ethanporcaro/eric-fulltext-meta huggingface dataset:
Viscerality and Slowliness: An Anatomy of Artists' Pedagogies of Material and Time
Author: Denmead, Tyler
Date: 2012-12-19
Type: Journal Articles
Subjects: Foreign Countries,Artists,Interviews,Art Education,Instruction,Time,Art Materials,Workshops

This paper explores community artists' pedagogies in relation to time and material. Thirteen unstructured interviews were conducted with eight artists under the auspices of an organisation that facilitated community-based workshops in Cambridgeshire, UK throughout 2011 and 2012. Concepts salient to the artists emerged, and six of the eight artists were observed facilitating twenty workshops across five sites. We found that the artists create conditions for open-ended enquiry across five dimensions: space, time, material, body, and language. This paper focuses on one of these dimensions--that of material, with reference to one other, that of time. We discuss artists' criteria for workshop materials, including simplicity, slippage, immediacy, richness, and ephemerality. We examine how the artists presented a &quot;limited palette&quot; of select materials, though provided each in abundance. And we interpret the artists using materials to facilitate what they described as slowliness--an immersive, pleasure state free from past prescription and future expectation.
Lego Robotics: STEM Sport of the Mind
Author: Gura, Mark
Date: 2012-08-00
Type: Journal Articles
Subjects: Student Participation,Robotics,Educational Technology,Learning Motivation,Student Motivation,Children,Early Adolescents,Educational Games,Toys,STEM Education,Engineering Education,Mathematics Education,Science Education,Technology Education,Learner Engagement,Hands on Science,Play

Lego robotics is engaging, hands-on, and encompasses every one of the NETS for Students. It also inspires a love of science, technology, engineering, and mathematics (STEM) and provides the experience students need to use digital age skills in the real world. In this article, the author discusses how schools get involved with Lego Robotics and harness this involvement in the classroom to get students excited about STEM. (Contains 3 resources.)
A Day at FIRST Lego League
Author: McIntyre, Nancy
Date: 2012-08-00
Type: Journal Articles
Subjects: Competition,Robotics,Grade 6,Middle Schools,Technology,Toys,Play,After School Programs,STEM Education,Grade 7,Grade 8,Middle School Students,Mentors,Engineering

This article features an after-school FIRST Lego League (FLL) program at Chaminade Middle School in Chatsworth, California, USA. The after-school FLL program feeds into the high school FIRST Robotics Competition (FRC) program wherein aspiring young engineers come to the high school team with several years of FLL experience. Through the FLL program, lego robotics students take their STEM knowledge and passion to the competition arena. The Chaminade FLL program has grown over the past eight years and now serves 40 students in grades 6-8.
A Certified Success
Author: Spence, Denise
Date: 2012-08-00
Type: Journal Articles
Subjects: Academic Achievement,Credentials,Educational Technology,Information Technology,Technology Uses in Education,High School Students,Educational Environment

A transformation is going on at Dunbar High School. Administrators, parents, teachers, students, and community partners are excited about the new opportunities offered to students enrolled in the award-winning technology programs. But this was not the case more than a decade ago. In the fall of 2000, Dunbar High School in Fort Myers, Florida, USA, opened its doors with a diverse student population under the direction of Principal Carl Burnside. By 2004, enrollment had significantly declined, and the school had one of the highest percentages of low-performing and low-socioeconomic students in the district. In this article, the author discusses how Dunbar High School administrators and staff turned their struggling school around by offering students the opportunity to train in a professional learning environment and earn industry-level IT credentials. (Contains 3 resources.)
First Graders with iPads?
Author: Getting, Sara
Date: 2012-08-00
Type: Journal Articles
Subjects: Academic Achievement,Reading Achievement,Grade 1,Elementary School Students,Telecommunications,Handheld Devices,Intervention,Reading,Reading Instruction,Reading Improvement,At Risk Students,Elementary Schools,Literacy,Time on Task

Giving iPads to first graders is a leap of faith that many teachers are understandably hesitant to take, especially if their students need immediate reading intervention and school leaders want guaranteed results. This article discusses how the authors took on the challenge of improving elementary reading using iPads, found surprising success for their youngest at-risk readers, and learned some interesting things along the way. Their decision to use iPads to improve student reading was a step into the unknown, but they found the benefits far outweighed the risks. They set out to determine if using iPads would help increase reading achievement with their two lowest reading groups during the 2010-11 academic year at Hilltop Elementary School in Inver Grove Heights, Minnesota, USA. (Contains 3 resources.)
Go Digital
Author: Edwards, Mark
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,School Districts,Dropout Rate,Access to Computers,Scores,Technology Uses in Education,Information Technology,Technology Integration,Professional Development

Mooresville Graded School District (MGSD) in North Carolina, USA, was in a tough situation that is all too common for districts across the country. Its student poverty ratio rose significantly from 2007 to 2011 because of the economic recession, and it was ranked 99 out of 115 school districts for per-pupil expenditure in the state. No less than 40% of MGSD students qualified for free or reduced-price lunch, student test scores were low, dropout rates were high, and the digital divide was wide. In 2007, the district began planning its Digital Conversion program, a six-year strategic plan that set clear goals for using technology in classrooms and focused on academic achievement, engagement, opportunity, and digital equity. This article describes how Mooresville Graded School District improved student achievement and revolutionized teaching with its Digital Conversion program.
Get Real: Augmented Reality for the Classroom
Author: Mitchell, Rebecca
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Video Games,Simulation,Computer Software,Computer Simulation,Learner Engagement,Technology Uses in Education,Computers,Information Technology

Kids love augmented reality (AR) simulations because they are like real-life video games. AR simulations allow students to learn content while collaborating face to face and interacting with a multimedia-enhanced version of the world around them. Although the technology may seem advanced, AR software makes it easy to develop content-based simulations that will captivate the students while teaching them standards-based content. Teachers also love AR simulations because they can differentiate instruction and engage even the most reticent learners in mastering any type of content while practicing digital age skills. And they are easier to create than people think! The authors describe the process they used and some things to keep in mind if teachers want to create their own AR simulations to use with their students.
Get Present: Build Community and Connectedness Online
Author: Dikkers, Amy Garrett
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teacher Student Relationship,Electronic Learning,Online Courses,Educational Experience,Educational Environment

The relationships teachers build with their students are key to their academic success. Despite their likes, dislikes, or academic achievements, students yearn to feel a sense of belonging, a connection to someone or something within schools and classrooms. Whether a learning environment is face to face or online, students want to feel present. But with the challenges of online learning and socialization, support, and other activities that contribute to a sense of belonging, a virtual teacher has to work harder to provide students with a cohesive environment and the social connections that foster academic success. The Social Presence Model provides a framework to establish increased social presence, or connectedness, among teachers and students for a more enriching educational experience. The authors define social presence as an integration of five key elements that motivate participants to take active roles in their own and their peers' online learning experiences: (1) Affective Association (AA); (2) Community Cohesion (CC); (3) Interaction Intensity (II); (4) Knowledge and Experience (KE); and (5) Instructor Involvement (IV). This article presents definitions and quick tips for building social presence online using these five elements of the Social Presence Model.
Excellent Educators: ISTE's Award Winners Inspire, Captivate, and Motivate!
Author: Fingal, Diana
Date: 2012-11-00
Type: Journal Articles
Subjects: Educational Technology,Recognition (Achievement),Teachers,School Districts,Educational Change,Academic Achievement,Awards,Technology Uses in Education,Technology Integration

In the impassioned debate about school reform, there is one point that all sides agree on: Classroom teachers have a huge impact on student success. Great teachers don't just teach. They inspire, they captivate, and they motivate their students to create, investigate, solve, and continue learning long after their school years are over. This article presents the award-winning International Society for Technology in Education (ISTE) educators for 2012 and shares what makes them great. They are: (1) Outstanding Teacher: Matt Cauthron, digital arts instructor, Palm Springs Unified School District, Cathedral City, California, USA; (2) Outstanding Leader: Alice Owen, division director of technology, Irving Independent School District, Irving, Texas, USA; (3) Outstanding Young Educator: Caroline Haebig, social studies educator, Bradford High School, Kenosha Unified School District, Wisconsin, USA; and (4) Kay L. Bitter Award for Excellence in Technology-Based PK-2 Education: Jennifer Orr, first grade teacher, Annandale Terrace Elementary School, Annandale, Virginia, USA.
Into the Virtual Frontier
Author: McBride, Holly
Date: 2012-11-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Online Courses,Professional Training,Elementary Secondary Education,Models,Teachers,Professional Development,Conventional Instruction,Educational Environment,Virtual Classrooms,Educational Technology,Teaching Methods,Synchronous Communication

Transition from face-to-face to the online classroom is an enlightening journey. This is the cutting edge of a paradigm shift in K-12 education, and it is important for teachers to understand it. Many teachers may not receive a formal training program and should realize that it is not always an easy transition. Anything can happen, and never assume that there will be an abundance of time and professional training. In this article, the author describes what she learned during her journey from a traditional classroom to an online learning environment.
Learning without Borders
Author: Anderson, Sue
Date: 2013-00-00
Type: Journal Articles
Subjects: State Colleges,Citizenship,Work Environment,Social Studies,Active Learning,Student Projects,Problem Solving,Technology

In 2010, State College Area School District (SCASD) in Pennsylvania, USA, agreed to help develop a virtual international classroom exchange called the Schoolwires Greenleaf program. The program's project-based curriculum paired U.S. students with Chinese learners to collaborate, foster global citizenship, and prepare students for the digital work environment. Schoolwires is a U.S. company that provides web-based collaboration tools, and the Greenleaf program grew out of its focus on tech integration. In this article, the author describes how she piloted Greenleaf with a group of students from her high school social studies class. (Contains 3 online resources.)
Design Creativity!
Author: Newbill, Phyllis
Date: 2013-00-00
Type: Journal Articles
Subjects: Thinking Skills,Educational Technology,Technology Integration,English Instruction,Curriculum Development,Creativity,Creative Thinking,Technology Uses in Education,Learner Engagement

Technology is revolutionizing the way the world works, and there seems to be no end in sight. Information is everywhere and easy to find, so today's students will need to know what to do with it to be prepared for the overly stimulating, technology-driven, problem-riddled world they will soon face. That's why critical- and creative-thinking skills are vital. Critical- and creative-thinking skills include idea generation, reflective judgment, self-regulation, and attitudes and dispositions. While many view these skills as intuitive, the authors present them as teachable. By combining technology integration with thinking skills, educators can better prepare students for the world of industry and innovation. The question becomes how they can seamlessly integrate technology while teaching critical- and creative-thinking skills. One piece of the answer is to start at the top by developing teachers' critical- and creative-thinking skills. Second, educators must use technology products in surprising and creative ways to engage students.
After the Storm: Starting Over with One to One
Author: House, Traci
Date: 2013-00-00
Type: Journal Articles
Subjects: Natural Disasters,Weather,Science Education,Science Instruction,Technology,High Schools,High School Students,Educational Technology,Technology Uses in Education,Technology Integration,Professional Development,Educational Facilities Improvement

The costliest tornado in U.S. history descended without warning on the small community of Joplin, Missouri, USA, on May 22, 2011. People across the country watched the devastation on TV and YouTube. But the thousands of students and staff of Joplin School District lived through it. Recognizing the need to restore normalcy throughout the community, Superintendent C.J. Huff steadfastly committed to opening Joplin's schools by the originally scheduled 2011-2012 school year start date of August 17. It was a difficult feat by any means. But what makes this story truly remarkable is that, even with such an incredibly short turnaround and long list of challenges, Joplin Schools did not simply rebuild in the image of its former self. Instead, they seized the opportunity to become even better by implementing a one-to-one initiative, complete with a new all-digital curriculum.
Gender Differences in Interest, Perceived Personal Capacity, and Participation in STEM-Related Activities
Author: Weber, Katherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Student Motivation,Student Attitudes,Gender Differences,STEM Education,Student Interests,Self Concept,Student Participation,Womens Education,Learner Engagement,Comparative Analysis,Males,Middle School Students,High School Students,Career Development,Occupational Aspiration

Today, more women than in the past obtain degrees in science and engineering. However, women still remain underrepresented in science, technology, engineering, and mathematics (STEM). This study identifies whether the Engagement, Capacity, and Continuity (ECC) Trilogy could be utilized by teachers in technology and engineering program setting to examine their students' interest (engagement), perceived personal capacity (capacity), and participation (continuity) in technology- and engineering-related activities. The ECC Trilogy provides a practical framework that can potentially assist teachers in identifying what factors create barriers to students wanting to become an engineer or pursuing a career in a technology- or engineering-related field. In order to identify where a lack of interest may occur, this study compares male and female middle school and high school students' responses to STEM-related survey questions that were coded to reflect each component of the ECC Trilogy. The student responses from this study provide evidence to support the ECC Trilogy. Both female and male students who indicated that they wanted to pursue engineering as a career responded to the survey items with a high interest in the activities, the belief that they possessed a high perceived personal capacity, and an interest in participating in technology- and engineering-related areas. Out of 388 males, only 107 (28%) indicated they wanted to become an engineer; however, out of 168 females who participated in the study, only 20 (11.9%) indicated they wanted to become an engineer. More than twice as many males than females indicated an interest in becoming an engineer. This finding should draw some concern especially with the rise in the number of individuals and organizations who invest efforts in increasing female representation in STEM. Positive influences on young people can influence their interest and success in science and math; however, the extent of the influence depends on whether the students' academic motivation, beliefs concerning their abilities, and capacity to succeed in science and math become strengthened. Although several researchers have suggested that females may not be interested in engineering-related careers, STEM equity experts, teachers and post-secondary faculty must continue to collaborate efforts and share successful strategies to encourage females to enter STEM fields. (Contains 4 tables.)
Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers
Author: Williams, John
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teacher Effectiveness,Teaching Methods,Expertise,Pedagogical Content Knowledge,Teacher Education,Science Teachers,Science Instruction,Science Education,Foreign Countries

Research has shown that one of the factors that enable effective teachers is their rich &quot;Pedagogical Content Knowledge&quot; (PCK), a special blend of content knowledge and pedagogical knowledge that is built up over time and experience. This form of professional knowledge, first theorized by Shulman (1987), is topic-specific, unique to each teacher, and can only be gained through teaching practice. The academic construct of PCK is recognition that teaching is not simply the transmission of concepts and skills from teacher to students but rather a complex and problematic activity that requires many and varied on the spot decisions and responses to students' ongoing learning needs. This research addresses the key area of early career teacher education and aims to investigate the use of a &quot;Content Representation&quot; (CoRe) as a planning tool to develop early career secondary teacher PCK. The study is designed to examine whether such a tool, co-designed by an early career teacher (ECT) with expert content and pedagogy specialists, can enhance the PCK of early career science and technology secondary teachers. The content and pedagogy experts generally worked constructively with the ECTs in designing their CoRes. The ECTs noted that they highly valued the input of the experts and felt that the design process had enabled them to identify and access the knowledge about the key concepts of the topic, as well as learn new pedagogical techniques for delivering particular content material. All the ECTs reported that they felt that being involved in discussions with the experts in the construction of the CoRe helped them to understand the big picture of the topic. Although the teachers kept in mind the needs of the curriculum and assessment through these discussions, they felt that the CoRe discussions were somewhat liberating in allowing exploration of what the topic itself was all about. (Contains 2 tables and 1 figure.)
Analysis of Five Instructional Methods for Teaching Sketchpad to Junior High Students
Author: Wright, Geoffrey
Date: 2012-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Computer Assisted Instruction,Computers,Educational Technology,Program Effectiveness,Problem Based Learning,Video Technology,Correlation,Direct Instruction,Cooperative Learning,Printed Materials,Student Attitudes,Teacher Attitudes,Junior High School Students,Computer Software,Computer Uses in Education,Teaching Methods,Comparative Analysis,Student Surveys,Likert Scales,Technology Education

This manuscript addresses a problem teachers of computer software applications face today: What is an effective method for teaching new computer software? Technology and engineering teachers, specifically those with communications and other related courses that involve computer software applications, face this problem when teaching computer software designed to assist in graphic design, web design, programming, robotics, etc. The question of what instructional method would prove most effective is one that affects not only teachers but also IT trainers, as computers and computer software applications continue to be the primary tools of work and leisure. Despite the increase in computer software application use, the associated literature on instructional techniques used to teach computer software is inconclusive in regard to which instructional methods are the most appropriate for teaching new software, especially in junior high technology and engineering classrooms. This study includes using five commonly used instructional techniques--&quot;direct instruction,&quot; &quot;problem-based learning,&quot; &quot;video-based tutorial learning,&quot; &quot;cooperative/collaborative learning,&quot; and &quot;book/written script tutorial learning&quot;--to teach a new computer software, Sketchpad, to a sample of technology education junior high students and then analyzes the impact that each technique had on student learning by giving them an assignment to use Sketchpad to design a CD cover of a band or artist of their choice. The most prevalent findings of this study are: (1) teachers and students have different perceptions about the effectiveness of different instructional techniques; (2) teachers and students have different perceptions regarding frequency of use of instructional methods in class; and (3) student perceptions of higher instructional effectiveness did not correlate with higher grades received for the assignment. Based on the findings from this study, several conclusions and recommendations can be generalized for application by teachers of computer software applications like Sketchpad. Three are discussed: (1) use of book learning at the junior high level; (2) understanding student perception of classroom teaching practices; and (3) improving direct instruction techniques. (Contains 11 tables.)