Track 2, GK12: Technology Integration Partnerships: Bringing Emerging STEM Research into Grades 5-12 enabled by New Technologies

项目名称：Track 2， GK12：技术整合合作伙伴关系：将新兴的STEM研究带入新技术支持的5-12年级机构：哥伦比亚大学，i /联合pi: Jack McGourty/Susan Lowes/Elizabeth sklar研究员人数/年：6名研究生和6-9名本科生学区合作伙伴：曼哈顿高中监督，布朗克斯学区目标受众：5-12年级设置：UrbanNSF支持学科：所有STEM学科第二轨道项目的一个整体目标是促进对如何最好地将教学技术整合到课堂中的理解。由研究员、教师和K-12教师组成的团队正在研究如何在课堂时间、空间和资源有限的情况下，最好地整合教学技术，以支持基于标准的STEM主题。使用应用研究技术，所有合作伙伴调查、测试和评估这些技术如何改善教学和提高学生的学习动机。智力价值：技术整合伙伴关系（YIP）项目有四个主要目标：(1)增加在城市环境中工作的STEM教师获得新技术的机会，并将新技术整合到课程中；(2)深化这些教师的科学、数学和工程内容知识；(3)将新兴的STEM研究带给5 -12年级的学生，为他们提供通往未来学术和职业道路的窗口；(4)激发STEM研究生对教育的兴趣和兴趣，为他们提供提高教学和沟通技巧的独特机会。通过开发应用于Track 1项目的三种技术（probeware、robotics和simulation）以及引入另外三种技术（工程设计应用程序、远程实验室实验和教育游戏），合作伙伴和教师正在扩展有关课堂技术最佳实践的知识。更广泛的影响：该项目的成果将提供一个模式，说明工程和应用科学教师和学生如何与城市学区合作，支持将技术融入课堂，为新兴STEM主题的基于标准的课程提供服务。所有最佳实践和技术支持的课程将通过该项目已建立的网站和课程计划数据库（http://tip.columbia.edu）.Outcomes，来自Track 1：八名研究员和30多名K-12教师在三年期间进行了合作。研究员与教师的伙伴关系显然使研究员和教师都受益。每位研究员和合作教师开发了两到四个课程单元，这些课程单元使用技术来解决该年级标准课程中难以教授的主题，在课堂上进行测试，并对其进行修改，以便发布在网站上。由Fellows-Teachers College教师团队开发的前后评估表明，与传统的教学方法相比，使用这些新技术的K-12学生对抽象数学和科学概念的学习效果显著。教师们报告说，从全球变暖到桥梁建设，从机械工程到计算机编程，研究员们丰富了课程内容，如果没有他们的专业知识，这些都是不可能实现的。他们已经能够引入主题和技术，否则他们将没有时间或信心在课堂上尝试；并获得了急需的资源，包括硬件、技术专长和内容知识。研究员的教学技巧有了显著提高，他们向非专业听众解释其研究重要性的能力也有了显著提高。几名本科生和一名研究员已经走上了在城市K-12学校教书的职业道路。该项目得到了计算机和信息科学与工程理事会的部分支持。

Title of Project: Track 2, GK12: Technology Integration Partnerships:Bringing Emerging STEM Research into Grades 5-12 enabled by New TechnologiesInstitution: Columbia UniversityPI/Co-PI: Jack McGourty/Susan Lowes/Elizabeth SklarNumber of Fellows/year: 6 Graduate and 6-9 UndergraduateSchool District Partners: Manhattan High School Superintendency, Bronx School DistrictTarget Audience: Grades 5-12Setting: UrbanNSF Supported Disciplines: All STEM disciplinesNarrative Summary: An integral objective of this Track 2 project is advancing understanding of how to best integrate instructional technologies into the classroom. Teams of Fellows, Faculty, and K-12 teachers are investigating how to best integrate instructional technologies in support of standards based STEM topics within classroom imposed time, space and resource limitations. Using applied research techniques, all partnerships investigate, test, and evaluate how these technologies improve teaching and enhance student motivation and learning. Intellectual Merit: The Technology Integration Partnership (YIP) project has four major goals: (1) to increase the access to, and the integration of, new technologies into the curriculum of STEM teachers who are working in urban environments; (2) to deepen the science, math and engineering content knowledge of these teachers; (3) to bring the excitement of emerging STEM research to 5th-12th grade students, offering them a window into future academic and career paths; and (4) to interest and excite STEM graduate students about education, giving them unique opportunities to improve their teaching and communication skills. Fellow and Teacher partners are expanding knowledge concerning best practices concerning technology in the classroom by developing the three technologies (probeware, robotics, and simulations) applied in the Track 1 project and by introducing three additional technologies (engineering design applications, remote lab experimentation, and educational games). Broader Impact: The project's outcomes will provide a model of how engineering and applied science faculty and students can partner with urban school districts to support the integration of technology into the classroom in the service of standard-based curriculum on emerging STEM topics. All best practices and technology-enabled lessons will be disseminated through the project's established web site and lesson plans database (http://tip.columbia.edu).Outcomes from Track 1: Eight Fellows and over 30 K-12 teachers have collaborated over the three-year period. The Fellow-teacher partnerships have clearly benefited both Fellows and teachers. Each Fellow and cooperating teacher developed between two and four curriculum units that use technology to address difficult-to-teach topics in the standard curriculum for that grade level, tested them in the classroom and revised them for posting on the website. Pre- and post assessments developed by Fellows-Teachers College faculty teams have demonstrated significant K-12 student learning of abstract math and science concepts as a result of using these new technologies in comparison with more traditional methods of instruction. Teachers report that Fellows have enriched the curriculum with their knowledge of the subject areas being taught, from global warming to bridge building to mechanical engineering to computer programming, in a way that would not have been possible without their expertise. They have been able to introduce topics and technologies that they would not otherwise have had the time or the confidence to try in their classrooms; and have gained access to badly needed resources, including hardware, technology expertise and content knowledge. Fellows' teaching skills have improved dramatically, as has their ability to explain the importance of their research to a non-specialist audience. Several undergraduates and one Fellow have embarked on a career path toward teaching in urban K-12 schools. This project is receiving partial support from the Directorate for Computer and Information Science and Engineering.