4035 Views
  1. Jared Oluoch
  2. Assistant Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Toledo
  1. Ahmad Javaid
  2. http://www.yazdan.us
  3. Assistant Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of Toledo
  1. CHARLENE M. CZERNIAK
  2. Research Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Toledo
  1. Lacey Strickler-Eppard
  2. Program Manager
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Toledo

INITIATE

NSF Awards: 1741784

2018 (see original presentation & discussion)

Grades 9-12

Can self-driving vehicles be hacked? Can our highways become even more dangerous? This project (INITIATE) combines multiple theories (the fusion of activity theory, social constructivist learning theory, and project-based learning) to form its conceptual framework/approach to the study. The project, guided by its conceptual framework, will use the Concerns Based Adoption Model (CBAM) to guide professional development that uses project-based learning to assist 9-12 grade mathematics and career technical education (CTE) teachers integrate computational thinking into their teaching. Activities will use autonomous vehicles as a mechanism to engage teachers to better understand why and how to embed computational thinking in their curriculum as well as engage their students in meaningful real-world applications of the concepts through problem-based learning. The project is funded by the STEM+C program, which seeks to address emerging challenges in computational STEM areas through the applied integration of computational thinking and computing activities within disciplinary STEM teaching and learning in early childhood education through high school (preK-12).

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Original Discussion from the 2018 STEM for All Video Showcase
  • Icon for: Lacey Strickler-Eppard

    Lacey Strickler-Eppard

    Co-Presenter
    May 13, 2018 | 07:03 p.m.

    Thank you for visiting the INITIATE STEM+C video. Our project is in its formative phase. Thus, our video focuses on the need that inspired our project and our intervention rather than details about how we are linking computational thinking, autonomous vehicles and mathematical performance. We are especially interested in discussion in regards to the assessment of computational thinking in high school classrooms and the use of autonomous vehicles to engage students with computational thinking. However, please comment on any aspect of the project.

     
    1
    Discussion is closed. Upvoting is no longer available

    Ahmad Javaid
  • Icon for: Alan Peterfreund

    Alan Peterfreund

    Facilitator
    May 14, 2018 | 03:50 p.m.

    This looks like an interesting project.  How are you recruiting teachers - through district/school partnerships?

  • Icon for: Lacey Strickler-Eppard

    Lacey Strickler-Eppard

    Co-Presenter
    May 14, 2018 | 08:29 p.m.

    Yes, we do have a partnership with our local school school district.

  • Icon for: Alan Peterfreund

    Alan Peterfreund

    Facilitator
    May 15, 2018 | 11:11 a.m.

    How are you engaging the district leadership?

  • Icon for: Lacey Strickler-Eppard

    Lacey Strickler-Eppard

    Co-Presenter
    May 15, 2018 | 11:58 a.m.

    We have a representative from the school district that is working with us on the grant.

  • Icon for: Angie Kalthoff

    Angie Kalthoff

    Facilitator
    May 15, 2018 | 06:41 p.m.

    As a teacher, I strive to integrate computational thinking. However, I know that many of my colleagues are unaware of what it is. Who is your target audience of teachers in mathematics and career and technical courses? What level of experience with CT do they need? Do the school districts from the grant have a pathway that starts the integration of CT in early elementary or is this the first exposure students will have?

  • Icon for: Lacey Strickler-Eppard

    Lacey Strickler-Eppard

    Co-Presenter
    May 16, 2018 | 11:06 a.m.

    Angie,

    Thanks for your comment. We are targeting mathematics and career technical education teachers that teach grades 9-12. The teachers don't need any experience with CT as our professional development course provides them information on CT and is meant to set them up for success during the school year. I can't say for sure that the students have never had experience with CT but it is entirely possible that this will be their first exposure. We are having our very first summer institute course this June so the teachers will go back next academic year to implement lessons that they develop during the institute as well as lessons that we have already developed that can be modified for their classroom. What are the biggest challenges you have found when trying to integrate CT into your classroom? What words of advice would you have for other teachers?

     
    1
    Discussion is closed. Upvoting is no longer available

    Angie Kalthoff
  • Icon for: Angie Kalthoff

    Angie Kalthoff

    Facilitator
    May 16, 2018 | 07:27 p.m.

    A few challenges I have face include time for teacher professional development and allowing it to be ongoing, designing assessments, and showing the connection to standards that educators are already teaching. All can be accomplished with time!

  • Icon for: Karthik Ramani

    Karthik Ramani

    Facilitator
    May 15, 2018 | 11:12 p.m.

    Nice way to introduce stem with computational thinking - hands on. In the four block diagram - how do you get to all of them, when the tool used is a visual tool? I.e. they only get these at a high level. Do they actually write lower level code? Also the design is fixed - it seems if they also design the car - then they get a feel for how sensitive the data acquisition is to design and where the sensors are placed, noise from other external disturbances etc. While the early video was pretty cool my expectations are up. Please explain how the rest of the exercises  - which i am sure you have designed thoughtfully - live up to the four block diagram. Just a short example of the four blocks are captured in the hands on will do (one or two lines). I am excited about how learning is being transformed by such active methods.

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