/Presenter: 
Irene Lee
Lead Organization(s): 
Year: 
2015
Short Description: 

This presentation on "Supporting the Intersections between Computer Science and the NGSS" was presented at the NSTA STEM Forum & Expo in Minneapolis, MN. (2015)

MSPnet Academy: Infusing Computational Thinking into Science Education

The Santa Fe Institute has been developing programs and curricula that infuse computational thinking into Science education for the past 12 years. In this webinar, presenters describe how the study of Complex Adaptive Systems through computer modeling and simulation fits into existing science frameworks and classes, share information about their program and curricula, and describe the professional development needed to prepare Science teachers to address the computational thinking practices presented in the NRC framework and NGSS.

Author/Presenter: 
Irene Lee
Paige Prescott
Maureen Psaila-Dombrowski
Lead Organization(s): 
Year: 
2015
Short Description: 

In this webinar, presenters describe how the study of Complex Adaptive Systems through computer modeling and simulation fits into existing science frameworks and classes, share information about their program and curricula, and describe the professional development needed to prepare Science teachers to address the computational thinking practices presented in the NRC framework and NGSS.

Appendix 5 of the California Science Framework: Computer Science in Science

This appendix of the California Science Framework focuses on Computer Science in Science.

Citation: Lee, I.2016. California Science Framework. Appendix 5: Computer Science in Science  Retrieved on 11-15-16 at http://www.cde.ca.gov/ci/sc/cf/scifw2nd60daypubreview.asp

Author/Presenter: 
Irene Lee
Lead Organization(s): 
Year: 
2016
Short Description: 

This appendix of the California Science Framework focuses on Computer Science in Science.

Pages

Subscribe to Educational Technology