Developing STEM Teachers to Support Digitally-Rich Learning

这个诺伊斯轨道1项目旨在解决国家对数学和科学教师的日益增长的需求，这些教师能够在数字化教室中教学，并且可以建立在每年入学的越来越精通技术的学生的基础上。 它受益于两个以前成功的诺伊斯学者的项目授予罗切斯特大学，并参与了一个新成立的财团，涉及大学和几个学区在北部纽约共同努力，以实现全区范围的数字转换。 数字转换包括为每个学生提供一台平板电脑或笔记本电脑，并使用这些计算机访问可以增强学生学习的数字课程资源。 该项目的目标是：1）继续增加为高需求学区的学生服务的高素质数学和科学中学教师的数量; 2）让这些诺伊斯学者在课堂上有效使用技术; 3）创建全州范围的诺伊斯学者网络，以支持和共享资源;以及4）更好地了解如何最有效地培养未来的教师。 实现第四个目标有可能影响全国STEM教师准备计划。 学士后学生的教师认证计划涉及15门课程，包括教学实习，四门专门教授科学和数学的课程，三门课程将数字化技术融入数学和科学的教学和学习，五门课程专注于教授来自不同背景和不同需求的学生，包括残疾学生和英语学习者。该项目由罗切斯特大学指导（通过华纳教育学院和STEM部门），与东部高中合作（根据纽约市教育合作组织立法，罗切斯特市学区内的“区中区”）和东铁德阔伊特中央学区（一个高需求的郊区，是当地数字转换的先驱）。 它将为26名数学和科学教师做好准备，他们是学士学位后（无论是应届毕业生还是职业转换者）STEM专业（地球科学，计算机科学，生物学，物理学，工程学，化学或数学），在高需求的学校任教。 除了获得教师认证，这些诺伊斯学者还将获得由纽约州教育部批准的K-12学校数字丰富教学高级证书。 项目评估的一个关键方面是确定新的、具有改革思想的STEM教师遇到的共同挑战，以及支持他们建设性地应对这些挑战的方法。 这项评估性研究的结果有可能为全国范围内的教师教育计划和实践提供信息。 该项目旨在推进，应用和传播有关创新战略的知识，为高需求的学校招聘，准备，入门和保留高素质的STEM教师，重点是数字化转型工作，以提高学生的学习和参与度。 随着全国越来越多的地区走向数字化转换，显然需要准备教师谁可以深思熟虑地整合技术在课堂上，以促进学习和学生的参与，特别是在可以使数学和科学更有趣和可访问的方式。 该项目准备为教师在高需求学校中纳入高质量的数字化课程和教学提供证据。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

This Noyce Track 1 project seeks to address the growing national need for mathematics and science teachers who are equipped to teach in digitally-rich classrooms and who can build upon the increasingly technology-savvy students who enter schools each year. It benefits from two previously successful Noyce Scholars' projects awarded to the University of Rochester, and involvement of a newly formed Consortium of involving the university and several school districts in upstate New York working together toward district-wide digital conversion. Digital conversion includes providing each student with a tablet or laptop computer and using these computers to access digital curriculum resources that can enhance student learning. This project's goals are to: 1) continue to increase the number of highly-qualified mathematics and science secondary teachers serving students in high-need school districts; 2) engage these Noyce Scholars in the effective use of technology in the classroom; 3) create a state-wide network of Noyce Scholars for support and sharing of resources; and 4) to better understand what it takes to prepare future teachers most effectively. Achieving the fourth goal has the potential to affect STEM teacher preparation programs nationwide. The teacher certification program for post-baccalaureate students involves 15 courses, including a teaching practicum, four courses specific to teaching science and mathematics, three courses that integrate digitally-rich technology in teaching and learning in mathematics and science, and five courses focused on teaching students from diverse backgrounds and differentiated needs, including students with disabilities and English Language Learners.This project is directed by the University of Rochester (through its Warner School of Education and STEM departments), in partnership with East High School (a "district within a district" within the Rochester City School District, under New York City Educational Partnership Organization legislation), and East Irondequoit Central School District (a high-need suburban district that is a local pioneer in digital conversion). It will prepare 26 mathematics and science teachers, who are post-baccalaureate (either recent graduates or career changers) STEM majors (geoscience, computer science, biology, physics, engineering, chemistry, or mathematics), for teaching in high-need schools. In addition to obtaining teacher certification, these Noyce Scholars will also receive an Advanced Certificate in Digitally-Rich Teaching in K-12 Schools approved by the New York State Education Department. A critical aspect of the project evaluation seeks to identify common challenges that novice, reform-minded STEM teachers encounter and ways to support them in constructively addressing these challenges. Findings from this evaluative study have the potential to inform teacher education programs and practices nationwide. This project intends to advance, apply, and disseminate knowledge about innovative strategies for the recruitment, preparation, induction, and retention of highly-qualified STEM teachers for high-need schools, with a focus on digital transformation efforts to increase student learning and engagement. As more districts throughout the country move toward digital conversion, a clear need exists to prepare teachers who can thoughtfully integrate technology in the classroom to promote learning and student engagement, particularly in ways that can make mathematics and science more interesting and accessible. This project is poised to contribute evidence about preparing teachers to incorporate high-quality, digitally-based curriculum and instruction in high-need schools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.