April 2006 Education Research EDC staff presentations at the AERA (American Educational Research Association) Annual Meeting Several EDC staff members will take part in the AERA Annual Meeting held in San Francisco from Friday, April 7th to Tuesday, April 11th. AERA is concerned with improving the educational process by encouraging scholarly inquiry related to education and by promoting the dissemination and practical application of research results. ************************************************************* Roundtable 2 The following EDC staff are presenting during this session: Daniel Light, Roshni Menon, and Katherine E. Culp, Center For Children & Technology (CCT) This paper explores how the alignment between educational reform, technology infrastructure, and professional development policies impact the success of professional development programs aimed at promoting teacher and student use of technology. Using data from a four-country survey of teachers participating in a large-scale professional development program promoting technology integration, and an analysis of national and local policies, the authors examine curricular reform, professional development and information and communication technology (ICT) infrastructure policy in the USA, India, Brazil, and Korea. ************************************************************* Using Cutting-Edge Technology to Further Student and Teacher Science Education: Programs and Evaluations that Respond to a National Need This structured poster session will include eight educational programs funded by the National Science Foundation’s Information Technology Experiences for Students and Teachers (ITEST) program, and their related evaluations. The session will offer a unique opportunity for attendees to learn about these real-world projects and evaluations from multiple perspectives, including that of NSF, program and curriculum developers, and educational researchers. The session will also highlight the Learning Resource Center, which was funded by the ITEST program to leverage the combined experiences and research finding from all ITEST projects to inform the field of STEM education. ************************************************************* Video Clubs: A Professional Development Context for Mathematics Teachers In this symposium, a program of research that investigates teacher learning in the context of a video club will be discussed. Specifically, the papers in this session will report on what teachers learn in the context of a video club and how their participation influences other aspects of their work. In addition, the symposium will examine how particular design features influence teachers’ learning in video clubs. The purpose of this symposium is to extend prior research on video clubs to develop our understanding of teacher cognition and the design of video-based professional development that is productive and meaningful for teachers. ************************************************************* Technology and Teaching: Lessons for Teacher Education The following EDC staff are presenting during this session: Diane Elaine Schilder, Center for Children & Families (CC&F) This interactive session will have participants experience the interplay between examining one’s philosophy of education and their interpretation of teachers’ use of technology as they view segments of a unit on the American Revolution. The authors will summarize comments and make connections between the participants’ philosophical dispositions and their reactions to their observations in the video. ************************************************************* Enhancing Excellence and Equity in Education The following EDC staff are presenting during this session: Andrea Kotula and Catherine C. Morocco, Center for Family, School, and Community (FSC) At a time when middle school students need to read complex content area texts, many have difficulty reading. Yet there are few middle school models for struggling readers, particularly those performing below the 25th percentile. In this paper, the authors discuss how a research team in partnership with an urban middle school developed, refined, and evaluated a whole school model of instruction for students reading below the 25th percentile. ************************************************************* Technology for Assessment: Innovation and Impact The following EDC staff are presenting during this session: Naomi Hupert, Wendy B. Martin, Cricket Heinze, Helga Perez, and Lauren Bates, Center For Children & Technology (CCT) This paper addresses teachers use of handheld computers to support student literacy assessments administered as a component of a comprehensive reading program for Kindergarten through third grade. We present findings drawn from two research projects examining teachers' use of data and the role that handheld computers can play in data driven decision-making. ************************************************************* Use of Video Cases in Mathematics Teacher Development: What Are We Learning? This session gathers teams of teacher educators and researchers who have been developing and researching video case studies for mathematics teacher development. The goal of the session is to review claims for the efficacy of video case studies to support teacher learning and to generate knowledge regarding key issues about the use of video case materials that need to be investigated further. Each presenting team will summarize an area of investigation they have pursued in video case research, including what they have learned, how these findings fit into the existing knowledge base on case-based methods in teacher education, and key questions for future research. The following EDC staff are presenting during this session: Lynn T. Goldsmith, Johannah Nikula, and Zuzka Blasi, Center for Educational Resources and Outreach (ERO) Babette Moeller, Center For Children & Technology (CCT) ************************************************************* How Technology Can Impact Data-Driven Decision Making: Theory, Practice, and Results The following EDC staff are presenting during this session: Margaret A. Honey and Ellen B. Mandinach, Center For Children & Technology (CCT) This paper concatenates information from various projects conducted at CCT and lays out a theoretical framework for data-driven decision-making. This framework is based on the notion that data, information, and knowledge form a continuum from data, to information, to knowledge that can be applied to make decisions. We have constructed a model of how data are transformed into knowledge, based on a sequence of six steps. These steps include collecting, organizing, analyzing, summarizing, synthesizing, and prioritizing. Ellen B. Mandinach, Margaret A. Honey, Cricket Heinze, Luz Rivas, and Daniel Light, Center For Children & Technology (CCT) This paper will present data from an NSF sponsored project that examines how technology-based data-driven decision-making applications are implemented and used by teachers, administrators, and other stakeholders. The multi-year project examines three types of technology-based applications, all different in focus, purpose, and type of use: data warehousing, handheld diagnostic devices, and a paper-and-pencil and web-based system for examining student achievement data. This paper looks at three examples of a school system's efforts to develop ways to make data genuinely useful for instruction. It describes how tools can link data, instructional practice, and student achievement. ************************************************************* Conducting an Experimental Evaluation of the Big Math for Little Kids: Balancing the Rigor with the Relevance The following EDC staff are presenting during this session: Ellen B. Mandinach , Center For Children & Technology (CCT) This presentation describes the design of randomized field trial and discusses the need to maintain the integrity of such a rigorous research design, while dealing with the plethora of challenges to the design's integrity. ************************************************************* Educational Technology: Domestic and International Evidence The following EDC staff are presenting during this session: Daniel Light, Center For Children & Technology (CCT) Widespread urgency among policy makers in many developing nations to integrate educational technologies into their schools to catch up to wealthier countries prompted this examination of national educational networks (schoolnets). REDAL (Redes Escolares de América Latina: SchoolNets in Latin America) is an international study of educational networks in seven Latin America countries: Argentina, Brazil, Paraguay, Chile, Costa Rica, Colombia, and Mexico. Based on nested case-studies of each national network and four exemplary schools from each country (28 case studies) the results provide an in-depth description of critical factors promoting successful integration of technologies via educational networks in a developing country context. ************************************************************* Promoting the Development of Teachers through the Use of Computer Technologies The following EDC staff are presenting during this session: Dara Wexler and Katherine E. Culp, Center For Children & Technology (CCT) This paper draws upon a case study and formative evaluation of a large-scale K-12 professional development program that explores what it means to “teach 21st century skills” in a technology-rich environment. The case study is based on a program that trains teachers to use online thinking tools to foster higher-order thinking skills and project-based learning activities to support student learning. The paper examines the following questions: What do teachers need to know to teach 21st century skills with technology? What experiences are they likely to need to be prepared to foster these skills in their students’ work? How can these skills be taught in the context of core content? ************************************************************* Technology Learning and the Field Experience: Moving Teacher Candidates from Preparation to Practice This panel presents three complementary perspectives on the challenge of preparing teachers via field experiences to use technology well. Bill Tally and Babette Moeller share assessments of candidates’ technology learning gathered via a new method of data collection using online, case-based scenarios. The following EDC staff are presenting during this session: Bill Tally and Babette Moeller, Center For Children & Technology (CCT) ************************************************************* Beyond Self-Report: Analyzing Shifts in Teaching Practice Following Innovative Professional Development The following EDC staff are presenting during this session: Glenn Kleiman and Rebecca Carey, Center for Online Professional Education (COPE) Presentation about the Optimizing Online Professional Development project which focused on how different course conditions affected teacher’s pedagogical beliefs, understanding of teaching algebra, confidence teaching algebra, and instructional practices as reported by themselves and their students. ************************************************************* Improving Student Outcomes through Professional Development The following EDC staff are presenting during this session: Katherine E. Culp and Daniel Light, Center For Children & Technology (CCT) Using survey data, the authors examined the relationship between intensity of a technology professional development program and specific participant characteristics in predicting successful outcomes. The five participant characteristics were: teachers' feelings of preparedness to support student technology use; teachers' perceptions of the usefulness of creating technology-based projects with students; teachers' perceptions of the relevance of the pedagogical approaches emphasized; and teachers' prior use of featured software.
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