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

合作研究：INK-12：在 K-12 中使用交互式墨水铭文进行教学

• 批准号: 1020152
• 负责人: Kimberle Koile
• 金额: $ 184.13万
• 依托单位: Massachusetts Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2017-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020152&HistoricalAwards=false
• 关键词: Collaborative; Research; INK; 12; Teaching

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.

该研究项目继续麻省理工学院教育计算计划中心和 TERC 之间的合作，重点是通过支持以下技术的技术来增强 K-12 STEM 数学和科学教育：(1) 创建所谓的“墨水铭文”——使用基于笔的界面在计算机上制作的手写草图、图表、地图、笔记等，以及 (2) 通过一组连接的无线平板电脑进行墨水铭文的课堂交流。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可以从此类技术中受益，因为他们可以轻松地在平板电脑屏幕上绘图和书写，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。这种通信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或每个学生的屏幕上匿名共享哪些作业，以支持“基于对话”的课堂中的讨论。 人工智能方法用于分析墨迹铭文，以方便学生作品的选择和讨论。该项目是一系列设计实验，从早期探索性工作中出现的软件开始。 PI 进行了两个实验周期，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。 该项目的研究问题和方法侧重于系统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，并独立提供与其他数据相关的分析。 他持续参与并通过会议、实地考察和电话会议为项目提供形成性的评估报告。 主要产品是关于在四年级和五年级教室中使用平板电脑、铭文和网络的经过证实的研究结果。 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效用。 随着 Malden 公立学校加入参与学区名单（其中包括早期工作中的剑桥公立学校和 Waltham 公立学校），该项目将现场测试地点扩展到多达 20 个学校的教室。