Scalable Game Design the Movie
VideoMovie produced by Google showing the Scalable Game Design project in action.
Movie produced by Google showing the Scalable Game Design project in action.
Technology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. Because existing measures primarily use only presence or type of technology as proxies for implementation quality, we developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to STEM practices; (c)
This online event will showcase cutting-edge NSF-funded work to improve teaching and learning and will allow colleagues affiliated with MSPnet, CADRE, CIRCL, CAISE, STELAR, CS10Kcommunity, and ARC to view, discuss, and comment on each others’ work. It will also allow each project to disseminate their work to the public at large, helping NSF achieve its goal of broad dissemination of innovative work.
This document includes six checklists created by the Evaluation Resource Center for Advanced Technological Education (EvaluATE). These checklists may be used by researchers and evaluators to check for adherence to the National Science Foundation's Common Guidelines.
This paper suggests a Cyberlearning tool based on a highly innovative assessment methodology that helps teachers with computer science education. Currently, there is a strong push to integrate aspects of programming and coding into the classroom environment. However, few if any tools exist that enable real-time formative assessment of in-class programming tasks. The proposed REACT (Real Time Evaluation and Assessment of Computational Thinking) system is a first step toward allowing teachers to see which high-level concepts students have mastered and which ones they are struggling with as
The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in a diverse array of areas -- from early education through higher education, from digital learning to second language literacy. It is where to encounter ideas and data that will shape tomorrow's education practices and policies, and where to connect with leading thinkers from the U.S. and
Although works in progress, Iowa’s newly minted STEM educators now possess basic STEM curricular design and assessment practices that over the coming year will be honed through practice and continued support by the TIES team as well as the support team consisting of regional STEM managers, higher education professionals, AEA consultants, and Extension staff. STEM professional development represents the third and final component in place
A computational thinking survey was designed to assess K-12 education students’ attitudes toward computer science and their understanding of computational thinking before and after implemenation of a computational thinking (CT) module. The surveys consisted of sixteen multiple-choice questions on a Likert scale from strongly agree to strongly disagree and four open-ended questions.The link below and attachement provide the instrument.
The Collective Self-Esteem Scale assesses individual differences in collective, rather than personal, self-esteem, with four subscales (membership esteem, public collective self-esteem, private collective self-esteem, and importance to identity). The 16 items are answered on a 7-point Likert Scale ranging from 1 (Strongly Disagree) to 7 (Strongly Agree).The instrument with details regarding scale construction is attached.Authors provide instrument validity and/or reliability information.
The Relevance of Science Education (ROSE) questionnaire was created as part of an international comparative project meant to shed light on affective factors of importance to the learning of science and technology.