Collaborative Research: Cyber-enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms.

协作研究：网络学习：综合科学探究课堂中的数字原住民。

• 批准号: 1020086
• 负责人: David Campbell
• 金额: $ 236.99万
• 依托单位: Utah State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2012-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020086&HistoricalAwards=false
• 关键词: Collaborative; Research; Cyber; enabled; Learning

There is an increasing gap between the use of cyber-enabled resources in schools and the realities of their use by students in out of school settings. This project explores the potential of information and communications technologies (ICT) as cognitive tools for engaging students in scientific inquiry and for enhancing teacher learning. A comprehensive professional development program of over 240 hours, along with follow-up is used to determine how teachers can be supported to use ICT tools effectively in classroom instruction to create meaningful learning experiences for students, reduce the gap between formal and informal learning, and improve student learning outcomes. In the first year, six teachers from school districts in Utah and New York are prepared to become teacher leaders and advisors. Then three cohorts of 30 teachers matched by characteristics are provided professional development and field test units over two years in a delayed-treatment design. Biologists from Utah State University and New York College of Technology develop four modules that meet the science standards for both states -- the first being changes in the environment. Teachers are then guided to develop additional modules. The key technological resource to be used in the project is the Opensimulator 3D application Server (OpenSim), an open source, modular, expandable platform used to create simulated 3D spaces with customizable terrain, weather and physics. The effects of the professional development program are measured by classroom observations using RTOP and Technology Use in Science Instruction (TUSI), selected interviews of teachers and students, and validated assessments of student learning. An external evaluator assesses the quality of the professional development activity and the quality of the cyber-enabled learning resources and reviews the research design and implementation. An advisory board will monitor the project. The principal outcome of this project will be insight into the professional development needed to make teachers comfortable teaching with the kinds of multi-user simulations and communication technologies that students use everyday. The enactment with OpenSim also provides an opportunity to demonstrate the level of planning and preparation that go into fashioning modules with selected cyber-enabled cognitive tools such as GoogleEarth and Biologica.

学校使用网络资源与学生在校外使用网络资源的现实之间的差距越来越大。该项目探讨了信息和通信技术（ICT）作为认知工具的潜力，让学生参与科学探究和提高教师的学习。 一个全面的专业发展计划，超过240小时，沿着与后续行动是用来确定如何支持教师在课堂教学中有效地使用信息和通信技术工具，为学生创造有意义的学习经验，减少正式和非正式学习之间的差距，并提高学生的学习成果。 在第一年，来自犹他州和纽约学区的六名教师准备成为教师领导和顾问。 然后，三个队列的30名教师的特点相匹配的专业发展和实地测试单位在两年内的延迟治疗设计。 来自犹他州州立大学和纽约理工学院的生物学家开发了四个符合这两个州科学标准的模块--第一个是环境的变化。 然后指导教师开发其他模块。 该项目中使用的关键技术资源是Opensimulator 3D应用服务器（OpenSim），这是一个开源、模块化、可扩展的平台，用于创建具有可定制地形、天气和物理的模拟3D空间。 专业发展计划的效果通过使用RTOP和科学教学中的技术使用（TUSI）的课堂观察、对教师和学生的选定采访以及对学生学习的验证评估来衡量。一名外部评价人员评估专业发展活动的质量和网络学习资源的质量，并审查研究设计和实施情况。 一个咨询委员会将监督该项目。该项目的主要成果将是深入了解教师所需的专业发展，使教师能够轻松地使用学生每天使用的多用户模拟和通信技术进行教学。 OpenSim的实施还提供了一个机会，展示使用GoogleEarth和Biologica等选定的网络认知工具来制作模块的规划和准备水平。