MOBILIZE: Mobilizing for Innovative Computer Science Teaching and Learning

移动：动员创新计算机科学教学和学习是加州洛杉矶大学（UCLA）作为领导和洛杉矶联合学区（LAUSD）作为核心合作伙伴学区之间的有针对性的数学和科学合作伙伴关系。 计算机科学教师协会（CSTA）和计算机协会，公司。是支持合作伙伴。 该伙伴关系促进计算思维，其总体目标是通过提高高中，特别是大型城市学区的计算机科学教学能力，培养学生和教师的创造力和创新能力。 该项目汇集了嵌入式网络传感中心（CENS），亨利萨穆埃利工程和应用科学学院的NSF科学技术中心（STC），以及加州大学洛杉矶分校教育信息研究研究生院的X中心。 MOBILIZE在高中数学和科学课程中使用新的参与式传感技术部署具有挑战性和吸引力的动手计算机科学项目和课程。 MOBILIZE让大量的高中教师准备好使用探究式教学方法，目的是让当今学生无处不在的技术，如移动的手机，激发学生的兴趣，并以最终提高学生成绩和他们作为科学“实干家”的身份的方式激励他们，同时增强教师的计算机科学知识和教学敏锐性。 MOBILIZE：--创建令人兴奋的，具有挑战性的，多学科的，基于现实生活的，前沿的，动手探究的项目，工具和材料，用于在高中计算机科学和基于标准的数学和科学课程中教授计算机科学概念。 试点在当地进行，在全国范围内传播，长期目标是提高学生在计算机科学，数学和其他科学方面的参与度和成就。 高中教师与STEM和教育学院合作，开发新的计算机科学材料，这些材料建立在CENS感知系统的基础上，让学生参与观察和分析他们生活，工作和娱乐的环境和社会过程;--围绕这些项目的实施，为当前和未来的高中教师开发一种创新的专业发展模式，将多学科教师团队纳入STEM和教育学院的学习社区，辅导和新的职前计算机科学方法课程，以创建一个具有计算机科学内容和教育学专业知识的教师骨干队伍;并告知州和国家政策的变化（包括改变计算机科学的学术地位从职业到学术和建立计算机科学教学证书）所必需的提高高中计算机科学教学质量的研究假设探讨的重点是：学生作为计算机科学家，无论是在数学，科学还是计算机科学课程中;教师作为计算机科学家，无论是教数学，科学还是计算机科学;以及对职前教师的影响，即他们在早年教学中使用基于探究的教学策略的可能性。

MOBILIZE: Mobilizing for Innovative Computer Science Teaching and Learning is a Targeted Math and Science Partnership between the University of California Los Angeles (UCLA) as the lead and the Los Angeles Unified School District (LAUSD) as the Core Partner school district. The Computer Science Teachers Association (CSTA) and the Association for Computing Machinery, Inc. are Supporting Partners. The Partnership promotes computational thinking, with an overarching goal of fostering inventiveness and innovation among students and teachers through increasing the computer science instructional capacity of high schools, especially in a large urban school district. This project brings together the Center for Embedded Networked Sensing (CENS), an NSF Science and Technology Center (STC) in the Henry Samueli School of Engineering and Applied Sciences, and Center X in the Graduate School of Education & Information Studies at UCLA. MOBILIZE deploys challenging and engaging hands-on computer science projects and curricula using new participatory sensing technologies in high school mathematics and science courses. MOBILIZE prepares a large number of high school teachers to use inquiry teaching methods with the intent that technologies that are ubiquitous with students today, such as mobile phones, peak the interests of students and motivate them in ways that ultimately increases both students' achievement and their identities as "doers" of science, while enhancing the computer science knowledge and pedagogical acumen of teachers. MOBILIZE:--creates exciting, challenging, multi-disciplinary, real-life based, cutting-edge, hands-on inquiry projects, tools, and materials for teaching computer science concepts in high school computer science AND in standards-based mathematics and science classes. Piloting occurs locally with dissemination nationally, with the long term goal of increasing student engagement and achievement in computer science, mathematics, and the other sciences. High school teachers work with STEM and education faculty to develop new computer science materials that build on the CENS Participatory Sensing systems, which involve students in observing and analyzing environmental and social processes where they live, work, and play;--develops an innovative model of professional development for current and future high school teachers around the implementation of these projects, to include multi-disciplinary teams of teachers organized into learning communities with STEM and Education faculty, coaching, and a new pre-service computer science methods course, in order to create a cadre of teachers with expertise in both computer science content and pedagogy; and--informs state and national policy changes (including changing the academic status of computer science from vocational to academic and establishing a computer science teaching credential) necessary to improve the quality of high school computer science instruction.The research hypotheses explored focus on: students as computer scientists, whether in mathematics, science or computer science courses; teachers as computer scientists, whether teaching mathematics, science or computer science; and impact on pre-service teachers in terms of their likelihood to utilize inquiry-based instructional strategies during their early years of teaching.