Developing STEM Teachers to Support Digitally-Rich Learning

Noyce Track 1项目旨在满足国家对数学和科学教师日益增长的需求，这些教师具备在数字丰富的教室中授课的能力，并且能够在每年入学的日益精通技术的学生的基础上再接再厉。它得益于授予罗切斯特大学的两个先前成功的诺伊斯学者项目，以及一个新成立的联盟的参与，该联盟涉及该大学和纽约州北部的几个学区，共同致力于全区范围的数字转换。数字化转换包括为每个学生提供一台平板电脑或笔记本电脑，并使用这些电脑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提供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地使用技术；3)创建一个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为未来的教师做准备。实现第四个目标有可能影响全国的STEM教师培训计划。面向研究生的教师认证计划包括15门课程，其中包括一门教学实习课程，四门专门教授科学和数学的课程，三门将数字丰富的技术整合到数学和科学教学中的课程，以及五门侧重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。该项目由罗切斯特大学(通过其华纳教育学院和STEM部门)指导，与East High School(根据纽约市教育伙伴组织立法，在罗切斯特市学区内的一个地区)合作，东铁山中央学区(一个需求旺盛的郊区，是当地数字化转型的先行者)。它将培养26名数学和科学教师，他们是STEM专业(地球科学、计算机科学、生物学、物理、工程、化学或数学)毕业后(无论是新近毕业的还是转行的)，在高需求学校任教。除了获得教师认证外，这些诺伊斯奖学金获得者还将获得纽约州教育局批准的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具有改革意识的STEM新手教师遇到的共同挑战，以及如何支持他们建设性地应对这些挑战。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参考。该项目旨在促进、应用和传播有关为高需求学校招聘、准备、入职和保留高素质STEM教师的创新战略的知识，重点是数字化转型努力，以增加学生的学习和参与。随着美国各地越来越多的学区走向数字化转换，显然需要培养能够在课堂上深思熟虑地将技术整合到课堂上的教师，以促进学习和学生参与，特别是以能够让数学和科学更有趣、更容易获得的方式。该项目准备提供证据，证明教师准备将高质量的、基于数字的课程和教学纳入高需求学校。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.