Electronic Device

Development of the Electronic Test of Early Numeracy

The project will develop and refine an electronic Test of Early Numeracy (e-TEN) in English and Spanish that will assess informal and formal knowledge of number and operations in domains including verbal counting, numbering, numerical relationships, and mental addition/subtraction. The overarching goal of the assessment design is to create a measure that is more accurate, more accessible to a wider range of children, and easier to administer than existing measures.

Partner Organization(s): 
Award Number: 
1621470
Funding Period: 
Thu, 09/15/2016 to Tue, 08/31/2021
Full Description: 

The project will develop and refine an electronic Test of Early Numeracy (e-TEN) in English and Spanish, focused on number and operations. The assessment will incorporate a learning trajectory that describes students' development of the understanding of number. The electronic assessment will allow for the test to adapt to students' responses and incorporate games to increase children's engagement with the tasks. These features take advantage of the electronic format. The achievement test will be designed to be efficient, user-friendly, affordable, and accessible for a variety of learning environments and a broad age range (3 to 8 years old). The overarching goal of the assessment design is to create a measure that is more accurate, more accessible to a wider range of children, and easier to administer than existing measures. This project is funded by the Discovery Research Pre-K-12 Program, which funds research and development of STEM innovations and approaches in assessment, teaching and learning.

The e-TEN will assess informal and formal knowledge of number and operations in domains including verbal counting, numbering, numerical relationships, and mental addition/subtraction. The items will be designed using domain-based learning trajectories that describe students' development of understanding of the topics. The test will be designed with some key characteristics. First, it will be semi-adaptive over six-month age spans. Second, it will have an electronic format that allows for uniform implementation and an efficient, user-friendly administration. The test will also be accessible to Spanish speakers using an inclusive assessment model. Finally, the game-based aspect should increase children's engagement and present more meaningful questions. The user-friendly aspect includes simplifying the assessment process compared to other tests of numeracy in early-childhood. The first phase of the development will test a preliminary version of the e-TEN to test its functionality and feasibility. The second phase will focus on norming of the items, reliability and validity. Reliability will be assessed using Item Response Theory methods and test-retest reliability measures. Validity will be examined using criterion-prediction validity and construct validity. The final phase of the work will include creating a Spanish version of the test including collecting data from bilingual children using both versions of the e-TEN.

Signing High School Science

This project integrates American Sign Language (ASL) into the life and physical sciences content of 9th-12th grade deaf or hard-of-hearing students. Project partners incorporate the use of the assistive technology in order to develop, research, and disseminate two interactive 3D dictionaries: Signing Life Science Dictionary (SLSD), and Signing Physical Science Dictionary (SPSD) with audio modes and approximately 750 standards-based terms in English and Spanish text that can be signed or listened to on demand.

Lead Organization(s): 
Award Number: 
1019542
Funding Period: 
Wed, 09/01/2010 to Sat, 08/31/2013
Full Description: 

With this project, TERC and Vcom3D are using the SigningAvatar® assistive technology to research, develop, and disseminate two illustrated interactive 3D dictionaries. Each dictionary will have an audio mode and will include at least 750 standards-based terms in English and Spanish text that can be signed or listened to on demand. One dictionary will be a Signing Life Science Dictionary (SLSD); one will be a Signing Physical Science Dictionary (SPSD). To begin to establish effectiveness, the partners will investigate two research questions: 1) What kinds of learning gains in life science are possible with use of the SLSD? 2) What kinds of learning gains in physical science are possible with use of the SPSD? Extrapolating from the findings from their Signing Science Dictionary (SSD), the partners’ hypotheses are that with the SLSD and SPSD, students will have assistive tools that help them 1) increase their ability to sign, understand, and use the languages of life and physical science; 2) improve their science content knowledge; 3) increase their ability to study each content area independently. An external evaluator will conduct a formative and summative project evaluation. Dissemination at the end of the 48-month project, together with a Signing Earth Science Dictionary (SESD) under development, will offer students who are deaf or hard of hearing increased access to the same learning opportunities in science that hearing students enjoy—opportunities that they can build on beyond high school and that may lead to careers in STEM. Additionally, new terms in English and Spanish will be added to Vcom3D’s sign lexicon and will be available for development of signed science materials.

Content Mentoring and Its Impact on Middle Grades Mathematics and Science Teacher Effectiveness

This project tests whether mentoring middle school science and math teachers by University Ph.D. STEM faculty has a positive effect on the teachers' understanding of science, their teaching ability and the learning outcomes of their students. The goal of this research study is to strengthen the theoretical underpinning of best practices in middle grades math and science teaching and to enhance the knowledge base for teacher recruitment, preparation, induction and retention.

Award Number: 
0554441
Funding Period: 
Sat, 07/01/2006 to Thu, 06/30/2011

Integrating Computing Across the Curriculum (ICAC): Incorporating Technology into STEM Education Using XO Laptops

This project builds and tests applications tied to the school curriculum that integrate the sciences with mathematics, computational thinking, reading and writing in elementary schools. The investigative core of the project is to determine how to best integrate computing across the curriculum in such a way as to support STEM learning and lead more urban children to STEM career paths.

Project Email: 
Award Number: 
1404467
Funding Period: 
Sat, 08/01/2009 to Sun, 07/31/2011
Project Evaluator: 
Leslie Cooksy - Univ. of Delaware
Full Description: 

Computer access has opened an exciting new dimension for STEM education; however, if computers in the classroom are to realize their full potential as a tool for advancing STEM education, methods must be developed to allow them to serve as a bridge across the STEM disciplines. The goal of this 60-month multi-method, multi-disciplinary ICAC project is to develop and test a program to increase the number of students in the STEM pipeline by providing teachers and students with curricular training and skills to enhance STEM education in elementary schools. ICAC will be implemented in an urban and predominantly African American school system, since these schools traditionally lag behind in filling the STEM pipeline. Specifically, ICAC will increase computer proficiency (e.g., general usage and programming), science, and mathematics skills of teachers and 4th and 5th grade students, and inform parents about the opportunities available in STEM-centered careers for their children.

The Specific Aims of ICAC are to:

SA1. Conduct a formative assessment with teachers to determine the optimal intervention to ensure productive school, principal, teacher, and student participation.

SA2. Implement a structured intervention aimed at (1) teachers, (2) students, and (3) families that will enhance the students’ understanding of STEM fundamentals by incorporating laptops into an inquiry-based educational process.

SA3. Assess the effects of ICAC on:

a. Student STEM  engagement and performance.

b. Teacher and student computing specific confidence and utilization.

c. Student interest in technology and STEM careers.

d. Parents’ attitudes toward STEM careers and use of computers.

To enable us to complete the specific aims noted above, we have conducted a variety of project activities in Years 1-3. These include:

  1. Classroom observations at the two Year 1 pilot schools
  2. Project scaling to 6 schools in Year 2 and 10 schools in Year 3
  3. Semi-structured school administrator interviews in schools
  4. Professional development sessions for teachers
  5. Drafting of curriculum modules to be used in summer teacher institutes and for dissemination
  6. In-class demonstration of curriculum modules
  7. Scratch festivals each May
  8. Summer teacher institutes
  9. Student summer camps
  10. Surveying of teachers in summer institutes
  11. Surveying of teachers and students at the beginning and end of the school year
  12. Showcase event at end of student workshops

The specific ICAC activities for Years 2-5 include:

  • Professional development sessions (twice monthly for teachers), to integrate the ‘best practices’ from the program.
  • Working groups led by a grade-specific lead teacher. The lead teacher for each grade in each school will identify areas where assistance is needed and will gather the grade-specific cohort of teachers at their school once every two weeks for a meeting to discuss the progress made in addition to challenges to or successes in curricula development.  
  • ICAC staff and prior trained teachers will visit each class monthly during the year to assist the teachers and to evaluate specific challenges and opportunities for the use of XOs in that classroom.  
  • In class sessions at least once per month (most likely more often given feedback from Teacher Summer Institutes) to demonstrate lesson plans and assist teachers as they implement lesson plans.
  • ICAC staff will also hold a joint meeting of administrators of all target schools each year to assess program progress and challenges. 
  • Teacher Summer Institutes – scaled-up to teachers from the new schools each summer to provide training in how to incorporate computing into their curriculum.
  • Administrator sessions during the Teacher Summer Institutes; designed to provide insight into how the laptops can facilitate the education and comprehension of their students in all areas of the curriculum, discuss flexible models for physical classroom organization to facilitate student learning, and discussions related to how to optimize the use of computing to enhance STEM curricula in their schools.  Student Summer Computing Camps – designed to teach students computing concepts, make computing fun, and enhance their interest in STEM careers.  
  • ICAC will sponsor a yearly showcase event in Years 2-5 that provides opportunities for parents to learn more about technology skills their children are learning (e.g., career options in STEM areas, overview of ICAC, and summary of student projects). At this event, a yearly citywide competition among students also will be held that is an expanded version of the weeklong showcase event during the student summer camps.
  • Surveying of students twice a year in intervention schools.
  • Surveying of teachers at Summer Institutes and then at the end of the academic year.
  • Coding and entry of survey data; coding of interview and observational data.
  • Data analysis to examine the specific aims (SA) noted above:
    • The impact of ICAC on teacher computing confidence and utilization (SA 3.b).
    • Assess the effects of (1) teacher XO training on student computing confidence and utilization (SA 3.b), (2) training on changes in interest in STEM careers (SA 3.c), and (3) XO training on student engagement (SA 3.a).
    • A quasi-experimental comparison of intervention and non-intervention schools to assess intervention effects on student achievement (SA 3.a).
    • Survey of parents attending the yearly ICAC showcase to assess effects on parental attitudes toward STEM careers and computing (SA 3.d).

The proposed research has the potential for broad impact by leveraging technology in BCS to influence over 8,000 students in the Birmingham area. By targeting 4th and 5th grade students, we expect to impact STEM engagement and preparedness of students before they move into a critical educational and career decision-making process. Further, by bolstering student computer and STEM knowledge, ICAC will impart highly marketable skills that prepare them for the 81% of new jobs that are projected to be in computing and engineering in coming years (as predicted by the US Bureau of Labor Statistics).3 Through its formative and summative assessment, ICAC will offer intellectual merit by providing teachers throughout the US with insights into how computers can be used to integrate the elementary STEM curriculum. ICAC will develop a model for using computers to enhance STEM education across the curriculum while instilling a culture among BCS schools where computing is viewed as a tool for learning.

(Previously listed under Award # 0918216)

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