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….
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
