Technology

International Society for Technology in Education 2020 ISTE Conference & Expo; Anaheim, CA

Event Date: 
Sun, 06/28/2020 (All day) to Wed, 07/01/2020 (All day)
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To learn more, visit https://conference.iste.org/2020/

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Computer-Using Educators 2020 Spring CUE National Conference; Palm Springs, CA

Event Date: 
Thu, 03/19/2020 (All day) to Sat, 03/21/2020 (All day)
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Computer-Using Educators 2019 Fall CUE National Conference; Rancho Cordova, CA

Event Date: 
Sat, 10/19/2019 (All day) to Sun, 10/20/2019 (All day)
Sponsoring Organization: 
Associated Dates and Deadlines: 

To learn more, visit https://cue.org/fall/

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Non-visual Perception of Lines on a Multimodal Touchscreen Tablet

While text-to-speech software has largely made textual information accessible in the digital space, analogous access to graphics still remains an unsolved problem. Because of their portability and ubiquity, several studies have alluded to touchscreens as a potential platform for such access, yet there is still a gap in our understanding of multimodal information transfer in the context of graphics. The current research demonstrates feasibility for following lines, a fundamental graphical concept, via vibrations and sounds on commercial touchscreens.

Author/Presenter: 
Jennifer L. Tennison
Jenna L. Gorlewicz
Lead Organization(s): 
Year: 
2019
Short Description: 
In this article, authors demonstrate that line following via multimodal feedback is possible on touchscreens and present guidelines for the presentation of such non-visual graphical concepts.

Guiding collaborative revision of science explanations

This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment. We took advantage of natural language processing tools embedded in an online, collaborative environment to automatically score student responses using human-designed knowledge integration rubrics. We used the automated explanation scores to assign adaptive guidance to the students and to provide real-time information to the teacher on students’ learning.

Author/Presenter: 
Libby Gerard
Ady Kidron
Marcia C. Linn
Year: 
2019
Short Description: 
This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.

Curriculum and Instruction at Exemplar Inclusive STEM High Schools

In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school.
Author/Presenter: 
Erin Peters-Burton
Ann House
Ed Han
Sharon Lynch
Year: 
2018
Short Description: 
In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.

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