This document provides information about a unit on geometry in art that incorporates various assessments and technology integration. The unit focuses on identifying geometric relationships in art, architecture, and nature. Students will research an assigned area, present their findings to the class via a wiki, and create a quiz over their topic. Assessments include pre/post-tests, quizzes, observations of student presentations and discussions. Technology like PowerPoint, blogs, and online concept maps are used to support student learning and demonstrate understanding of geometric relationships.
LaTICE 2016: Learner-Centered Design of Computing Education for AllMark Guzdial
Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. I argue that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching *everyone* to program? Should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? I propose the use of a learner-centered design approach to create computing education for a broad audience. I review the history of the idea that programming isn’t just for the professional software developer, and present case studies to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach.
This presentation discusses a study on the impacts of school design and furniture on student engagement and satisfaction. It outlines three studies comparing (1) a traditional school to an innovatively designed school, (2) the traditional school before and after new furniture, and (3) the traditional school with new furniture to the innovatively designed school. Initial results found greater engagement and satisfaction at the innovatively designed school. Replacing traditional furniture led to improved satisfaction. While satisfaction with furniture was similar, the innovatively designed school saw greater engagement and satisfaction with overall design. Educators observed choice and comfort in the learning environment supporting creativity and responsibility.
The document summarizes a presentation given by Margaret Chung and Derk Jeffrey on career and technical education (CTE). It discusses the history and evolution of CTE in the United States from the Smith-Hughes Act of 1917 to modern career clusters. It also highlights the importance of CTE in developing 21st century skills and providing multiple pathways to post-secondary success through integrated STEM and academic education. Examples from Arlington Career Center and proposed Academies of Loudoun showcase how innovative CTE programs can engage students through hands-on, project-based learning.
Tomorrow’s Members: Listening to the Voices of Our FutureJulie Evans
The document discusses insights from the annual Speak Up surveys conducted by Project Tomorrow about students' use of and attitudes towards technology. Some key findings include:
- 70% of students in grades 6-12 consider themselves advanced tech users
- The most common student tech activities are online/computer gaming, downloading music, communication tools, and personal websites
- Students most commonly use tech for schoolwork for writing assignments, online research, and checking grades
- However, students are dissatisfied that school filters block sites they need and teachers limit their tech use
- There is a "digital disconnect" between students' advanced tech skills and limited school tech integration, especially regarding mobile devices
This document summarizes findings from surveys on student persistence in engineering and computer science conducted at Michigan Technological University and other institutions. The surveys examined factors influencing persistence and differences in experiences between male and female students. Key findings included that female students placed more importance on diversity and environment and reported experiencing more unfair treatment and stereotypes. The study aims to conduct additional surveys to further explore the role of factors like role models and student background on persistence.
David Edfeldt Recommendation Of Eric LongEric Long
David\'s letter recommends that I be hired for taking over the technology instruction program at Skyline High School. It highlights leadership and teaching skills.
This document provides information about a unit on geometry in art that incorporates various assessments and technology integration. The unit focuses on identifying geometric relationships in art, architecture, and nature. Students will research an assigned area, present their findings to the class via a wiki, and create a quiz over their topic. Assessments include pre/post-tests, quizzes, observations of student presentations and discussions. Technology like PowerPoint, blogs, and online concept maps are used to support student learning and demonstrate understanding of geometric relationships.
LaTICE 2016: Learner-Centered Design of Computing Education for AllMark Guzdial
Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. I argue that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching *everyone* to program? Should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? I propose the use of a learner-centered design approach to create computing education for a broad audience. I review the history of the idea that programming isn’t just for the professional software developer, and present case studies to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach.
This presentation discusses a study on the impacts of school design and furniture on student engagement and satisfaction. It outlines three studies comparing (1) a traditional school to an innovatively designed school, (2) the traditional school before and after new furniture, and (3) the traditional school with new furniture to the innovatively designed school. Initial results found greater engagement and satisfaction at the innovatively designed school. Replacing traditional furniture led to improved satisfaction. While satisfaction with furniture was similar, the innovatively designed school saw greater engagement and satisfaction with overall design. Educators observed choice and comfort in the learning environment supporting creativity and responsibility.
The document summarizes a presentation given by Margaret Chung and Derk Jeffrey on career and technical education (CTE). It discusses the history and evolution of CTE in the United States from the Smith-Hughes Act of 1917 to modern career clusters. It also highlights the importance of CTE in developing 21st century skills and providing multiple pathways to post-secondary success through integrated STEM and academic education. Examples from Arlington Career Center and proposed Academies of Loudoun showcase how innovative CTE programs can engage students through hands-on, project-based learning.
Tomorrow’s Members: Listening to the Voices of Our FutureJulie Evans
The document discusses insights from the annual Speak Up surveys conducted by Project Tomorrow about students' use of and attitudes towards technology. Some key findings include:
- 70% of students in grades 6-12 consider themselves advanced tech users
- The most common student tech activities are online/computer gaming, downloading music, communication tools, and personal websites
- Students most commonly use tech for schoolwork for writing assignments, online research, and checking grades
- However, students are dissatisfied that school filters block sites they need and teachers limit their tech use
- There is a "digital disconnect" between students' advanced tech skills and limited school tech integration, especially regarding mobile devices
This document summarizes findings from surveys on student persistence in engineering and computer science conducted at Michigan Technological University and other institutions. The surveys examined factors influencing persistence and differences in experiences between male and female students. Key findings included that female students placed more importance on diversity and environment and reported experiencing more unfair treatment and stereotypes. The study aims to conduct additional surveys to further explore the role of factors like role models and student background on persistence.
David Edfeldt Recommendation Of Eric LongEric Long
David\'s letter recommends that I be hired for taking over the technology instruction program at Skyline High School. It highlights leadership and teaching skills.
Closing the Gender Gap in Engineering - Nov 2010Meagan Pollock
This presentation was designed for Education is Freedom College Counselors. This specific workshop was presented on Nov 30, 2010 by Meagan Ross (mail@meaganross.com).
Abstract:
A ninety minute interactive and engaging session where participants will learn about careers in engineering & the gender gap within this field. Participants will learn that life takes engineering, engineers help shape the future, and engineers are creative and collaborative problem-solvers. We will discuss gender bias in the classroom and how to use this awareness to help reach gender parity in engineering. Upon completion of the workshop, participants will be prepared to advocate careers in engineering to all students, and will have tools to recognize and address gender bias in their environment.
Denunce, multe e sequestri della Polizia Ambientale - Luglio e Agosto 2013Luigi de Magistris
L'attiva svolta dagli agenti della Polizia Ambientale di Napoli. Il dettaglio delle attività è relativo all'individuazione di discariche abusive, allacci fognari non autorizzati, multe a cittadini per deposito fuori orario, sanzioni per deposito fuori dai cassonetti, mancato utilizzo delle palette per la deiezione di animali domestici.
What opportunities are available for girls in STEM careers? How do we increase girls’ awareness, spark their interest, and develop their confidence to pursue careers in STEM? This workshop will demonstrate how STEM disciplines are essential to our health, happiness, and safety, and will provide participants with tips and tools for talking to girls and their parents about opportunities in STEM. Interactive activities seek to reduce anxiety and bolster confidence in the GS leaders. Upon completion of the workshop, participants will be able to advocate careers in STEM to girls and their parents using correct and positive messages that appeal to students’ interests and values.
This workshop was presented as a part of the Girl Scouts STEM Conference, with the goal to create a statewide STEM initiative among the various GS regions. My task was to help the participants “get into the minds of girls,” share opportunities for girls in STEM, dispel stereotypes about STEM, and teach the most effective messages for STEM to girls.
Presented 8 April 2011 in Plano, Texas
The purpose of this counselor professional development was to inform counselors about STEM careers and how they can help prepare students for such occupations. An overview of major issues involved with gender stereotypes, bias, and disparities in STEM was introduced along with tools and resources to address such concerns in the K-12 environment. Interactive activities saught to develop the counselors’ confidence in advocating and counseling students for careers in STEM. This presentation was designed for the Plano ISD P-12 counselors. The majority of these counselors attended a workshop in 2008 about “What is Engineering?” Some of this workshop was a review, but careers in science and math were also introduced. This specific workshop was presented on Nov 30, 2010 by Meagan Ross (mail@meaganross.com).
An introduction to engineering for K-12 counselors and educators. Strategies are introduced for introducing students to engineering. This presentation was designed for the educators who participate in the T-STEM Gender Equity workshops hosted by WTIF-HTHH. This specific workshop was presented on Dec 1, 2010 by Meagan Ross (mail@meaganross.com).
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
At a meeting of school principals and educational-policy makers from in and around Chennai, I had the opportunity to talk about how I felt IT in the classroom could be used to reach the UNreached.
The document summarizes an interview with 4 male computing teachers about gender differences in teaching computing. The teachers agreed that boys tend to prefer the practical/problem-solving aspects while girls prefer theory. They also agreed that the number of optional subjects and perception of computing as difficult contributes to fewer students choosing it. However, all activities were seen as suitable for both genders. The teachers proposed encouraging flexible computing careers and multi-gender projects to help close the gender gap.
This document discusses the potential for implementing a maker curriculum in schools as a supplement or replacement for traditional curricula. It outlines some key principles of a maker curriculum, including hands-on, active learning and creating tangible products. The document also reviews some early examples of maker curricula being successfully used, particularly in STEM fields. However, it notes that criticisms of maker education include a lack of large-scale studies and difficulties assessing learning outside of standardized testing. Implementing maker curricula more widely could help address these issues but is challenging within current education systems focused on standardized tests.
The document discusses how technology will be used to enhance learning in classrooms through a Classrooms For the Future program. It introduces the coach, Jason Jaffe, who will assist teachers by sharing technology resources and lessons. Learning will be impacted through standards focusing on research, creativity, critical thinking, and communication. Examples are provided of a geometry lesson on parallel lines using interactive tools and a biology cell lesson where students label organelles using different software.
The document outlines the objectives of an EdTech Teachers meeting which are to clarify the role of EdTech Teachers, model innovative teaching techniques using web 2.0 tools, and demonstrate collaboration. It discusses how education needs to shift to prepare students for a changing world where information is easily accessible online and learning needs to focus on problem solving, teamwork and communication over memorization. Examples are given of new technologies students engage with and statistics on technology usage to argue this shift is needed.
This document analyzes the relationship between student achievement in classic academic subjects (e.g. language arts, math, history, science) and computer-related subjects. The study examines grade data from freshman students in 2000-2001. Results show the average grade across subjects was a B, and computer grades tended to reflect trends in classic subjects. For example, students whose classic grades increased also tended to have higher computer grades. However, males on average saw declining grades overall compared to females. The document concludes the computer subject grade can often indicate trends in a student's overall academic performance.
This document outlines a daily lesson plan for a 12th grade class on trends, networks, and critical thinking in the 21st century. The lesson objectives are to understand the parallelism between neural and social networks, and to create a social map of the various student roles in the school community. Content includes neural and social networks, connections, relationships, and networks. Activities include identifying roles in the school's social network, mapping the social network, discussing problems encountered, and proposing solutions. The importance of social relationships and connectivity in the 21st century are emphasized.
This SlideShare is about leading a digital school in the CEWA context. This version includes updated scenarios - hypothetical challenges designed to provoke deep thinking about ICT leadership from a Teaching and learning context.
The document summarizes a study comparing technology use by teachers when they were students versus the technology use of current students. 105 teachers and 558 students completed surveys about their technology use both in and out of school. The surveys found that teachers in school primarily used computers for basic tasks while current students use a much wider variety of technologies on a daily basis and have access to things like social media and the internet. The document argues that teachers need to effectively incorporate new digital technologies into the classroom to prepare students for the future.
The document discusses the benefits of integrating technology into math instruction. It argues that technology allows students to make and test conjectures and work at higher levels of abstraction. It notes that technology skills will be important for students' future careers. The document provides examples of how different technologies like podcasts, GPS, art software, and online collaboration can be used to enhance math learning and engage students. It emphasizes that technology should not replace the teacher but rather be used to enhance students' mathematical thinking.
This document discusses three controversies around educational technology:
1. It describes introducing technology into classrooms as an "invading species" and discusses teachers' resistance to changes in practice.
2. It examines gender differences in computer use, finding historical gaps that have narrowed but teacher attitudes and confidence remaining an issue.
3. A study of teachers given laptops for every student found mixed adoption of the technology into lessons and a need for teacher collaboration on technology integration.
The document discusses strategies for changing perceptions of information and communications technology (ICT) in education. It outlines a plan involving 53 schools to provide professional learning for leaders and teachers on ICT integration. Key strategies include starting a conversation on ICT, presenting facts on student technology use, making ICT relevant to curriculum, normalizing new technologies, alleviating teacher fears, removing excuses for not using ICT, and making professional development personal and involving school leadership.
The document discusses the differences between technology use and integration in classrooms. While some see technology as a hindrance, others believe it can improve learning when used effectively. Critics argue that schools cannot afford technology and that it takes away from classroom time, though some studies show it can boost grades when integrated into lessons in a meaningful way. The document ultimately argues that technology skills are important for students' futures and that schools should teach students to use technology productively.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
This document summarizes three articles about computers in the classroom. The articles discuss how computer usage has increased dramatically in schools over the past 25 years, but that simply having computers may not boost test scores on its own. They emphasize that technology needs to be used appropriately and as part of a balanced learning experience. The articles also note the importance of teacher training and parental involvement to help ensure students develop well-rounded skills both inside and outside the classroom in the digital age.
This document outlines criticisms of education technology in the classroom. It argues that the addition of technology has not been properly researched, and that studies show no significant difference in learning with or without technology. Specifically, it claims that technology has not transformed teaching methods, may disadvantage remote learners, and lacks evidence of benefits for reading or special education. It also argues that technology has not produced the cost savings or student outcomes promised and that schools often adopt obsolete or overpriced programs. The document concludes by calling for more carefully designed research on the impacts and trends of education technology.
Closing the Gender Gap in Engineering - Nov 2010Meagan Pollock
This presentation was designed for Education is Freedom College Counselors. This specific workshop was presented on Nov 30, 2010 by Meagan Ross (mail@meaganross.com).
Abstract:
A ninety minute interactive and engaging session where participants will learn about careers in engineering & the gender gap within this field. Participants will learn that life takes engineering, engineers help shape the future, and engineers are creative and collaborative problem-solvers. We will discuss gender bias in the classroom and how to use this awareness to help reach gender parity in engineering. Upon completion of the workshop, participants will be prepared to advocate careers in engineering to all students, and will have tools to recognize and address gender bias in their environment.
Denunce, multe e sequestri della Polizia Ambientale - Luglio e Agosto 2013Luigi de Magistris
L'attiva svolta dagli agenti della Polizia Ambientale di Napoli. Il dettaglio delle attività è relativo all'individuazione di discariche abusive, allacci fognari non autorizzati, multe a cittadini per deposito fuori orario, sanzioni per deposito fuori dai cassonetti, mancato utilizzo delle palette per la deiezione di animali domestici.
What opportunities are available for girls in STEM careers? How do we increase girls’ awareness, spark their interest, and develop their confidence to pursue careers in STEM? This workshop will demonstrate how STEM disciplines are essential to our health, happiness, and safety, and will provide participants with tips and tools for talking to girls and their parents about opportunities in STEM. Interactive activities seek to reduce anxiety and bolster confidence in the GS leaders. Upon completion of the workshop, participants will be able to advocate careers in STEM to girls and their parents using correct and positive messages that appeal to students’ interests and values.
This workshop was presented as a part of the Girl Scouts STEM Conference, with the goal to create a statewide STEM initiative among the various GS regions. My task was to help the participants “get into the minds of girls,” share opportunities for girls in STEM, dispel stereotypes about STEM, and teach the most effective messages for STEM to girls.
Presented 8 April 2011 in Plano, Texas
The purpose of this counselor professional development was to inform counselors about STEM careers and how they can help prepare students for such occupations. An overview of major issues involved with gender stereotypes, bias, and disparities in STEM was introduced along with tools and resources to address such concerns in the K-12 environment. Interactive activities saught to develop the counselors’ confidence in advocating and counseling students for careers in STEM. This presentation was designed for the Plano ISD P-12 counselors. The majority of these counselors attended a workshop in 2008 about “What is Engineering?” Some of this workshop was a review, but careers in science and math were also introduced. This specific workshop was presented on Nov 30, 2010 by Meagan Ross (mail@meaganross.com).
An introduction to engineering for K-12 counselors and educators. Strategies are introduced for introducing students to engineering. This presentation was designed for the educators who participate in the T-STEM Gender Equity workshops hosted by WTIF-HTHH. This specific workshop was presented on Dec 1, 2010 by Meagan Ross (mail@meaganross.com).
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
At a meeting of school principals and educational-policy makers from in and around Chennai, I had the opportunity to talk about how I felt IT in the classroom could be used to reach the UNreached.
The document summarizes an interview with 4 male computing teachers about gender differences in teaching computing. The teachers agreed that boys tend to prefer the practical/problem-solving aspects while girls prefer theory. They also agreed that the number of optional subjects and perception of computing as difficult contributes to fewer students choosing it. However, all activities were seen as suitable for both genders. The teachers proposed encouraging flexible computing careers and multi-gender projects to help close the gender gap.
This document discusses the potential for implementing a maker curriculum in schools as a supplement or replacement for traditional curricula. It outlines some key principles of a maker curriculum, including hands-on, active learning and creating tangible products. The document also reviews some early examples of maker curricula being successfully used, particularly in STEM fields. However, it notes that criticisms of maker education include a lack of large-scale studies and difficulties assessing learning outside of standardized testing. Implementing maker curricula more widely could help address these issues but is challenging within current education systems focused on standardized tests.
The document discusses how technology will be used to enhance learning in classrooms through a Classrooms For the Future program. It introduces the coach, Jason Jaffe, who will assist teachers by sharing technology resources and lessons. Learning will be impacted through standards focusing on research, creativity, critical thinking, and communication. Examples are provided of a geometry lesson on parallel lines using interactive tools and a biology cell lesson where students label organelles using different software.
The document outlines the objectives of an EdTech Teachers meeting which are to clarify the role of EdTech Teachers, model innovative teaching techniques using web 2.0 tools, and demonstrate collaboration. It discusses how education needs to shift to prepare students for a changing world where information is easily accessible online and learning needs to focus on problem solving, teamwork and communication over memorization. Examples are given of new technologies students engage with and statistics on technology usage to argue this shift is needed.
This document analyzes the relationship between student achievement in classic academic subjects (e.g. language arts, math, history, science) and computer-related subjects. The study examines grade data from freshman students in 2000-2001. Results show the average grade across subjects was a B, and computer grades tended to reflect trends in classic subjects. For example, students whose classic grades increased also tended to have higher computer grades. However, males on average saw declining grades overall compared to females. The document concludes the computer subject grade can often indicate trends in a student's overall academic performance.
This document outlines a daily lesson plan for a 12th grade class on trends, networks, and critical thinking in the 21st century. The lesson objectives are to understand the parallelism between neural and social networks, and to create a social map of the various student roles in the school community. Content includes neural and social networks, connections, relationships, and networks. Activities include identifying roles in the school's social network, mapping the social network, discussing problems encountered, and proposing solutions. The importance of social relationships and connectivity in the 21st century are emphasized.
This SlideShare is about leading a digital school in the CEWA context. This version includes updated scenarios - hypothetical challenges designed to provoke deep thinking about ICT leadership from a Teaching and learning context.
The document summarizes a study comparing technology use by teachers when they were students versus the technology use of current students. 105 teachers and 558 students completed surveys about their technology use both in and out of school. The surveys found that teachers in school primarily used computers for basic tasks while current students use a much wider variety of technologies on a daily basis and have access to things like social media and the internet. The document argues that teachers need to effectively incorporate new digital technologies into the classroom to prepare students for the future.
The document discusses the benefits of integrating technology into math instruction. It argues that technology allows students to make and test conjectures and work at higher levels of abstraction. It notes that technology skills will be important for students' future careers. The document provides examples of how different technologies like podcasts, GPS, art software, and online collaboration can be used to enhance math learning and engage students. It emphasizes that technology should not replace the teacher but rather be used to enhance students' mathematical thinking.
This document discusses three controversies around educational technology:
1. It describes introducing technology into classrooms as an "invading species" and discusses teachers' resistance to changes in practice.
2. It examines gender differences in computer use, finding historical gaps that have narrowed but teacher attitudes and confidence remaining an issue.
3. A study of teachers given laptops for every student found mixed adoption of the technology into lessons and a need for teacher collaboration on technology integration.
The document discusses strategies for changing perceptions of information and communications technology (ICT) in education. It outlines a plan involving 53 schools to provide professional learning for leaders and teachers on ICT integration. Key strategies include starting a conversation on ICT, presenting facts on student technology use, making ICT relevant to curriculum, normalizing new technologies, alleviating teacher fears, removing excuses for not using ICT, and making professional development personal and involving school leadership.
The document discusses the differences between technology use and integration in classrooms. While some see technology as a hindrance, others believe it can improve learning when used effectively. Critics argue that schools cannot afford technology and that it takes away from classroom time, though some studies show it can boost grades when integrated into lessons in a meaningful way. The document ultimately argues that technology skills are important for students' futures and that schools should teach students to use technology productively.
Present day showing techniques request imaginative and powerful utilization of innovation at most extreme level. Consolidating a virtual group outside classroom instructing has turned out to be inescapable in computerized age training. This exploration was planned to discover how this can be utilized as a part of terms of intuitive instructing and how it can encourage understudies to recuperate the absences of learning in classroom. A web group of a college called Learning Feedback System (LFS) has been utilized here as the strategy to break down five example cases. Impacts of
A critical level of connection in LFS showed that it decreased the correspondence hole between understudies and educators that obviously prompting appropriate learning.
This document summarizes three articles about computers in the classroom. The articles discuss how computer usage has increased dramatically in schools over the past 25 years, but that simply having computers may not boost test scores on its own. They emphasize that technology needs to be used appropriately and as part of a balanced learning experience. The articles also note the importance of teacher training and parental involvement to help ensure students develop well-rounded skills both inside and outside the classroom in the digital age.
This document outlines criticisms of education technology in the classroom. It argues that the addition of technology has not been properly researched, and that studies show no significant difference in learning with or without technology. Specifically, it claims that technology has not transformed teaching methods, may disadvantage remote learners, and lacks evidence of benefits for reading or special education. It also argues that technology has not produced the cost savings or student outcomes promised and that schools often adopt obsolete or overpriced programs. The document concludes by calling for more carefully designed research on the impacts and trends of education technology.
The document is a webliography created by Jacquelynn J. Cope on December 7, 2009. It summarizes 3 articles about technology in education and includes reflections on each. The articles discuss how technology affects classrooms, the advantages of using the Internet for learning when taught proper internet literacy skills, and some teachers banning laptops in class due to students being distracted.
The document discusses three articles about integrating technology into education at different levels. The first article discusses the US Department of Education's efforts since 1998 to implement an ed-tech program using six guidelines. Numerous research projects have found both benefits and drawbacks of technology in education. The second article compares print books with e-books, noting concerns about e-book costs. The third article examines a study of early childhood educators' views on integrating computers for ages 2-5; 80% supported introduction but had age-related concerns.
The document discusses three articles about integrating technology into education at different levels. The first article discusses the US Department of Education's efforts since 1998 to implement an ed-tech program using six guidelines. Numerous research projects have found both benefits and drawbacks of technology in education. The second article compares print books with e-books, noting concerns about e-book costs. The third article examines a study of early childhood educators' views on integrating computers for preschoolers, finding 80% supported introduction but with age-appropriate limitations.
The document discusses three articles about integrating technology into education at different levels. The first article discusses the US Department of Education's efforts since 1998 to implement an ed-tech program using six guidelines. Numerous research projects have found both benefits and drawbacks of technology in education. The second article compares print books with e-books, noting concerns about e-book costs. The third article examines a study of early childhood educators' views on integrating computers for ages 2-5, finding 80% supported introduction but had issues around time spent teaching use versus fundamentals.
Similar to Closing the Gender Gap in Engineering - June 2010 (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Closing the Gender Gap in Engineering - June 2010
1. Meagan Pollock Ph. D. Student, Engineering Education Purdue University 10 June 2010
2.
3. Objective This will be an interactive and engaging session where you will learn about engineering & the gender gap. We will discuss gender bias in the classroom and how to use this awareness to reach gender parity in engineering. Activity Example Discussion Application
4. In groups of 2 or 3, make a list of 20 things you’ve used TODAY that have been engineered. Life takes engineering Activity
5. Can you identify ONE thing that you used today that wasn’t touched by an engineer? Life takes engineering Activity
6. Life takes engineering How can you use these activities to talk about engineering with your students? What is the impact? Application
7. Do you know an engineer? What do they do? Engineers make a world of difference and help shape the future Discussion
8. Engineers make a world of difference and help shape the future Example
9. Engineers make a world of difference and help shape the future Example
10. Engineers make a world of difference and help shape the future Example
11. Tom Landry Industrial Engineer Engineers make a world of difference and help shape the future Example
12. The most common undergraduate degree among Fortune 500 CEOs is Engineering. 1 in 5 CEOs have an engineering degree. Engineers make a world of difference and help shape the future Source: Spencer Stuart 2005 Report Example
13. Mechanical Civil Environmental Chemical Electrical Business Leader Teacher Doctor Patent Lawyer Marketing& Sales Engineers make a world of difference and help shape the future
14. Engineers make a world of difference and help shape the future How can you use real life Examples to introduce engineering to your students? Application
15. How do engineers think? Engineering Design Process Engineersare creative and collaborative problem-solvers Boston Museum Of Science
16. What do engineers look like? Engineersare creative and collaborative problem-solvers Discussion
17. What is a day in the life of an engineer like? Engineersare creative and collaborative problem-solvers Discussion
18. Average starting salary offers for engineers Engineersare creative and collaborative problem-solvers Source: 2009 survey by the National Association of Colleges and Employers
19. Engineersare creative & collaborative problem-solvers How can you use this knowledge to advocate career/education opportunities in engineering to your students? Application
20. Gender Gap in Engineering Remaining steady over the past two decades, only ~20% of undergraduate engineering students are women. (1) In the workforce, only 1/10 engineers is a woman. (2) Computer Engineer 2010 Barbie Doll Gender gap in Engineering 1. http://www.cpst.org 2. Bureau of Labor Statistics, Current Population Survey, 2007.
21. Why do we care about the gender gap in engineering? Gender gap in Engineering Discussion
22. What are some of the issues/differences in the classroom betweenboys and girls? Gender bias in the classroom Activity
24. Strategies Start early and young. Have girls recruit girls: attain a critical mass. Emphasize usefulness and relevance. Use role models. Revisit curriculum and teaching styles. Teach the parents. Teach other teachers and staff. Do it again next year. Closing the gap in engineering Application
32. Careers in STEM What is STEM? See the possibilities… A GLIMPSE AT ENGINEERING Life takes Engineering Engineers make a world of difference and help shape the future. Engineers are creative and collaborative problem solvers.
33. Scenario 1 Zoe is one of your best middle school math students, and you encouraged her to sign up for advanced mathematics next year. Today Zoe stays after class to discuss her decision with you. “I’ve talked with my friends about taking advanced math next year. They all say advanced is tough, that boys tease you if you don’t know an answer, and that only dorky girls take it. My stomach gets butterflies just thinking about being in advanced math. I don’t think I can do it. Plus, my parents think math is not for young ladies and worry I will not like it or be accepted.”
34. Scenario 2 Maura is eager to begin your introductory physics course, and already envisions constructing a hologram or a wheel chair lift for disabled students as her final project. She even has her brother’s graphing calculator to help with the difficult mathematical equations she will encounter. Yet as Maura flips through the pages of her textbook, her enthusiasm quickly wanes. There are neither pictures of women nor any mention of the contributions of female physicists. She asks you, “Do I really belong in a physics class?”
35. Scenario 3 Rebecca’s friends nicknamed her “computer whiz” after she installed memory chips and a CD burner into her family’s computer. Her high school offers a career education track, and Rebecca decided to explore her options as a computer technician at Career Day. At the event, though, she was disappointed when speakers and materials promote nursing and child care as good careers for females and computer repair and electrical engineering as male endeavors. She now wonders if her goal is unrealistic and grabs material on cosmetology.
36. Gender Equity in the Classroom Questions & Answers Praise, Criticism, & Feedback Physical Movement Student to Student Behavior Gender bias in the classroom
Editor's Notes
Classroom and workforce is a reflection of our culture
Life takes engineering is a theme identified that focuses on the field’s essential role and life-changing work. The goal is for the counselors to become aware of and identify the vast work of engineers all around them, and realize that life takes engineering. What is engineering? (Posit questions to determine current mental models of engineering, dispel myths and misconceptions – based on Changing the Conversation research)Where is engineering? (become aware of and identify the vast work of engineers all around them)(grounded in the National Academy of Engineering’s (NAE) study: Changing the Conversation.)
Life takes engineering is a theme identified that focuses on the field’s essential role and life-changing work. The goal is for the counselors to become aware of and identify the vast work of engineers all around them, and realize that life takes engineering. What is engineering? (Posit questions to determine current mental models of engineering, dispel myths and misconceptions – based on Changing the Conversation research)Where is engineering? (become aware of and identify the vast work of engineers all around them)(grounded in the National Academy of Engineering’s (NAE) study: Changing the Conversation.)
How can you use these activities to talk about engineering with your students? What is the impact?
Do you know an engineer? What do they do?Engineers make a world of difference and help shape the future is another message tested in the NAE study. From new farming equipment and safer drinking water to faster electric cars and faster microchips, engineers use their knowledge to improve people’s lives in meaningful ways. In addition, engineers use the latest science, tools, and technology to bring ideas to life. (grounded in the National Academy of Engineering’s (NAE) study: Changing the Conversation.)
Former Dallas Cowboys Coach Tom Landry (1952 BSIE) was a graduate of the UH Cullen College of Engineering. Although most people still associate Landry with the University of Texas—because he played college football there as an undergraduate—Landry was also a UH graduate. Between 1966 and 1983, the Cowboys advanced to the NFL playoffs 17 times in 18 seasons, appeared in five Super Bowls and won two world championships. In the early years of the expansion Cowboys, between 1960 and 1965, Landry’s teams were often over-matched by superior talent. Landry responded by creating new schemes for offense and defense that altered the game of football itself.“He was not one of these ‘run-to-the-ball’ guys,” Landry Jr. says. “He had a system, and the flex defense, which we ran so well in the seventies and the sixties, was a very complicated defense. Players couldn’t let emotion take over because if they started running around outside the scheme, the defense wouldn’t work. Each player had to be in the right place. But once it worked, it was coordinated in a way that it could stop anybody.”By the mid 1960s, Landry had revolutionized the scouting and drafting of players by employing computers to analyze and detect players with the greatest potential, as well as talent and ability. Other teams in the league eventually adopted the same methods.
Business is 2nd @ ~15%Liberal Arts ~10%Economics ~10%Accounting ~7%
How can you use real life examples to introduce engineering to your students?
Video source : http://www.youtube.com/watch?v=lXGDRrkaRgUWho is (and gets to be) an engineer?
What kind of education does an engineer have?
How can you use this knowledge to advocate career/education opportunities in engineering to your students?
Women are severely under-represented in the engineering profession. Currently only 20 percent of engineering undergraduates are women. Only ten percent of the engineering work force is women. Research shows that girls and young women lose interest in the fields of study leading to engineering careers by the time they enter college. Even academically prepared girls capable of pursuing engineering in college often don’t consider it as an option.Discuss why we care about the gender gapSource: http://www.eweek.org/NewsStory.aspx?ContentID=160 2. Bureau of Labor Statistics, Current Population Survey, 2007.http://www.nsf.gov/statistics/wmpd/figh-1.htmImage source: http://shop.mattel.com/product/index.jsp?productId=4032107
• Sustaining the U.S. capacity for technological innovation.A better understanding of engineering would educate policy makers and the public as to how engineering contributes to economic development, quality of life, national security, and health.• Attracting young people to careers in engineering. A betterunderstanding of engineering should encourage students to take higher level math and science courses in middle school, thus enabling them to pursue engineering education in the future. This is especially important for girls and underrepresented minorities, who have not historically been attracted to technical careers in large numbers.• Improving technological literacy. To be capable, confidentparticipants in our technology-dependent society, citizens must know something about how engineering and science, among other factors, lead to new technologies (NAE and NRC, 2002).societal cues and environmental factors
PEDAGOGY ISSUES FOR GIRLS IN THE STEM CLASSROOM 1. SOCIAL RELEVANCE. Most girls have been socialized into wanting to help others. They therefore tend to be interested in STEM applications that have a role in helping others. How can you transform dull, boring, abstract STEM problems into problems that illustrate the pervasive presence and importance of the subject in our lives? How can you show girls (and boys) that STEM matters in everyday life and has the potential to improve life for many people? 2. SOCIAL PROCESSING. Most girls have been socialized to value, function well in, and enjoy social interaction. Given the importance of collaborative lab group work in STEM, how can you ensure that girls working in collaborative groups don’t passively take the support jobs such as setting up the equipment, entering the data, keyboarding others’ ideas, taking notes, or cleaning up, and don’t routinely accept these roles from other group members? How can you help students learn from each other and verbally process what they are learning? 3. HISTORY OF WOMEN. When girls see mentions of women’s presence in STEM and STEM-related careers, past and present, they come to feel they can have a place there, too. How can you find out who the notable women were, and are, in your subject? How can you introduce women currently working in relevant careers to your female (and male) students? How can you include projects, assignments, or problems that involve women in your subject? 4. EXPERIENCE GAP. Because girls are socialized to take fewer risks with the physical world (e.g., they have less experience with electricity, are less encouraged to take things apart to see how they work), it is likely that fewer girls than boys will have the hands-on experience that is helpful for intuitive understanding of STEM concepts. How do you encourage a classroom in which: · The less experienced girls (and boys) don’t feel ignorant, stupid, or discouraged · The less experienced girls (and boys) get extra, remedial hands-on time · The more experienced students help the less experienced? The culture of the US is reflected in the classroom. How do these things help or hurt encouraging women to become engineers (STEM)How do we counteract this?5. SPEED AND COMPETITIVENESS. The culture of some STEM classes emphasizes speed and competitiveness, while many girls have been socialized to approach tasks thoughtfully, deliberately, and cooperatively. How do you assess how much of a role speed and/or competitiveness play in your classroom? If they play a significant role, how can your organize your classroom to emphasize a more thoughtful, deliberate and cooperative approach, at least some of the time?
[From Workshop 5 Handout]
Meagan shares her story and how her teachers, counselors, and administrators influenced her decision to pursue engineering.
Discussion
From Gender Equity Sample Training Toolkit (Item 5)What are the influencing factors in this scenario?As Zoe’s teacher/counselor, how do you respond? Why would Zoe even need an advanced math class?
From Gender Equity Sample Training Toolkit (Item 5)How do you answer Maura? Why? How can you supplement the classroom to make up for the inefficiencies of the text?How could you encourage her ideas to construct a hologram or wheel chair?How do you think Maura’s ideas for a final project would differ from a boys?
From Gender Equity Sample Training Toolkit (Item 5)How often do you think this happens? Is it always a conscious thought to dismiss dreams on the part of the student?How do you respond to what has happened to Rebecca? Why? If you didn’t know Rebecca well, how would you be able to keep her from “falling through the cracks?”
[From Workshop 1 Handout]Questions and answers. Teachers … · Call on boys more than girls. · Accept boys’ called-out answers more than those of girls. · Wait longer for boys’ answers than those of girls. · Allow boys to talk longer than girls. · Frown more during girls’ answers than boys’. · Pose simple factual questions more to girls, more challenging or multi-part questions more to boys. · Allow themselves to be interrupted more easily when girls are speaking than when boys are. · Check the time more frequently when girls are speaking than when boys are. · Call on boys more often by name than girls. Praise, criticism, and feedback. Teachers … · Give girls more neutral responses (“Okay”, “Uh-huh”) and boys more complex responses, both positive and negative. · Praise girls more for the form or appearance of their work, and boys more for the content of their work. · Give boys a hint for how to solve problems for themselves, but solve girls’ problems for them: learned helplessness. · Discipline boys more than girls for similar behavior. · Give boys more criticism and corrective feedback than girls. Physical movement. Teachers … · Position their bodies more toward boys than girls. · Circulate more to boys’ seats or to the “boys’” area of the room. · Make more eye contact with boys than with girls. Student-to-student behavior. Teachers … · Permit students to make gender-biased comments or behaviors to each other. · Permit students to self-segregate by sex. · Permit boys to take more time with hands-on classroom resources such as computers or science equipment. · Permit students to assume tasks in small group work based on gender (female note-taker, male decision-maker, etc.) Other. Teachers … · Assign different tasks on the basis of gender. · Display more wall illustrations of males than females. · Mention the work of more illustrious males in the field than females. · Invite more males to visit the class than females.