Technology

Anchoring High School Students in Real-Life Issues that Integrate STEM Content and Literacy

Principal Investigator: 

Through the integration of STEM content and literacy, this project studies the ways teachers implement literacy practices in the STEM classroom. Teachers will facilitate instruction using scenarios that present students with STEM-related issues, presented as scenarios. After reading and engaging with math and science content, students write a source-based argument in which they state a claim, support the claim with evidence from the texts, and explain the multiple perspectives on the issue.

Click image to preview: 
Target Audience: 

“Zooming In” on Robotics during COVID-19: A Preservice Teacher, an Engineering Student, and a 5th Grader Engineer Robotic Flowers via Zoom

The COVID-19 induced school shutdown dramatically decreased students’ hands-on STEM learning opportunities. An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions. Zoom recordings, written reflections, and lesson slides were analyzed to describe how the virtual context shaped the lesson and influenced the preservice teacher’s experience.

Author/Presenter: 
Jennifer Kidd
Krishna Kaipa
Kristie Gutierrez
Pilar Pazos
Orlando Ayala
Stacie Ringleb
Lead Organization(s): 
Year: 
2020
Short Description: 

An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions.

Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) Full Proposal Deadline

Event Date: 
Wed, 07/21/2021 - 5:00pm
Sponsoring Organization: 

Institutional and Community Transformation Capacity-Building Proposals
Engaged Student Learning and Institutional and Community Transformation Level 1 Proposals

Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505082&org=EHR&sel_org=....

Event Type: 

CHALK Coaching Website

The CHALK tool is a progressive web application that guides educators to improve instructional quality in early education settings. CHALK provides targeted observation tools that allow instructional coaches to easily track key classroom practices on their digital devices in real-time. This tool instantly transforms observation data into user-friendly visualizations for coaches and teachers to engage in data-driven coaching conversations for professional growth.

Author/Presenter: 
CHALK Project Team
Year: 
2020
Short Description: 

The CHALK tool is a progressive web application that guides educators to improve instructional quality in early education settings. CHALK provides targeted observation tools that allow instructional coaches to easily track key classroom practices on their digital devices in real-time.

Situating Presence Within Extended Reality for Teacher Training: Validation of the eXtended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video

The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.

Author/Presenter: 
Enrico Gandolfi
Karl W. Kosko
Richard E. Ferdig
Lead Organization(s): 
Year: 
2020
Short Description: 

The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.

Effect and Influence of Ambisonic Audio in Viewing 360 Video

Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulations or 360 video). Users in old and new formats, however, still typically receive monophonic sound.

Author/Presenter: 
Richard E. Ferdig
Karl W. Kosko
Enrico Gandolfi
Lead Organization(s): 
Year: 
2020
Short Description: 

Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. The purpose of this study was to respond to this gap by comparing the outcomes of watching 360 video with either monophonic or ambisonic audio.

Toward a Productive Definition of Technology in Science and STEM Education

The lack of a definition of the T in STEM (science, technology, engineering, and mathematics) acronym is pervasive, and it is often the teachers of STEM disciplines who inherit the task of defining the role of technology within their K-12 classrooms. These definitions often vary significantly, and they have profound implications for curricular and instructional goals within science and STEM classrooms.

Author/Presenter: 
Joshua Ellis
Jeanna Wieselmann
Ramya Sivaraj
Gillian Roehrig
Emily Dare
Elizabeth Ring-Whalen
Year: 
2020
Short Description: 

This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Author/Presenter: 
Ramya Sivaraj
Joshua A. Ellis
Jeanna R. Wieselmann
Gillian H. Roehrig
Year: 
2020
Short Description: 

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Pages

Subscribe to Technology