Student and Teacher Technology Transformation Teams (ST4)

学生和教师技术转型团队（ST4）项目正在提高中学STEM教师和学生利用信息和通信技术（ICT）合作学习和应用STEM技能的能力。执行单位是国家教师教育中心（NCTE），亚利桑那州马奎拉县社区学院区的永久部分。NCTE正在与Marvila先进技术教育中心（MATEC），Marvila学习和教学中心（MCLI）和国际教育技术协会（ISTE）合作。ST4为中学STEM教师和学生提供四个亚利桑那州职业和技术教育（CTE）计划的研讨会和混合在线培训：生物科学，工程，信息技术和农业科学。来自这些方案的教师和“学生领袖”正在接受直接培训，然后在其课程中采用信通技术工具和协作学习方法。该项目的创新和变革要素在于将信息和通信技术培训，设计为基础的学习，以及学生参与教师专业发展。智力优势：中学生只有在能够使用对学习、协作和专业工作至关重要的技术的情况下，才能为大学和劳动力做好准备。然而，学校未能充分利用信息和通信技术的力量以及许多年轻人在信息和通信技术方面已有的动力和技能。学生对采用新的信息和通信技术工具的顾虑往往比他们的教师少，许多人已经非常熟练地使用信息和通信技术来加强他们的通信，扩大他们的娱乐选择，并提高他们的社交能力。在这个项目中，这些条件正在通过以下方式加以利用：（1）培训学生使用信通技术，以协作方式学习和应用STEM知识和技能，以及（2）使学生能够帮助他们的教师成为更自信和更有能力的信通技术用户。ST4项目旨在挖掘这两种潜力。该项目中嵌入了一个研究组件，以确定预先存在的学生动机，ICT能力和行为，可以进一步利用这些因素来改善STEM学习。更广泛的影响：ST4旨在通过一系列面对面和在线培训活动，培训40名STEM教师和200名“学生领袖”。信通技术工具和基于设计的协作学习方法作为培训的一个组成部分正在CTE课程中实施，从而最终为1 800名STEM学生提供信通技术培训和协作的团队学习。通过向全国STEM教师和学生提供培训网络研讨会，ST4的影响正在进一步扩大。

The Student and Teacher Technology Transformation Teams (ST4) project is increasing the ability of secondary STEM teachers and students to collaboratively learn and apply STEM skills using information and communications technology (ICT). The performing unit is the National Center for Teacher Education (NCTE), a permanent part of the Maricopa County Community Colleges District in Arizona. NCTE is partnering with the Maricopa Advanced Technology Education Center (MATEC), Maricopa Center for Learning and Instruction (MCLI), and International Society for Technology in Education (ISTE). ST4 is providing workshops and blended, online training for secondary STEM teachers and students in four Arizona Career and Technical Education (CTE) programs: bioscience, engineering, information technologies, and agriscience. Teachers and "student leaders" from these programs are receiving direct training, then implementing the ICT tools and collaborative learning methods in their courses. The innovative and transformative elements of this project lie in the incorporation of ICT training, design-based learning, and student participation in teacher professional development. Intellectual Merit: Secondary students are prepared for college and the workforce only if they can use the technologies that are critical to learning, collaboration, and professional work. Yet, schools have failed to harness the full power of ICT and pre-existing motivation and skills many young adults possess relative to ICT. Students tend to be less apprehensive about adopting new ICT tools than their teachers, and many have become highly skilled in using ICT to enhance their communications, expand their entertainment options, and increase their ability to interact socially. In this project, these conditions are being leveraged by (1) training students to use ICT to collaboratively learn and apply STEM knowledge and skills, and (2) enabling students to help their teachers become more confident and competent ICT users. The ST4 project is designed to tap these two potentials. A research component is embedded in the project to identify pre-existing student motivation, ICT abilities, and behaviors that can be further leveraged to improve STEM learning. Broader Impacts: ST4 aims to train 40 STEM teachers and 200 "student leaders" in an extensive series of face-to-face and online training events. The ICT tools and design-based, collaborative learning methods are being implemented in CTE courses as an integral part of the training, thus ultimately providing ICT training and collaborative, team-based learning for 1,800 STEM students. ST4 impacts are being expanded further by the delivery of training webinars to STEM teachers and students nationwide.