1. Betsy Stefany
  2. http://www.sabensgrp.com
  3. Coordinator STEM Literacy Community of Practice
  5. SABENS Group
  1. Jeffrey Beaudry
  2. Professor
  4. University of Southern Maine
  1. Tina Bishop
  2. Education Evaluation and Research Specialist
  4. College of Exploration
  1. Michael Sao Pedro
  2. http://www.inquits.com
  3. researcher, CTO
  5. Worcester Polytechnic Institute

STEM Literacy Community of Practice

NSF Awards: 0733286, 1008649, 0742503, 1252477, 1643673, NH 15191; R305A090170; R305A120778; ED-IES-15-C-0018; ED-IES-16-C-0014

2018 (see original presentation & discussion)

Grades K-6, Grades 6-8, Grades 9-12, Undergraduate, Adult learners, Informal / multi-age

This video shares the continuing transition of the NH MSP, "STEM Literacy Community of Practice" as participants  advance  from teacher profession development into student projects, supported by digital classroom tools. The activities practice "STEM Literacy" defined during the MSP, uniting text, visual and data in relevant projects. They also support existing programs and traditions that engage students while providing ongoing seamless digital evidence.

The advances of MSP teachers in integrating digital tools enables unique pilots and continues to attract community support.  This year's  extension includes two middle school classroom views: the pilot of digital content labs (InqITS) and ongoing activities with sensors.   The data practice showcases a patented NASA element, connecting practice with existing professions and building the Community of Practice.  Sharing digital tools provides the opportunity to build contrasts and compare beyond the classroom, between regions and other types of communities.

The unique natural phenomena of 2017-2018, furthered opportunities to capture and share data with multiple media content from NASA, NOAA and news agencies.

The STEM content attracts business, higher education and community to extend scaffolds for further safe student projects, critical for engaging interests in rural locations. Emerging student extended learning expectations require practice with the type of support and projects before high school level.  Practice with advancing types of sensors that rely on computers and aligned with student senses introduces computational thinking as they build interest-driven activities. 


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