Technology

This project explores how virtual and augmented reality can create new opportunities for representing and interacting with geometric concepts. The poster will report on our efforts to work with secondary mathematics teachers to design immersive virtual environments and test them with students in public high schools in the north east.

In this project, we developed and implemented a ninth/10th grade neural engineering unit—an emerging field that integrates neuroscience, engineering design, and programming—to explore how computational thinking (CT) and engineering can be incorporated into a core biology high school course. We are examining the changes in students’ CT, engineering design processes, and attitudes towards STEM throughout their participation. We are also exploring what supports biology teachers need to effectively foster CT and engineering.

This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized activities that resonate with their students while retaining the structure and content of the original Scratch Encore lesson.

This project builds on a successful introductory computer science curriculum, called Scratch Encore, to explore ways to support teachers in bringing together—or harmonizing—existing Scratch Encore instructional materials with themes that reflect the interests, cultures, and experiences of their students, schools, and communities. In designing these harmonized lessons, teachers create customized activities that resonate with their students while retaining the structure and content of the original Scratch Encore lesson.

The project creates a digital space for middle school math teachers to collaborate, using problem-based curriculum materials shared with students. It enables teachers to plan, teach, and reflect on student learning together, even across different buildings. The platform includes classroom artifacts, teacher-created resources, and curriculum materials. The project explores how teachers use resources, collaborate, and support one another, aiming to enhance mathematics teaching and learning through digital tools.

This project will develop a professional development (PD) program to support teachers in implementing a physical computing anchored transdisciplinary curriculum. The program includes summer institutes and year-long activities where teachers will be first immersed in the same transdisciplinary learning experiences their students will undergo and then co-design/revise the curriculum for the local context. We will follow teachers over time to understand what trajectories teachers follow as they strive to shift toward more transdisciplinary teaching practices.

This project will develop a professional development (PD) program to support teachers in implementing a physical computing anchored transdisciplinary curriculum. The program includes summer institutes and year-long activities where teachers will be first immersed in the same transdisciplinary learning experiences their students will undergo and then co-design/revise the curriculum for the local context. We will follow teachers over time to understand what trajectories teachers follow as they strive to shift toward more transdisciplinary teaching practices.

This project will develop a professional development (PD) program to support teachers in implementing a physical computing anchored transdisciplinary curriculum. The program includes summer institutes and year-long activities where teachers will be first immersed in the same transdisciplinary learning experiences their students will undergo and then co-design/revise the curriculum for the local context. We will follow teachers over time to understand what trajectories teachers follow as they strive to shift toward more transdisciplinary teaching practices.

This project explores the influence of elementary teachers' curricular context knowledge, developed over multiple curricular enactments, to adapt curriculum materials in ways that are culturally respsonsive to their students. The project utilizes Explore the Salish Sea, a place-based curriculum that braids together Western and Indigenous science. Students learn about their local ecosystem and and partner with community members to engage in stewardship. Our research follows teachers through four different cycles of curriculum enactment to develop robust case studies.