Pedagogical Model
Problems Addressed
In light of requirements of the Next Generation Science Standards and Common Core State Standards, both recently credentialed and experienced teachers need support in teaching STEM and using technology.
Features of the Pedagogical Model
Teachers register for a three-unit graduate course, ETEC 529 Educational Technologies in Science, Engineering, and Mathematics.
The course is currently offered in a hybrid format with:
5 face-to-face sessions
5 scheduled online sessions + additional online activities
5 field visits to the Boys & Girls Club of Long Beach for field experience activities
Teams are formed with approximately 4 teachers each. Each team is given the problem to plan and conduct a STEM workshop for a group of up to 20 youth at the community-based organization. This arrangement supports collaboration, affords experimentation, and offers a rich student teacher ratio. These STEM workshops have:
4 sessions of 2 hours each
Meet once a week for four weeks
Resources
Teachers are offered:
The use of curriculum kits from the Engineering is Elementary curriculum series of the Museum of Science, Boston
The use of 10 iPads
Rationale
The approach serves two complementary goals, related to the preparation of teachers and to providing educational experiences for under-served youth populations. One goal is to provide field experiences for teachers, together with support and reflection upon practice (Goldstein, Goldstein, & Lake, 2003), as this can aid in helping pre-service teachers move toward more reform-based practices (Roehrig & Luft, 2006). This approach is also intended to support teachers’ Technological, Pedagogical, and Content Knowledge (Koehler & Mishra, 2008). A second goal is to provide educational activities for youth at the community-based organization. A substantial part of the achievement gap can be attributed to a loss of learning during the summer months (Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996, Heyns, 1987), and providing further educational experiences may help offset this gap.
References
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227-268.
Heyns, B. (1987). Schooling and cognitive development: Is there a season for learning?. Child Development, 1151-1160.
Koehler, M. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.). Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York: Routledge.
Roehrig, G. H., & Luft, J. A. (2006). Does one size fit all? The induction experience of beginning science teachers from different teacher preparation programs. Journal of Research in Science Teaching, 43(9), 963-985.
In light of requirements of the Next Generation Science Standards and Common Core State Standards, both recently credentialed and experienced teachers need support in teaching STEM and using technology.
Features of the Pedagogical Model
Teachers register for a three-unit graduate course, ETEC 529 Educational Technologies in Science, Engineering, and Mathematics.
The course is currently offered in a hybrid format with:
5 face-to-face sessions
5 scheduled online sessions + additional online activities
5 field visits to the Boys & Girls Club of Long Beach for field experience activities
Teams are formed with approximately 4 teachers each. Each team is given the problem to plan and conduct a STEM workshop for a group of up to 20 youth at the community-based organization. This arrangement supports collaboration, affords experimentation, and offers a rich student teacher ratio. These STEM workshops have:
4 sessions of 2 hours each
Meet once a week for four weeks
Resources
Teachers are offered:
The use of curriculum kits from the Engineering is Elementary curriculum series of the Museum of Science, Boston
The use of 10 iPads
Rationale
The approach serves two complementary goals, related to the preparation of teachers and to providing educational experiences for under-served youth populations. One goal is to provide field experiences for teachers, together with support and reflection upon practice (Goldstein, Goldstein, & Lake, 2003), as this can aid in helping pre-service teachers move toward more reform-based practices (Roehrig & Luft, 2006). This approach is also intended to support teachers’ Technological, Pedagogical, and Content Knowledge (Koehler & Mishra, 2008). A second goal is to provide educational activities for youth at the community-based organization. A substantial part of the achievement gap can be attributed to a loss of learning during the summer months (Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996, Heyns, 1987), and providing further educational experiences may help offset this gap.
References
Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227-268.
Heyns, B. (1987). Schooling and cognitive development: Is there a season for learning?. Child Development, 1151-1160.
Koehler, M. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.). Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York: Routledge.
Roehrig, G. H., & Luft, J. A. (2006). Does one size fit all? The induction experience of beginning science teachers from different teacher preparation programs. Journal of Research in Science Teaching, 43(9), 963-985.