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Building Environmental and Educational Technology Competence and Leadership Among Educators: An Exploration in Virtual Reality Professional Development

培养教育工作者的环境和教育技术能力和领导力：虚拟现实专业发展的探索

基本信息

批准号：
2010563
负责人：
Nastassia Jones
金额：
$ 38.46万
依托单位：
Southern University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-06-15 至 2024-05-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010563&HistoricalAwards=false
关键词：
Building Environmental Educational Technology Competence

项目摘要

Many of the nation's most vulnerable ecosystems exist near communities with scant training opportunities for teachers and students in K-12 schools. The Louisiana wetlands is one such example. Focusing on these threatened natural environments and their connection to flooding will put science, technology, engineering, and mathematics (STEM) concepts in a real-world context that is relatable to students living in these areas while integrating virtual reality technology. This technology will allow students in rural and urban schools lacking resources for field trips to be immersed into simulated field experiences. This exploratory project will support the professional growth and development of current middle and high school STEM teachers by providing multiyear summer training and school year support around three specific areas: (1) environmental sciences themed content; (2) implementing virtual reality (VR) in the classroom, and (3) development of a support community for the teachers. Findings from this project will advance the knowledge of the most effective components in professional development for teachers to incorporate new knowledge into their classrooms. This project will bring locally relevant VR experiences to teachers and students in areas where there is historically low participation of women and underrepresented minorities in STEM. Through new partnerships formed with collaborators, the results of this project will be shared broadly in informal and formal education environments including public outreach events for an increase in public scientific literacy and public engagement.This project will expand the understanding of the impact that a multi-layered professional development program will have on improving the self-efficacy of teachers in STEM. This project will add to the field’s knowledge tied to the overall research question: What are the experiences of secondary STEM teachers in rural and urban schools who participate in a multiyear professional development (PD) program? This project will provide instructional support and PD for two cohorts of ten teachers in southeastern Louisiana. Each summer, teachers will complete a two-week blended learning PD training, and during the academic year, teachers will participate in an action research community including PD meetings and monthly Critical Friends Group meetings. A longitudinal pre-post-post design will be employed to analyze whether the proposed method improves teacher’s self-efficacy, instructional practices, integration of technology, and leadership as the teachers will deploy VR training locally to grow the base of teachers integrating this technology into their curriculum. The findings of this project will improve understanding of how innovative place-based technological experiences can be brought into classrooms and shared through public engagement.This project is supported by NSF's Discovery Research PreK-12 (DRK-12) program, in the Directorate for Education & Human Resources. DRK-12 seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

美国许多最脆弱的生态系统存在于社区附近，K-12学校的教师和学生缺乏培训机会。路易斯安那州的湿地就是这样一个例子。关注这些受威胁的自然环境及其与洪水的联系将把科学，技术，工程和数学（STEM）概念置于现实世界的背景下，与生活在这些地区的学生相关，同时整合虚拟现实技术。这项技术将使缺乏实地考察资源的农村和城市学校的学生能够沉浸在模拟的实地体验中。该探索性项目将通过围绕三个特定领域提供多年暑期培训和学年支持来支持当前初中和高中STEM教师的专业成长和发展：（1）环境科学主题内容;（2）在课堂上实施虚拟现实（VR），以及（3）为教师开发支持社区。该项目的研究结果将促进教师专业发展中最有效的组成部分的知识，使他们能够将新知识融入课堂。该项目将为教师和学生带来与当地相关的VR体验，这些地区的女性和少数民族在STEM中的参与程度历来较低。通过与合作者建立新的合作伙伴关系，该项目的成果将在非正式和正式的教育环境中广泛分享，包括公共宣传活动，以提高公众的科学素养和公众参与度。该项目将扩大对多层次专业发展计划对提高STEM教师自我效能的影响的理解。该项目将增加与整体研究问题相关的领域知识：参加多年专业发展（PD）计划的农村和城市学校中学STEM教师的经验是什么？该项目将提供教学支持和PD为两组十名教师在路易斯安那州东南部。每年夏天，教师将完成为期两周的混合学习PD培训，并在学年期间，教师将参加行动研究社区，包括PD会议和每月的关键朋友小组会议。一个纵向的前后后设计将被用来分析所提出的方法是否提高教师的自我效能，教学实践，技术的整合，和领导作为教师将部署VR培训本地增长的基础，教师将这种技术融入他们的课程。该项目的研究结果将提高人们对如何将创新的基于地点的技术经验带入课堂并通过公众参与进行分享的理解。该项目得到了美国国家科学基金会教育人力资源局的发现研究PreK-12（DRK-12）计划的支持。DRK-12旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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。