1) What type of case study is best for this research?
2) How can we use a multi-sensory approach to teach Mathematics?
3) What is touch math?
4) How can manipulatives help?
5) How can graphic organizers help?
6) What affects the brain when multiple senses are used at the same time?
7) How can teachers better communicate with each other and with parents re: Multi sensory approaches?
8) What assumptions may be overcome to better teach in multi sensory mode?
9) What is UDL
10) What is VAKT?
Monday, September 29, 2014
Sunday, September 28, 2014
Thursday, September 18, 2014
Read Chapter 5 of Teacher Research September 29-Oct 5 Beginning Your Literature Review
Informing the study. Some key aspects of reviewing literature.
Page 78
Introduction: discussion and reading as informing modes.
Discussion as a mode for informing the study
( Chat, email and social media, pics is kind of a mix )
p.79
collegial interchanges and study groups.
relevant lectures workshops etc that can be audited.
school based professional development.
Discussion at conferences.
a. dedicated teacher research "
Doing Teacher Research: Discussing, Disseminating adn Connecting"
CONNECTING is the key :)
b. general education seminars and conferences
The Teacher as Researcher.
Internet-based options for informing the study.
BIG:
Personal interest websites.
p.80
Set up for Robotics. etc
ROBOTICS
search engines can find etc.
p.80.
New Writers Project.
http://www.nwp.org/cs/public/print/doc/programs.csp
Mine:
SOURCE CODE: github
web pages: sites.google.com; weebly.com; wix.com
Blogs: Blogspot.com ( google product )
Email groups: Groups.yahoo.com ( can be open to public or by invite only )
p.81
Task:
web search "teacher researcher network"
good because it will find more current list.
Using Texts to inform the study.
What to read?
p.82
read reports of at least some other studies.
accept what is already thought to be known about the matter we are interested in and save some time?
replicate existing study?
Different research approach?
Optional to try and survey a range or variety of types of studies.
Read various accounts of key concepts.
Comprehend.
Tools and procedures to be used in data collection must be in accordance with what counts as data.
p.83
construct clear concepts.
"Reading relative work from different theoretical perspectives."
2 crucial contributions
1) open teacher up to options you were unaware of.
2) opportunity to deepen their understandings and appreciation of a theoretical position.
Reading accounts of research designs and methods, tools and procedures
of data collection, data analysis and interpretation.
p.84
Methods literature is highly pragmatic and addresses the 'how to' dimensions of a research project
how to use computer programs to assist with the analysis: Reading, writing about sampling techniques. "rules"
Qualitative research the methods literature
includes texts about established research designs: case study, ethnography, action research.
maximize interpretive reliability
DEFINITION:
Action research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. There are two types of action research: participatory action research and practical action research. Denscombe (2010, p. 6) writes that an action research strategy's purpose is to solve a particular problem and to produce guidelines for best practice.
Action research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices.
Kurt Lewin, then a professor at MIT, first coined the term “action research” in 1944. In his 1946 paper “Action Research and Minority Problems” he described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action”.
How much to read to inform a study?
"depends largely on the specifics of individual cases, including the extent of prior knowledge and experience of literature relevant to the research problem or question.
p.85
Main considerations
Researchers have:
1) ethical and professional responsibility to those who participate in the research. Produce a study that is worthy of their time, goodwill, inconvenience and trust.
2) 'ecological' responsibility to ensure that the results and benefits accruing from a study are sufficient to having done it.
3) Personal investment in growing in vocational terms as a result of doing research.
expect
equivalent of at least 2 or 3 books and 10 to 15 articles or chapters which were unfamiliar.
Locating relevant literature. remember to use citation indexes to identify key authors.
p.86
p.90
ERIC database ERIC - Education Resources Information Center
www.eric.ed.gov/
93: seek reading that is 1) active, critical, discriminating, evaluative, methodical.
Reading actively, write questions and comments. like "what does this mean" if not clear.
mark in comments like "This differs from what S says" semi constructed.
mention blogs
p.94
post it sticker: compare with what she says on page. 74
Negative, competing and positive criticism.
matrix
research question explicitly stated?
questions significantly different? How?
p.95
how are research problems compare?
do studies draw on different kind of theories?
Page 100
Ends
Page 78
Introduction: discussion and reading as informing modes.
Discussion as a mode for informing the study
( Chat, email and social media, pics is kind of a mix )
p.79
collegial interchanges and study groups.
relevant lectures workshops etc that can be audited.
school based professional development.
Discussion at conferences.
a. dedicated teacher research "
Doing Teacher Research: Discussing, Disseminating adn Connecting"
CONNECTING is the key :)
b. general education seminars and conferences
The Teacher as Researcher.
Internet-based options for informing the study.
BIG:
Personal interest websites.
p.80
Set up for Robotics. etc
ROBOTICS
search engines can find etc.
p.80.
New Writers Project.
http://www.nwp.org/cs/public/print/doc/programs.csp
Mine:
SOURCE CODE: github
web pages: sites.google.com; weebly.com; wix.com
Blogs: Blogspot.com ( google product )
Email groups: Groups.yahoo.com ( can be open to public or by invite only )
p.81
Task:
web search "teacher researcher network"
good because it will find more current list.
Using Texts to inform the study.
What to read?
p.82
read reports of at least some other studies.
accept what is already thought to be known about the matter we are interested in and save some time?
replicate existing study?
Different research approach?
Optional to try and survey a range or variety of types of studies.
Read various accounts of key concepts.
Comprehend.
Tools and procedures to be used in data collection must be in accordance with what counts as data.
p.83
construct clear concepts.
"Reading relative work from different theoretical perspectives."
2 crucial contributions
1) open teacher up to options you were unaware of.
2) opportunity to deepen their understandings and appreciation of a theoretical position.
Reading accounts of research designs and methods, tools and procedures
of data collection, data analysis and interpretation.
p.84
Methods literature is highly pragmatic and addresses the 'how to' dimensions of a research project
how to use computer programs to assist with the analysis: Reading, writing about sampling techniques. "rules"
Qualitative research the methods literature
includes texts about established research designs: case study, ethnography, action research.
maximize interpretive reliability
DEFINITION:
Action research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. There are two types of action research: participatory action research and practical action research. Denscombe (2010, p. 6) writes that an action research strategy's purpose is to solve a particular problem and to produce guidelines for best practice.
Action research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices.
Kurt Lewin, then a professor at MIT, first coined the term “action research” in 1944. In his 1946 paper “Action Research and Minority Problems” he described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action”.
How much to read to inform a study?
"depends largely on the specifics of individual cases, including the extent of prior knowledge and experience of literature relevant to the research problem or question.
p.85
Main considerations
Researchers have:
1) ethical and professional responsibility to those who participate in the research. Produce a study that is worthy of their time, goodwill, inconvenience and trust.
2) 'ecological' responsibility to ensure that the results and benefits accruing from a study are sufficient to having done it.
3) Personal investment in growing in vocational terms as a result of doing research.
expect
equivalent of at least 2 or 3 books and 10 to 15 articles or chapters which were unfamiliar.
Locating relevant literature. remember to use citation indexes to identify key authors.
p.86
p.90
ERIC database ERIC - Education Resources Information Center
www.eric.ed.gov/
93: seek reading that is 1) active, critical, discriminating, evaluative, methodical.
Reading actively, write questions and comments. like "what does this mean" if not clear.
mark in comments like "This differs from what S says" semi constructed.
mention blogs
p.94
post it sticker: compare with what she says on page. 74
Negative, competing and positive criticism.
matrix
research question explicitly stated?
questions significantly different? How?
p.95
how are research problems compare?
do studies draw on different kind of theories?
Page 100
Ends
Sunday, September 14, 2014
Shamburg: Conditions that Inhibit the Integration of Technology for Urban Early Childhood Teachers
Conditions that Inhibit the Integration of Technology for Urban Early Childhood Teachers
Information Technology in Childhood Education Annual
2004
227-244
2004
%X This article summarizes a formative evaluation of a two-year project to provide professional development in technology for urban early childhood teachers. The researcher collected and analyzed data from interviews from 18 teachers. Using the constant comparative method the researcher identified common barriers that inhibited the effective integration of technology.
%K Teachers Professional Development
teachers
have
a
complex
array
of
demands
and
an
intrinsic
sense
of
isolation
in
there
class-
rooms.
The
curricular
demands,
particularly
for
first-,
second-,
and
third-
grade
teachers,
were
especially
intense
as
initiatives
relating
to
state
assess-
ment
and
federal
legislation
were
being
implemented
in
the
schools.
This
left
little
time
for
the
experimentation
with
technology
that
many
of
them
as-
sociated
with
integrating
technology
in
their
teaching.
Secondly,
the
teachers
felt
that
they
had
an
inordinate
amount
of
techni-
cal
obstacles,
particularly
in
comparison
to
their
peers.
The
computers
that
these
teachers
had
were
the
slowest
and
oldest
in
the
school.
The
schools
and
districts
had
various
installation
policies,
enforced
by
administrative
procedures
or
technical
restrictions,
that
restricted
one
of
their
most
success-
ful
practices,
installing
software
that
they
bought
themselves.
It
also
made
choosing
particular
software
programs
for
grades
or
schools
a
risky
endeav-
or
because,
even
after
installation
restrictions
were
addressed,
various
pack-
ages
had
minimum
system
requirements
Case studies AUDIO , visual , kinesthetic MENG, JOSE, JAQUAN KEENAN DAVION basketball
Please reply to cfiorletta.teach@gmail.com: Activity? favorite part of activity? least favorite part? easiest? most challenging? what did you learn? What would you change? Would you recommend this activity to others?
AUDIO: Nicole White college entrance exam. Legal adult. 18+
a good lecture begs to be revisited, and I always pick up something new the second (or third!) time around. The best way I earn is visually I don't like to listen unless I'm in a classroom action speaks louder than words to me - hope this helps you take care .
Marquis P.: Music. rhythm 3/4 time vs. Triplets in music.
Eddie ( classified )
VISUAL
Aysha B. Permutaations ( 5 factorial = 5 x 4 x 3 x 2 x 1 = 120 she wrote on board.
AUDIO+VISUAL
Alice E. Internet Angles, Circle around the origin Internet, photos, email, phone.
Kinesthetic
Jose.
Left foot on origin, right foot moved. Human compass. Class cheered him Large boy,
also artistic.
Keenan
Math games including Garbage basketball. Helped clean what other class left behind.
Ann L Sep 4 (13 days ago) Teacher Science
We don't have a 3D printer yet but we should have one as you can find some that inexpensive to buy and operate.
Touch math
https://www.touchmath.com/
AUDIO: Nicole White college entrance exam. Legal adult. 18+
a good lecture begs to be revisited, and I always pick up something new the second (or third!) time around. The best way I earn is visually I don't like to listen unless I'm in a classroom action speaks louder than words to me - hope this helps you take care .
Marquis P.: Music. rhythm 3/4 time vs. Triplets in music.
Eddie ( classified )
VISUAL
Aysha B. Permutaations ( 5 factorial = 5 x 4 x 3 x 2 x 1 = 120 she wrote on board.
AUDIO+VISUAL
Alice E. Internet Angles, Circle around the origin Internet, photos, email, phone.
Kinesthetic
Jose.
Left foot on origin, right foot moved. Human compass. Class cheered him Large boy,
also artistic.
Keenan
Math games including Garbage basketball. Helped clean what other class left behind.
Ann L Sep 4 (13 days ago) Teacher Science
We don't have a 3D printer yet but we should have one as you can find some that inexpensive to buy and operate.
Touch math
https://www.touchmath.com/
Saturday, September 13, 2014
Lesson Plan Template
http://www.sites4teachers.com/links/redirect.php?url=http://www.hope.edu/academic/education/cherup/award/310lessonplanguideline.pdf
ED 310
-
Direct and Indirect Lesson Plan Guideline
These guidelines are for
all
lesson plans. Please use
the headings provided.
With the exception
of maps and Everyday Mathematics materials
(which many teachers are required to use
),
please
use no commercially prepared material
s without checking with me first.
Please address these
before outlining your actual lesson plan
1.
Long-term objective
Michigan benchmark
Place of your lesson objective wi
thin the instructional unit
2.
Lesson objective
Primary domain
Level of Bloom’s taxonomy
Primary multiple intelligence
Multiple intelligence extensions
Brief description of how you will address visu
al and auditory experiences in the lesson
3.
Rationale
4.
Justification
for choice of teaching model based on
students’ developmental readiness,
relevance to content, etc.
5.
Brain-body compatibility elements
6.
Life skills and lifelong guidelines stressed
7.
Prerequisite knowledge
and skills
(
social and academic
)
8.
Annotation of lesson
Teaching model stages
Questions
Modeling modes
Classroom management / transitions
Sponge activities
9.
Outline of lesson
Transition into lesson
Setting behavioral expectations
Lesson stages
Closure
Transition out of lesson
10.
Instructional modifications for special needs students
Use the charts given in class to
help you consider ways to modify your lesso
n to address the needs of diverse learners.
Check items in each category which might work.
Consider special preparations for st
udents who are physically challenged.
Consider assistive technology to modify instruction.
Choose a student from your Field Placement class who does need
instructional modifications and decide
what you will actually do when you
teach this lesson.
11.
Technology
A. For each lesson in 310, research both software and appropriate websites
which will enhance
either
this specific lesson
or
your unit. While you do not have to use the
technology during the actual lesson--although
you might choose to build the lesson around
it--you must research what will enhance stude
nt learning. You might be able to use
software, a
CD-ROM,
or a task at a specific website as an
additional or ‘‘early finishers”
activity -or when the students are in the computer lab.
What software or website will help to
reinforce
the concepts taught’?
What software or website will
extend
lessons for children ready for more of a
challenge’?
What software or website may help child
ren with specific lear
ning difficulties’?
What software or website
may help teachers prepar
e for the lesson/unit’?
If you do use websites. I need the addresses and print-outs of the pages to be
used.
All websites for use by children
must be developmentally appropriate!
B. Consider what other forms of techno
logy may he used to reinforce, extend,
or elaborate the content and skills
in your lessons and units in a
meaningful
way?
(Smart Board, digital camera, assistive tec
hnologies for special needs students, etc.
12.
Materials
13.
Assessment criteria
14.
Centers
15.
Attachments
16.
Lesson prompts
17.
Self-analysis essay
ED 310
-
Direct and Indirect Lesson Plan Guideline
These guidelines are for
all
lesson plans. Please use
the headings provided.
With the exception
of maps and Everyday Mathematics materials
(which many teachers are required to use
),
please
use no commercially prepared material
s without checking with me first.
Please address these
before outlining your actual lesson plan
1.
Long-term objective
Michigan benchmark
Place of your lesson objective wi
thin the instructional unit
2.
Lesson objective
Primary domain
Level of Bloom’s taxonomy
Primary multiple intelligence
Multiple intelligence extensions
Brief description of how you will address visu
al and auditory experiences in the lesson
3.
Rationale
4.
Justification
for choice of teaching model based on
students’ developmental readiness,
relevance to content, etc.
5.
Brain-body compatibility elements
6.
Life skills and lifelong guidelines stressed
7.
Prerequisite knowledge
and skills
(
social and academic
)
8.
Annotation of lesson
Teaching model stages
Questions
Modeling modes
Classroom management / transitions
Sponge activities
9.
Outline of lesson
Transition into lesson
Setting behavioral expectations
Lesson stages
Closure
Transition out of lesson
10.
Instructional modifications for special needs students
Use the charts given in class to
help you consider ways to modify your lesso
n to address the needs of diverse learners.
Check items in each category which might work.
Consider special preparations for st
udents who are physically challenged.
Consider assistive technology to modify instruction.
Choose a student from your Field Placement class who does need
instructional modifications and decide
what you will actually do when you
teach this lesson.
11.
Technology
A. For each lesson in 310, research both software and appropriate websites
which will enhance
either
this specific lesson
or
your unit. While you do not have to use the
technology during the actual lesson--although
you might choose to build the lesson around
it--you must research what will enhance stude
nt learning. You might be able to use
software, a
CD-ROM,
or a task at a specific website as an
additional or ‘‘early finishers”
activity -or when the students are in the computer lab.
What software or website will help to
reinforce
the concepts taught’?
What software or website will
extend
lessons for children ready for more of a
challenge’?
What software or website may help child
ren with specific lear
ning difficulties’?
What software or website
may help teachers prepar
e for the lesson/unit’?
If you do use websites. I need the addresses and print-outs of the pages to be
used.
All websites for use by children
must be developmentally appropriate!
B. Consider what other forms of techno
logy may he used to reinforce, extend,
or elaborate the content and skills
in your lessons and units in a
meaningful
way?
(Smart Board, digital camera, assistive tec
hnologies for special needs students, etc.
12.
Materials
13.
Assessment criteria
14.
Centers
15.
Attachments
16.
Lesson prompts
17.
Self-analysis essay
Friday, September 12, 2014
Unit Plan
http://www.corestandards.org/Math/Content/7/RP/
Unit = One day per lesson
VAKT for each exercise
http://www.multisensorymath.blogspot.com/
Unit = One day per lesson
VAKT for each exercise
http://www.multisensorymath.blogspot.com/
VAKT visual-auditory-kinesthetic-tactile
Shamburg: Performance based play. Can 3 students each use their arms to portray a line and together great a triangle? Can 4 together paint a rectangle?
http://community.udlcenter.org/forum/topics/guideline-6-practice-how-do?commentId=5458219%3AComment%3A6713&xg_source=activity
http://learningabledkids.com/learning-styles/vakt-visual-auditory-kinesthetic-tactile
Tactile:
http://mathfour.com/arithmetic/how-to-use-the-senses-in-teaching-math
Working model v8 engine ( movement, visual, audio, tactile )
https://www.youtube.com/watch?v=a0nBzdhAV4w
Place value mat
http://www.multisensorymath.com/22401.html
Social Media ( twitter , blogs )
How to Teach Math with Legos
Milton Ramirez @tonnet
Top story: How To Teach Math With LEGOs | Edudemic edudemic.com/teach-math-leg…, see more tweetedtimes.com/tonnet?s=tnp
http://www.edudemic.com/teach-math-legos/
Set up a web site for each lesson,
Preparing in advance can be good for the teacher to prepare the lesson and for students who like to prepare ahead and help those who are at home.
Leaving the site up with Do Now, text and/or web pages and Howmwork can help students and parents review.
http://www.livestrong.com/article/546485-how-to-get-better-with-your-left-hand-in-lacrosse/
http://community.udlcenter.org/forum/topics/guideline-6-practice-how-do?commentId=5458219%3AComment%3A6713&xg_source=activity
http://learningabledkids.com/learning-styles/vakt-visual-auditory-kinesthetic-tactile
Tactile:
http://mathfour.com/arithmetic/how-to-use-the-senses-in-teaching-math
Working model v8 engine ( movement, visual, audio, tactile )
https://www.youtube.com/watch?v=a0nBzdhAV4w
Place value mat
http://www.multisensorymath.com/22401.html
Social Media ( twitter , blogs )
How to Teach Math with Legos
Milton Ramirez @tonnet
Top story: How To Teach Math With LEGOs | Edudemic edudemic.com/teach-math-leg…, see more tweetedtimes.com/tonnet?s=tnp
http://www.edudemic.com/teach-math-legos/
Set up a web site for each lesson,
Preparing in advance can be good for the teacher to prepare the lesson and for students who like to prepare ahead and help those who are at home.
Leaving the site up with Do Now, text and/or web pages and Howmwork can help students and parents review.
http://www.livestrong.com/article/546485-how-to-get-better-with-your-left-hand-in-lacrosse/
UDL
http://www.udlcenter.org/
CAST Accounts
8:15 PM (33 minutes ago)
to me
Thank you for registering with CAST Accounts.
You may now access the following sites:
Universal Design for Learning: Theory & Practice -- http://udltheorypractice.cast.org
UDL Book Builder -- http://bookbuilder.cast.org
UDL Curriculum Self-Check -- http://udlselfcheck.cast.org
UDL Exchange -- http://udlexchange.cast.org
UDL Journal -- http://udljournal.cast.org
UDL Studio -- http://udlstudio.cast.org
http://www.udlcenter.org/aboutudl/udldefined
From the Higher Education Opportunity Act of 2008 ...
Photo of capitol building in Washington, DC
The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that:
(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
1 week Unit plan
http://udlexchange.cast.org/resource/1050900
Day 1. Phone nummbers
Depending on grade and ability levels,
a) search for each digit in a group of phone numbers
b) find phone number(s) for assigned businesses.
c) Find state for each area code given.
d) Discuss country codes: International calling.
Day 2. Height ( lenght ) conversions
a) Discuss metric and English systems of measurement
b) Use a 3D pen to draw given length
c) Use Google Sketch Up to design a rod of given length to be printed.
Day 3. UDL for Geometric Length
CAST Accounts
8:15 PM (33 minutes ago)
to me
Thank you for registering with CAST Accounts.
You may now access the following sites:
Universal Design for Learning: Theory & Practice -- http://udltheorypractice.cast.org
UDL Book Builder -- http://bookbuilder.cast.org
UDL Curriculum Self-Check -- http://udlselfcheck.cast.org
UDL Exchange -- http://udlexchange.cast.org
UDL Journal -- http://udljournal.cast.org
UDL Studio -- http://udlstudio.cast.org
http://www.udlcenter.org/aboutudl/udldefined
From the Higher Education Opportunity Act of 2008 ...
Photo of capitol building in Washington, DC
The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that:
(A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and
(B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.
1 week Unit plan
http://udlexchange.cast.org/resource/1050900
Day 1. Phone nummbers
Depending on grade and ability levels,
a) search for each digit in a group of phone numbers
b) find phone number(s) for assigned businesses.
c) Find state for each area code given.
d) Discuss country codes: International calling.
Day 2. Height ( lenght ) conversions
a) Discuss metric and English systems of measurement
b) Use a 3D pen to draw given length
c) Use Google Sketch Up to design a rod of given length to be printed.
Day 3. UDL for Geometric Length
Thesis idea: Multisensory approaches to teaching math.
Sent Friday, September 12, 2014 10:04 AM
Subject Research Topic
Carlo,
Dr. Rabinovhich and I have been looking over your research ideas, and we have some ideas. First, let's make sure that we have these 'facts' right.
You are not currently teaching
Your focus is on Math in Middle and High School
Your main area of interest in the applications of 3D printing in schools and creative strategies to engage all students.
Based on this, here is my main suggestion.
Multisensory approaches to teaching math. You can develop a series of units (based on research) and then either work on them with students or run a workshop for teachers (and collect feedback). Your research would be in both the development and implementation of these multisensory units. This would involve some creativy from you as well as researching multisensory approaches (VAKT, UDL) and barriers to students understanding math.
How does that sound for a start?
Get back to me and we can refine (or start a new topic). I think this is a unified way to address all of your interests and really develop a 'calling card' for your career.
Dr. Shamburg
Subject Research Topic
Carlo,
Dr. Rabinovhich and I have been looking over your research ideas, and we have some ideas. First, let's make sure that we have these 'facts' right.
You are not currently teaching
Your focus is on Math in Middle and High School
Your main area of interest in the applications of 3D printing in schools and creative strategies to engage all students.
Based on this, here is my main suggestion.
Multisensory approaches to teaching math. You can develop a series of units (based on research) and then either work on them with students or run a workshop for teachers (and collect feedback). Your research would be in both the development and implementation of these multisensory units. This would involve some creativy from you as well as researching multisensory approaches (VAKT, UDL) and barriers to students understanding math.
How does that sound for a start?
Get back to me and we can refine (or start a new topic). I think this is a unified way to address all of your interests and really develop a 'calling card' for your career.
Dr. Shamburg
Thursday, September 11, 2014
MUST INCLUDE ON THESIS
COLLABORATION: Include group learning. Helps communication.
Citations
P.30 Teacher Research
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
Enthusiasm. More art than science.
Citations
P.30 Teacher Research
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
Enthusiasm. More art than science.
Tuesday, September 9, 2014
Martha Slack ( time zone difference. she is in TX)
Martha Slack
http://www.edudemic.com/author/martha-slack/
http://www.edudemic.com/3d-pens-classroom/
http://www.edudemic.com/3d-printing-in-the-classroom/
Art 1.
They come up with their own ideas.
Sometimes design not compatible
Spacing. Placement. An object comes out too far will not print correctly.
Let them figure it out on their own.
Very successful. Students not in their class. Excited about possible jobs.
Ignited a fire underneath them with possibilities. Very real
Products, car parts. Really good experience so far.
High School teacher
Google Sketch Up software
Personal 3D printer
Really cool as a toy for herself she can share experiences
Off Amazon
Sieman solid edge software similar to Google sketch up
User friendly
Sculptural.
Edudemic articles 3d pens. Testing and developing products. Really cool. Super portable option for 3d printing. When they go to market in the next year or so. Will be great tool for math scince architecture and more affordable for schools and a really cool accessory. Student made a 3d scanner.
Acquired 3D pens. 3D pen, Art competition.
Emailed a power point .
http://www.edudemic.com/author/martha-slack/
http://www.edudemic.com/3d-pens-classroom/
http://www.edudemic.com/3d-printing-in-the-classroom/
Art 1.
They come up with their own ideas.
Sometimes design not compatible
Spacing. Placement. An object comes out too far will not print correctly.
Let them figure it out on their own.
Very successful. Students not in their class. Excited about possible jobs.
Ignited a fire underneath them with possibilities. Very real
Products, car parts. Really good experience so far.
High School teacher
Google Sketch Up software
Personal 3D printer
Really cool as a toy for herself she can share experiences
Off Amazon
Sieman solid edge software similar to Google sketch up
User friendly
Sculptural.
Edudemic articles 3d pens. Testing and developing products. Really cool. Super portable option for 3d printing. When they go to market in the next year or so. Will be great tool for math scince architecture and more affordable for schools and a really cool accessory. Student made a 3d scanner.
Acquired 3D pens. 3D pen, Art competition.
Emailed a power point .
Read Chapters 1-2 of Teacher Research From design to implementaiton ( Lankshear and Knobel)
Chapter 1, An introduction to teacher Research
teacher research is strongly contested
p4 ) teacher researchers are:
the goals of teacher research.
1) enhance teachers role of identity: dognity, self-worth, shared fund of professional knowledge p.5
2) controbute to improved teaching or instruction
standards negates diversity
p.6) increase teacher skills
A different point of view.
p.7
"First, we do not believe that teacher research must be confined to direct or immediate research of classrooms."
...
"Teachers may learn much of value for informing and guiding their current practice by investigating historical, anthropological, sociological or psychological studies and theoretical workconducted un other places and/or at other times. These could be studies of policy, communities, social class, the work world, non-standard language varieties and so on."
p.8 "To confine teacher research to immediate investigation of classroom settings may cut teachers off from opportunities to gain important insights and knowledge they might miss by simply doing one more classroom study.
Second, we disagree that teacher research should be defined in terms of teachers researching their own classrooms."
"Furthermore, we do not think teacher research must be conducted independently of formal academic involvement."
p.9 ) "idea of teacher research building on teachers' own questions, wonderings, hypotheses and concerns."
Teacher research and professional enhancement.
p.10 "question some of our own assumptions" "work in other circumstances or to apply to other cases."
p.11 deciding how we will analyze our data. "rigorous forms of case study inquiry have the potantial to provide illuminating and fruitful insights into classroom-based teaching"
12. "Learning that offers teachers and other educators a sound basis for making professional decisions and judgements."
mentions Senhouse (1975, Chapter 10) where "teachers themselves study their work rather than simply) having it studied by others. "
"extended professionalism"
* the commitment to systematically question their own teaching as a basis for development;"
* the commitment and skills to study their own teaching;
* a concern to question and test theory in practice by using those skills.
LIKEN TO HAVING A COACH IN BASEBALL HITTING OR ACTING.
THINK METHODICALLY so teaching and learning can improve. Name or conceptualize tendencies.
Make systematic sense of qhat goes on in a given site.
understanding, conceptualize,
INSIGHT is based on experience. METHOD is based on memory of other experiences. The students are the actors, the teacher is the director.
p. 13 Ann Berthoff : create new knowledge by transforming unprocessed experience into meaningful or 'senseful' experience ( mention SENSE MEMORY )
p. 14 Berthoff (1987:31) stresses theory in teacher research. It is like basics of a baseball swing.
Theory is attached to exercises.
p.15 ) 2 charter concepts of teacher research ( Fishman and McCarthy (2000:14-15,22) address classroom challenges on your own terms.
BERTHOFF DOES NOT ADVOCATE THE SAME KIND OF DATA COLLECTION AS STENHOUSE. berthoff "Breathe new life." through composition ( Mention a composer ) like a music score affects a movie script.
Keep academic researchers out of classrooms BERTHOFF ( 1987:30) FISHMAN AND MCCARTHY 2000:15) ( I DISAGREE ) observation by an outsider can be a fun event. I recall a couple of classes where NJCU Prof. Litchman came to observe a range of classes from those who did well on standardized tests to the "hard to teach" but not classified category.
16: 'data collection' vs. teacher stories ( Fishman and MacCarthy : 2000:3)
17. Teacher inquiry needs a system. The percent of theory vs. analysis will be different for different teachers the same way no two great hitters have exactly the same swing in baseball or two composers create the same piece of music based on the same style.
18. Writing experiences can foster dialogue. Now we have tools like skype and webinars that allow many teachers to be in the same electronic rooms even if they are in different geographic locations.
19. "school ways" research as writing involves the grade level but alos the personality of the school. This comes from the administrators. Some teachers do well to be more careful than free with how they word criticism they wish to be constructive.
20. QUOTE:
"where teacher researchers We think that associating 'data' with 'experience' can be interpreted in ways that work against teacher researchers do engage in 'collecting data' it is often done in ways that simulate processes of acquiring experience. These are frequently beyond our control, unforeseen, ad hoc and random. We think that associating 'data' with 'experience' can be interpreted in ways that work against teachers investing data with the kind of 'systematicity' necessary for maximizing the quality and trustworthiness of data that is essential for valid research.
Question : What is the level of the process? 3D printing is new like a grade school different form HS)
The "bottom line" requirement for research is that out inquiry be systematic For inquiry to be systematic means it is neither random or arbitrary.
What counts as systematic procedure for a field of inquiry is at the heart of what counts as appropriate practice.
p.21) 6 generic features of ersearch as systematic investigating that apply as much t teacher research as to any other research categories.
1. research issue carefully and clearly framed and that is manageable.
2) an appropriate research design that matches our research question.
3) something that informs the research question and how to tackle it.
4) A suitable approach to gathering data.
5) Some kind of analysis and interpretation components.
page 23.
6) Some statement or artefact that exemplifies and elucidates the five features above, conveys the conclusions drawn from the study, and identifies their their implications for our work.
p. 24
Chapter 2) teacher research as systematic inquiry.
Research questions and research purposes.
a good quality well framed research question is
* clear, concise and focused; informed; motivating or personally meaningful; manageable and doable; significant; does not already have readily accessible answers.
p.25 Purposes; problems; questions; aim; objectives.
p.26 Having and INFORMED research concern. ( Experience on 3D printers )
p.27
research should become an aspect of the way we 'do' our professional lives.; a way of 'going about our practice'; not just some one -off thing we do because we think we should, or to get a qualification.
Frming and appropriate research design
research MOBILIZES evidence.
* There is some kind of order to things.
Framing an appropriate research DESIGN.
appropriate under certain conditions. An igloo would not work in Florida. ( Comment about testing , mathematics, word problems )
develop a research design 5 main ideas.
1. build on clearly and concisely framed problems and questions and a clear sense of our research purposes.
2. guided by theoretical and conceptual frameworks that help clarify the questions, problems, and purposes we are concerned with,
p. 28
3. strategy for collecting and organizing data that is relevent.
4. strategy for analyzing data
5. strategy for interpreting the analysis of our data.
UNLESS ONE HAS A RESEARCH DESIGN, IN THIS SENSE ONE IS NOT DOING RESEARCH AT ALL.
P.29 Research Designs vs. Research Paradigms.
Quantitative : Measured.
Qualitative: Hypotheses
Triangulation: a piece of information is "Backed up"
P.30
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
p.39
END
teacher research is strongly contested
p4 ) teacher researchers are:
the goals of teacher research.
1) enhance teachers role of identity: dognity, self-worth, shared fund of professional knowledge p.5
2) controbute to improved teaching or instruction
standards negates diversity
p.6) increase teacher skills
A different point of view.
p.7
"First, we do not believe that teacher research must be confined to direct or immediate research of classrooms."
...
"Teachers may learn much of value for informing and guiding their current practice by investigating historical, anthropological, sociological or psychological studies and theoretical workconducted un other places and/or at other times. These could be studies of policy, communities, social class, the work world, non-standard language varieties and so on."
p.8 "To confine teacher research to immediate investigation of classroom settings may cut teachers off from opportunities to gain important insights and knowledge they might miss by simply doing one more classroom study.
Second, we disagree that teacher research should be defined in terms of teachers researching their own classrooms."
"Furthermore, we do not think teacher research must be conducted independently of formal academic involvement."
p.9 ) "idea of teacher research building on teachers' own questions, wonderings, hypotheses and concerns."
Teacher research and professional enhancement.
p.10 "question some of our own assumptions" "work in other circumstances or to apply to other cases."
p.11 deciding how we will analyze our data. "rigorous forms of case study inquiry have the potantial to provide illuminating and fruitful insights into classroom-based teaching"
12. "Learning that offers teachers and other educators a sound basis for making professional decisions and judgements."
mentions Senhouse (1975, Chapter 10) where "teachers themselves study their work rather than simply) having it studied by others. "
"extended professionalism"
* the commitment to systematically question their own teaching as a basis for development;"
* the commitment and skills to study their own teaching;
* a concern to question and test theory in practice by using those skills.
LIKEN TO HAVING A COACH IN BASEBALL HITTING OR ACTING.
THINK METHODICALLY so teaching and learning can improve. Name or conceptualize tendencies.
Make systematic sense of qhat goes on in a given site.
understanding, conceptualize,
INSIGHT is based on experience. METHOD is based on memory of other experiences. The students are the actors, the teacher is the director.
p. 13 Ann Berthoff : create new knowledge by transforming unprocessed experience into meaningful or 'senseful' experience ( mention SENSE MEMORY )
p. 14 Berthoff (1987:31) stresses theory in teacher research. It is like basics of a baseball swing.
Theory is attached to exercises.
p.15 ) 2 charter concepts of teacher research ( Fishman and McCarthy (2000:14-15,22) address classroom challenges on your own terms.
BERTHOFF DOES NOT ADVOCATE THE SAME KIND OF DATA COLLECTION AS STENHOUSE. berthoff "Breathe new life." through composition ( Mention a composer ) like a music score affects a movie script.
Keep academic researchers out of classrooms BERTHOFF ( 1987:30) FISHMAN AND MCCARTHY 2000:15) ( I DISAGREE ) observation by an outsider can be a fun event. I recall a couple of classes where NJCU Prof. Litchman came to observe a range of classes from those who did well on standardized tests to the "hard to teach" but not classified category.
16: 'data collection' vs. teacher stories ( Fishman and MacCarthy : 2000:3)
17. Teacher inquiry needs a system. The percent of theory vs. analysis will be different for different teachers the same way no two great hitters have exactly the same swing in baseball or two composers create the same piece of music based on the same style.
18. Writing experiences can foster dialogue. Now we have tools like skype and webinars that allow many teachers to be in the same electronic rooms even if they are in different geographic locations.
19. "school ways" research as writing involves the grade level but alos the personality of the school. This comes from the administrators. Some teachers do well to be more careful than free with how they word criticism they wish to be constructive.
20. QUOTE:
"where teacher researchers We think that associating 'data' with 'experience' can be interpreted in ways that work against teacher researchers do engage in 'collecting data' it is often done in ways that simulate processes of acquiring experience. These are frequently beyond our control, unforeseen, ad hoc and random. We think that associating 'data' with 'experience' can be interpreted in ways that work against teachers investing data with the kind of 'systematicity' necessary for maximizing the quality and trustworthiness of data that is essential for valid research.
Question : What is the level of the process? 3D printing is new like a grade school different form HS)
The "bottom line" requirement for research is that out inquiry be systematic For inquiry to be systematic means it is neither random or arbitrary.
What counts as systematic procedure for a field of inquiry is at the heart of what counts as appropriate practice.
p.21) 6 generic features of ersearch as systematic investigating that apply as much t teacher research as to any other research categories.
1. research issue carefully and clearly framed and that is manageable.
2) an appropriate research design that matches our research question.
3) something that informs the research question and how to tackle it.
4) A suitable approach to gathering data.
5) Some kind of analysis and interpretation components.
page 23.
6) Some statement or artefact that exemplifies and elucidates the five features above, conveys the conclusions drawn from the study, and identifies their their implications for our work.
p. 24
Chapter 2) teacher research as systematic inquiry.
Research questions and research purposes.
a good quality well framed research question is
* clear, concise and focused; informed; motivating or personally meaningful; manageable and doable; significant; does not already have readily accessible answers.
p.25 Purposes; problems; questions; aim; objectives.
p.26 Having and INFORMED research concern. ( Experience on 3D printers )
p.27
research should become an aspect of the way we 'do' our professional lives.; a way of 'going about our practice'; not just some one -off thing we do because we think we should, or to get a qualification.
Frming and appropriate research design
research MOBILIZES evidence.
* There is some kind of order to things.
Framing an appropriate research DESIGN.
appropriate under certain conditions. An igloo would not work in Florida. ( Comment about testing , mathematics, word problems )
develop a research design 5 main ideas.
1. build on clearly and concisely framed problems and questions and a clear sense of our research purposes.
2. guided by theoretical and conceptual frameworks that help clarify the questions, problems, and purposes we are concerned with,
p. 28
3. strategy for collecting and organizing data that is relevent.
4. strategy for analyzing data
5. strategy for interpreting the analysis of our data.
UNLESS ONE HAS A RESEARCH DESIGN, IN THIS SENSE ONE IS NOT DOING RESEARCH AT ALL.
P.29 Research Designs vs. Research Paradigms.
Quantitative : Measured.
Qualitative: Hypotheses
Triangulation: a piece of information is "Backed up"
P.30
*** "QUALITATIVE RESEARCH NEED NOT EMPLOY HYPOTESES OR samples or numbers. It might involve watching what people do, talking to them about it, asking other people about it and trying to understand and explain what is going on without any recourse to numbers or statistics or variables whatsoever."
p.39
END
NEW LITERACIES: PRACTICAL APPLICATIONS IN AN ELEMENTARY CLASSROOM
Abstract 3) ii. Thanks. 4) Table of contents. Acknowledgements,
Chapter 1, the problem and its setting. ( Background, purpose, Research questions, Need for the study. Definitions, summary.
Chapter 2, review of related Literature. Chapter III method. Research method. Document for the study. Resources, Participants, Data collection. iii
5) Data Analysis, Summary Chapter IV Findings: Data Categorization, Data discussion. Summary. Chapter V: Discussion. From LIteracy to new Literacies. Fanfiction and ****Writing Instruction**** ( What makes a student 3D print a certain thing ?
Podcasting: AUDIO: Presentations the necessary.CHAPTER VI: SUMMARY, CONCLUSIONS, RECOMMENDATIONS,37 AND REFLECTION
Summary, Conclusions, Recommendations, Teachers, Parents, Administrators, Software Designers, School Board Members. Bibliography iv
6) Appendices. A) IRB Approval Letter. B) Administrative Permission Letter. C) Parental Consent Form D) Student Survey v. 7) CHAPTER I THE PROBLEM AND ITS SETTING; Background Reminds me of "EMOTIONAL QUOTIENT"
11) Blog
12) Re-mix ; Summary
14) Chapter II review of Related Literature. From Literacy to New Litercies.
16) it is now up to educators to integrate such valuable learning and teaching tools into
mainstream educational practices
"Create complex characters from geometrical shapes. A cat head might be a sphere and pyramids for the ears.
18) Develop FLUENCY, like any language, it is not just vocabulary words, it is creating poetry and stories.
19) social alliances and reflections
20) Blogging, Summary: Collaborative and participatory
21) Chapter III Method research methods
22 ) researcher must be ambiguous ( OPEN MINDED, IMPARTIAL _ , and a cood communicator
OPEN MINDED.
23 ) Case study , how to best incorporate.
Describe Appendices.
24) ALTERNATE perspectives Colors of plastic
26) And in s Self-insertion stories, a writer has the
opportunity to write themselves into the story (Shamburg, 2008a)
27) audio, rhythms great for fractions. Pitch raising could connote an increasing slope,
Likewise in music increasing pitch can indicate a more optimistic outlook.
Appendix D is a series of critical questions
adapted from Stephen Brookfield’s “The Classroom Critical Incident Questionnaire” 21
of a recorded podcast, students now have the opport
unity to thoughtfully add music and
sound effects to their performances. In this fourt
h activity, students completed
Shamburg’s (2008b) activity “Reader’s Theater: The
Next Generation” in which students
recorded an adapted version of Aesop’s Fable
The Bear and the Two Travelers
. Students
fluently read their lines into the microphone, and
then added musical clips and a sound
effect to their recording. This remixed recording
could now be broadcast to the Internet
as a podcast and also played for classroom use.
While students participated in all of these literac
y activities as part of their regular
Language Arts curriculum, the researcher primarily
gathered data through interviews,
surveys, a personal journal, and the observation of
student work.
Data Analysis
As mentioned earlier, this qualitative research ca
se study used the constant
comparative method of analysis. Just as the name i
mplies, the researcher “constantly
compared” (Merriam, 1998, p. 159) data in order to
determine similarities, differences,
and themes. As the researcher conducted the classr
oom activities, data was gathered and
analyzed through the use of interviews, surveys (Ap
pendix D), personal journals, and
through the collection of student artifacts. Appen
dix D is a series of critical questions
adapted from Stephen Brookfield’s “The Classroom Cr
itical Incident Questionnaire”
(Brookfield, 1995, p. 115).
Summary
By utilizing the constant comparative method of analysis within a qualitative
research case study performed in a third grade self
-contained classroom, the primary goal of this case study was to determine how best to
incorporate new literacies
(Brookfield, 1995, p. 115).
data was gathered through the use of interviews, surveys, a personal journal, and the
observation of student work. The following chapter
includes the data findings of this qualitative case study.
Page 29. (23)
CHAPTER IV
FINDINGS Data Categorization
p.30 Questionnaire. USE THIS and give a citation.
Please reply to cfiorletta.teach@gmail.com: Activity? favorite part of activity? least favorite part? easiest? most challenging? what did you learn? What would you change? Would you recommend this activity to others?
P. 40 podcasting and Fluency. Learning language from TV or before that radio.
43. CHAPTER VI
SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND REFLECTION Summary
Chapter 1, the problem and its setting. ( Background, purpose, Research questions, Need for the study. Definitions, summary.
Chapter 2, review of related Literature. Chapter III method. Research method. Document for the study. Resources, Participants, Data collection. iii
5) Data Analysis, Summary Chapter IV Findings: Data Categorization, Data discussion. Summary. Chapter V: Discussion. From LIteracy to new Literacies. Fanfiction and ****Writing Instruction**** ( What makes a student 3D print a certain thing ?
Podcasting: AUDIO: Presentations the necessary.CHAPTER VI: SUMMARY, CONCLUSIONS, RECOMMENDATIONS,37 AND REFLECTION
Summary, Conclusions, Recommendations, Teachers, Parents, Administrators, Software Designers, School Board Members. Bibliography iv
6) Appendices. A) IRB Approval Letter. B) Administrative Permission Letter. C) Parental Consent Form D) Student Survey v. 7) CHAPTER I THE PROBLEM AND ITS SETTING; Background Reminds me of "EMOTIONAL QUOTIENT"
11) Blog
12) Re-mix ; Summary
14) Chapter II review of Related Literature. From Literacy to New Litercies.
16) it is now up to educators to integrate such valuable learning and teaching tools into
mainstream educational practices
"Create complex characters from geometrical shapes. A cat head might be a sphere and pyramids for the ears.
18) Develop FLUENCY, like any language, it is not just vocabulary words, it is creating poetry and stories.
19) social alliances and reflections
20) Blogging, Summary: Collaborative and participatory
21) Chapter III Method research methods
22 ) researcher must be ambiguous ( OPEN MINDED, IMPARTIAL _ , and a cood communicator
OPEN MINDED.
23 ) Case study , how to best incorporate.
Describe Appendices.
24) ALTERNATE perspectives Colors of plastic
26) And in s Self-insertion stories, a writer has the
opportunity to write themselves into the story (Shamburg, 2008a)
27) audio, rhythms great for fractions. Pitch raising could connote an increasing slope,
Likewise in music increasing pitch can indicate a more optimistic outlook.
Appendix D is a series of critical questions
adapted from Stephen Brookfield’s “The Classroom Critical Incident Questionnaire” 21
of a recorded podcast, students now have the opport
unity to thoughtfully add music and
sound effects to their performances. In this fourt
h activity, students completed
Shamburg’s (2008b) activity “Reader’s Theater: The
Next Generation” in which students
recorded an adapted version of Aesop’s Fable
The Bear and the Two Travelers
. Students
fluently read their lines into the microphone, and
then added musical clips and a sound
effect to their recording. This remixed recording
could now be broadcast to the Internet
as a podcast and also played for classroom use.
While students participated in all of these literac
y activities as part of their regular
Language Arts curriculum, the researcher primarily
gathered data through interviews,
surveys, a personal journal, and the observation of
student work.
Data Analysis
As mentioned earlier, this qualitative research ca
se study used the constant
comparative method of analysis. Just as the name i
mplies, the researcher “constantly
compared” (Merriam, 1998, p. 159) data in order to
determine similarities, differences,
and themes. As the researcher conducted the classr
oom activities, data was gathered and
analyzed through the use of interviews, surveys (Ap
pendix D), personal journals, and
through the collection of student artifacts. Appen
dix D is a series of critical questions
adapted from Stephen Brookfield’s “The Classroom Cr
itical Incident Questionnaire”
(Brookfield, 1995, p. 115).
Summary
By utilizing the constant comparative method of analysis within a qualitative
research case study performed in a third grade self
-contained classroom, the primary goal of this case study was to determine how best to
incorporate new literacies
(Brookfield, 1995, p. 115).
data was gathered through the use of interviews, surveys, a personal journal, and the
observation of student work. The following chapter
includes the data findings of this qualitative case study.
Page 29. (23)
CHAPTER IV
FINDINGS Data Categorization
p.30 Questionnaire. USE THIS and give a citation.
Please reply to cfiorletta.teach@gmail.com: Activity? favorite part of activity? least favorite part? easiest? most challenging? what did you learn? What would you change? Would you recommend this activity to others?
P. 40 podcasting and Fluency. Learning language from TV or before that radio.
43. CHAPTER VI
SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND REFLECTION Summary
Sunday, September 7, 2014
Fabricated: The New World of 3D Printing By Hod Lipson, Melba Kurman
Fabricated: The New World of 3D Printing QUOTE
By Hod Lipson, Melba Kurman
By Hod Lipson, Melba Kurman
STEM group at Picatenny Arsenal to develop K-12 curriculum
Author: Barbara Froehlich
Posted Date: September 7, 2014 5:50 PM
Just a bit of information the STEM group at Picatenny Arsenal is looking to develop curriulum for the K-12 setting that could integrate the use of the 3D printer in the lesson plans.
STEM Academy (formally known as the Math
and Science Camp). Please contact Parent Central 973-724-5555
That's interesting at the Picatenny Arsenal. One of our doctoral students works with them--Leonard Sheehy.
nedley@optonline.net
On Thu, Sep 11, 2014 at 10:34 PM, Carlo Fiorletta wrote:
Hi Leonard,
I am starting work on the thesis, thinking of 3D Printers Best Practices.
Do you know of any work being done with 3D printers at Picatinny?
Let me know thanks
Carlo 201-344-3411
---------- Forwarded message ----------
From: Christopher Shamburg
Date: Thu, Sep 11, 2014 at 1:30 PM
Subject: MA Student meet Ed.D. Student...
To: "nedley@optonline.net",
9/12/2014 ned sheehy to me
Hi Carlo,
We had a 3D printer at our site, however it did not run very well. I didn't get involved in it too much because we had tech support in trying to get it running most of the time. There are many 3D printers being used there, I'll see if I can find a resource for you. Ned.
Posted Date: September 7, 2014 5:50 PM
Just a bit of information the STEM group at Picatenny Arsenal is looking to develop curriulum for the K-12 setting that could integrate the use of the 3D printer in the lesson plans.
STEM Academy (formally known as the Math
and Science Camp). Please contact Parent Central 973-724-5555
That's interesting at the Picatenny Arsenal. One of our doctoral students works with them--Leonard Sheehy.
nedley@optonline.net
On Thu, Sep 11, 2014 at 10:34 PM, Carlo Fiorletta
Hi Leonard,
I am starting work on the thesis, thinking of 3D Printers Best Practices.
Do you know of any work being done with 3D printers at Picatinny?
Let me know thanks
Carlo 201-344-3411
---------- Forwarded message ----------
From: Christopher Shamburg
Date: Thu, Sep 11, 2014 at 1:30 PM
Subject: MA Student meet Ed.D. Student...
To: "nedley@optonline.net"
9/12/2014 ned sheehy to me
Hi Carlo,
We had a 3D printer at our site, however it did not run very well. I didn't get involved in it too much because we had tech support in trying to get it running most of the time. There are many 3D printers being used there, I'll see if I can find a resource for you. Ned.
Saturday, September 6, 2014
Sample Research Questions and Need for the study Game Thesis
Assessments: Rubrics, not quizzes.
Research Questions
Throughout the course of the study, the researcher
investigated
the following
questions:
1.
How can video games engage students in a
F
inanc
ial L
iteracy
course?
2.
What
elements make a video game effective as a means of engagement?
3.
Are video games effective as a
learning
tool?
4.
What elements make a video game effective as a learning tool?
5.
Can students transfer knowledge from a simulation video game to apply concepts
in th
e real world?
6.
Can video games foster 21
st
century skills?
7.
How can video games develop students’ financial literacy?
Need for the Study
Most
young adult
s
now
in
the process of becoming financially independent
would
probably agree that they wish
they had lear
ned more about topics such as loans and
credit
when
they were in high school
.
They would probably also agree that the New Jersey
state requirement is essential for students
.
However, convinci
ng a 16
-
year
-
old
student
(who is likely eight to
ten
years away from
financial endeavors such as
buying a house
)
that this information is relevant to them may prove to be quite difficult
.
Being that the
topics may be “over their heads” or may not apply to the students at this point in their
lives, how d
o we engage them
in the curriculum
enough for them to benefit from it?
The use of video games in education is a very popular research field
.
Game
theory and video game theory are rife with ideas about how elements of popular video
games can be applied to
educational video games in order to engage students
.
A great
Research Questions
Throughout the course of the study, the researcher
investigated
the following
questions:
1.
How can video games engage students in a
F
inanc
ial L
iteracy
course?
2.
What
elements make a video game effective as a means of engagement?
3.
Are video games effective as a
learning
tool?
4.
What elements make a video game effective as a learning tool?
5.
Can students transfer knowledge from a simulation video game to apply concepts
in th
e real world?
6.
Can video games foster 21
st
century skills?
7.
How can video games develop students’ financial literacy?
Need for the Study
Most
young adult
s
now
in
the process of becoming financially independent
would
probably agree that they wish
they had lear
ned more about topics such as loans and
credit
when
they were in high school
.
They would probably also agree that the New Jersey
state requirement is essential for students
.
However, convinci
ng a 16
-
year
-
old
student
(who is likely eight to
ten
years away from
financial endeavors such as
buying a house
)
that this information is relevant to them may prove to be quite difficult
.
Being that the
topics may be “over their heads” or may not apply to the students at this point in their
lives, how d
o we engage them
in the curriculum
enough for them to benefit from it?
The use of video games in education is a very popular research field
.
Game
theory and video game theory are rife with ideas about how elements of popular video
games can be applied to
educational video games in order to engage students
.
A great
Citations
https://www.touchmath.com/
Specific Hemispheric-Routing--TAK/v to Teach Spelling to Dyslexics: VAK and
In Drive.
http://geekhaus.com/3space/
http://www.multisensorymath.com/
http://www.qdatraining.eu/content/defining-constant-comparative-method
speaking as one of those former students whom math totally eluded, I love your thesis idea! ( J.H. Journalist )
http://3dprintingindustry.com/wp-content/uploads/2014/07/3D-Printing-Guide.pdf
3D pens : 99 dollars
https://www.youtube.com/watch?v=6r5q9T_7u8A
a billion dollar investment
http://www.scientificamerican.com/article/why-3d-printing-matters/
3D printing survey
http://surveys.peerproduction.net/2013/09/3d-printing-survey-2013/2/
VAKT stands for Visual, Auditory, Kinesthetic, and Tactile. It a multi-sensory way of teaching. New literacies are new ways of communicating and organizing and are related to digital technologies. The Wikipedia entry is accurate (as of today) http://en.wikipedia.org/wiki/New_literacies
UDL is Universal Design for Learning, a way to make curriculum accessible to more students. The UDL Center has a good overview of it. http://www.udlcenter.org/
Collective Intelligence
http://3dprintingindustry.com/2013/05/01/using-3d-printing-to-increase-the-collective-intelligence-of-everything/
Emotional Quotient
http://timesofindia.indiatimes.com/city/bangalore/Emotional-Quotient-can-round-off-a-childs-education/articleshow/15068663.cms
"Teachers are no longer information givers but catalysts of change". Emotional Well being of the child.
Core curriculum
http://cubify.com/blog/free-educational-3d-printing-curriculum-released-by-the-city-x-project/
Student engagement, modify designs. As opposed to "Game Over"
http://edtechtimes.com/2014/07/17/one-teacher-preparing-bring-3d-printer-classroom/
Graph for Patent applications
http://3dprintingindustry.com/2014/02/28/trend-evolution-3d-printing-trends-part-2/
3D printing Olympiad rules
http://www.atlabme.com/3d_printing_olympiad_rules/
Graphs: Patents by country for 3D printing
http://3dprintingindustry.com/2014/02/28/trend-evolution-3d-printing-trends-part-2/
LEGO
http://www.3ders.org/articles/20140907-3d-print-your-own-building-bricks-compatible-with-lego-with-open-source-mybuild-system.html
Common Core
http://airwolf3d.com/category/3d-printer-for-students/
http://www.teachthought.com/technology/10-ways-3d-printing-can-be-used-in-education/
Recycled plastic housing.
http://3dprintingindustry.com/2014/09/02/uk-student-creates-3d-printed-concept-recycled-plastic-voronoi-housing-complex/
UK Student Creates 3D Printed Concept for Recycled-Plastic Voronoi Housing Complex
Davide Sher By Davide Sher On Tue, September 2, 2014 · 3D Printing, 3DP Applications, Architecture, Design, Industry news
It seems to me that the younger generations are the ones that will know how to best put 3D printing to use, simply because they are not as conditioned by the limits of the traditional means of production.
Renjie Huang, an architecture student at the Royal College of Art in London, may give us a glimpse into what these future generations will be able to achieve with Stay Plastic, a fascinating conceptual study for generative, voronoi-shaped recycled-plastic 3D printed housing.
Materials for 3D printing. Page 33.
http://www.patentinsightpro.com/techreports/0214/Tech%20Insight%20Report%20-%203D%20Printing.pdf
21st century skills
http://www.scasd.org/Page/19127
3D printed Exohand
http://www.3ders.org/articles/20120425-3d-printed-exohand-a-solution-for-future-human-machine-cooperation.html
Flipped classroom quantitative
http://www.emergingedtech.com/2014/08/flipped-classroom-pilot-impressive-qualitative-quantitative-results/
3D printing Rubric
http://www.rcampus.com/rubricshowc.cfm?code=VA8C4W&sp=yes&
http://www.3dsystems.com/learning-center/case-studies/staten-island-technical-high-school-%28siths%29
Staten Island Technical High School (SITHS) Turns Classroom Into Simulated Workplace with 3D Printing
http://www.artofemaan.com/documents/3D%20Printing%20for%20Artists%20Research%20and%20creative%20practice.pdf
To appear in
Rapport
(Norwegian Printmaking Council Publication, 2010)
3D Printing for Artists:
Research and creative practice
Peter Walters and Katie Davies, University of the West of England, Bristol, UK.
3D sound form
http://www.micoranalytics.com/WP/3D%20Printing%20v1secure.pdf
3D Printing Primer - Micor Analytics
www.micoranalytics.com/WP/3D%20Printing%20v1secure.pdf
Best practice when assessing a market disruptive product like 3D printing requires ... An understanding of core technology and the new workflow it establishes.
http://www.pic.fsu.edu/3d/
FSU's Stacking Layers Symposium assembles the brightest minds in 3D printing research from across the country, vendors in the 3D printing industry, and FSU students, faculty and staff to share information about best practices and new technologies.
2013 horizon report NMC paper
Bioprinting Organ fabrication.
Bioprinting toward organ fabrication: challenges and future trends.
(PMID:23372076)
http://europepmc.org/abstract/MED/23372076
http://www.timelab.org/sites/all/files/studie3Dprinting_0.pdf
3D map building
http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6653892&sortType%3Dasc_p_Sequence%26filter%3DAND%28p_IS_Number%3A6653883%29
http://3dprintshow.com/learning-3d-printing-with-minifactory/
We believe that 3D-printing will be the foundation of future manufacturing and we want to make Finnish people pioneers in 3D printing. We have also noticed a strong shift toward a new way of learning which motivates us to create a solution for this “problem” if you will. ( Use the word Challenge )
Tactile, Inclusion
http://www.engineering.com/3DPrinting/3DPrintingArticles/ArticleID/8038/3D-Printers-Provide-Educational-Aid-to-the-Visually-Impaired.aspx
3D Printers Provide Educational Aid to the Visually Impaired
Specific Hemispheric-Routing--TAK/v to Teach Spelling to Dyslexics: VAK and
In Drive.
http://geekhaus.com/3space/
http://www.multisensorymath.com/
http://www.qdatraining.eu/content/defining-constant-comparative-method
speaking as one of those former students whom math totally eluded, I love your thesis idea! ( J.H. Journalist )
http://3dprintingindustry.com/wp-content/uploads/2014/07/3D-Printing-Guide.pdf
3D pens : 99 dollars
https://www.youtube.com/watch?v=6r5q9T_7u8A
a billion dollar investment
http://www.scientificamerican.com/article/why-3d-printing-matters/
3D printing survey
http://surveys.peerproduction.net/2013/09/3d-printing-survey-2013/2/
VAKT stands for Visual, Auditory, Kinesthetic, and Tactile. It a multi-sensory way of teaching. New literacies are new ways of communicating and organizing and are related to digital technologies. The Wikipedia entry is accurate (as of today) http://en.wikipedia.org/wiki/New_literacies
UDL is Universal Design for Learning, a way to make curriculum accessible to more students. The UDL Center has a good overview of it. http://www.udlcenter.org/
Collective Intelligence
http://3dprintingindustry.com/2013/05/01/using-3d-printing-to-increase-the-collective-intelligence-of-everything/
Emotional Quotient
http://timesofindia.indiatimes.com/city/bangalore/Emotional-Quotient-can-round-off-a-childs-education/articleshow/15068663.cms
"Teachers are no longer information givers but catalysts of change". Emotional Well being of the child.
Core curriculum
http://cubify.com/blog/free-educational-3d-printing-curriculum-released-by-the-city-x-project/
Student engagement, modify designs. As opposed to "Game Over"
http://edtechtimes.com/2014/07/17/one-teacher-preparing-bring-3d-printer-classroom/
Graph for Patent applications
http://3dprintingindustry.com/2014/02/28/trend-evolution-3d-printing-trends-part-2/
3D printing Olympiad rules
http://www.atlabme.com/3d_printing_olympiad_rules/
Graphs: Patents by country for 3D printing
http://3dprintingindustry.com/2014/02/28/trend-evolution-3d-printing-trends-part-2/
LEGO
http://www.3ders.org/articles/20140907-3d-print-your-own-building-bricks-compatible-with-lego-with-open-source-mybuild-system.html
Common Core
http://airwolf3d.com/category/3d-printer-for-students/
http://www.teachthought.com/technology/10-ways-3d-printing-can-be-used-in-education/
Recycled plastic housing.
http://3dprintingindustry.com/2014/09/02/uk-student-creates-3d-printed-concept-recycled-plastic-voronoi-housing-complex/
UK Student Creates 3D Printed Concept for Recycled-Plastic Voronoi Housing Complex
Davide Sher By Davide Sher On Tue, September 2, 2014 · 3D Printing, 3DP Applications, Architecture, Design, Industry news
It seems to me that the younger generations are the ones that will know how to best put 3D printing to use, simply because they are not as conditioned by the limits of the traditional means of production.
Renjie Huang, an architecture student at the Royal College of Art in London, may give us a glimpse into what these future generations will be able to achieve with Stay Plastic, a fascinating conceptual study for generative, voronoi-shaped recycled-plastic 3D printed housing.
Materials for 3D printing. Page 33.
http://www.patentinsightpro.com/techreports/0214/Tech%20Insight%20Report%20-%203D%20Printing.pdf
21st century skills
http://www.scasd.org/Page/19127
3D printed Exohand
http://www.3ders.org/articles/20120425-3d-printed-exohand-a-solution-for-future-human-machine-cooperation.html
Flipped classroom quantitative
http://www.emergingedtech.com/2014/08/flipped-classroom-pilot-impressive-qualitative-quantitative-results/
3D printing Rubric
http://www.rcampus.com/rubricshowc.cfm?code=VA8C4W&sp=yes&
http://www.3dsystems.com/learning-center/case-studies/staten-island-technical-high-school-%28siths%29
Staten Island Technical High School (SITHS) Turns Classroom Into Simulated Workplace with 3D Printing
http://www.artofemaan.com/documents/3D%20Printing%20for%20Artists%20Research%20and%20creative%20practice.pdf
To appear in
Rapport
(Norwegian Printmaking Council Publication, 2010)
3D Printing for Artists:
Research and creative practice
Peter Walters and Katie Davies, University of the West of England, Bristol, UK.
3D sound form
http://www.micoranalytics.com/WP/3D%20Printing%20v1secure.pdf
3D Printing Primer - Micor Analytics
www.micoranalytics.com/WP/3D%20Printing%20v1secure.pdf
Best practice when assessing a market disruptive product like 3D printing requires ... An understanding of core technology and the new workflow it establishes.
http://www.pic.fsu.edu/3d/
FSU's Stacking Layers Symposium assembles the brightest minds in 3D printing research from across the country, vendors in the 3D printing industry, and FSU students, faculty and staff to share information about best practices and new technologies.
2013 horizon report NMC paper
Bioprinting Organ fabrication.
Bioprinting toward organ fabrication: challenges and future trends.
(PMID:23372076)
http://europepmc.org/abstract/MED/23372076
http://www.timelab.org/sites/all/files/studie3Dprinting_0.pdf
3D map building
http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=6653892&sortType%3Dasc_p_Sequence%26filter%3DAND%28p_IS_Number%3A6653883%29
http://3dprintshow.com/learning-3d-printing-with-minifactory/
We believe that 3D-printing will be the foundation of future manufacturing and we want to make Finnish people pioneers in 3D printing. We have also noticed a strong shift toward a new way of learning which motivates us to create a solution for this “problem” if you will. ( Use the word Challenge )
Tactile, Inclusion
http://www.engineering.com/3DPrinting/3DPrintingArticles/ArticleID/8038/3D-Printers-Provide-Educational-Aid-to-the-Visually-Impaired.aspx
3D Printers Provide Educational Aid to the Visually Impaired
jeff bailey 3D printing language arts 10 years took over Maine Rural
http://www.gofundme.com/mountain-valley-engineers
In our small rural high school, students in my engineering classes have been exceeding our expectations, and our budgets. With the help of donations and some grant support last year, we were able to get a 3D printer. This device allows students to take 3D designs and models they have created and to "print" them out of plastic (PLA). This technology has revolutionized the classroom. Students need only conceive of an idea to improve a product or to find a solution to a real world problem and they can print the object and hold it in their hands. This makes learning real.
instructional technology
programs and books
kids went way faster than the books
it was motivating them somehow to create
i tried not to be the expert anymore
i needed more ways to push them
biggest regret always design but no tangible outcome except for a sketch
rural high poverty school. some challenges.
middle trades class.
there was this thinking if you don't know how to do math,
STEM week for teachers connectons between the two.
3D printer, maybe someday in the future.
Donors choose had a deal with auto cad for makerbot replicator 2,
social media friends, facebook, matching fund
had never used one. some kids use with sketch up
and pixlr
classes fine arts
common core generally focuses on math and english.
clear targets and standards rubrics,
specific to modeling prototype testing
ties in with Design thinking.
engineering students
how can we solve a real world issue, problem
men's room, one no door, one no latch.
we can print that,
measure, will plastic be durable enough.
budgets not very big, no budget for replacement plastic.
can they print something that will be marked up and sold to fund future projects.
kids all want custom iphone cases thingiverse. hire an engineering student to fund additional plastic. print something to thank funders, key chains, a chess set custom military history buff. but i already had you, come in after school for no credit, student mentored elementary school kids.
In our small rural high school, students in my engineering classes have been exceeding our expectations, and our budgets. With the help of donations and some grant support last year, we were able to get a 3D printer. This device allows students to take 3D designs and models they have created and to "print" them out of plastic (PLA). This technology has revolutionized the classroom. Students need only conceive of an idea to improve a product or to find a solution to a real world problem and they can print the object and hold it in their hands. This makes learning real.
instructional technology
programs and books
kids went way faster than the books
it was motivating them somehow to create
i tried not to be the expert anymore
i needed more ways to push them
biggest regret always design but no tangible outcome except for a sketch
rural high poverty school. some challenges.
middle trades class.
there was this thinking if you don't know how to do math,
STEM week for teachers connectons between the two.
3D printer, maybe someday in the future.
Donors choose had a deal with auto cad for makerbot replicator 2,
social media friends, facebook, matching fund
had never used one. some kids use with sketch up
and pixlr
classes fine arts
common core generally focuses on math and english.
clear targets and standards rubrics,
specific to modeling prototype testing
ties in with Design thinking.
engineering students
how can we solve a real world issue, problem
men's room, one no door, one no latch.
we can print that,
measure, will plastic be durable enough.
budgets not very big, no budget for replacement plastic.
can they print something that will be marked up and sold to fund future projects.
kids all want custom iphone cases thingiverse. hire an engineering student to fund additional plastic. print something to thank funders, key chains, a chess set custom military history buff. but i already had you, come in after school for no credit, student mentored elementary school kids.
Friday, September 5, 2014
Call Maine School district re 3D printers
Kaitlin Schroeder
Fri 9/5/2014 1:00 AM
To:
Carlo Fiorletta;
You replied on 9/5/2014 12:01 PM.
Hi Carlo,
Not sure what specifically you are looking for, but I believe Ryder primarily works with what’s called “design thinking” but not so much 3D printers.
I know the Mt. Blue School District, where he works, uses 3D printers in teaching. Perhaps they could be of assistance.
Their mainline is (207) 778-3561 which could connect you to either Mr. Ryder or other staff familiar with the topic.
Good Luck,
Kaitlin Schroeder
Issues making 3D printers somewhat impractical for mainstream
From: CEL Robox info
Sent: Friday, September 5, 2014 9:06 AM
To: Carlo Fiorletta
Subject: RE: Robox® Contact: Thesis subject relates 3d Printers saw your company in US News and World Report
Hello,
I'm happy to answer some questions.
A big problem for schools currently is the amount of time 3D printed objects take to print.
A small low resolution item can take less than 30 mins but as soon as you increase size or slice the item into very thin layers to increase the resolution the time to print can easily pass 24 hours.
A complex printed part might fail because of material shrinkage or one of many issues that still effect most 3D printers.
Setting up some 3D printers in an educational environment could easily be a full time job and a bad setup means more failed prints.
The final result might have flaws and need to be reprinted.
Expensive machines may be very reliable but the time to print and cost makes these $10,000 machines impractical for education.
The solution in a class environment is more printers with better reliability and easier setup. Lower cost printers might create more faults or be unreliable.
Robox and the controlling software AutoMaker has been designed to be simple to use but with detailed control still accessible if required. The design process makes the cost lower by comparison because of clever manufacturing techniques requiring less man hours than most fully assembled 3D printers.
Our retail price is USD$1399, GBP£849 or EURO€999 this makes the printer much more accessible in larger quantities than our competition which typically cost over USD$3000 with far less features and more time to set up.
Thanks
Pete
-----Original Message-----
From: Robox [mailto:info@mail141.wdc04.mandrillapp.com] On Behalf Of Robox
Sent: 05 September 2014 00:59
To: info@cel-robox.com
Subject: Robox® Contact: Thesis subject relates 3d Printers saw your company in US News and World Report
Sent: Friday, September 5, 2014 9:06 AM
To: Carlo Fiorletta
Subject: RE: Robox® Contact: Thesis subject relates 3d Printers saw your company in US News and World Report
Hello,
I'm happy to answer some questions.
A big problem for schools currently is the amount of time 3D printed objects take to print.
A small low resolution item can take less than 30 mins but as soon as you increase size or slice the item into very thin layers to increase the resolution the time to print can easily pass 24 hours.
A complex printed part might fail because of material shrinkage or one of many issues that still effect most 3D printers.
Setting up some 3D printers in an educational environment could easily be a full time job and a bad setup means more failed prints.
The final result might have flaws and need to be reprinted.
Expensive machines may be very reliable but the time to print and cost makes these $10,000 machines impractical for education.
The solution in a class environment is more printers with better reliability and easier setup. Lower cost printers might create more faults or be unreliable.
Robox and the controlling software AutoMaker has been designed to be simple to use but with detailed control still accessible if required. The design process makes the cost lower by comparison because of clever manufacturing techniques requiring less man hours than most fully assembled 3D printers.
Our retail price is USD$1399, GBP£849 or EURO€999 this makes the printer much more accessible in larger quantities than our competition which typically cost over USD$3000 with far less features and more time to set up.
Thanks
Pete
-----Original Message-----
From: Robox [mailto:info@mail141.wdc04.mandrillapp.com] On Behalf Of Robox
Sent: 05 September 2014 00:59
To: info@cel-robox.com
Subject: Robox® Contact: Thesis subject relates 3d Printers saw your company in US News and World Report
Thursday, September 4, 2014
3-D Printing Becomes Accessible for H.S. Teachers U.S.News
http://www.usnews.com/education/blogs/high-school-notes/2014/07/21/3-d-printing-becomes-accessible-for-high-school-teachers
The cost of a 3-D printer for the classroom may be less than many teachers think.
140718_3dprinting
Educators say there are ways to make 3-D printing affordable, easy and educational.
By Alexandra Pannoni July 21, 2014 | 8:00 a.m. EDT + More
[X]email apannoni@usnews.com
Imagine a classroom where teens design and manufacture a chess set, a scanner or even a prosthetic hand, for pennies on the dollar.
While it may seem like science fiction, it is happening in high schools around the country with the help of 3-D printers – which can be more affordable than most think.
A 3-D printer works much like a more familiar 2-D text and picture printer.
The 3-D printer uses a digital file of a design of a 3-D object and prints the object by laying down successive layers of a material until the object is complete,
Chris Elsworthy, CEO of CEL, which manufactures 3-D printer Robox, said in an email.
[X]EMAILed at http://www.cel-robox.com/contact-2/#FSContact1
Instead of ink, users can choose their own material. Most educators use a low-cost plastic filament.
"It’s been incredibly motivating for kids because it does allow them to be creative and think a little bit about some of the math and science behind what’s happening," says
Jeff Bailey, a technology teacher at Mountain Valley High School in Rumford, Maine, of his newly acquired 3-D printer.
[x] EMAIL
[Check out more technology trends for teachers to try.]
Though the technology is still relatively new, 3-D printers might not be as expensive as one would expect.
High school art teacher Martha Slack found her 3-D printer on Amazon for about $500, she says.
[x] EMAIL
Slack decided to purchase the printer herself because she wanted it for personal use too, but the printer would have fit into her materials budget had she decided to purchase it for the school, says
Slack, who teaches at Denton High School in Texas.
Other teachers have been able to acquire 3-D printers through grants, fundraising and giveaways.
Bailey got his 3-D printer by raising funds through DonorsChoose, a website that allows public school teachers to request donations for classroom projects. He got the idea from his friend,
*English* teacher
Dan Ryder, who got a 3-D printer through a similar campaign with DonorsChoose and MakerBot, a 3-D printer manufacturer.
[]EMAIL
http://www.pressherald.com/2013/10/25/teachers_turning_to_twitter_for_new_ideas_/
His school participated in a national event where they designed objects out of cardboard. Ryder tweeted a picture of a suit of armor styled after Star Wars storm troopers that was picked up by the Star Wars community.
“It was shared with potentially 12,000 people, and that’s a lot cooler that the student just showing their friends,” he said.
Kaitlin Schroeder can be contacted at 861-9252 or at:
kschroeder@centralmaine.com
Another low-cost option is to use 3-D printing pens, which can create small objects and are manually operated, says Slack. They generally cost about $100 each.
In Ryder’s English class at Mt. Blue High School in Farmington, Maine, students built an art installation to demonstrate their understanding of the concepts in the graphic novel, "Watchmen." The display was made out of wood, but held together with metal plates that the students made with the 3-D printer.
Both Ryder and Slack have used free rendering software available to educators to design objects in their classes to use with the printers.
"It’s pretty much load up the file and watch it go," says Ryder.
One of Slack’s students created a $50 3-D scanner using a laser pointer, glass tube and a webcam, with the 3-D printer.
[Learn about transitioning to project-based learning.]
The printer has been a natural fit in Bailey’s pre-engineering, engineering, architectural design and technology classes, he says. His students have made key chains, pencil holders and chess sets. One student even created an elaborate operational action figure.
He says that some of his students who struggle in other math classes have been able to comprehend mathematical concepts better and find the topics more enjoyable with the printer.
"It is not to say that they don’t need geometry because they certainly do," he says. But the printer offers them a different way to understand math and science.
"Any kind of hook that you can use with teenagers that is going to get them motivated to learn is worth trying," he says.
Have something of interest to share? Send your news to us at highschoolnotes@usnews.com.
The cost of a 3-D printer for the classroom may be less than many teachers think.
140718_3dprinting
Educators say there are ways to make 3-D printing affordable, easy and educational.
By Alexandra Pannoni July 21, 2014 | 8:00 a.m. EDT + More
[X]email apannoni@usnews.com
Imagine a classroom where teens design and manufacture a chess set, a scanner or even a prosthetic hand, for pennies on the dollar.
While it may seem like science fiction, it is happening in high schools around the country with the help of 3-D printers – which can be more affordable than most think.
A 3-D printer works much like a more familiar 2-D text and picture printer.
The 3-D printer uses a digital file of a design of a 3-D object and prints the object by laying down successive layers of a material until the object is complete,
Chris Elsworthy, CEO of CEL, which manufactures 3-D printer Robox, said in an email.
[X]EMAILed at http://www.cel-robox.com/contact-2/#FSContact1
Instead of ink, users can choose their own material. Most educators use a low-cost plastic filament.
"It’s been incredibly motivating for kids because it does allow them to be creative and think a little bit about some of the math and science behind what’s happening," says
Jeff Bailey, a technology teacher at Mountain Valley High School in Rumford, Maine, of his newly acquired 3-D printer.
[x] EMAIL
[Check out more technology trends for teachers to try.]
Though the technology is still relatively new, 3-D printers might not be as expensive as one would expect.
High school art teacher Martha Slack found her 3-D printer on Amazon for about $500, she says.
[x] EMAIL
Slack decided to purchase the printer herself because she wanted it for personal use too, but the printer would have fit into her materials budget had she decided to purchase it for the school, says
Slack, who teaches at Denton High School in Texas.
Other teachers have been able to acquire 3-D printers through grants, fundraising and giveaways.
Bailey got his 3-D printer by raising funds through DonorsChoose, a website that allows public school teachers to request donations for classroom projects. He got the idea from his friend,
*English* teacher
Dan Ryder, who got a 3-D printer through a similar campaign with DonorsChoose and MakerBot, a 3-D printer manufacturer.
http://www.pressherald.com/2013/10/25/teachers_turning_to_twitter_for_new_ideas_/
His school participated in a national event where they designed objects out of cardboard. Ryder tweeted a picture of a suit of armor styled after Star Wars storm troopers that was picked up by the Star Wars community.
“It was shared with potentially 12,000 people, and that’s a lot cooler that the student just showing their friends,” he said.
Kaitlin Schroeder can be contacted at 861-9252 or at:
kschroeder@centralmaine.com
Another low-cost option is to use 3-D printing pens, which can create small objects and are manually operated, says Slack. They generally cost about $100 each.
In Ryder’s English class at Mt. Blue High School in Farmington, Maine, students built an art installation to demonstrate their understanding of the concepts in the graphic novel, "Watchmen." The display was made out of wood, but held together with metal plates that the students made with the 3-D printer.
Both Ryder and Slack have used free rendering software available to educators to design objects in their classes to use with the printers.
"It’s pretty much load up the file and watch it go," says Ryder.
One of Slack’s students created a $50 3-D scanner using a laser pointer, glass tube and a webcam, with the 3-D printer.
[Learn about transitioning to project-based learning.]
The printer has been a natural fit in Bailey’s pre-engineering, engineering, architectural design and technology classes, he says. His students have made key chains, pencil holders and chess sets. One student even created an elaborate operational action figure.
He says that some of his students who struggle in other math classes have been able to comprehend mathematical concepts better and find the topics more enjoyable with the printer.
"It is not to say that they don’t need geometry because they certainly do," he says. But the printer offers them a different way to understand math and science.
"Any kind of hook that you can use with teenagers that is going to get them motivated to learn is worth trying," he says.
Have something of interest to share? Send your news to us at highschoolnotes@usnews.com.
AN ANALYSIS OF ONLINE SIMULATION GAMES AS A TOOL FOR LEARNING AND ENGAGEMENT IN FINANCIAL LITERACY CURRICULUM
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
ii
LIST OF
TABLES
vi
LIST OF FIGURES
vii
CHAPTER I: THE PROBLEM AND ITS SETTING
1
Background
1
Purpose
3
Research Questions
4
Need for the Study
4
Definition
s
5
Summary
7
CHAPTER II: REVIEW OF RELATED LITERATURE
8
Games and Video Games in Education
8
Educational Video Game Design
10
Significance of 21
st
Century Skills and Business Education
13
Trends in Financial Literacy Education
16
Summary
19
CHAPTER III: M
ETHOD
20
Research Methods
20
Documents Us
ed in the Study
22
iv
Resources
22
Participants
22
Data Collection
23
Data
Analysis
26
Summary
28
CHAPTER IV: FINDINGS
29
Data Categorization
29
Data Discussion
54
Summary
55
CHAPTER V: DISCUSSION
56
Using Video Games in Education for Engagement
56
Designing Educational Video Games for Learning
63
Fostering Real World Application and 21
st
Century Skills
77
Developing Financial Literacy
85
Summary
89
CHAPTER VI:
SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND
REFLECTION
91
Summary
91
Conclusions
92
Recommendations
94
List of tables
List of Figures.
Page 15. Voluntary participation.
16) Competition and challenge motivate students.
18 of 140)
19) engaging, apply to real life. What are games for?
20) success and failure
RISK , waste time, plastic, money
Problem solving.
Life and Career Skills, Cross-Cultural Problem solving.
page 25 of 140
One of the most noted experts in qualitative case studies Merriam
(1997) notes that research must focus on a specific instance in order to qualify as a case
study.
Merriam (1997) explains further “a
n instance could be an individual child, a
specific p
rogram, or a school
” (
Chapter 2, “Case Study Defined,” para. 4).
Because the
participants in this study include
d
only one group of students implementing a specific
video game simulation, the study
was
conducted as a qualitative case study.
Page 28 of 140
Page 29 Case Studies and Teacher interviews.
30)22 documents used in the study
32) assign a mission NOT the concepts.
35 ( 21st century skills http://www.scasd.org/Page/19127
38) Data categorization, quizzes.
48)
55) 47
5.
Which of the
following do you think
was the most
important for your
engagement
?
•
Goals (gives the
player a sense of
purpose
•
Rules (fosters
strategic thinking)
•
Feedback system
(provides promise
and motivation)
•
Voluntary
participation (safe
and pleasurable
experience
56) 64) chapter 5 discussion, engagement
71) 73) feedback system 88) enhance critical thinking 92) voluntary participation
99) Chapter VI: Summary, Conclusions Recommendations,
Reflections. Conclusions: Quantitative data and Qualitative data. 102) Recommendations. 104)(table) rubric 105) content literacy , core subjects. 106) students provide valuable input. 107) administrators must provide funding. 109) The New Jersey 21st Century Life and Career Standard 9.2 states “all students
will develop skills and strategies that promote personal and financial responsibility
related to financial planning, savings, investment, and charitable giving in the global
econ
omy” (NJ Department of Education, 2009)
.
This relates to Technology Facilitation
Standard III regarding teaching, learning, and the curriculum
.
The simulation addresse
106) Bibliography
ACKNOWLEDGEMENTS
ii
LIST OF
TABLES
vi
LIST OF FIGURES
vii
CHAPTER I: THE PROBLEM AND ITS SETTING
1
Background
1
Purpose
3
Research Questions
4
Need for the Study
4
Definition
s
5
Summary
7
CHAPTER II: REVIEW OF RELATED LITERATURE
8
Games and Video Games in Education
8
Educational Video Game Design
10
Significance of 21
st
Century Skills and Business Education
13
Trends in Financial Literacy Education
16
Summary
19
CHAPTER III: M
ETHOD
20
Research Methods
20
Documents Us
ed in the Study
22
iv
Resources
22
Participants
22
Data Collection
23
Data
Analysis
26
Summary
28
CHAPTER IV: FINDINGS
29
Data Categorization
29
Data Discussion
54
Summary
55
CHAPTER V: DISCUSSION
56
Using Video Games in Education for Engagement
56
Designing Educational Video Games for Learning
63
Fostering Real World Application and 21
st
Century Skills
77
Developing Financial Literacy
85
Summary
89
CHAPTER VI:
SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND
REFLECTION
91
Summary
91
Conclusions
92
Recommendations
94
List of tables
List of Figures.
Page 15. Voluntary participation.
16) Competition and challenge motivate students.
18 of 140)
19) engaging, apply to real life. What are games for?
20) success and failure
RISK , waste time, plastic, money
Problem solving.
Life and Career Skills, Cross-Cultural Problem solving.
page 25 of 140
One of the most noted experts in qualitative case studies Merriam
(1997) notes that research must focus on a specific instance in order to qualify as a case
study.
Merriam (1997) explains further “a
n instance could be an individual child, a
specific p
rogram, or a school
” (
Chapter 2, “Case Study Defined,” para. 4).
Because the
participants in this study include
d
only one group of students implementing a specific
video game simulation, the study
was
conducted as a qualitative case study.
Page 28 of 140
Page 29 Case Studies and Teacher interviews.
30)22 documents used in the study
32) assign a mission NOT the concepts.
35 ( 21st century skills http://www.scasd.org/Page/19127
38) Data categorization, quizzes.
48)
55) 47
5.
Which of the
following do you think
was the most
important for your
engagement
?
•
Goals (gives the
player a sense of
purpose
•
Rules (fosters
strategic thinking)
•
Feedback system
(provides promise
and motivation)
•
Voluntary
participation (safe
and pleasurable
experience
56) 64) chapter 5 discussion, engagement
71) 73) feedback system 88) enhance critical thinking 92) voluntary participation
99) Chapter VI: Summary, Conclusions Recommendations,
Reflections. Conclusions: Quantitative data and Qualitative data. 102) Recommendations. 104)(table) rubric 105) content literacy , core subjects. 106) students provide valuable input. 107) administrators must provide funding. 109) The New Jersey 21st Century Life and Career Standard 9.2 states “all students
will develop skills and strategies that promote personal and financial responsibility
related to financial planning, savings, investment, and charitable giving in the global
econ
omy” (NJ Department of Education, 2009)
.
This relates to Technology Facilitation
Standard III regarding teaching, learning, and the curriculum
.
The simulation addresse
106) Bibliography
Research Methods
https://explorable.com/different-research-methods
Opinion: Questionnaires.
Observation: Case studies.
English
Home
Research
Methods
Different Research Methods
Different Research Methods
Martyn Shuttleworth 181.2K reads 2 Comments
Printer-friendly versionSend by emailPDF version Share this page on your website
How to Choose the most Appropriate Design?
Selecting the correct type from the different research methods can be a little daunting, at first. There are so many factors to take into account and evaluate.
The research question, ethics, budget and time are all major considerations in any design.
This is before looking at the statistics required, and studying the preferred methods for the individual scientific discipline.
Every experimental design must make compromises and generalizations, so the researcher must try to minimize these, whilst remaining realistic.
For ‘pure’ sciences, such as chemistry or astrophysics, experiments are quite easy to define and will, usually, be strictly quantitative.
For biology, psychology and social sciences, there can be a huge variety of methods to choose from, and a researcher will have to justify their choice. Whilst slightly arbitrary, the best way to look at the various methods is in terms of ‘strength’.
Experimental Research Methods
The first method is the straightforward experiment, involving the standard practice of manipulating quantitative, independent variables to generate statistically analyzable data.
Generally, the system of scientific measurements is interval or ratio based. When we talk about ‘scientific research methods’, this is what most people immediately think of, because it passes all of the definitions of ‘true science’. The researcher is accepting or refuting the null hypothesis.
The results generated are analyzable and are used to test hypotheses, with statistics giving a clear and unambiguous picture.
This research method is one of the most difficult, requiring rigorous design and a great deal of expense, especially for larger experiments. The other problem, where real life organisms are used, is that taking something out of its natural environment can seriously affect its behavior.
It is often argued that, in some fields of research, experimental research is ‘too’ accurate. It is also the biggest drain on time and resources, and is often impossible to perform for some fields, because of ethical considerations.
The Tuskegee Syphilis Study was a prime example of experimental research that was fixated on results, and failed to take into account moral considerations.
In other fields of study, which do not always have the luxury of definable and quantifiable variables - you need to use different research methods. These should attempt to fit all of the definitions of repeatability or falsifiability, although this is not always feasible.
Opinion Based Research Methods
Opinion based research methods generally involve designing an experiment and collecting quantitative data. For this type of research, the measurements are usually arbitrary, following the ordinal or interval type.
Questionnaires are an effective way of quantifying data from a sample group, and testing emotions or preferences. This method is very cheap and easy, where budget is a problem, and gives an element of scale to opinion and emotion. These figures are arbitrary, but at least give a directional method of measuring intensity.
Quantifying behavior is another way of performing this research, with researchers often applying a ‘numerical scale’ to the type, or intensity, of behavior. The Bandura Bobo Doll experiment and the Asch Experiment were examples of opinion based research.
By definition, this experiment method must be used where emotions or behaviors are measured, as there is no other way of defining the variables.
Whilst not as robust as experimental research, the methods can be replicated and the results falsified.
Observational Research Methods
Observational research is a group of different research methods where researchers try to observe a phenomenon without interfering too much.
Observational research methods, such as the case study, are probably the furthest removed from the established scientific method. This type is looked down upon, by many scientists, as ‘quasi-experimental’ research, although this is usually an unfair criticism. Observational research tends to use nominal or ordinal scales of measurement.
Observational research often has no clearly defined research problem, and questions may arise during the course of the study. For example, a researcher may notice unusual behavior and ask, ‘What is happening?’ or ‘Why?’
Observation is heavily used in social sciences, behavioral studies and anthropology, as a way of studying a group without affecting their behavior. Whilst the experiment cannot be replicated or falsified, it still offers unique insights, and will advance human knowledge.
Case studies are often used as a pre-cursor to more rigorous methods, and avoid the problem of the experiment environment affecting the behavior of an organis
Opinion: Questionnaires.
Observation: Case studies.
English
Home
Research
Methods
Different Research Methods
Different Research Methods
Martyn Shuttleworth 181.2K reads 2 Comments
Printer-friendly versionSend by emailPDF version Share this page on your website
How to Choose the most Appropriate Design?
Selecting the correct type from the different research methods can be a little daunting, at first. There are so many factors to take into account and evaluate.
The research question, ethics, budget and time are all major considerations in any design.
This is before looking at the statistics required, and studying the preferred methods for the individual scientific discipline.
Every experimental design must make compromises and generalizations, so the researcher must try to minimize these, whilst remaining realistic.
For ‘pure’ sciences, such as chemistry or astrophysics, experiments are quite easy to define and will, usually, be strictly quantitative.
For biology, psychology and social sciences, there can be a huge variety of methods to choose from, and a researcher will have to justify their choice. Whilst slightly arbitrary, the best way to look at the various methods is in terms of ‘strength’.
Experimental Research Methods
The first method is the straightforward experiment, involving the standard practice of manipulating quantitative, independent variables to generate statistically analyzable data.
Generally, the system of scientific measurements is interval or ratio based. When we talk about ‘scientific research methods’, this is what most people immediately think of, because it passes all of the definitions of ‘true science’. The researcher is accepting or refuting the null hypothesis.
The results generated are analyzable and are used to test hypotheses, with statistics giving a clear and unambiguous picture.
This research method is one of the most difficult, requiring rigorous design and a great deal of expense, especially for larger experiments. The other problem, where real life organisms are used, is that taking something out of its natural environment can seriously affect its behavior.
It is often argued that, in some fields of research, experimental research is ‘too’ accurate. It is also the biggest drain on time and resources, and is often impossible to perform for some fields, because of ethical considerations.
The Tuskegee Syphilis Study was a prime example of experimental research that was fixated on results, and failed to take into account moral considerations.
In other fields of study, which do not always have the luxury of definable and quantifiable variables - you need to use different research methods. These should attempt to fit all of the definitions of repeatability or falsifiability, although this is not always feasible.
Opinion Based Research Methods
Opinion based research methods generally involve designing an experiment and collecting quantitative data. For this type of research, the measurements are usually arbitrary, following the ordinal or interval type.
Questionnaires are an effective way of quantifying data from a sample group, and testing emotions or preferences. This method is very cheap and easy, where budget is a problem, and gives an element of scale to opinion and emotion. These figures are arbitrary, but at least give a directional method of measuring intensity.
Quantifying behavior is another way of performing this research, with researchers often applying a ‘numerical scale’ to the type, or intensity, of behavior. The Bandura Bobo Doll experiment and the Asch Experiment were examples of opinion based research.
By definition, this experiment method must be used where emotions or behaviors are measured, as there is no other way of defining the variables.
Whilst not as robust as experimental research, the methods can be replicated and the results falsified.
Observational Research Methods
Observational research is a group of different research methods where researchers try to observe a phenomenon without interfering too much.
Observational research methods, such as the case study, are probably the furthest removed from the established scientific method. This type is looked down upon, by many scientists, as ‘quasi-experimental’ research, although this is usually an unfair criticism. Observational research tends to use nominal or ordinal scales of measurement.
Observational research often has no clearly defined research problem, and questions may arise during the course of the study. For example, a researcher may notice unusual behavior and ask, ‘What is happening?’ or ‘Why?’
Observation is heavily used in social sciences, behavioral studies and anthropology, as a way of studying a group without affecting their behavior. Whilst the experiment cannot be replicated or falsified, it still offers unique insights, and will advance human knowledge.
Case studies are often used as a pre-cursor to more rigorous methods, and avoid the problem of the experiment environment affecting the behavior of an organis
Wednesday, September 3, 2014
Professional Development 3D printers.
National University Offering To Teach Teachers 3D Printing ...
Pixlr, Google sketchup
Design tools
http://www.thingiverse.com/
www.3dprinterworld.com/.../national-university-offering-teach-teachers-...
Sep 25, 2013 - Horvath, the Vice President of Business Development at Deezmaker, and a ... to start offering professional development courses in 3D printing.
3D Printing Webinars | Stratasys
www.stratasys.com/resources/webinars
Stratasys
A collection of Webinars looking at the potential of 3D printing to alter and ... help you make the most of 3D printing and further your professional development.
3D printing - Wikipedia, the free encyclopedia
en.wikipedia.org/wiki/3D_printing
Wikipedia
Hull also developed the STL file format widely accepted by 3D printing software, ..... Rapide 3D has designed a professional grade crowdsourced 3D-printer ...
Digital printing - Direct metal laser sintering - Stereolithography - Audi RSQ
Professional Development | Square One Education Network
www.squareonenetwork.org/professional-development/
Over the course of 3.5 days, two-person teacher teams will build their own 3D printers, capable of printing most of its own components, to take back to school for ...
MakerBot Education - MakerBot
www.makerbot.com › BLOG
MakerBot Industries
Mar 28, 2014 - Every now and then we're reminded 3D printing is not science fiction, but ..... to develop 3-D printing curriculum and professional development ...
Professional Development - Moji 3D Makers
moji3d.com/professional-development/
Launch a Kid: professional development for teachers by Gwen Williams ... On Coaching K-12 Teachers: Digital
Tools–iPad, iMac, 3D Printers from Gwen ...
Rapide One - Affordable Professional Desktop 3D Printer by ...
https://www.indiegogo.com/projects/rapide-one-affordable-pr...
Indiegogo
Why We Developed Rapide One. Our motivation; there are no low-cost Desktop 3D printers that meet the quality standards of the professional designer or that ...
Services - 3D Innovations
www.3d-innovations.com/academy/services.html
Teachers can obtain Professional Development (PD) credits for courses taken. Advance ... Click here to learn more about 3D Printing/Rapid Prototyping. Need a ...
About | MakersFactory – 3D printing, modeling, animation ...
makersfactory.com/about-us/
MakersFactory will develop and deliver 3D learning solutions that instruct teachers to use ... 2014 4:00 pmProfessional Development: 3D Modeling & Printing.
Exciting Developments in Uses of 3D Printing in Education
www.emergingedtech.com/.../exciting-developments-in-uses-of-3d-printi...
May 26, 2013 - The emergence of 3D printing has drawn the attention of different .... Flipped Teaching Professional Development, Flipped Class News, & More!
Pixlr, Google sketchup
Design tools
http://www.thingiverse.com/
www.3dprinterworld.com/.../national-university-offering-teach-teachers-...
Sep 25, 2013 - Horvath, the Vice President of Business Development at Deezmaker, and a ... to start offering professional development courses in 3D printing.
3D Printing Webinars | Stratasys
www.stratasys.com/resources/webinars
Stratasys
A collection of Webinars looking at the potential of 3D printing to alter and ... help you make the most of 3D printing and further your professional development.
3D printing - Wikipedia, the free encyclopedia
en.wikipedia.org/wiki/3D_printing
Wikipedia
Hull also developed the STL file format widely accepted by 3D printing software, ..... Rapide 3D has designed a professional grade crowdsourced 3D-printer ...
Digital printing - Direct metal laser sintering - Stereolithography - Audi RSQ
Professional Development | Square One Education Network
www.squareonenetwork.org/professional-development/
Over the course of 3.5 days, two-person teacher teams will build their own 3D printers, capable of printing most of its own components, to take back to school for ...
MakerBot Education - MakerBot
www.makerbot.com › BLOG
MakerBot Industries
Mar 28, 2014 - Every now and then we're reminded 3D printing is not science fiction, but ..... to develop 3-D printing curriculum and professional development ...
Professional Development - Moji 3D Makers
moji3d.com/professional-development/
Launch a Kid: professional development for teachers by Gwen Williams ... On Coaching K-12 Teachers: Digital
Tools–iPad, iMac, 3D Printers from Gwen ...
Rapide One - Affordable Professional Desktop 3D Printer by ...
https://www.indiegogo.com/projects/rapide-one-affordable-pr...
Indiegogo
Why We Developed Rapide One. Our motivation; there are no low-cost Desktop 3D printers that meet the quality standards of the professional designer or that ...
Services - 3D Innovations
www.3d-innovations.com/academy/services.html
Teachers can obtain Professional Development (PD) credits for courses taken. Advance ... Click here to learn more about 3D Printing/Rapid Prototyping. Need a ...
About | MakersFactory – 3D printing, modeling, animation ...
makersfactory.com/about-us/
MakersFactory will develop and deliver 3D learning solutions that instruct teachers to use ... 2014 4:00 pmProfessional Development: 3D Modeling & Printing.
Exciting Developments in Uses of 3D Printing in Education
www.emergingedtech.com/.../exciting-developments-in-uses-of-3d-printi...
May 26, 2013 - The emergence of 3D printing has drawn the attention of different .... Flipped Teaching Professional Development, Flipped Class News, & More!
Chapters
title page
abstract
Acknowledgments: ii
Table of contents: iii-v
List of figures: vi
List of tables: vii
Survey
implement printers, surveys, ongoing? How often?
Are you using more technology? if so HOW? If not,Would you like to?
How long to get a printer?
How many hours of training would be needed tp earn the tools
and to use for subject and common core?
PIXLR
google sketchup
http://www.thingiverse.com/
Figures
Anecdotal evidence.
NEED for the study.
Sample Thesis: Evaluating Tech Integration 87 pages
Abstract
Thanks
Contents
Chapter 1 , the problem and its setting background.
Participants
Web-based tools
Professional development
Chapter 6: Summary, conclusions, recommendations, and reflection.
CONCLUSIONS: 4 here.
Recommendations
Teachers.
Administrators: Time for professional development.
Instructional Technology Coaches
Survey: Include
Likert scale,
subject taught, years of teaching, comfort with technology , 3D Printing, thought to tie to common core.
Professional development
include LINK
semi-structured
Appendix ( E for example )
Data Analysis
Summary
Chapter 4: Findings
page 40: Pie Chart by Grade
Page 45: Comfort level : Likert scale ( Before, after using, Before after common core match )
Data discussion: Seamless?
Data collection: Google forms, Microsoft Excel
Interviews
page 43. Chapter 5 , discussion
50 participants were invited to complete an online survey. 46 of them
actually c
ompleted the survey (92% completion rate)
. Of these 46 participants, 70%
of them
were elementary (Pre K
-
5) staff members an d 30% of them were secondary (6
- 12 ) staff members
(Figure 1).
Questions regarding the professional development opportunities afforded to staff
members and the relevance of these opportunities, evidence that teachers are using their training,
and suggestions for future professional development were examined.
Data collected throughout
the study was analyzed to answer these questions.
This chapter will attempt to connect the data
with the questions from Chapter I and related literature in Chapter II to look forward to future
Opportunity and Relevance.
tools pixlr, google . . .
abstract
Acknowledgments: ii
Table of contents: iii-v
List of figures: vi
List of tables: vii
Survey
implement printers, surveys, ongoing? How often?
Are you using more technology? if so HOW? If not,Would you like to?
How long to get a printer?
How many hours of training would be needed tp earn the tools
and to use for subject and common core?
PIXLR
google sketchup
http://www.thingiverse.com/
Figures
Anecdotal evidence.
NEED for the study.
Sample Thesis: Evaluating Tech Integration 87 pages
Abstract
Thanks
Contents
Chapter 1 , the problem and its setting background.
Participants
Web-based tools
Professional development
Chapter 6: Summary, conclusions, recommendations, and reflection.
CONCLUSIONS: 4 here.
Recommendations
Teachers.
Administrators: Time for professional development.
Instructional Technology Coaches
Survey: Include
Likert scale,
subject taught, years of teaching, comfort with technology , 3D Printing, thought to tie to common core.
Professional development
include LINK
semi-structured
Appendix ( E for example )
Data Analysis
Summary
Chapter 4: Findings
page 40: Pie Chart by Grade
Page 45: Comfort level : Likert scale ( Before, after using, Before after common core match )
Data discussion: Seamless?
Data collection: Google forms, Microsoft Excel
Interviews
page 43. Chapter 5 , discussion
50 participants were invited to complete an online survey. 46 of them
actually c
ompleted the survey (92% completion rate)
. Of these 46 participants, 70%
of them
were elementary (Pre K
-
5) staff members an d 30% of them were secondary (6
- 12 ) staff members
(Figure 1).
Questions regarding the professional development opportunities afforded to staff
members and the relevance of these opportunities, evidence that teachers are using their training,
and suggestions for future professional development were examined.
Data collected throughout
the study was analyzed to answer these questions.
This chapter will attempt to connect the data
with the questions from Chapter I and related literature in Chapter II to look forward to future
Opportunity and Relevance.
tools pixlr, google . . .
Sample Thesis : Evaluating Tech Integration
BIBLIOGRAAPHY starts page. 66, report ends page 87.
the areas of highest leverage are often the least obvious” (p.63). By only looking at quantitative
research in the study, there may
have
be
en
somethin
g t
hat was missed from the answers that
were
provided. By only looking at qualitative data,
the big picture may not be brought into focus
even though it may provide a wealth of specific da
ta in a narrow area. By having looked
at both
types of d
ata, there
was
both focus and de
pth in a broader range that
help
ed
inform the study to a
greater level. According to Senge (1990):
There are no simple rules for finding high
-
leverage changes but there are ways of
thinking that make it more likely. Learning to see
the underlying ‘”structures” rather
than “events” s a starting point; each of the “systems archetypes” developed below
suggests areas of high
-
and low
-
leverage change. Thinking in terms of processes of
change rather than “snapshots” is another. (p.65)
Do
cuments Used in the Study
In order to conduct this s
tudy, permission was
granted and d
ocuments were
created to
be
use
d
in the study. Approv
al for the study was
submitted to the
New Jersey City University’s
Institutional Review Board (Appendix A)
and appr
oved
.
Letters of permission from district
administration (Appendix B), as well as a participant informed consent form for participants in
the study (Appendix C), also were
created
. An online survey (Appendix D) was
created to help determine the types of
professional development that are needed, the topics for the professional
development, and suggestions for improvement and acknowledgment of successes. A master
copy of interview questions (Appendix E
) that were used for those participants who were willin g
discuss their opinions on a way forward is also included.
Resources
Google Drive (powered by Google)
was used in order to create and analyze much of the
data
.
In this suite of
web
-
based tools, Google Forms was
used for survey creation and response
co
llection; Google Spreadsheets was
used to organize, sort, and manipulate quantifiab
le data
the areas of highest leverage are often the least obvious” (p.63). By only looking at quantitative
research in the study, there may
have
be
en
somethin
g t
hat was missed from the answers that
were
provided. By only looking at qualitative data,
the big picture may not be brought into focus
even though it may provide a wealth of specific da
ta in a narrow area. By having looked
at both
types of d
ata, there
was
both focus and de
pth in a broader range that
help
ed
inform the study to a
greater level. According to Senge (1990):
There are no simple rules for finding high
-
leverage changes but there are ways of
thinking that make it more likely. Learning to see
the underlying ‘”structures” rather
than “events” s a starting point; each of the “systems archetypes” developed below
suggests areas of high
-
and low
-
leverage change. Thinking in terms of processes of
change rather than “snapshots” is another. (p.65)
Do
cuments Used in the Study
In order to conduct this s
tudy, permission was
granted and d
ocuments were
created to
be
use
d
in the study. Approv
al for the study was
submitted to the
New Jersey City University’s
Institutional Review Board (Appendix A)
and appr
oved
.
Letters of permission from district
administration (Appendix B), as well as a participant informed consent form for participants in
the study (Appendix C), also were
created
. An online survey (Appendix D) was
created to help determine the types of
professional development that are needed, the topics for the professional
development, and suggestions for improvement and acknowledgment of successes. A master
copy of interview questions (Appendix E
) that were used for those participants who were willin g
discuss their opinions on a way forward is also included.
Resources
Google Drive (powered by Google)
was used in order to create and analyze much of the
data
.
In this suite of
web
-
based tools, Google Forms was
used for survey creation and response
co
llection; Google Spreadsheets was
used to organize, sort, and manipulate quantifiab
le data
NGA center for best practices National Govenors association
http://www.nga.org/cms/home/nga-center-for-best-practices/front--center-newsletters/2014--front--center-newsletters/col2-content/front--center---march-7-2014.html
New York Institute Fosters Advanced Manufacturing Economic Development
New York Gov. Andrew Cuomo announced the opening of a facility dedicated to supporting the development of advanced manufacturing. The Buffalo Niagara Advanced Manufacturing Institute will serve as a research and development hub for new advanced manufacturing products and processes. Part of the Empire State Development Corporation’s Buffalo Billion initiative, the institute intends to develop flexible automation and controls, advanced materials and testing, advanced fabrication and additive manufacturing (additive manufacturing refers to the production of objects using 3D printers). The institute is a private-public partnership between the state’s Buffalo Billion initiative and EWI, a nonprofit engineering services research and development company.
(Contact: Erin Sparks)
webmaster@nga.org
New York Institute Fosters Advanced Manufacturing Economic Development
New York Gov. Andrew Cuomo announced the opening of a facility dedicated to supporting the development of advanced manufacturing. The Buffalo Niagara Advanced Manufacturing Institute will serve as a research and development hub for new advanced manufacturing products and processes. Part of the Empire State Development Corporation’s Buffalo Billion initiative, the institute intends to develop flexible automation and controls, advanced materials and testing, advanced fabrication and additive manufacturing (additive manufacturing refers to the production of objects using 3D printers). The institute is a private-public partnership between the state’s Buffalo Billion initiative and EWI, a nonprofit engineering services research and development company.
(Contact: Erin Sparks)
webmaster@nga.org
School using 3D printers Google search
3D Printer for Education - formlabs.com
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The Form 1+ high-resolution desktop 3D printer. Buy online for $3299.
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Education - 3D Printing Industry
3dprintingindustry.com/education/
1 day ago - Industry leading coverage on 3D printers featuring videos and images. ... brand of 3D printers into schools with discount printer packages, 3D printing ... the youth greater access to 3D printing, they'll begin using it earlier and, ...
3D Printers for Schools, Universities & Education | Stratasys
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Stratasys
... concepts to life. Learn more about 3D printing in the education industry. ... To learn how 3D printing empowers schools, universities and laboratories, check out these resources: ... Authenticate your email account by signing in via: Or, send it ...
3D Printing Systems – Using 3D printers in education
3dprintingsystems.com/using-3d-printers-in-education/
3D printing is an innovative rapid prototyping technology where molten plastic is laid ... Using 3D printer technology in schools will help equip students with the ...
3D Printing Systems – 3D Printers in Education
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Secondary schools have integrated 3D printing into their curriculum; primary ... By using Minecraftedu teachers and students are teaching and learning in a ...
[PDF]3D printers in schools - Gov.uk
https://www.gov.uk/.../3D_printers_in_schools.pdf
United Kingdom
The 3D printer project offered an opportunity for schools to explore innovative ways of ... from manufacturers and internal staff to start using the printer effectively.
The Best 3D Printer for Schools and Education | Airwolf 3d
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Why Does Airwolf 3D Offers the Best 3D Printer for Schools an Classroom Settings? ... Students Use 3D Printing to Verify the Flow Rate of a 3D Object Using ...
These Kids Are 3D-Printing Their Education | TechCrunch
techcrunch.com/.../these-kids-are-3d-printing-their-educatio...
TechCrunch
May 27, 2014 - A group of junior high and high school students in Cambridge, Mass., are ... early with the help of 3D printers, Arduino and group collaboration.
Education | Leapfrog 3D Printers
www.lpfrg.com/applications/3d-printing-for-education/
In elementary school kids will first be introduced to 3D printing. ... Stimulate interaction during class By using a 3D printer any class will instantly be transformed ...
Education | Leapfrog 3D Printers
www.lpfrg.com/education
Value 3D printing can add for primary school, high school and college. ... Kids will learn to solve problems through physical prototyping in an early stage of their ...
News for schools using 3D printers
USD 259 Wichita to incorporate 3D printing into middle ...
Wichita Business Journal (blog) - 1 day ago
USD 259 Wichita is getting into the 3-D printing game. ... Wichita is using a grant from Cargill Cares to equip its middle schools with 3D printers.
3D Printers Coming to Every School In the UK – Education ...
3DPrint.com - 4 days ago
Adwww.formlabs.com/
The Form 1+ high-resolution desktop 3D printer. Buy online for $3299.
Awarded Best of What's New – Popular Science
Formlabs has 565 followers on Google+
Blog
Shop Our Store
Reviews & Awards
Support
Schools For 3D - RMCAD.edu
Adwww.rmcad.edu/Animation
Start a New Career Path with a BFA in 3D Animation at RMCAD!
The Impact of 3D Printing - wileypub.com
Adlp.wileypub.com/MakeTheFuture
Learn How Machines That Can Print Objects Will Change Our World!
Search Results
Education - 3D Printing Industry
3dprintingindustry.com/education/
1 day ago - Industry leading coverage on 3D printers featuring videos and images. ... brand of 3D printers into schools with discount printer packages, 3D printing ... the youth greater access to 3D printing, they'll begin using it earlier and, ...
3D Printers for Schools, Universities & Education | Stratasys
www.stratasys.com/industries/education
Stratasys
... concepts to life. Learn more about 3D printing in the education industry. ... To learn how 3D printing empowers schools, universities and laboratories, check out these resources: ... Authenticate your email account by signing in via: Or, send it ...
3D Printing Systems – Using 3D printers in education
3dprintingsystems.com/using-3d-printers-in-education/
3D printing is an innovative rapid prototyping technology where molten plastic is laid ... Using 3D printer technology in schools will help equip students with the ...
3D Printing Systems – 3D Printers in Education
3dprintingsystems.com/education/
Secondary schools have integrated 3D printing into their curriculum; primary ... By using Minecraftedu teachers and students are teaching and learning in a ...
[PDF]3D printers in schools - Gov.uk
https://www.gov.uk/.../3D_printers_in_schools.pdf
United Kingdom
The 3D printer project offered an opportunity for schools to explore innovative ways of ... from manufacturers and internal staff to start using the printer effectively.
The Best 3D Printer for Schools and Education | Airwolf 3d
airwolf3d.com/best-3d-printer-for-schools-and-education/
Why Does Airwolf 3D Offers the Best 3D Printer for Schools an Classroom Settings? ... Students Use 3D Printing to Verify the Flow Rate of a 3D Object Using ...
These Kids Are 3D-Printing Their Education | TechCrunch
techcrunch.com/.../these-kids-are-3d-printing-their-educatio...
TechCrunch
May 27, 2014 - A group of junior high and high school students in Cambridge, Mass., are ... early with the help of 3D printers, Arduino and group collaboration.
Education | Leapfrog 3D Printers
www.lpfrg.com/applications/3d-printing-for-education/
In elementary school kids will first be introduced to 3D printing. ... Stimulate interaction during class By using a 3D printer any class will instantly be transformed ...
Education | Leapfrog 3D Printers
www.lpfrg.com/education
Value 3D printing can add for primary school, high school and college. ... Kids will learn to solve problems through physical prototyping in an early stage of their ...
News for schools using 3D printers
USD 259 Wichita to incorporate 3D printing into middle ...
Wichita Business Journal (blog) - 1 day ago
USD 259 Wichita is getting into the 3-D printing game. ... Wichita is using a grant from Cargill Cares to equip its middle schools with 3D printers.
3D Printers Coming to Every School In the UK – Education ...
3DPrint.com - 4 days ago
ISTE STandards 3D printing International Society for Technology in Education
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ISTE | Introduce your students to 3D printing
www.iste.org/explore/articledetail?articleid=115
Jul 29, 2014 - 3D printing allows students to design and produce their own prototypes, ... are skills that address several of the ISTE Standards for Students, ...
ISTE | The maker movement: A learning revolution
www.iste.org/explore/articleDetail?articleid=106
Jul 21, 2014 - New tools that enable hands-on learning — 3D printers, robotics, .... the classroom. Here are a few ways that making meets the ISTE Standards.
ISTE | Toolbox
https://www.iste.org/explore/categorylist?id=2
Jul 29, 2014 - 3D printing allows students to design and produce their own ... allows students to address all six of the ISTE Standards for Students while they ...
favorites - ISTE 2014
https://www.isteconference.org/2014/program/search_detail.php?...
Jul 1, 2014 - Hard fun, big ideas and real learning come alive in K-12 classrooms with 3D printing, robots, programming, wearable computing, conductive ...
Learning & Leading Through Technology - February 2014
www.learningandleading-digital.com/learning_leading/february_2014?...
Know the ISTE Standards. Standard 5: Digital Citizenship. 40. Coming Next Issue. Last Byte. ISTE in Action. ISTE Members: A Breath of Fresh Air ... 3D Printers.
ISTE - Facebook
https://m.facebook.com/LikeISTE?v=timeline...
3D printing allows students to design and produce their own prototypes, giving ... Talbot Bielefeldt shares what you need to know about the ISTE Standards for ...
[PDF]Remembering and Rebuilding:
schools.nyc.gov/.../01M188HO....
New York City Department of Education
Using a combination of Blogs, SketchUp and a 3-D Printer, students created a variety of media to express ... AUSSIE ITC assisted in alignment to Standards and creation of rubrics for each element of the project. .... Standards Addressed: ISTE.
4th Floor | Chattanooga Public Library
chattlibrary.org/4th-floor
3D Printing 100: An Introduction ... 3D Printing 101: Ready To Print ... Aligned to Common Core, AASL, and ISTE standards, Digital Literacy will give students ...
ISTE's Wikispace : sigte : 2014 TEPLN Picks
sigte.iste.wikispaces.net/2014+TEPLN+Picks
Description: Learn about digital fabrication and 3D printers from an ... (CCSS),New Generation Science Standards (NGSS) and ISTE NETS-S4, T2 and C2.
ISTE-T NETS Standard 1 - YouTube
www.youtube.com/playlist?list=PL944BEE8ADA65B8BC
Dejan Mitrovic talking about using his Bits From Bytes 3D printer for his Kideville project. 3D Printer - Used to help kids be creative. bits from bytes bits from bytes.
Search Results
ISTE | Introduce your students to 3D printing
www.iste.org/explore/articledetail?articleid=115
Jul 29, 2014 - 3D printing allows students to design and produce their own prototypes, ... are skills that address several of the ISTE Standards for Students, ...
ISTE | The maker movement: A learning revolution
www.iste.org/explore/articleDetail?articleid=106
Jul 21, 2014 - New tools that enable hands-on learning — 3D printers, robotics, .... the classroom. Here are a few ways that making meets the ISTE Standards.
ISTE | Toolbox
https://www.iste.org/explore/categorylist?id=2
Jul 29, 2014 - 3D printing allows students to design and produce their own ... allows students to address all six of the ISTE Standards for Students while they ...
favorites - ISTE 2014
https://www.isteconference.org/2014/program/search_detail.php?...
Jul 1, 2014 - Hard fun, big ideas and real learning come alive in K-12 classrooms with 3D printing, robots, programming, wearable computing, conductive ...
Learning & Leading Through Technology - February 2014
www.learningandleading-digital.com/learning_leading/february_2014?...
Know the ISTE Standards. Standard 5: Digital Citizenship. 40. Coming Next Issue. Last Byte. ISTE in Action. ISTE Members: A Breath of Fresh Air ... 3D Printers.
ISTE - Facebook
https://m.facebook.com/LikeISTE?v=timeline...
3D printing allows students to design and produce their own prototypes, giving ... Talbot Bielefeldt shares what you need to know about the ISTE Standards for ...
[PDF]Remembering and Rebuilding:
schools.nyc.gov/.../01M188HO....
New York City Department of Education
Using a combination of Blogs, SketchUp and a 3-D Printer, students created a variety of media to express ... AUSSIE ITC assisted in alignment to Standards and creation of rubrics for each element of the project. .... Standards Addressed: ISTE.
4th Floor | Chattanooga Public Library
chattlibrary.org/4th-floor
3D Printing 100: An Introduction ... 3D Printing 101: Ready To Print ... Aligned to Common Core, AASL, and ISTE standards, Digital Literacy will give students ...
ISTE's Wikispace : sigte : 2014 TEPLN Picks
sigte.iste.wikispaces.net/2014+TEPLN+Picks
Description: Learn about digital fabrication and 3D printers from an ... (CCSS),New Generation Science Standards (NGSS) and ISTE NETS-S4, T2 and C2.
ISTE-T NETS Standard 1 - YouTube
www.youtube.com/playlist?list=PL944BEE8ADA65B8BC
Dejan Mitrovic talking about using his Bits From Bytes 3D printer for his Kideville project. 3D Printer - Used to help kids be creative. bits from bytes bits from bytes.
Teachers hands on motivation students (Google search)
[PDF]Hands-on instruction - RAFT
www.raft.net/public/pdfs/case-for-hands-on-learning.pdf
Teaching. Bridging the Engagement Gap with. Hands-On Teaching. February 2013 ... and motivate students to explore and discover new things (Bass, et al.).
[PDF]Parent / Teacher Newsletter, Helping Hands - Motivation ...
www.albertahealthservices.ca/ps-1021251-motiva...
Alberta Health Services
in class, work games, sports. Parent/Teacher Newsletter. Helping Hands - Motivation, Participation and Behavior. Created by: SHIP Occupational Therapists.
Motivating Students | Center for Teaching | Vanderbilt ...
cft.vanderbilt.edu › All CFT Teaching Guides
Vanderbilt University
Disadvantages: On the other hand, efforts at fostering intrinsic motivation can be ... Source: Matt DeLong and Dale Winter, Learning to Teaching and Teaching to ...
[DOC]the effects of hands-on activities on student understanding ...
www.muskingum.edu/dept/.../EJ1Dayton.doc
Muskingum University
by KJ Vogt - Related articles
Hands-On Activities in Science. Abstract. This research was undertaken to examine how different teaching strategies can be used to increase student motivation ...
[PDF]A Motivational View of Constructivist- informed Teaching
www.csun.edu/.../A%20Motivatio...
California State University, Northridge
by D Palmer - 2005 - Cited by 119 - Related articles
gies have been included in extant models of constructivist-informed teaching. The study ..... On the other hand, intrinsic motivation is directly related to the task ...
Teaching Concepts: Motivation - Cengage Learning
college.cengage.com/education/pbl/tc/motivate.html
Cengage Learning
What teachers really mean is that students are not motivated to behave in the ... can get their hands on and why adolescents who have begun to attain formal ...
3. How does a hands-on science approach fit into a textbook
www.ncrel.org/sdrs/areas/issues/content/cntareas/science/.../eric-3.htm
The teaching of lab skills, problem- solving strategies and group learning skills ... their students have a much higher level of both motivation and understanding.
How Can Teachers Develop Students' Motivation -- and ...
www.educationworld.com › ... › Wire Side Chats
Education World
Dweck: For the most part, self-esteem is not something teachers can hand to students. Many teachers believe that if they praise students' intelligence, they can ...
[PDF]Increasing Student Engagement and Motivation.pdf - A-STEP
a-step.org/wp-content/uploads/motivating-article.pdf
by C BREWSTER - 2000 - Cited by 133 - Related articles
Oct 4, 2000 - learning, and teachers have little control over many of those factors ... Less motivated or disengaged students, on the other hand, "are passive, ...
[PDF]Methods of Motivational Teaching - Eric
files.eric.ed.gov/fulltext/ED499496.pdf
by JM Malouff - 2008 - Cited by 11 - Related articles
As teachers, we want to motivate our students to learn during a unit and to continue .... Avoid frowns and signs of anxiety, such as fidgeting with hands, legs, ...
www.raft.net/public/pdfs/case-for-hands-on-learning.pdf
Teaching. Bridging the Engagement Gap with. Hands-On Teaching. February 2013 ... and motivate students to explore and discover new things (Bass, et al.).
[PDF]Parent / Teacher Newsletter, Helping Hands - Motivation ...
www.albertahealthservices.ca/ps-1021251-motiva...
Alberta Health Services
in class, work games, sports. Parent/Teacher Newsletter. Helping Hands - Motivation, Participation and Behavior. Created by: SHIP Occupational Therapists.
Motivating Students | Center for Teaching | Vanderbilt ...
cft.vanderbilt.edu › All CFT Teaching Guides
Vanderbilt University
Disadvantages: On the other hand, efforts at fostering intrinsic motivation can be ... Source: Matt DeLong and Dale Winter, Learning to Teaching and Teaching to ...
[DOC]the effects of hands-on activities on student understanding ...
www.muskingum.edu/dept/.../EJ1Dayton.doc
Muskingum University
by KJ Vogt - Related articles
Hands-On Activities in Science. Abstract. This research was undertaken to examine how different teaching strategies can be used to increase student motivation ...
[PDF]A Motivational View of Constructivist- informed Teaching
www.csun.edu/.../A%20Motivatio...
California State University, Northridge
by D Palmer - 2005 - Cited by 119 - Related articles
gies have been included in extant models of constructivist-informed teaching. The study ..... On the other hand, intrinsic motivation is directly related to the task ...
Teaching Concepts: Motivation - Cengage Learning
college.cengage.com/education/pbl/tc/motivate.html
Cengage Learning
What teachers really mean is that students are not motivated to behave in the ... can get their hands on and why adolescents who have begun to attain formal ...
3. How does a hands-on science approach fit into a textbook
www.ncrel.org/sdrs/areas/issues/content/cntareas/science/.../eric-3.htm
The teaching of lab skills, problem- solving strategies and group learning skills ... their students have a much higher level of both motivation and understanding.
How Can Teachers Develop Students' Motivation -- and ...
www.educationworld.com › ... › Wire Side Chats
Education World
Dweck: For the most part, self-esteem is not something teachers can hand to students. Many teachers believe that if they praise students' intelligence, they can ...
[PDF]Increasing Student Engagement and Motivation.pdf - A-STEP
a-step.org/wp-content/uploads/motivating-article.pdf
by C BREWSTER - 2000 - Cited by 133 - Related articles
Oct 4, 2000 - learning, and teachers have little control over many of those factors ... Less motivated or disengaged students, on the other hand, "are passive, ...
[PDF]Methods of Motivational Teaching - Eric
files.eric.ed.gov/fulltext/ED499496.pdf
by JM Malouff - 2008 - Cited by 11 - Related articles
As teachers, we want to motivate our students to learn during a unit and to continue .... Avoid frowns and signs of anxiety, such as fidgeting with hands, legs, ...
True proficiency in Education ( Google search )
Let's hear it for proficiency | The Thomas B. Fordham Institute
edexcellence.net/.../education.../lets-hear-it-...
Thomas B. Fordham Institute
Aug 19, 2013 - All true—but not reason enough to abandon proficiency. Not, at ... where the governors set “national goals” for U.S. education for the year 2000.
[PDF]Proficiency-Based Instruction - Oregon Business Council.
www.orbusinesscouncil.org/.../Proficiency-BasedEducationWhitePaperO...
This paper on proficiency-based education is excerpted from a 2008 Oregon Education .... Proficiency-based practice is real standards-based practice. In a true ...
[PDF]Setting Annual Growth Standards - Public Schools of North ...
www.dpi.state.nc.us/docs/accountability/.../abc/.../growthstandards.pdf
State Board of Education · North Carolina Department of Public Instruction · Michael .... How do we estimate “true proficiency” and “regression to the mean” when.
US Department of Education: 79% of Chicago 8th Graders Not
cnsnews.com › News
Cybercast News Service
Sep 10, 2012 - (CNSNews.com) - Seventy-nine percent of the 8th graders in the Chicago Public Schools are not grade-level proficient in reading, according to ...
[PDF]Accountability Workbook Attachment O - California ...
www.cde.ca.gov/.../yr03wb0131atto....
California Department of Education
The focus here is on the rates of student proficiency in ELA and mathematics in the year 2003. ... here to schools with true proficiency rates that are above the minimum 20 th and below the. California Department of Education. Consolidated ...
[PDF]Proficiency-Based Education - Oregon GEAR UP
gearup.ous.edu/sites/.../ResearchBriefProficiencyBasedEducation.pdf
by I a Nutshell
Proficiency-Based Education is a contemporary instructional model that grew out of the ... what they had learned through real-world projects and applications.
Culturally Responsive | Anchorage School District
www.asdk12.org › Curriculum & Instruction
Culturally responsive education recognizes, respects and uses student identities ... Renowned education theorist Ernest Boyer said true multicultural education ...
[PDF]What Is a Proficiency-Based Diploma? How It Works Want to ...
www.aypf.org/wp.../NESSC-Leadership-Briefings-on-Proficiency.pdf
America was struggling to create a formal public education system and ..... But if schools embrace a true proficiency-based approach to learning, students can.
Printer Friendly Version - Accountability Services
www.ncpublicschools.org/accountability/...02/growthstandards?&...true
The ABCs of Public Education is a comprehensive plan to reorganize public ... How do we estimate "true proficiency" and "regression to the mean" when we ...
[PDF]English: - Virginia Department of Education
www.doe.virginia.gov/instruction/.../strategies_teach_english.pdf
Virginia
Learning and the English Language Proficiency (ELP) Standards of Learning in ...... students to respond to true and false statements related to the key points.
edexcellence.net/.../education.../lets-hear-it-...
Thomas B. Fordham Institute
Aug 19, 2013 - All true—but not reason enough to abandon proficiency. Not, at ... where the governors set “national goals” for U.S. education for the year 2000.
[PDF]Proficiency-Based Instruction - Oregon Business Council.
www.orbusinesscouncil.org/.../Proficiency-BasedEducationWhitePaperO...
This paper on proficiency-based education is excerpted from a 2008 Oregon Education .... Proficiency-based practice is real standards-based practice. In a true ...
[PDF]Setting Annual Growth Standards - Public Schools of North ...
www.dpi.state.nc.us/docs/accountability/.../abc/.../growthstandards.pdf
State Board of Education · North Carolina Department of Public Instruction · Michael .... How do we estimate “true proficiency” and “regression to the mean” when.
US Department of Education: 79% of Chicago 8th Graders Not
cnsnews.com › News
Cybercast News Service
Sep 10, 2012 - (CNSNews.com) - Seventy-nine percent of the 8th graders in the Chicago Public Schools are not grade-level proficient in reading, according to ...
[PDF]Accountability Workbook Attachment O - California ...
www.cde.ca.gov/.../yr03wb0131atto....
California Department of Education
The focus here is on the rates of student proficiency in ELA and mathematics in the year 2003. ... here to schools with true proficiency rates that are above the minimum 20 th and below the. California Department of Education. Consolidated ...
[PDF]Proficiency-Based Education - Oregon GEAR UP
gearup.ous.edu/sites/.../ResearchBriefProficiencyBasedEducation.pdf
by I a Nutshell
Proficiency-Based Education is a contemporary instructional model that grew out of the ... what they had learned through real-world projects and applications.
Culturally Responsive | Anchorage School District
www.asdk12.org › Curriculum & Instruction
Culturally responsive education recognizes, respects and uses student identities ... Renowned education theorist Ernest Boyer said true multicultural education ...
[PDF]What Is a Proficiency-Based Diploma? How It Works Want to ...
www.aypf.org/wp.../NESSC-Leadership-Briefings-on-Proficiency.pdf
America was struggling to create a formal public education system and ..... But if schools embrace a true proficiency-based approach to learning, students can.
Printer Friendly Version - Accountability Services
www.ncpublicschools.org/accountability/...02/growthstandards?&...true
The ABCs of Public Education is a comprehensive plan to reorganize public ... How do we estimate "true proficiency" and "regression to the mean" when we ...
[PDF]English: - Virginia Department of Education
www.doe.virginia.gov/instruction/.../strategies_teach_english.pdf
Virginia
Learning and the English Language Proficiency (ELP) Standards of Learning in ...... students to respond to true and false statements related to the key points.
implementing change in education (Google search)
About 121,000,000 results (0.81 seconds)
Search Results
[PDF]Successfully Implementing Transformational Change in ...
https://www2.ed.gov/.../bfk-rttt-co...
United States Department of Education
nation's history, and the program has a far-reaching impact on education policy and ... for those on the ground responsible for implementing change to get ...
[PDF]Changing our schools: Implementing successful educational ...
www.edu.gov.on.ca/eng/.../LessonsinLearning.pdf
Ministry of Education
focus on reorganizing entire school systems, rather than implementing individual school- improvement ... Educational change is a slow process that requires ...
[PDF]CHAPTER 7 Implementing Change - Sage Publications
www.sagepub.com/upm-data/50634_ch_7.pdf
Sage Publications
tive for educational change to become a priority. Even more importantly, it .... Diagnostic-prescriptive approaches can assist principals in implementing differenti-.
Strategies for Success: Implementing a Comprehensive ...
www.sedl.org/.../ch...
The Southwest Educational Development Laboratory
SEDL Home, Southwest Educational Development Laboratory ... Creating a context that supports change may be the most critical strategy for successful ...
[PDF]Implementing Change at the Building Level - Michael Fullan
www.michaelfullan.ca/media/13396045300.pdf
Michael Fullan
by M Fullan - 2001 - Cited by 45 - Related articles
Implementing Change at the ... Critical and Emerging Issues in Educational Leadership ... were still continuing to implement their chosen reform designs.
[PDF]Change in Higher Education: Understanding and
www.ccas.net/files/ADVANCE/Lane_Change%20in%20higher%20ed.pdf
by M Fullan - 2007 - Cited by 12 - Related articles
of change in educational organizations; and (3) features of change in health .... energy required to pursue and implement change appear disproportionately ...
Innovation and Change in Education
www.warriorlibrarian.com/LIBRARY/innovate.html
However, educational reforms are often not well implemented. This results in massive wastage of finances, human resources, and lost potential. Change may be ...
Fullan's Eduational Change - Personal.psu.edu
www.personal.psu.edu/wxh139/Fullan.htm
Michael Fullan has focused his work on educational change. His model focused on "the human participants taking part in the change process" (Ellsworth, 2001).
Paradigm shift: Understanding and implementing change in ...
tesl-ej.org/ej17/a1.html
by GM Jacobs - Cited by 74 - Related articles
Change seems to be a constant in education. We can better understand and implement change in second language education if we look for connections ...
[PDF]CHANGE FORCES: IMPLEMENTING CHANGE IN A ...
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University of Manitoba
by W Melville - Cited by 2 - Related articles
May 18, 2012 - The work of educational leaders during a period of change is thus twofold: to ... implementing change have been well researched, and include:.
Search Results
[PDF]Successfully Implementing Transformational Change in ...
https://www2.ed.gov/.../bfk-rttt-co...
United States Department of Education
nation's history, and the program has a far-reaching impact on education policy and ... for those on the ground responsible for implementing change to get ...
[PDF]Changing our schools: Implementing successful educational ...
www.edu.gov.on.ca/eng/.../LessonsinLearning.pdf
Ministry of Education
focus on reorganizing entire school systems, rather than implementing individual school- improvement ... Educational change is a slow process that requires ...
[PDF]CHAPTER 7 Implementing Change - Sage Publications
www.sagepub.com/upm-data/50634_ch_7.pdf
Sage Publications
tive for educational change to become a priority. Even more importantly, it .... Diagnostic-prescriptive approaches can assist principals in implementing differenti-.
Strategies for Success: Implementing a Comprehensive ...
www.sedl.org/.../ch...
The Southwest Educational Development Laboratory
SEDL Home, Southwest Educational Development Laboratory ... Creating a context that supports change may be the most critical strategy for successful ...
[PDF]Implementing Change at the Building Level - Michael Fullan
www.michaelfullan.ca/media/13396045300.pdf
Michael Fullan
by M Fullan - 2001 - Cited by 45 - Related articles
Implementing Change at the ... Critical and Emerging Issues in Educational Leadership ... were still continuing to implement their chosen reform designs.
[PDF]Change in Higher Education: Understanding and
www.ccas.net/files/ADVANCE/Lane_Change%20in%20higher%20ed.pdf
by M Fullan - 2007 - Cited by 12 - Related articles
of change in educational organizations; and (3) features of change in health .... energy required to pursue and implement change appear disproportionately ...
Innovation and Change in Education
www.warriorlibrarian.com/LIBRARY/innovate.html
However, educational reforms are often not well implemented. This results in massive wastage of finances, human resources, and lost potential. Change may be ...
Fullan's Eduational Change - Personal.psu.edu
www.personal.psu.edu/wxh139/Fullan.htm
Michael Fullan has focused his work on educational change. His model focused on "the human participants taking part in the change process" (Ellsworth, 2001).
Paradigm shift: Understanding and implementing change in ...
tesl-ej.org/ej17/a1.html
by GM Jacobs - Cited by 74 - Related articles
Change seems to be a constant in education. We can better understand and implement change in second language education if we look for connections ...
[PDF]CHANGE FORCES: IMPLEMENTING CHANGE IN A ...
www.umanitoba.ca/.../cjeap/pdf.../melville_etal.p...
University of Manitoba
by W Melville - Cited by 2 - Related articles
May 18, 2012 - The work of educational leaders during a period of change is thus twofold: to ... implementing change have been well researched, and include:.
Citations
QUOTE OR PARAPHRASE
CREDIT FOR WORDS OR IDEAS
Failure to cite is plagiarism.
DO not need to cite FACTS.
i.e. George Washington was the first president of the United States.
3:12 there are 2 parts to the citation.
in the text, in-text citation is parenthetical.
at the end of the document is the works cited.
3:21
special case
source within a source
mention original source and the textboook in the reference citation
4:45
Include an entry for the source you have in hand (in this case the journal) in your reference list.
In your parenthetical (in-text) reference after the quote, credit the original source (in this case the book) adding the words "as cited in..." to show that you have quoted a secondary source, rather than the original.
https://www.youtube.com/watch?v=vg1GgQSlcwk#t=12
CREDIT FOR WORDS OR IDEAS
Failure to cite is plagiarism.
DO not need to cite FACTS.
i.e. George Washington was the first president of the United States.
3:12 there are 2 parts to the citation.
in the text, in-text citation is parenthetical.
at the end of the document is the works cited.
3:21
special case
source within a source
mention original source and the textboook in the reference citation
4:45
Include an entry for the source you have in hand (in this case the journal) in your reference list.
In your parenthetical (in-text) reference after the quote, credit the original source (in this case the book) adding the words "as cited in..." to show that you have quoted a secondary source, rather than the original.
https://www.youtube.com/watch?v=vg1GgQSlcwk#t=12
current practices in the use of 3D printing ( Google search )
What Can 3D Printing Do? Here Are 6 Creative Examples
www.forbes.com/.../what-can-3d-printing-do-here-are-6-creative-...
Forbes
Oct 8, 2013 - 3D printing has been used to create car parts, smartphone cases, fashion accessories, medical equipment and artificial organs. Charles ...
[DOC]
3D Printing for Accessible Materials in Schools - Diagram ...
diagramcenter.org/wp-content/uploads/.../3D_FinalReport_SIU_3.docx
The primary research agenda of the project was to identify current uses of 3D ..... regarding current practices using three-dimensional (3D) printing in schools, ...
3D printing community and emerging practices of peer ...
firstmonday.org/ojs/index.php/fm/article/view/.../3738
First Monday
by J Moilanen - 2013 - Cited by 1 - Related articles
Aug 5, 2013 - This group contains also people who use 3D printing services. ..... Current low–cost printers use different kinds of plastics as material. For some ...
3D Printing Will Destroy The World Unless it Tackles the ...
www.architectural-review.com/.../3d-printing.../865...
Architectural Review
Jan 31, 2014 - The current system can work at a rate of 2 metres per hour, but next generations of .... Currently, 3-D printing is an artisan practice for an oligarchy of ... the materials used, the energy and resource requirements, and the supply ...
3ders.org - 3D Printing Basics | Beginner's guide | 3D printers
www.3ders.org/3d-printing-basics.html
One of the most important applications of 3D printing is in the medical industry. ... The resolution of the current printers are among the 328 x 328 x 606 DPI .... To become a professional user will take you at least half a year to study and practice.
Best practice in 3D printing - E & T Magazine
eandt.theiet.org/.../make-it-to-...
Institution of Engineering and Technology
Sep 16, 2013 - 3D printing may seem surprisingly straightforward, but there are moral, ... to disrupt current manufacturing models, 3D printing technologies are slowly ... be trained in and use 3D printing equipment, points out that users at his ...
3D Printing and Libraries | American Libraries Magazine
www.americanlibrariesmagazine.org/.../3d-printing-a...
American Libraries
Jun 28, 2014 - 3D printers may be the coolest new tech for libraries, but the complicated ... Wapner spoke about the present uncertainty over how to manage legal issues related to 3D printers and how to develop best practices for future use.
Is 3D printing ushering in the third Industrial Revolution ...
www.marsdd.com/.../is-3d-printing-ushering-in-...
MaRS Discovery District
Dec 16, 2013 - Parts printed through 3D printers are already being used in the ... printing is also an excellent substitute for current prototyping practices, as it ...
3D Printing and Its Uses to Teach Students with Visual ...
www.pathstoliteracy.org/.../webinar-3d-printing-accessible-materials-sch...
Jul 7, 2014 - In this presentation she shares her research, which seeks to provide relevant information regarding current practices in three-dimensional (3D) ...
Searches related to current practices in the use of 3D printing
material used for 3d printing
companies that use 3d printing
3d printing methods
3d printing techniques
www.forbes.com/.../what-can-3d-printing-do-here-are-6-creative-...
Forbes
Oct 8, 2013 - 3D printing has been used to create car parts, smartphone cases, fashion accessories, medical equipment and artificial organs. Charles ...
[DOC]
3D Printing for Accessible Materials in Schools - Diagram ...
diagramcenter.org/wp-content/uploads/.../3D_FinalReport_SIU_3.docx
The primary research agenda of the project was to identify current uses of 3D ..... regarding current practices using three-dimensional (3D) printing in schools, ...
3D printing community and emerging practices of peer ...
firstmonday.org/ojs/index.php/fm/article/view/.../3738
First Monday
by J Moilanen - 2013 - Cited by 1 - Related articles
Aug 5, 2013 - This group contains also people who use 3D printing services. ..... Current low–cost printers use different kinds of plastics as material. For some ...
3D Printing Will Destroy The World Unless it Tackles the ...
www.architectural-review.com/.../3d-printing.../865...
Architectural Review
Jan 31, 2014 - The current system can work at a rate of 2 metres per hour, but next generations of .... Currently, 3-D printing is an artisan practice for an oligarchy of ... the materials used, the energy and resource requirements, and the supply ...
3ders.org - 3D Printing Basics | Beginner's guide | 3D printers
www.3ders.org/3d-printing-basics.html
One of the most important applications of 3D printing is in the medical industry. ... The resolution of the current printers are among the 328 x 328 x 606 DPI .... To become a professional user will take you at least half a year to study and practice.
Best practice in 3D printing - E & T Magazine
eandt.theiet.org/.../make-it-to-...
Institution of Engineering and Technology
Sep 16, 2013 - 3D printing may seem surprisingly straightforward, but there are moral, ... to disrupt current manufacturing models, 3D printing technologies are slowly ... be trained in and use 3D printing equipment, points out that users at his ...
3D Printing and Libraries | American Libraries Magazine
www.americanlibrariesmagazine.org/.../3d-printing-a...
American Libraries
Jun 28, 2014 - 3D printers may be the coolest new tech for libraries, but the complicated ... Wapner spoke about the present uncertainty over how to manage legal issues related to 3D printers and how to develop best practices for future use.
Is 3D printing ushering in the third Industrial Revolution ...
www.marsdd.com/.../is-3d-printing-ushering-in-...
MaRS Discovery District
Dec 16, 2013 - Parts printed through 3D printers are already being used in the ... printing is also an excellent substitute for current prototyping practices, as it ...
3D Printing and Its Uses to Teach Students with Visual ...
www.pathstoliteracy.org/.../webinar-3d-printing-accessible-materials-sch...
Jul 7, 2014 - In this presentation she shares her research, which seeks to provide relevant information regarding current practices in three-dimensional (3D) ...
Searches related to current practices in the use of 3D printing
material used for 3d printing
companies that use 3d printing
3d printing methods
3d printing techniques
Practices in the Use of 3D Printing
Carlo,
Yes, a lot of good ideas there. One suggestion--a look at current and best practices in the use of 3D printing in education. You could develop criteria for identifying a best practice (e.g. Connected to Standards, Constructivist, Inclusive, etc.) and then look at schools or organizations and see how their work matches your criteria. That would be worth learning, writing, and reading. I can definitely see an article or book chapter out of it (maybe even a book).
CS
Research topic possibility: 3D printing
The last year or so I have been introduced and re-introduced to this topic.
Today I found an article http://www.usnews.com/education/blogs/high-school-notes/2014/07/21/3-d-printing-becomes-accessible-for-high-school-teachers
There is great potential across curriculum ( as I and some other students learned in Dr. Shamburg's associated NJCU course) https://www.youtube.com/watch?v=Paf0Rl9vhvc
Movies and manipulatives have been great teaching hooks and Robert Rodriguez used 3D printers for props. I think it pairs well with audio activities ( like Audacity ) to activate other senses and facilitate constructive learning.
Today I found an article http://www.usnews.com/education/blogs/high-school-notes/2014/07/21/3-d-printing-becomes-accessible-for-high-school-teachers
There is great potential across curriculum ( as I and some other students learned in Dr. Shamburg's associated NJCU course) https://www.youtube.com/watch?v=Paf0Rl9vhvc
Movies and manipulatives have been great teaching hooks and Robert Rodriguez used 3D printers for props. I think it pairs well with audio activities ( like Audacity ) to activate other senses and facilitate constructive learning.
Tuesday, September 2, 2014
Required Text
A. Required Text
American Psychological Association. (2010). Publication Manual of the American
Psychological Association (6th ed.). New York, NY: Author.
Lankshear, K & Knobel, M. (2004). A handbook for teacher research. New York McGraw- Hill.
Syllabus
Course Content
This course is divided into four main assignments:
Assignment 1:
Chapter I, Stating the purpose, related questions, and need for the study
Assignment 2:
Chapter II, Conducting a thorough review of related literature
Assignment 3:
Chapter III, Selecting the appropriate research method and supporting d documents(including IRB Approval, permission letters, surveys and questionnaires)
Assignment 4:
Final Proposal, which is all of the revisions made to all materials above
Syllabus NEW JERSEY CITY UNIVERSITY EDTC 622 RESEARCH APPLICATIONS IN EDUCATIONAL TECHNOLOGY I Fall 2014 Professors Dr. Christopher Shamburg Dr. Leonid Rabinovich Phone 201-200-3078 E-mail cshamburg@njcu.edu lrabinovich@njcu.edu Office Hours Dr. Shamburg, Mondays 11am-4pm P 203A Credits 3 Prerequisites Candidates must have completed a minimum of 24 credits including EDTC 618 or the NPTNJ equivalent; EDTC 631; and be matriculated. Catalog Description This course provides an in-depth treatment of the research and evaluation process including design, measurement, and statistical analysis. The course emphasizes the interpretation, synthesis, evaluation, and analysis of research in the area of educational technology. During this course, candidates write their proposals for a thesis, which is completed in EDTC 628, Research Applications II. Goals of the Course In this course candidates will learn to: Develop a research topic in their area of interest and that connects to larger trends, issues, and ideas in educational technology. Perform a literature review relevant to their topic Construct a research method to explore a given topic. Course Objectives Objectives Develop a research project with a clear purpose, sufficient background information, and a rationale. Conduct an appropriate literature review; identifying and researching related topics to the study. Develop an appropriate research method for topic: identify existing research approaches, participants, data collection methods, and data analysis methods Properly write, cite, and format following the guidelines of the American Psychological Association (APA) Guidelines and Department Style Guide Instructional Procedures The instructional procedures to be used include: A. Online research B. Online discussions C. Candidate-directed research D. Online presentations E. Readings from the textbook and supplemental sources Course Content This course is divided into four main assignments: Assignment 1: Chapter I, Stating the purpose, related questions, and need for the study Assignment 2: Chapter II, Conducting a thorough review of related literature Assignment 3: Chapter III, Selecting the appropriate research method and supporting d documents(including IRB Approval, permission letters, surveys and questionnaires) Assignment 4: Final Proposal, which is all of the revisions made to all materials above Evaluation Measure for Determining Student’s Grade At the end of the Research I course candidates will produce a complete, professional proposal that will guide and direct their activities in the Research Applications II course, in which they complete the thesis. The value of the assignments for the course is: Assignment 1 25% of the course grade Assignment 2 25% of the course grade Assignment 3 25% of the course grade Assignment 4 25% of the course grade Expectations of the Course By the end of this course, students will be expected to have chapters 1-3 completed of their thesis. Students are expected to submit each part on time and to revise based on the instructors' feedback. There will be a mandatory deduction of one grade for a late submission. Submissions that are more than a week late will not be accepted. Assignment 1 will be based on the material presented in the candidate’s Chapter I. Brainstorming and Outline Title Page Table of Contents Chapter I—The Problem and Its Setting Bibliography Assignment 2 will be based on the material presented in the candidate’s Chapter II. Title Page Table of Contents Chapter II—Related Literature Bibliography from Chapter I plus new material from Chapter II Assignment 3 will be based on the material presented in the candidate’s Chapter III. IRB Title Page Table of Contents Chapter III—Method Bibliography from Chapters I and II plus new material from Chapter III Appendices Assignment 4 will be based on the revisions made to all material and must contain: Title Page Table of Contents Chapter I—The Problem and Its Setting Chapter II—Related Literature Chapter III—Method Bibliography showing all materials from Chapters I, II, and III Appendices For Assignments 1 through 4 All written assignments must show evidence of preparation and adherence to the rules of grammar, spelling, punctuation, and formatting. Each of the four written assignments will be graded as follows: Format 20% of the grade Grammar, Spelling, and Punctuation 20% of the grade Content 60% of the grade Proofreading: If you have substantial and recurring mistakes in the expression of your ideas—grammar, punctuation, usage, or APA formatting, it is strongly encouraged that you use a professional proofreader. These problems can result in a grade of F for the course. Other If a candidate plagiarizes, he/she will automatically receive an "F" for the course and face probation, suspension, or expulsion. Plagiarism can take many forms including using a previous candidate’s work or downloading material from the Internet and is taken extremely seriously by the Educational Technology Department. There are no grades of “Incomplete.” Your work in Research II is based on the completation of your work in Research I. To calculate the final grade, we average the elements of the rubric together, for the seven elements of the proposal (see above). Bibliography A. Required Text American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). New York, NY: Author. Lankshear, K & Knobel, M. (2004). A handbook for teacher research. New York McGraw- Hill. Instructor-recommended books based on your topic and method B. Additional Required Readings: Based on topic and with the consultation of the professor WEEK DATES Topic READINGS ASSIGNMENTS Due last day of week 1 Sept. 2-7 Selecting Your Topic Review Educational Technology Department Style Guide Read Chapters 1-2 of Teacher Research Brainstorming Research Activity Discuss Research Topic 2 Sept. 8-14 Selecting Your Topic Review list of Theses and Sample Theses Disucss Research Topic, on discussion board and with professors. 3 Sept 15-21 Outlining Chapter I Read Chapters 3 of Teacher Research Submit Research Outline (Template for Chapter I) 4 Sept. 22-28 Writing Chapter 1 Read Chapters 3 of Teacher Research 5 September 29-Oct 5 Beginning Your Literature Review Read Chapter 5 of Teacher Research Assignment 1 DUE (Chapter I) . 6 Oct. 6-12 Selecting the Topics for Your Literature Review Literature review based on consultation with professor Submit topics for Literature Review 7 Oct. 13-19 Literature Review Literature review based on consultation with professor 8 Oct. 20-26 Literature Review Read Ethics and Teacher Research, Chapter 6, Assignment 2 DUE (Chapter 2) 9 Oct. 27-Nov 2 Ethics and Informed Consent in Educational Research; Overview of Educational Methods Review entire IRB Application; Chapters 7-8 in Teacher Research IRB Application Review (IRB Due) 10 Nov. 3-9 Collecting and Analyzing Quantitative Data Chapter 9 in Teacher Research 11 Nov. 10-16 Collecting and Analyzing Qualitative Data Reach Chapter 10 in Teacher Research Revise Literature Review, if necessary. 12 Nov. 17-23 Collecting and Analyzing Qualitative Data Reach Chapter 11-12 in Teacher Research Assignment 3 DUE 13 Nov. 24-30 Revise Proposal Reach Chapter 13-14 in Teacher Research 14 Dec. 1--7 Revise Proposal Reach Chapter 15 in Teacher Research Assignment 4 Due (Chapters 1-3 with accompanying material and ALL REVISIONS) 15 Dec. 8-14 Wrap up and Evaluation Read Chapter 16 in Teacher Research Supporting Bibliography Bransford, J., Brown, A., and Cocking R. (1999). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press. CAST. (2011). Universal Design for Learning guidelines, Version 2. Retrieved March 15 2014 from http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final).doc Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press. Cuban, L. (2003). Oversold and underused: Computers in the classroom. Boston: Harvard University Press. Fink. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses, 2nd Edition. San Francisco, CA: Joisey-Bass. Friend, M. & Bursuck, W. D. (2012). Including Students with Special Needs: A Practical Guide for Classroom Teachers. (6th ed.). Merill/Prentice-Hall Publishers. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge. Hofer, B., & Pintrich, P. (2002). Personal epistemology. (1), 440. New York: Lawrence Erlbaum Associates. International Society for Technology in Education. (2007). National educational technology standards for students (Revised). Eugene OR: ISTE. International Society for Technology in Education. (2008). National educational technology standards for teachers (Revised). Eugene OR: ISTE. Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Boston: MacArthur Foundation. Retrieved from http://www.projectnml.org/files/working/NMLWhitePaper.pdf. Jenkins, H. (2006b). Convergence culture: Where old and new media collide. New York: New York University Press. Hansen, E. (2011). Idea-based learning: A course design process to promote conceptual understanding. Sterling, VA: Stylus Publishing Hall,, T., Meyer, A., Rose, D. (2012) Universal design for learning in the classroom: Practical applications. New York, New York: Guilford Press. Kist, W. (2004). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press. Kliebard, H. (2004). The struggle for the American curriculum, 1893-1958. New York: Routledge. Koster, R. (2004). A theory of fun for game design. Phoenix, AZ: Paraglyph Press. Lankshear, C., & Knobel, M. (2011). New literacies, 3rd Edition London: Open University Press. Mcgonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, New York: Penguin Books. New Media Consortium. (2014). Horizon report: K-12 education edition 2014. Available online at http://www.nmc.org/publications/2014-horizon-report-k12 New Media Consortium. (2014). Horizon report: Higher Education edition 2014. Available online at http://www.nmc.org/publications/2014-horizon-report-higher-ed New Media Consortium. (2014). Horizon report: Museum edition 2013 Available online at http://www.nmc.org/publications/2013-horizon-report-museum Norman, D. (2013). The design of everyday things, Revised Edition. New York, NY: Basic Books Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas (2nd ed., p. 252). New York: Basic Books. Reiser, R. & Dempsey, J. (2012) "What Field Did You Say We Were In?" from Trends and issues in instructional design and technology, Third Edition. Saddle River, NJ: Pearson. Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press. Rifkin, J. (2004). The end of work. New York: Tarcher. Sagor, R. (2005). Guiding school improvement with action research. Alexandria, VA: Association for Supervision & Curriculum Development. Salen, K. (2007). The ecology of games: Connecting youth, games, and learning (p. 278). Boston: The MIT Press. Salen, K. & Zimmerman, E. (2004). The Rule of Play. Boston, MA: MIT Press. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Shamburg, C. (2008). National educational technology standards for students: English language arts units for grades 9-12. Eugene, OR: International Society for Technology in Education. Thorburn, D., & Jenkins, H. (2004). Rethinking media change: The aesthetics of transition. Boston: The MIT Press. Tufte, E. (2006). The cognitive style of PowerPoint. (2), 32. New York: Graphics Press. Weiner, L. (2005). Urban teaching: The essentials. (2nd ed.). New York: Teachers College Press. Wiggins, G & McTighe, J. (2005). Understanding by design,2nd Ed. Alexandria, VA: ASCD. Wince-Smith, D. (2006, Spring). The creativity imperative: A national perspective. Peer Review. Retrieved June 21, 2007, from http://www.aacu.org/peerreview/pr-sp06/pr-sp06_analysis3.cfm.
This course is divided into four main assignments:
Assignment 1:
Chapter I, Stating the purpose, related questions, and need for the study
Assignment 2:
Chapter II, Conducting a thorough review of related literature
Assignment 3:
Chapter III, Selecting the appropriate research method and supporting d documents(including IRB Approval, permission letters, surveys and questionnaires)
Assignment 4:
Final Proposal, which is all of the revisions made to all materials above
Syllabus NEW JERSEY CITY UNIVERSITY EDTC 622 RESEARCH APPLICATIONS IN EDUCATIONAL TECHNOLOGY I Fall 2014 Professors Dr. Christopher Shamburg Dr. Leonid Rabinovich Phone 201-200-3078 E-mail cshamburg@njcu.edu lrabinovich@njcu.edu Office Hours Dr. Shamburg, Mondays 11am-4pm P 203A Credits 3 Prerequisites Candidates must have completed a minimum of 24 credits including EDTC 618 or the NPTNJ equivalent; EDTC 631; and be matriculated. Catalog Description This course provides an in-depth treatment of the research and evaluation process including design, measurement, and statistical analysis. The course emphasizes the interpretation, synthesis, evaluation, and analysis of research in the area of educational technology. During this course, candidates write their proposals for a thesis, which is completed in EDTC 628, Research Applications II. Goals of the Course In this course candidates will learn to: Develop a research topic in their area of interest and that connects to larger trends, issues, and ideas in educational technology. Perform a literature review relevant to their topic Construct a research method to explore a given topic. Course Objectives Objectives Develop a research project with a clear purpose, sufficient background information, and a rationale. Conduct an appropriate literature review; identifying and researching related topics to the study. Develop an appropriate research method for topic: identify existing research approaches, participants, data collection methods, and data analysis methods Properly write, cite, and format following the guidelines of the American Psychological Association (APA) Guidelines and Department Style Guide Instructional Procedures The instructional procedures to be used include: A. Online research B. Online discussions C. Candidate-directed research D. Online presentations E. Readings from the textbook and supplemental sources Course Content This course is divided into four main assignments: Assignment 1: Chapter I, Stating the purpose, related questions, and need for the study Assignment 2: Chapter II, Conducting a thorough review of related literature Assignment 3: Chapter III, Selecting the appropriate research method and supporting d documents(including IRB Approval, permission letters, surveys and questionnaires) Assignment 4: Final Proposal, which is all of the revisions made to all materials above Evaluation Measure for Determining Student’s Grade At the end of the Research I course candidates will produce a complete, professional proposal that will guide and direct their activities in the Research Applications II course, in which they complete the thesis. The value of the assignments for the course is: Assignment 1 25% of the course grade Assignment 2 25% of the course grade Assignment 3 25% of the course grade Assignment 4 25% of the course grade Expectations of the Course By the end of this course, students will be expected to have chapters 1-3 completed of their thesis. Students are expected to submit each part on time and to revise based on the instructors' feedback. There will be a mandatory deduction of one grade for a late submission. Submissions that are more than a week late will not be accepted. Assignment 1 will be based on the material presented in the candidate’s Chapter I. Brainstorming and Outline Title Page Table of Contents Chapter I—The Problem and Its Setting Bibliography Assignment 2 will be based on the material presented in the candidate’s Chapter II. Title Page Table of Contents Chapter II—Related Literature Bibliography from Chapter I plus new material from Chapter II Assignment 3 will be based on the material presented in the candidate’s Chapter III. IRB Title Page Table of Contents Chapter III—Method Bibliography from Chapters I and II plus new material from Chapter III Appendices Assignment 4 will be based on the revisions made to all material and must contain: Title Page Table of Contents Chapter I—The Problem and Its Setting Chapter II—Related Literature Chapter III—Method Bibliography showing all materials from Chapters I, II, and III Appendices For Assignments 1 through 4 All written assignments must show evidence of preparation and adherence to the rules of grammar, spelling, punctuation, and formatting. Each of the four written assignments will be graded as follows: Format 20% of the grade Grammar, Spelling, and Punctuation 20% of the grade Content 60% of the grade Proofreading: If you have substantial and recurring mistakes in the expression of your ideas—grammar, punctuation, usage, or APA formatting, it is strongly encouraged that you use a professional proofreader. These problems can result in a grade of F for the course. Other If a candidate plagiarizes, he/she will automatically receive an "F" for the course and face probation, suspension, or expulsion. Plagiarism can take many forms including using a previous candidate’s work or downloading material from the Internet and is taken extremely seriously by the Educational Technology Department. There are no grades of “Incomplete.” Your work in Research II is based on the completation of your work in Research I. To calculate the final grade, we average the elements of the rubric together, for the seven elements of the proposal (see above). Bibliography A. Required Text American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). New York, NY: Author. Lankshear, K & Knobel, M. (2004). A handbook for teacher research. New York McGraw- Hill. Instructor-recommended books based on your topic and method B. Additional Required Readings: Based on topic and with the consultation of the professor WEEK DATES Topic READINGS ASSIGNMENTS Due last day of week 1 Sept. 2-7 Selecting Your Topic Review Educational Technology Department Style Guide Read Chapters 1-2 of Teacher Research Brainstorming Research Activity Discuss Research Topic 2 Sept. 8-14 Selecting Your Topic Review list of Theses and Sample Theses Disucss Research Topic, on discussion board and with professors. 3 Sept 15-21 Outlining Chapter I Read Chapters 3 of Teacher Research Submit Research Outline (Template for Chapter I) 4 Sept. 22-28 Writing Chapter 1 Read Chapters 3 of Teacher Research 5 September 29-Oct 5 Beginning Your Literature Review Read Chapter 5 of Teacher Research Assignment 1 DUE (Chapter I) . 6 Oct. 6-12 Selecting the Topics for Your Literature Review Literature review based on consultation with professor Submit topics for Literature Review 7 Oct. 13-19 Literature Review Literature review based on consultation with professor 8 Oct. 20-26 Literature Review Read Ethics and Teacher Research, Chapter 6, Assignment 2 DUE (Chapter 2) 9 Oct. 27-Nov 2 Ethics and Informed Consent in Educational Research; Overview of Educational Methods Review entire IRB Application; Chapters 7-8 in Teacher Research IRB Application Review (IRB Due) 10 Nov. 3-9 Collecting and Analyzing Quantitative Data Chapter 9 in Teacher Research 11 Nov. 10-16 Collecting and Analyzing Qualitative Data Reach Chapter 10 in Teacher Research Revise Literature Review, if necessary. 12 Nov. 17-23 Collecting and Analyzing Qualitative Data Reach Chapter 11-12 in Teacher Research Assignment 3 DUE 13 Nov. 24-30 Revise Proposal Reach Chapter 13-14 in Teacher Research 14 Dec. 1--7 Revise Proposal Reach Chapter 15 in Teacher Research Assignment 4 Due (Chapters 1-3 with accompanying material and ALL REVISIONS) 15 Dec. 8-14 Wrap up and Evaluation Read Chapter 16 in Teacher Research Supporting Bibliography Bransford, J., Brown, A., and Cocking R. (1999). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press. CAST. (2011). Universal Design for Learning guidelines, Version 2. Retrieved March 15 2014 from http://www.udlcenter.org/sites/udlcenter.org/files/UDL_Guidelines_Version_2.0_(Final).doc Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press. Cuban, L. (2003). Oversold and underused: Computers in the classroom. Boston: Harvard University Press. Fink. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses, 2nd Edition. San Francisco, CA: Joisey-Bass. Friend, M. & Bursuck, W. D. (2012). Including Students with Special Needs: A Practical Guide for Classroom Teachers. (6th ed.). Merill/Prentice-Hall Publishers. Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge. Hofer, B., & Pintrich, P. (2002). Personal epistemology. (1), 440. New York: Lawrence Erlbaum Associates. International Society for Technology in Education. (2007). National educational technology standards for students (Revised). Eugene OR: ISTE. International Society for Technology in Education. (2008). National educational technology standards for teachers (Revised). Eugene OR: ISTE. Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Boston: MacArthur Foundation. Retrieved from http://www.projectnml.org/files/working/NMLWhitePaper.pdf. Jenkins, H. (2006b). Convergence culture: Where old and new media collide. New York: New York University Press. Hansen, E. (2011). Idea-based learning: A course design process to promote conceptual understanding. Sterling, VA: Stylus Publishing Hall,, T., Meyer, A., Rose, D. (2012) Universal design for learning in the classroom: Practical applications. New York, New York: Guilford Press. Kist, W. (2004). New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press. Kliebard, H. (2004). The struggle for the American curriculum, 1893-1958. New York: Routledge. Koster, R. (2004). A theory of fun for game design. Phoenix, AZ: Paraglyph Press. Lankshear, C., & Knobel, M. (2011). New literacies, 3rd Edition London: Open University Press. Mcgonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. New York, New York: Penguin Books. New Media Consortium. (2014). Horizon report: K-12 education edition 2014. Available online at http://www.nmc.org/publications/2014-horizon-report-k12 New Media Consortium. (2014). Horizon report: Higher Education edition 2014. Available online at http://www.nmc.org/publications/2014-horizon-report-higher-ed New Media Consortium. (2014). Horizon report: Museum edition 2013 Available online at http://www.nmc.org/publications/2013-horizon-report-museum Norman, D. (2013). The design of everyday things, Revised Edition. New York, NY: Basic Books Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas (2nd ed., p. 252). New York: Basic Books. Reiser, R. & Dempsey, J. (2012) "What Field Did You Say We Were In?" from Trends and issues in instructional design and technology, Third Edition. Saddle River, NJ: Pearson. Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press. Rifkin, J. (2004). The end of work. New York: Tarcher. Sagor, R. (2005). Guiding school improvement with action research. Alexandria, VA: Association for Supervision & Curriculum Development. Salen, K. (2007). The ecology of games: Connecting youth, games, and learning (p. 278). Boston: The MIT Press. Salen, K. & Zimmerman, E. (2004). The Rule of Play. Boston, MA: MIT Press. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Shamburg, C. (2008). National educational technology standards for students: English language arts units for grades 9-12. Eugene, OR: International Society for Technology in Education. Thorburn, D., & Jenkins, H. (2004). Rethinking media change: The aesthetics of transition. Boston: The MIT Press. Tufte, E. (2006). The cognitive style of PowerPoint. (2), 32. New York: Graphics Press. Weiner, L. (2005). Urban teaching: The essentials. (2nd ed.). New York: Teachers College Press. Wiggins, G & McTighe, J. (2005). Understanding by design,2nd Ed. Alexandria, VA: ASCD. Wince-Smith, D. (2006, Spring). The creativity imperative: A national perspective. Peer Review. Retrieved June 21, 2007, from http://www.aacu.org/peerreview/pr-sp06/pr-sp06_analysis3.cfm.
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