Educational Software Components of Tomorrow: A Testbed for Suitable Development of Reusable, Interoperable Object for Middle School Mathematics Reform

9804930豌豆大多数国家科学基金会资助的教育技术项目已经为特定的主题目标创建了单一的软件程序。这些项目为在科学和数学教育中适当使用技术提供了宝贵的知识基础。然而，它们通常还没有涉及规模扩大或可持续性。因此，这项研究的产品在软件市场上广泛可用或已与新课程整合以迎接系统性改革的挑战的产品太少。在这个项目中，我们关注的不是单一的软件需求，而是更广泛的问题，即软件创新如何积累、整合和扩大规模，以满足K-12数学和科学教育系统改革的需求。未来教育软件组件(ESCoT)项目通过利用新兴的强大力量的融合来解决这个问题：交互媒体、网络社区和组件软件技术。这些力量加在一起，有可能重塑教育软件开发的基础设施，从而产生一种新的网络经济，旨在以更高的效率、创新和增长能力以及提高质量的竞争动力来满足国家对教育软件的需求。我们的假设是，这些力量的汇合可以为K-12系统改革的软件可持续发展提供基础设施。ESCOT将追求四个研究目标：(A)形成一个实验试验台--一个由教师、研究人员和开发人员组成的使用共享软件资源集合的分布式网络--以调查这一假设；(B)建立基于标准的改革努力的技术需求与可行的软件模块之间的映射；(C)确定利用互联网催化分布式、自组织集成团队的方法；以及(D)分析实现教育软件组件之间互操作性的机制和设计模式。与最初的NSF课程发展战略相平行，ESCOT试验台从现有的基于标准的中学数学课程和实施努力开始，目的是建立知识和范例，为K-12数学和科学提供更广泛的政策和实践。在建立和研究ESCOT试验台方面，SRI国际将与斯沃斯莫尔学院、马萨诸塞大学达特茅斯分校、科罗拉多大学博尔德分校合作，并与NSF支持的五个中学数学课程项目和密苏里大学附属实施中心进行协调。***

9804930 Pea Most NSF-funded educational technology projects have created a single software program for a specific subject matter goal. These projects have yielded a valuable base of knowledge about the appropriate use of technology in science and math education. Yet they typically do not already address scale-up or sustainability. Thus, too few products of this research are widely available in the software marketplace or have been integrated with new curricula to meet the challenges of systemic reform. In this project we focus not on a single software need but on the broader problem of how software innovations can accumulate, integrate, and scale up to meet the needs of systemic reform of K-12 mathematics and science education. The Educational Software Components of Tomorrow (ESCOT) project addresses this problem by leveraging an emerging convergence of powerful forces: interactive media, networked communities, and component software technologies. Together, these forces have the potential to reshape the infrastructure for educational software development, resulting in a new network economy that will be designed to meet national needs for educational software with greater efficiency, capacity for innovation and growth, and competitive drive toward quality. Our hypothesis is that the confluence of these forces could provide an infrastructure for sustainable development of software for K-12 systemic reform. ESCOT will pursue four research objectives: (a) form an experimental testbed-a distributed network of teachers, researchers, and developers using a shared collection of software resources-to investigate this hypothesis; (b) develop a mapping between the technology needs of standards-based reform efforts and feasible software modules; (c) identify ways of using the Internet to catalyze distributed, self-organizing integration teams; and (d) analyze mechanisms and design patterns for achieving interoperability among educational software components. Paralleling the initial NSF cur riculum development strategy, the ESCOT testbed begin with existing standards-based middle school mathematics curricula and implementation efforts, with the aim of building knowledge and exemplars that inform policy and practice more broadly across K-12 mathematics and science. In forming and studying the ESCOT testbed, SRI International will team with Swarthmore College, the University of Massachusetts-Dartmouth, the University of Colorado-Boulder and coordinate with the five NSF-supported middle school mathematics curriculum projects and affiliated implementation center at the University of Missouri. ***