Collaborative Research: INK-12: Teaching and Learning Using Interactive Ink Inscriptions in K-12

该研究项目延续了麻省理工学院教育计算倡议中心和TERC之间的合作，致力于通过支持(1)创建所谓的“墨迹”--使用基于笔的界面在计算机上制作手写草图、图表、地图、笔记等--的技术手段来加强K-12 STEM数学和科学教育，以及(2)通过一组相连的无线平板电脑在课堂上交流墨迹。该项目建立在PI之前的工作基础上，该工作表明，教师和学生都受益于这种技术，因为他们可以很容易地在平板电脑屏幕上绘制和书写，从而使用仅使用普通键盘和鼠标无法表示的表示法；他们还可以通过无线连接轻松地相互发送此类墨迹铭文。这种交流使教师有机会查看所有学生的作业，并决定在公共课堂屏幕上或在每个学生的屏幕上匿名分享哪些作业，以支持在以对话为基础的课堂中进行讨论。为了便于选择和讨论学生的作品，我们使用了人工智能的方法来分析墨文。这个项目是一系列的设计实验，从早期探索性工作中产生的软件开始。PIs进行了两个周期的实验，以考察平板电脑如何影响四年级和五年级学生的数学和科学学习。项目研究的问题和方法侧重于系统地监测教师和学生对创新的反应，以告知开发过程。PIs收集教师和学生使用该技术的数据以及学生学习结果的数据，并将这些数据用作该技术在改善K-12学校STEM教育方面前景的经验证据。外部评估员使用并行数据收集，进行许多与核心团队相同的研究活动，并独立提供分析，以便与其他数据相关联。他的参与是持续的，并通过会议、现场访问和电话会议为项目提供形成性的评估报告。主要产品是关于4年级和5年级教室中平板电脑、碑文和网络使用情况的确凿研究成果。此外，私人投资促进机构为教师的教育和使用开发模式，并展示人工智能技术在促进技术使用方面的效用。随着马尔登公立学校加入参与地区的名单，其中包括早期工作中的剑桥公立学校和沃尔瑟姆公立学校，该项目将实地考点扩大到20所学校的教室。

The research project continues a collaboration between MIT's Center for Educational Computing Initiatives and TERC focusing on the enhancement of K-12 STEM math and science education by means of technology that supports (1) creation of what are termed "ink inscriptions"--handwritten sketches, graphs, maps, notes, etc. made on a computer using a pen-based interface, and (2) in-class communication of ink inscriptions via a set of connected wireless tablet computers. The project builds on the PIs' prior work, which demonstrated that both teachers and students benefit from such technology because they can easily draw and write on a tablet screens, thus using representations not possible with only a typical keyboard and mouse; and they can easily send such ink inscriptions to one another via wireless connectivity. This communication provides teachers the opportunity to view all the students' work and make decisions about which to share anonymously on a public classroom screen or on every student's screen in order to support discussion in a "conversation-based" classroom. Artificial intelligence methods are used to analyze ink inscriptions in order to facilitate selection and discussion of student work.The project is a series of design experiments beginning with the software that emerged from earlier exploratory work. The PIs conduct two cycles of experiments to examine how tablets affect students learning in 4th and 5th grade mathematics and science. The project research questions and methods focus on systematic monitoring of teachers' and students' responses to the innovation in order to inform the development process. The PIs collect data on teachers' and students' use of the technology and on student learning outcomes and use those data as empirical evidence about the promise of the technology for improving STEM education in K-12 schools. An external evaluator uses parallel data collection, conducting many of the same research activities as the core team and independently providing analysis to be correlated with other data. His involvement is continuous and provides formative evaluation reports to the project through conferences, site visits, and conference calls. The primary products are substantiated research findings on the use of tablet computers, inscriptions, and networks in 4th and 5 grade classrooms. In addition the PIs develop models for teacher education and use, and demonstrate the utility of artificial intelligence techniques in facilitating use of the technology. With the addition of Malden Public Schools to the list of participating districts, which includes Cambridge Public Schools and Waltham Public Schools from earlier work, the project expands the field test sites to up 20 schools' classrooms.