In this poster, we describe the goals of our research, our proposed model for professional development, our framing of design-based approaches to learning, and our framing of computational thinking.
Assessing the Learning in Cyberlearning: Supporting Teachers with Technology-Embedded Assessment
Kimberle Koile and Paul Horwitz, Concord Consortium; Doug Clark, Vanderbilt University; Diane Jass Ketelhut, Temple University
In this session, the presenters discuss findings and experiences regarding technology-embedded
assessment and how to support teachers in using it effectively.
Exploring the Impact of No Child Left Behind (NCLB) Accountability Pressures on Instructional Practices in Urban School Science Classrooms: Conceptual and Theoretical Considerations
Obed Norman, Morgan State University
NCLB defines success exclusively as test scores, fostering strategies that compromise substantive
learning. This session focuses on conceptual and theoretical frameworks for exploring this issue.