To learn more, visit https://www.iteea.org/ITEEA_Conference_2020.aspx
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit https://conference.iste.org/2020/.
DRK-12 Presenters:
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit https://cosnconference.org/.
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit http://www.csedu.org/Home.aspx
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit http://www.cvent.com/events/spring-cue-2020-conference/event-summary-c3…
To learn more, visit https://cue.org/fall/
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.
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.
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.
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.
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.
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.
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.
