Join this lively, interactive discussion examining the opportunities for coordinating work in games and simulations. Discuss and plan embedding, data capture/analytics, customization, and more!
The advent of today’s widespread educational technology presents some new and exciting opportunities. Models and simulations can be easily embedded in other content. Research is exploring the use of simulations and games for novel assessment purposes. Technologies—especially HTML5 technologies—are making formerly unprecedented learning possible. This moment is unique, and as educational designers and researchers, we should be making the most of it and ensure that our work is aligned for maximum synergy.
Participants discuss and identify what coordination is needed across DR K–12 efforts to enable sustained collective impact on the issues presented by climate, global, and environmental change.
DR K–12 projects have been funded to conduct (1) activities and develop materials that are beneficial to the STEM education community (teachers and students) and (2) education research to ensure continuous improvement of these activities and materials.
Participants engage in marine data investigations using the Ocean Tracks Web interface and analysis tools, offer feedback, and discuss possible synergies with other DR K–12 programs.
Digital, large-scale scientific data have become broadly available in recent decades, and analyzing data, identifying patterns, and extracting useful information have become gateway skills to full participation in the 21st century workforce. Yet, pre-college classrooms are falling short in preparing students for this world and are missing opportunities to harness the power of Big Data to engage students in scientific learning. To address this issue, scientists, educators, and researchers at Education Development Center, Inc.
Presenters seek feedback on an observational instrument designed to identify preservice teachers’ abilities to identify equitable teaching practices.
The original version of the Mathematical Quality and Equity (MQE) video codes (Goffney, 2010; LMT, 2010) were developed as a section of the Mathematical Quality and Instruction observational instrument developed by the Learning Mathematics for Teaching Project at the University of Michigan.
Participants provide feedback on a preliminary paper-and-pencil assessment of secondary teachers’ mathematical habits of mind (MHoM) and use classroom video to examine MHoM in practice.
In Assessing Secondary Teachers’ Algebraic Habits of Mind, the project team is developing tools to study the following questions: What are the mathematical habits of mind (MHoM) that secondary teachers use, how do they use them, and how can we measure them?
In this session, presenters share a paper-and-pencil assessment being developed to measure how teachers use MHoM when they do mathematics for themselves. The presenters also share classroom video and a preliminary framework for examining MHoM in teaching practice.
