Design-Basaed Information Technologies Learning Experiences (DITLE)

为了满足美国增加信息和通信技术(ICT)劳动力的需求，加强准备和多样化的已准备好的中学生群体，这一战略ITEST项目将加强中学、辛辛那提大学的教育技术(IT)和STEM教育项目以及当地行业之间现有的地区合作伙伴关系。这一合作将为中学生群体制定分层方案，包括那些通常在信通技术职业生涯中任职人数不足的学生以及在职和职前中学STEM教师。学员将从基本的信通技术接触课程开始，通过有选择的加速课程和实习，参与一系列信通技术体验。这一努力将为学生和教育工作者提供基于大学的学习体验、基于学校的学习体验和基于行业的体验。该项目还将开发一个创新的网络和基于云的虚拟实验室基础设施，用于在一个多方面的系统中共享资源。该项目将增加信息和通信技术领域的研究，重点是扩大学生参与的机制；了解支持学生能力和对信息和通信技术职业的坚持不懈的经验集；以及扩大信息和通信技术课程和职业中的学生人口统计。这项研究回应了了解不同学业成功和支持水平的学生如何考虑ICT职业道路的需要。这可有助于开发更好的支助系统，以扩大信通技术劳动力。最后，这项研究将记录如何利用区域网络来形成一致的努力，而不是具有相似但潜在不同目标的各种个人努力。研究/评估问题是：(1)学生以前的学业准备对理解ICT职业和职业选择有什么影响？(2)学生以前的学业准备如何影响学生成功地参与基于设计的ICT学习活动？(3)对于通常在ICT职业和项目中代表性较低的学生来说，哪些活动最具吸引力？以及(4)合作伙伴、家长和行业如何互动以形成一个全面的网络，以支持学生的ICT职业道路？

To address the needs of the US to increase the Information and Communication Technology (ICT) workforce with enhanced preparation and a diverse population of prepared secondary students, this strategies ITEST project will strengthen the current regional partnerships in place between secondary schools, the University of Cincinnati's Instructional Technology (IT) and STEM education programs, and local industries. This collaboration will develop layered programs for cohorts of secondary students, including those typically under-represented in ICT careers and in-service and pre-service secondary STEM teachers. The participants will engage in a range of ICT experiences beginning with fundamental ICT exposure coursework through selective accelerated courses and internships. This effort will incorporate university-based learning experiences, school-based learning experiences, and industry-based experiences for the students and educators. The project will also develop an innovative network and cloud-based virtual lab infrastructure for resource sharing across a multi-faceted system.The project will add to the research in the area of ICT focused on mechanisms for expanding student participation; understanding the sets of experiences that support student competency and persistence into ICT careers; and broadening the demographics of students in ICT programs and careers. The research responds to the need to understand how students with different levels of academic success and support consider ICT career pathways. This can serve to develop better support systems to expand the ICT workforce. Finally, the research will document how regional networks can be leveraged to form a coherent effort, rather than a diversity of individual efforts with the similar but potentially divergent goals. The research/evaluation questions are: (1) What is the impact of students' previous academic preparation on understanding of ICT careers and workforce choices? (2) How does a student's previous academic preparation influence the student's success in engaging in design-based ICT learning activities? (3) Which activities are most engaging for students typically underrepresented in ICT careers and programs? and (4) In what ways do the partners, parents, and industry interact to form a comprehensive network in support of ICT career pathways for students?