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

该研究项目继续麻省理工学院教育计算倡议中心和TERC之间的合作，重点是通过支持以下技术来增强K-12 STEM数学和科学教育：（1）创建所谓的“墨水铭文”-手写草图，图表，地图，笔记等。以及（2）经由一组连接的无线平板计算机的墨水题字的课堂内通信。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，因为他们可以轻松地在平板电脑屏幕上画画和写字，从而使用仅使用典型键盘和鼠标无法实现的表示;他们可以通过无线连接轻松地将这种墨水铭文发送给彼此。这种交流使教师有机会查看所有学生的作业，并决定在公共教室屏幕上或每个学生的屏幕上匿名分享哪些作业，以支持“基于对话”的教室中的讨论。 人工智能方法被用来分析墨迹，以方便学生的工作选择和讨论。该项目是一系列的设计实验，从早期的探索性工作中出现的软件开始。PI进行了两个周期的实验，以研究平板电脑如何影响学生在四年级和五年级的数学和科学学习。 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，以便为发展过程提供信息。PI收集有关教师和学生使用该技术以及学生学习成果的数据，并将这些数据用作该技术改善K-12学校STEM教育的承诺的经验证据。 外部评估人员采用平行数据收集，开展许多与核心小组相同的研究活动，并独立提供与其他数据相关的分析。 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评估报告。 主要产品是关于在4年级和5年级教室使用平板电脑，题词和网络的实证研究结果。 此外，PI还开发了教师教育和使用模型，并展示了人工智能技术在促进技术使用方面的实用性。 随着马尔登公立学校加入参与地区的名单，其中包括剑桥公立学校和沃尔瑟姆公立学校从早期的工作，该项目扩大了实地测试地点，以多达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.