Developing STEM Teachers to Support Digitally-Rich Learning

Noyce第1轨道项目旨在满足全国对数学和科学教师日益增长的需求，这些教师必须具备在数字丰富的教室中教学的能力，并且能够以每年入学的越来越精通技术的学生为基础。它受益于之前两个成功的诺伊斯学者项目授予罗切斯特大学，并参与了一个新成立的联盟，该联盟包括该大学和纽约州北部的几个学区，共同致力于全学区范围的数字转换。数字转换包括为每个学生提供平板电脑或笔记本电脑，并使用这些电脑访问可以提高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学生服务的高素质数学和科学中学教师的数量；2)让这些Noyce学者在课堂上有效地使用技术；3)建立一个全国性的Noyce学者网络，以支持和共享资源；4)更好地了解如何才能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的STEM教师培训项目。针对学士后学生的教师认证计划包括15门课程，包括一门教学实习课程、四门专门教授科学和数学的课程、三门将数字丰富技术融入数学和科学教学的课程，以及五门专注于教授来自不同背景和不同需求的学生的课程，包括残疾学生和英语学习者。该项目由罗彻斯特大学（通过其华纳教育学院和STEM部门）指导，与东高中（根据纽约市教育合作组织立法，罗彻斯特市学区内的“区中区”）和东Irondequoit中央学区（一个高需求的郊区，是当地数字转换的先驱）合作。该项目将培养26名数学和科学教师，他们是STEM专业（地球科学、计算机科学、生物、物理、工程、化学或数学）的学士学位后（应届毕业生或转行者），可以在高需求学校任教。除了获得教师证书外，这些Noyce学者还将获得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寻找具有改革意识的STEM新手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、应用和传播有关为高需求学校招聘、准备、导入和保留高素质STEM教师的创新战略的知识，重点关注数字化转型工作，以提高学生的学习和参与度。随着全国越来越多的地区向数字化转型，显然需要培养能够将技术融入课堂的教师，以促进学习和学生参与，特别是以使数学和科学更有趣和更容易理解的方式。该项目旨在为教师做好准备，将高质量、数字化的课程和教学融入高需求学校提供证据。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.