Filtering by
- Creators: Arizona Board of Regents
The research begins with the history of standards, starting with traditional outcome-based standards. It then delves into the Partnership for 21st Century Skills (P21), which highlights the type of skills 21st century students are expected to develop and master by the time they enter college and careers. Next, it explores the hot topic of Education to this date: Common Core State Standards. In the midst of educational reform, these standards seek to add consistency across the nation in regards to what students should know at each grade level and also encourage teaching of the 21st century skills. This section briefly details the content of Common Core English Language Arts and Mathematics standards.
After summarizing P21 and Common Core, this report shifts into its focused 21st century skill: collaboration. As one of the 4 C’s that P21 and Common Core emphasize in their standards, it is imperative to research critical elements of collaboration as they relate to groups and teams of all ages. Even more specifically, collaboration is a practice that is becoming more and more standard in business across all industries, so it is a skill that is highly in demand for students to acquire. In regards to collaboration, Executive Vice President of Verizon, Bob Mudge, states, “companies are able to innovate much more quickly and even create solutions to problems that may not be prevalent issues yet” (Mudge 1). The standards expect that students will be prepared to collaborate in college and careers, so key elements of collaboration in those settings—in-person or virtual—need apply or be simplified to K-6 collaborative environments. This section also analyzes a case study experiment on young children about how technology functionality and design enables, encourages, or enforces collaboration.
Next, this thesis reviews three case studies that represent evolution in our understanding of technology’s role as a support system in teaching and learning collaboration. The first case study shows how simple handheld devices assisted in correcting weaknesses in a variety of collaborative and organizational skills. The second study utilizes interactive tabletop technology to realize the idea of tracking collaborative ability in real time through synchronized audio and touch recording. Finally, researchers assess the effectiveness of one student to one device (1:1) initiatives by gathering student-reported data before and after the program’s implementation, which largely speak to the direction of many schools’ technology strategies.
To supplement all of the secondary research above, the researcher of this thesis conducted interviews with nine K-6 teachers to gather their insights on collaboration and how they facilitate it. They explain how they use technology in their classroom to enhance the learning environment. Additionally, they give opinions on what could be done to make collaboration more easily taught and facilitated, as well as what would better develop their students’ collaborative skills.
The compilation of this information then leads to implications of what needs to be present, from a technology standpoint, to more effectively teach collaborative skills to our schoolchildren. This includes a brief industry analysis of a program that already exists, as well as recommendations for new technology that considers the research conducted throughout the paper. Another implication addressed centers on the instruction and facilitation of technology and the digital divide that can result from varying competency among teachers, which brings to light the need for proper technology development programs for educators.
Keywords: supply chain management (SCM), Science Technology Engineering Math (STEM)
The academic environment has historically been somewhat slow to implement and adopt new technologies. However, developments in video games have created an opportunity for students to learn new skills and topics through nontraditional mediums of education. The disruption caused by the COVID-19 pandemic further highlighted the need for flexible learning opportunities. Joystick Education is our approach to addressing this need. Through online, game-based tutoring and a database of video games with high educational value, Joystick Education creates a learning environment that is effective, fun, and engaging for students. We analyzed popular, mainstream video games for educational content and selected nine games that teach concepts like history, biology, or physics while playing the game. Through promotion on social media, we generated buzz around our website which led to 103 unique visitors over our first month online and two customers requesting to book our tutoring service. We are confident that given more time to grow, Joystick Education can generate profit and become a successful business.
Anatomical models have always been a mainstay of descriptive embryology. As the training of embryologists grew in the late 1800s, so too did the need for large-scale teaching models. Embryo wax models, such as those made by Adolf Ziegler and Gustav Born, were popular in the latter part of the nineteenth century and the early twentieth century as a way to visualize, in three dimensions, the fine detail of embryos without the aid of a microscope. While these models were found in many university laboratories, museums of science, and even expositions and world's fairs, they were anything but easy to make or obtain. Wax modeling required skill, patience, and specialized tools. Small laboratories with only one or two embryologists often found the prospect of wax modeling too laborious, too difficult, and too expensive to make the pursuit worthwhile. As an alternative, Susanna Phelps Gage, an embryologist at Cornell University, perfected a technique of using stacks of absorbent blotting paper rather than stacks of wax plates for constructing embryo models. She first demonstrated her blotting paper method to other embryologists at the annual meeting of the Association of American Anatomists in 1905 and later at the International Zoological Congress, held in Boston in August 1907.
As the third director of the Carnegie Institute of Washington s Department of Embryology, George Washington Corner made a number of contributions to the life sciences as well as to administration. Corner was born on 12 December 1889 in Baltimore, Maryland, near the newly established Johns Hopkins University. Although Corner was not exposed to science much in school at a young age, he developed an early appreciation for science through conversations with his father about geography and by looking through the family's National Geographic magazines.
Franklin Paine Mall was born into a farming family in Belle Plaine, Iowa, on 28 September 1862. While he attended a local academy, an influential teacher fueled Mall's interest in science. From 1880-1883, he studied medicine at the University of Michigan, attaining his MD degree in 1883. William J. Mayo, who later became a famous surgeon and co-founder of the Mayo Clinic in Rochester, Minnesota, was a classmate of Mall's. Throughout his studies at Michigan, he was influenced by Corydon L. Ford, a professor of anatomy, Victor C. Vaughn, a biochemist and bacteriologist, and Henry Sewall, a physiologist.
The goal of science education in the United States is promoting scientific literacy for all students. The goal necessitates understanding the nature of science-what science is as a body of knowledge, explanatory tool, and human enterprise. The history of science is one of the most long-standing pedagogical methods of getting at the nature of science. But scientific literacy also encompasses education in scientific inquiry, and in the relationships among science, technology, and society (STS), as well as fact and theory-based subject-matter content.
Biologist William Keith Brooks studied embryological development in invertebrates and used his results as evidence for theories of evolution and ancestral heredity. He founded a marine biological laboratory where his and others' embryological studies took place. Later in life, Brooks became head of the Biology Department at Johns Hopkins University where he helped shape the minds of leading embryologists.
Embryos in Wax: Models from the Ziegler Studio is a history of embryo wax modeling written by science historian Nick Hopwood. Published by the Whipple Museum of the History of Science University of Cambridge and the Institute of the History of Medicine University of Bern, 2002, the book, like the wax models, helps exemplify the visual and material culture of science. The first half of the book describes the modeling work of Germany's Adolf and son Friedrich Ziegler during the rise of developmental embryology from 1850 to 1920, a time when embryology's practitioners needed educational aids that could help teach students in laboratories and lay persons in public lectures. Three-dimensional wax models provided just this visual aid.