Teacher Interns Learn New Technological Skills Through Heart, Frog, Cougar, and Robotic Research, Part 1
James DePaepe, Center for teaching and Learning, United States ; Phyllis Ault, Northwest Regional Educational Lab, United States ; Kirk Mathias, Central Washington University/ Physical Education Department, United States ; Mark Oursland, Central Washington University/ Math Department, United States ; Ian Quitadamo, Central Washington University/ Biology Department and Science Education Department, United States ; Steven Wagner, Central Washington University/ Biology Department, United States ; Andrea Sledge, Central Washington University/ Department of Education, United States ; Martha Kurtz, Central Washington University/ Chemistry Department and Science Education, United States ; Timothy Englund, Central Washington University/ Math Department, United States ; Kenneth Briggs, Central Washington University/Department of Health Education, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Best practices born out of progressivism, constructivism, schema theory, and contextual teaching and learning have been researched and published since Dewey (1916). These theories have one concept in common, students learn most effectively when actively participating in experiences that have special meaning. Using that premise, this project enlisted four school districts in the Northwest to identify local research problems, create learning communities, integrate content with technology, and write plans with measurable outcomes. Project CAT studied changes in a community as seen through the eyes of a cougar. Project Croak studied frog populations to evaluate community biodiversity. Project PATTHS studied the health of a community, and Project Sumo Robot studied the relationship between writing and micro-processing. An external evaluator will report on efficacy and replication, and a compendium of papers with an accompanying DVD will be shared with session participants.
DePaepe, J., Ault, P., Mathias, K., Oursland, M., Quitadamo, I., Wagner, S., Sledge, A., Kurtz, M., Englund, T. & Briggs, K. (2005). Teacher Interns Learn New Technological Skills Through Heart, Frog, Cougar, and Robotic Research, Part 1. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2539-2545). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).