This chapter presents a professional development model for introducing preservice and inservice t... more This chapter presents a professional development model for introducing preservice and inservice teachers to makerspaces and 3D printing. The model is based on a 3D Printing 4 Teaching & Learning project, a school/university partnership focused on maker and 3D learning. In the project, 13 inservice teachers were paired with 10 preservice teacher candidates and charged with integrating hands-on physical makerspaces and 3D modeling and printing activities into existing elementary, middle, or high school curricula. Two day-long workshops introduced participants to makerspace experiences. Teachers then completed projects with students organized around history/social studies or science/mathematics topics. Three primary recommendations emerged for integrating maker-based and 3D technologies into preservice and inservice teacher learning: 1) a growth-in-practice model, 2) preservice/inservice teams, 3) multiple approaches to the adoption of new technologies.
Usable Math available at https://usablemath.org/ is being designed as an open online tutor for el... more Usable Math available at https://usablemath.org/ is being designed as an open online tutor for elementary school math students and teachers in the USA. It provides interactive problem solving for 3rd through 6th grade students who are learning mathematical reasoning and computation skills through word problems. Using the system, students and teachers access standardized test questions and then receive math learning strategies from four virtual coaches — Estella Explainer, Chef Math Bear, How-to Hound, and Visual Vicuna — who offer words, images, pictures, charts, graphs, animations, and gifs to support students to read, compute, and think strategically and visually as math problem solvers. This paper describes six key decisions influencing the design and development of the system: (1) four coaches, each with a different approach to math problem solving; (2) Google Slides as an online platform for the system; (3) a click-to-see method for students’ and teachers’ control of the system...
resourcesforhistoryteachers is an open content wiki organized by teachers and students from the H... more resourcesforhistoryteachers is an open content wiki organized by teachers and students from the History and Political Science Teacher Education Program in the College of Education at the University of Massachusetts Amherst. It features primary source, multicultural, and multimedia resources for teaching history in K-12 schools based on the Massachusetts History & Social Science Curriculum Framework, the AP World History Key Concepts, and the AP U.S. History Theme
Advancing Next-Generation Teacher Education through Digital Tools and Applications
Riding the wave of increasing popularity and declining costs, many schools are buying 3D printers... more Riding the wave of increasing popularity and declining costs, many schools are buying 3D printers. However, while this technology has the potential to transform teaching and learning, it remains an open question how teachers and students will use this new technology. To date, 3D printing has no agreed upon set of best practices and there are no definitive set of research findings to guide the implementation of 3D printing in school settings. In this chapter, the authors present the results of an action research study exploring how teams of preservice and in-service teachers learned to integrate 3D printing into their lesson planning and instructional practices. The authors highlight two case studies that provide an in-depth look at how preservice and in-service teacher teams implemented a 3D printing lesson plan. Based on the findings, the authors provide recommendations for supporting teachers' use of this innovative new technology to redesign teaching and learning.
NOTE:Used books, rentals, and purchases made outside of Pearson If purchasing or renting from com... more NOTE:Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the loose-leaf version. This new guide is packed with strategies and ideas on how teachers and students can use desktops, laptops, smartphones, tablets, apps, interactive educational websites, learning games, blogs and wikis, assistive technologies, digital portfolios, and many other new and emerging technologies to create highly interactive, inquiry-based teaching and learning experiences in K-12 schools. Transforming Learning with New Technologies is designed to help current and future teachers transform classrooms into technology-infused places of learning where adults and students work together as educational partners to understand and...
Building Democracy for All is an interactive, multimodal, multicultural, open access e-book for t... more Building Democracy for All is an interactive, multimodal, multicultural, open access e-book for teaching and learning key topics in United States Government and Civic Life. It focuses on the importance of community engagement and social responsibility among middle and high school students—core themes in the Massachusetts 8th Grade History & Social Science Curriculum Framework. Keywords: democracy, democratic government, separation of powers, checks and balances, rights and responsibilities of citizens, Supreme Court, freedom of the press, digital/media literacy
Open educational resources (OER), which are teaching, learning, and research materials that are o... more Open educational resources (OER), which are teaching, learning, and research materials that are openly licensed, are growing in popularity in higher education. Previous studies have focused on faculty and student perceptions and use of OER. In this study, we examined how actively engaging students as curators and designers of OERs through project-based learning as part of an open educational practice shaped students’ attitudes, motivation, and learning. This paper presents post-course survey data collected from 69 undergraduate and graduate students from six different courses that featured OER design projects, including: (1) A digital media online course; (2) Online tools for teaching and learning website; (3) History/social studies wiki pages; (4) Campus resources film project; (5) Professional learning networks for educators online course; and (6) Teaching with technology eBook. Findings indicate that shifting students’ roles from consumers to curators and creators of OERs increas...
How do teachers integrate the experiences -- the herstories -- of women into elementary, middle a... more How do teachers integrate the experiences -- the herstories -- of women into elementary, middle and high school history and social studies curriculum frameworks? Throughout U.S. history, women have struggled to own and control property, to vote, to have the same protections given to men in workplaces, to control their own bodies, and to choose the jobs and careers they want for themselves and their families. Still the stories of women are only marginally present in state curriculum frameworks
"It's the difference between looking in a book and it says, 'This is Africa; it has ... more "It's the difference between looking in a book and it says, 'This is Africa; it has some elephants and some trees and some wildlife.' In a picture the elephant is going toward the camera. But it's a totally different thing when the elephant is charging toward you and his ears are flopping and dust is coming everywhere. You run or you got to do something physically. I think that's one of the things that most people need to know is that it's so real. ... You get opportunities to feel and know if you want to do it or not." --Middle school teacher candidate Increasing interest in improving the quality of teacher preparation has led to the creation of many new approaches--professional development school partnerships with school districts, alternative routes to certification, and programs such as Teach for America. But how do new teacher candidates make sense of their experiences in a redesigned preparation program? Together, we have been part of the development of two redesigned teacher preparation programs in Massachusetts: * 180 Days in Springfield project, an immersion teacher preparation program jointly conducted by the University of Massachusetts Amherst and the Springfield (Massachusetts) Public Schools. * Bridges to the Future, jointly conducted by the University of Massachusetts Amherst and four school districts in rural Franklin County. In these programs, talented college graduates and mid-career changers with bachelor's degrees in English, mathematics, the sciences, or history teach for a year in a high school or middle school classroom while earning their master's degrees and teacher licenses. 180 Days is now in its 13th year; Bridges in its 5th. More than 200 new middle and high school educators have completed their teacher preparation through these programs. In this time when teacher preparation is being reconsidered from many standpoints, 180 Days and Bridges are hybrid models, combining features of alternative and traditional teacher preparation programs. Like urban teacher residency programs, Teach for America, and other alternative teacher preparation programs, 180 Days and Bridges place participants directly in schools to learn the art and craft of teaching through actual classroom teaching experiences. Proponents of alternative pathways to teaching contend that bypassing university-based programs that have intensive education course requirements will allow qualified individuals to enter the classroom more easily (Newman 2009; Peterson and Nadler 2009). Such teacher residency programs are a key education reform idea being considered by the Obama Administration (Editorial Projects in Education 2009). Unlike alternative programs, 180 Days and Bridges participants take master's degree and teacher-license courses in middle and high school teaching, subject-area teaching methods, adolescent growth and development, instructional technology, urban/rural education, lesson planning, and student assessment--all within the structure of a university program jointly taught by higher education faculty and public school teachers. Many researchers contend that programs from colleges and universities that have met rigorous accreditation standards from NCATE (National Council for Accreditation of Teacher Education) offer the best assurance that highly-qualified teachers are entering the classroom (Darling-Hammond and Bransford 2005; Cochran-Smith and Zeichner 2005; NCATE 2005). IMMERSION AND TENSION Participants in "on the run/in the real" immersion in teaching tell us that the intensity of immersion produces tensions and complexities that disrupt, but also propel candidates as they transition from novice educator to classroom-ready teacher. These tensions arise in five areas: * Attitudes toward students; * Professional relationships; * Teaching and learning practices; * Leadership and voice; and * Commitment to teaching. …
This chapter presents a professional development model for introducing preservice and inservice t... more This chapter presents a professional development model for introducing preservice and inservice teachers to makerspaces and 3D printing. The model is based on a 3D Printing 4 Teaching & Learning project, a school/university partnership focused on maker and 3D learning. In the project, 13 inservice teachers were paired with 10 preservice teacher candidates and charged with integrating hands-on physical makerspaces and 3D modeling and printing activities into existing elementary, middle, or high school curricula. Two day-long workshops introduced participants to makerspace experiences. Teachers then completed projects with students organized around history/social studies or science/mathematics topics. Three primary recommendations emerged for integrating maker-based and 3D technologies into preservice and inservice teacher learning: 1) a growth-in-practice model, 2) preservice/inservice teams, 3) multiple approaches to the adoption of new technologies.
Usable Math available at https://usablemath.org/ is being designed as an open online tutor for el... more Usable Math available at https://usablemath.org/ is being designed as an open online tutor for elementary school math students and teachers in the USA. It provides interactive problem solving for 3rd through 6th grade students who are learning mathematical reasoning and computation skills through word problems. Using the system, students and teachers access standardized test questions and then receive math learning strategies from four virtual coaches — Estella Explainer, Chef Math Bear, How-to Hound, and Visual Vicuna — who offer words, images, pictures, charts, graphs, animations, and gifs to support students to read, compute, and think strategically and visually as math problem solvers. This paper describes six key decisions influencing the design and development of the system: (1) four coaches, each with a different approach to math problem solving; (2) Google Slides as an online platform for the system; (3) a click-to-see method for students’ and teachers’ control of the system...
resourcesforhistoryteachers is an open content wiki organized by teachers and students from the H... more resourcesforhistoryteachers is an open content wiki organized by teachers and students from the History and Political Science Teacher Education Program in the College of Education at the University of Massachusetts Amherst. It features primary source, multicultural, and multimedia resources for teaching history in K-12 schools based on the Massachusetts History & Social Science Curriculum Framework, the AP World History Key Concepts, and the AP U.S. History Theme
Advancing Next-Generation Teacher Education through Digital Tools and Applications
Riding the wave of increasing popularity and declining costs, many schools are buying 3D printers... more Riding the wave of increasing popularity and declining costs, many schools are buying 3D printers. However, while this technology has the potential to transform teaching and learning, it remains an open question how teachers and students will use this new technology. To date, 3D printing has no agreed upon set of best practices and there are no definitive set of research findings to guide the implementation of 3D printing in school settings. In this chapter, the authors present the results of an action research study exploring how teams of preservice and in-service teachers learned to integrate 3D printing into their lesson planning and instructional practices. The authors highlight two case studies that provide an in-depth look at how preservice and in-service teacher teams implemented a 3D printing lesson plan. Based on the findings, the authors provide recommendations for supporting teachers' use of this innovative new technology to redesign teaching and learning.
NOTE:Used books, rentals, and purchases made outside of Pearson If purchasing or renting from com... more NOTE:Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the loose-leaf version. This new guide is packed with strategies and ideas on how teachers and students can use desktops, laptops, smartphones, tablets, apps, interactive educational websites, learning games, blogs and wikis, assistive technologies, digital portfolios, and many other new and emerging technologies to create highly interactive, inquiry-based teaching and learning experiences in K-12 schools. Transforming Learning with New Technologies is designed to help current and future teachers transform classrooms into technology-infused places of learning where adults and students work together as educational partners to understand and...
Building Democracy for All is an interactive, multimodal, multicultural, open access e-book for t... more Building Democracy for All is an interactive, multimodal, multicultural, open access e-book for teaching and learning key topics in United States Government and Civic Life. It focuses on the importance of community engagement and social responsibility among middle and high school students—core themes in the Massachusetts 8th Grade History & Social Science Curriculum Framework. Keywords: democracy, democratic government, separation of powers, checks and balances, rights and responsibilities of citizens, Supreme Court, freedom of the press, digital/media literacy
Open educational resources (OER), which are teaching, learning, and research materials that are o... more Open educational resources (OER), which are teaching, learning, and research materials that are openly licensed, are growing in popularity in higher education. Previous studies have focused on faculty and student perceptions and use of OER. In this study, we examined how actively engaging students as curators and designers of OERs through project-based learning as part of an open educational practice shaped students’ attitudes, motivation, and learning. This paper presents post-course survey data collected from 69 undergraduate and graduate students from six different courses that featured OER design projects, including: (1) A digital media online course; (2) Online tools for teaching and learning website; (3) History/social studies wiki pages; (4) Campus resources film project; (5) Professional learning networks for educators online course; and (6) Teaching with technology eBook. Findings indicate that shifting students’ roles from consumers to curators and creators of OERs increas...
How do teachers integrate the experiences -- the herstories -- of women into elementary, middle a... more How do teachers integrate the experiences -- the herstories -- of women into elementary, middle and high school history and social studies curriculum frameworks? Throughout U.S. history, women have struggled to own and control property, to vote, to have the same protections given to men in workplaces, to control their own bodies, and to choose the jobs and careers they want for themselves and their families. Still the stories of women are only marginally present in state curriculum frameworks
"It's the difference between looking in a book and it says, 'This is Africa; it has ... more "It's the difference between looking in a book and it says, 'This is Africa; it has some elephants and some trees and some wildlife.' In a picture the elephant is going toward the camera. But it's a totally different thing when the elephant is charging toward you and his ears are flopping and dust is coming everywhere. You run or you got to do something physically. I think that's one of the things that most people need to know is that it's so real. ... You get opportunities to feel and know if you want to do it or not." --Middle school teacher candidate Increasing interest in improving the quality of teacher preparation has led to the creation of many new approaches--professional development school partnerships with school districts, alternative routes to certification, and programs such as Teach for America. But how do new teacher candidates make sense of their experiences in a redesigned preparation program? Together, we have been part of the development of two redesigned teacher preparation programs in Massachusetts: * 180 Days in Springfield project, an immersion teacher preparation program jointly conducted by the University of Massachusetts Amherst and the Springfield (Massachusetts) Public Schools. * Bridges to the Future, jointly conducted by the University of Massachusetts Amherst and four school districts in rural Franklin County. In these programs, talented college graduates and mid-career changers with bachelor's degrees in English, mathematics, the sciences, or history teach for a year in a high school or middle school classroom while earning their master's degrees and teacher licenses. 180 Days is now in its 13th year; Bridges in its 5th. More than 200 new middle and high school educators have completed their teacher preparation through these programs. In this time when teacher preparation is being reconsidered from many standpoints, 180 Days and Bridges are hybrid models, combining features of alternative and traditional teacher preparation programs. Like urban teacher residency programs, Teach for America, and other alternative teacher preparation programs, 180 Days and Bridges place participants directly in schools to learn the art and craft of teaching through actual classroom teaching experiences. Proponents of alternative pathways to teaching contend that bypassing university-based programs that have intensive education course requirements will allow qualified individuals to enter the classroom more easily (Newman 2009; Peterson and Nadler 2009). Such teacher residency programs are a key education reform idea being considered by the Obama Administration (Editorial Projects in Education 2009). Unlike alternative programs, 180 Days and Bridges participants take master's degree and teacher-license courses in middle and high school teaching, subject-area teaching methods, adolescent growth and development, instructional technology, urban/rural education, lesson planning, and student assessment--all within the structure of a university program jointly taught by higher education faculty and public school teachers. Many researchers contend that programs from colleges and universities that have met rigorous accreditation standards from NCATE (National Council for Accreditation of Teacher Education) offer the best assurance that highly-qualified teachers are entering the classroom (Darling-Hammond and Bransford 2005; Cochran-Smith and Zeichner 2005; NCATE 2005). IMMERSION AND TENSION Participants in "on the run/in the real" immersion in teaching tell us that the intensity of immersion produces tensions and complexities that disrupt, but also propel candidates as they transition from novice educator to classroom-ready teacher. These tensions arise in five areas: * Attitudes toward students; * Professional relationships; * Teaching and learning practices; * Leadership and voice; and * Commitment to teaching. …
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