Completion of Case Studies for the "Learning through Technology (LT2)" Web site

人们越来越期望大学水平的科学、数学、工程和技术（SMET）教师教育所有学生具有科学素养，培养未来的科学家、工程师和技术人员队伍，并培养充分准备教授科学和数学的K-12教师。他们被期望在全国本科SMET教育改革运动的背景下实现这些目标，同时也适当地（有时）变革地使用新的基于计算机的学习技术。教师通常只能找到很少的专业发展资源来帮助他们满足这些令人生畏的期望。这个项目正在努力通过构建一个完整的、基于web的专业发展站点来满足这些需求。该网站将为教师提供9个案例研究，涵盖有效的“通过技术学习”（LT2）的各种SMET学科。这些案例集中在某些类型的学习技术上，这些技术在SMET学科中似乎特别有前途。所有这些都是基于计算机的，与完善的教学方法相连接，并实现以下一些学习活动：可视化，模拟，数据分析，人际互动，基于软件的反馈，定位相关信息，以及提高学生的“创造力”。案例研究与网站的其他元素相结合，将为教师提供重要的信息，以寻求更多地了解基于计算机的学习应用以及如何有效地实施这些应用。该项目建立在一个早期发现的基础上，即这项技术的实施至少与技术本身一样重要。该网站旨在模仿“走廊对话”，即许多教员分享有关新技术发展的关键信息。这个资源的设计是为了方便教师学习如何使用教学技术来提高学生的学习。该资源还教授教师如何避免技术陷阱，并为他们提供了一系列的小插曲，这些小插曲提供了更多的广度和深度，同时展示了他们的教师同行如何将教学技术整合到他们的课程中。预计这将提高使用教学技术改编和实施示范材料和做法的速度。

Interdisciplinary (99) College-level science, mathematics, engineering, and technology (SMET) faculty are increasingly expected to educate all students to be scientifically literate, to develop the ranks of future scientists, engineers, and technicians, and to prepare K-12 teachers who are fully prepared to teach science and mathematics. They are expected to achieve these goals in the context of a national reform movement in undergraduate SMET education, while also making appropriate and (at times) transformative use of new computer-based learning technologies. Faculty typically find only a few professional development resources to assist them in meeting these daunting expectations. This project is working to meet these needs by constructing a complete, web-based professional development site. This site will give faculty access to 9 case studies covering a variety of SMET disciplines of effective "Learning Through Technology" (LT2). These cases are focused on certain types of learning technologies that seem particularly promising in SMET disciplines. All are computer based, connected to well-established teaching methods, and enable some of the following learning activities: visualization, simulation, data analysis, interpersonal interaction, software-based feedback, locating pertinent information, and improved student "creativity." The case studies combined with other elements of the site will provide important information to faculty seeking to learn more about computer-based learning applications and how to implement these effectively. The project is building on an earlier discovery that the implementation of this technology matters at least as much as the technology itself. The web-site is designed to emulate "hallway conversations" that characterize how many faculty share crucial information about new technical developments. This resource is being designed to ease the way for faculty to learn how to use instructional technology to improve student learning. This resource also teaches faculty about technology pitfalls to avoid and provides them access to a series of vignettes that provides more breadth and depth while demonstrating how their faculty peers are integrating instructional technology into their courses. It is anticipated that this will raise the rate of adaptation and implementation of exemplary materials and practices using instructional technology.