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STEM (Science Technology Education & Mathematics) K-20  education models and innovations
Curated by Gordon Dahlby
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How to Solve Tech's Diversity Problem? Start With Schools - NBC News

How to Solve Tech's Diversity Problem? Start With Schools - NBC News | STEM Education models and innovations with Gaming | Scoop.it
Tamara Battle had always been interested in math and science, and was good at it, too. So when she entered Borough of Manhattan Community College in 1992, sh...
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2013 International Science & Engineering Visualization Challenge winners named -NSF

2013 International Science & Engineering Visualization Challenge winners named -NSF | STEM Education models and innovations with Gaming | Scoop.it

"Spherical Nucleic Acids" is a People's Choice winner in the video category.
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February 6, 2014

Today the National Science Foundation (NSF) and the journal Science named 18 winners, honorable mentions and People's Choice awardees in the highly acclaimed International Science & Engineering Visualization Challenge.

The challenge, in its 11th year, was created to exemplify the old axiom: A picture is worth a thousand words. It celebrates the long tradition of using various types of illustrations to communicate the complexities of science, engineering and technology for education and journalistic purposes when words aren't enough.

"We asked contestants to provide visualizations that illustrate powerful scientific concepts," said Judith Gan, NSF's director of Legislative and Public Affairs. "We were delighted by this year's entries. These visualizations are both beautiful and captivating; they connect scientists with citizens in a way that excites popular interest of subjects normally reserved for academic rigor."

"The winners offer a feast for the eye and the mind, making complex science vivid and beautiful," said Tim Appenzeller, Science's chief news editor.

NSF and the American Association for the Advancement of Science, which publishesScience, sponsored the awards.

Visualization challenge awardees were selected from 227 submissions from 12 countries, including entries from 17 U.S. states and Canadian territories.

A committee of staff members from Science and NSF screened the entries and sent finalists to an outside panel of experts in scientific visualization to select the winners. In addition, nearly 2,000 votes determined the public's favorite images as People's Choice awardees.

The competition was conducted in 2013.

Winning entries feature the Earth and planets sitting in the crosshairs of multiple streams of solar power, a game that allows users to map the brain, wearable energy storage to power future generations of electronic clothing and other compelling visualizations.

See and learn more about the images on the winners page.

The 2013 winning entries are included in five categories:

Photography

First Place:
Vicente I. Fernandez, Orr H. Shapiro, Melissa S. Garren, Assaf Vardi and Roman Stocker, Massachusetts Institute of Technology
Invisible Coral Flows

Honorable Mention:
Stephen Francis Lowry, Steve Lowry Photography
Stellate leaf hairs on Deutzia scabra

People's Choice:
Anna Pyayt and Howard Kaplan, University of South Florida
Polymer Micro-structure Self-assembly

Illustration

First Place:
Greg Dunn, Greg Dunn Design
Cortex in Metallic Pastels

Honorable Mention:
Lorrie Faith Cranor, Carnegie Mellon University
Security Blanket

People's Choice:
Lydia-Marie Joubert, Stanford University
Human Hand controlling Bacterial Biofilms

Informational Posters and Graphics

First Place and People's Choice:
Kristy Jost, Babak Anasori, Majid Beidaghi, Genevieve Dion and Yuri Gogotsi, Drexel University
Wearable Power

Honorable Mention (two-way tie):
Robert I. Saye and James A. Sethian, UC Berkeley and Lawrence Berkeley National Laboratory
The Life Cycle of a Bubble Cluster: Insight from Mathematics, Algorithms, and Supercomputers

Katelyn McDonald and Timothy Phelps, Johns Hopkins University; Jennifer Dittmar, The National Aquarium
Effects of Cold-stunning on Sea Turtles

Games and Apps

First Place:
Amy Robinson, William Silversmith, Matthew Balkam, Mark Richardson, Sebastian Seung and Jinseop Kim, EyeWire
EyeWire: A Game to Map the Brain

Honorable Mention (two-way tie):
Mark Nielsen and Satoshi Amagai, Howard Hughes Medical Institute; Michael Clark, EarthBuzz Software, Ltd.; Blake Porch and Dennis Liu, Howard Hughes Medical Institute
EarthViewer

Daniel Rohrlick, Eric Simms, Cheryl Peach, Debi Kilb, Scripps Institution of Oceanography, University of California San Diego; Charina Cain, Birch Aquarium at Scripps Institution of Oceanography
Deep-sea Extreme Environment Pilot (DEEP)

People's Choice:
Eve Syrkin Wurtele, William Schneller, Paul Klippel, Greg Hanes, Andrew Navratil and Diane Bassham, Iowa State University
Meta!Blast: The Leaf

Video

First Place:
Greg Shirah and Horace Mitchell, NASA/Goddard Space Flight Center - SVS; Tom Bridgman, Global Science & Technology, Inc.
Dynamic Earth visualization excerpt: Coronal Mass Ejection and Ocean/Wind Circulation

Honorable Mentions (three-way tie):

Ben Paylor, Michael Long, David Murawsky, James Wallace and Lisa Willemse
Stem Cell Network
StemCellShorts

Doug Huff and Elizabeth Anderson, Arkitek Studios; Zoltan Fehervari, Nature Immunology; Simon Fenwick, Nature Reviews
Immunology of the Gut Mucosa

Geoffrey J. Harlow, Shou Li, Albert C. Cruz, Jisheng Chen and Zhenbiao Yang
University of California, Riverside
Visualizing Leaf Cells from Within

People's Choice:
Quintin Anderson, The Seagull Company; Chad Mirkin and Sarah Petrosko, Northwestern University
Spherical Nucleic Acids

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Catalyzing gigabit apps for learning and workforce development - NSF

Catalyzing gigabit apps for learning and workforce development - NSF | STEM Education models and innovations with Gaming | Scoop.it

3-D images were streamed live at the 2013 US Ignite Application Summit using high-speed networks.
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February 6, 2014

Wonder how we'll be using the Internet in five to 10 years? Take a look at Kansas City and Chattanooga, where experiments in high-speed networking are taking shape.

Today's Internet networks typically move data at a few to a few hundred megabits per second. However, next-generation networks can carry traffic at greater than a gigabit per second--a speed-up of ten to a hundred times. These gigabit networks have incredible potential, but require applications (apps) that can take advantage of them to fully tap their benefits.

The City of Chattanooga, Tenn., is hosting a kickoff and community summit today for the Gigabit Community Fund, a new partnership between the National Science Foundation (NSF), Mozilla, and local communities that uses a collaborative approach to create apps that will facilitate novel uses for gigabit networks. The open source software developed under this program will take advantage of the advanced networks that are already available in Kansas City and Chattanooga and that will be emerging nationwide in the coming years. Kansas City will host its kickoff on Feb. 13.

"We are thrilled that the Gigabit Community Fund is bringing together practitioners and innovators from public and private sectors to enable novel gigabit applications for learning and workforce development," said Farnam Jahanian, NSF's head of Computer and Information Science and Engineering. "These new apps will have the potential to boost productivity and safety--starting as an experiment in these two communities and growing across the U.S."

At today's event, Chattanooga Mayor Andy Berke and representatives from Mozilla, NSF, the Department of Education and local organizations describe how the Gigabit Community Fund will provide $300,000, split evenly between Chattanooga and Kansas City, to catalyze the development of apps that leverage ultra-high speed broadband networks in service to learning and workforce development needs.

"Between Code for America, Mozilla's Gigabit Community program, our city's strong sense of collaboration, and the incredible connectivity we have with the gigabit infrastructure, we're strategically situated to provide solutions for government, education, workforce development and beyond," said Berke.

"I'm proud that NSF and Mozilla have chosen to work with Kansas City as part of the Gigabit Community Fund," Kansas City, Mo., Mayor Sly James said.

The fund continues to advance US Ignite, an initiative announced by the administration in 2011 with the goal of cultivating public and private partnerships to jumpstart the development of gigabit applications. As the lead Federal agency for US Ignite, NSF first partnered with Mozilla in fall 2011 to implement a creative, contest-driven model of community-based app development. In the last two years, 300 ideas for gigabit applications have surfaced and 22 teams received support to develop their ideas into gigabit app prototypes.

By combining institutional partnerships, a new fund to support app development and a repository of open source tools, code and documentation, the Gigabit Community Fund aims to further demonstrate the potential for ultra-high-speed broadband networks, with a particular emphasis on significant contributions to education, learning and workforce development. The Gigabit Community Fund will provide awards ranging between $5,000 and $30,000, based on the needs and opportunities demonstrated in the proposal. Funded work must deliver real value to end-users and must be proposed in collaboration with local organizations.

"Mozilla is building a web where people know more, do more and do better," said Mark Surman, Executive Director of Mozilla. "The Gigabit Community Fund will do that by demonstrating the potential public benefit that gigabit networks have. With support from NSF and a community-based approach towards collaboration and experimentation, we're confident that local innovators will make real progress towards transforming education and workforce development opportunities in Chattanooga and Kansas City."

Mozilla will establish Hive Learning Communities in Chattanooga and Kansas City, similar to its Hive Learning Networks in New York City, Chicago, Toronto and Pittsburgh, where organizations collaborate around shared goals in digital learning and making, and economic opportunities. "Community catalysts" in each city will help bring members of the different communities together.

"I look forward to working with the National Science Foundation and US Department of Education, whose investment in this initiative will help keep Chattanooga positioned as a leader in technology and innovation," said Berke.

Added Mayor Mark R. Holland of Kansas City, Kan.,: "Since the inception of our city's fiber infrastructure we have seen amazing development. We are very excited that the partnership with Mozilla and NSF will yield new programs to fuel future success in education and workforce development using our gigabit connectivity."

-NSF-

Media Contacts
Aaron Dubrow, NSF, (703) 292-4489, adubrow@nsf.gov
Lainie DeCoursy, Mozilla, (917) 607-2525,lainie@mozillafoundation.org

Program Contacts
C. Suzanne Iacono, NSF, (703) 292-890, siacono@nsf.gov
Ben Moskowitz, Mozilla, (714) 420-6471,ben@mozillafoundation.org
Kari Keefe, KC Mozilla Gigabit Community Fund, (816) 588-3531,kari@mozillafoundation.org
Lindsey Frost Cleary, Chattanooga Mozilla Gigabit Community Fund, (347) 510-7534, lindsey@mozillafoundation.org

Related Websites
Gigabit Community Fund award abstract:http://www.nsf.gov/awardsearch/showAward?AWD_ID=1344309
US Ignite at NSF:http://www.nsf.gov/news/special_reports/usignite/index.jsp
NSF and Mozilla Announce Breakthrough Applications on a Faster, Smarter Internet of the Future:http://www.nsf.gov/news/news_summ.jsp?cntn_id=128315
NSF and Mozilla Announce Winning Big Ideas for New Applications on a Faster, Smarter Internet of the Future:http://www.nsf.gov/news/news_summ.jsp?cntn_id=125515

The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering. In fiscal year (FY) 2014, its budget is $7.2 billion. NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions. Each year, NSF receives about 50,000 competitive requests for funding, and makes about 11,500 new funding awards. NSF also awards about $593 million in professional and service contracts yearly.

Get News Updates by Email 

Useful NSF Web Sites:
NSF Home Page: http://www.nsf.gov
NSF News: http://www.nsf.gov/news/
For the News Media: http://www.nsf.gov/news/newsroom.jsp
Science and Engineering Statistics:http://www.nsf.gov/statistics/
Awards Searches: http://www.nsf.gov/awardsearch/

 
Gordon Dahlby's insight:

A hopeful view of the possible.  What if  Gb broadband  to every school building in US were free as a service to education?  May also make broad access to Internet-2 on ramps possible.

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Cisco to launch $100M fund for the internet of things

Cisco to launch $100M fund for the internet of things | STEM Education models and innovations with Gaming | Scoop.it
Cisco reported financial results Wednesday and while the company saw a drop in both revenue and profits, the company is investing in the internet of things. Cisco said it has allocated $100 million to invest in early stage companies to help it move the connected world forward. The company has already said it expects the…
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ASCD Express 9.09 - Generation STEM

ASCD Express 9.09 - Generation STEM | STEM Education models and innovations with Gaming | Scoop.it

The arts, new roles for teachers, and innovative approaches to design and engineering lead our exploration of STEM education in this issue. Find out how the Next Generation Science Standards and the Maker Movement are infusing real-world application and creative engagement into the sciences.

 

Inquiry-Based Instruction Explores, Then Explains

ASCD author Jeff Marshall advocates for flipping the typical explain-explore model for instruction and then provides a sample science lesson where students have the opportunity to explore elements of the lunar phases before this scientific phenomena are explained.

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The Four Cs of Next Generation Engineering Standards

The Next Generation Science Standards in general and the engineering standards in particular promote collaboration, critical thinking, creativity, and communication.

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The Art of Thinking Like a Scientist

The arts encourage observation, visualization, and perseverance in a design process—or, why STEM should really be STEAM.

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How Technology Enhances Creativity

How Technology Enhances Creativity | STEM Education models and innovations with Gaming | Scoop.it

The truth is that by expanding possibilities and automating part of the creative process, we can all be more creative and productive. In a virtual world of infinite abundance, only creativity could ever be in short supply.---------------

 

I recently wrote a post about how marketers will need to learn to rely less on judgment and intuition in the era of big data.  It’s a controversial subject, especially since many marketers pride themselves, in fact have built their careers, on having a reputation for instinct.

So I expected a certain amount of pushback, but instead many people seemed to think that I was arguing that technology was diminishing the need for creativity in marketing.  This is clearly not the case.  So let me set the record straight.

Technology does not quell creativity, in fact, there’s a great deal of evidence that suggests that technology enhances creativity.  Certainly, we are expected to be more creative in our working lives than a generation ago.  The truth is that by expanding possibilities and automating part of the creative process, we can all be more creative and productive.

Defining The Creative Process

While many like to think of creativity as a mysterious process, researchers generally agree that there are clear principles at work, such as a lucid formulation of the problem, knowledge and practice in a particular field, crossing domains and persistence.

 

 

1. Forming intent: Every creative act starts with a purpose.  Whether it is a marketer trying to solve for a particular business objective, a designer working with a specific brief or an artist looking to express a distinct idea or emotion.  It is through forming intent that we create the constraints under which creativity thrives.

The process of forming intent is inherently human. There are some things that machines will never do: they will never strike out at a little league game, fall in love, have their heart broken or raise a family.  It is out of human experience that our wants and desires arise.

2. Searching The Domain:  All great artists—or for that matter, anybody who is good at anything—are students of their craft.  By thoroughly examining their domain, they become aware of a variety of techniques, alternative approaches and different philosophies.  The larger the creative toolbox, the greater the possibility for creative excellence.

One particularly famous and well studied example of the benefits of searching the domain is Picasso’s encounter with African art that led him to pioneercubism and marked a turning point in his career. His later work, combining aspects of both European and African style, set a new course for the art world.

3. Tangling Hierarchies: Truly revolutionary creative acts come from synthesizing across domains, as Picasso did with African and European art or Darwin did by combining insights from economics, geology and biology to come up with his theory of natural selection.

The idea of combination comes up prominently in research into the psychology of creativity, such as Mihaly Csikszentmihalyi’s discussion ofcreative flow and Douglas Hofstadter’s concept of strange loops.  Innovation is largely the art of combination.

Technology Eradicates Barriers To Creative Excellence

Luck and chance have always played a role in creativity.  What if Picasso had not wandered into that African art exhibition or Darwin not taken the voyage on The Beagle?  These happy accidents are interesting and exciting, but luck is not a strategy.  In fact, history is full of examples of missed opportunities because of deficiencies of information.

Darwin’s theory remained incomplete for half a century, because he was not able to specify a mechanism by which traits were inherited. Ironically, his contemporary, Gregor Mendel, had discovered the principles of genetics shortly after Darwin published his famous work, but they remained completely unaware of each other for their entire lifetimes.

Clearly, technology has transformed human experience.  We are no longer separated by time and space, but are largely working off of the same massive database.  The sum total of human knowledge is merely a few clicks away. Domains are no longer hidden behind barriers of circumstance or tradition, but are accessible to anyone with a search engine.

And it is not just information that has become accessible, but personal contact. Whether through social media or web video conferences or MOOC’s, it’s far easier to people to meet and collaborate than ever before in human history. Searching the domain is no longer a matter of chance.  Technology and automation have streamlined the process.

Mixing And Remixing

There is a fundamental difference between knowledge and information. Knowledge is personal.  I might know how to play the piano or how to get to the store, but transferring that knowledge to another is a cumbersome affair. It’s difficult to explain things exactly as we experience them and the person on the other side won’t take it all in with perfect fidelity.

Information, on the other hand, is a storable, fungible entity.  We can store and transfer it with any level of accuracy we choose, which makes it easy to combine with other information.  In fact, it’s become so easy to combine ideas through information that we’ve come to think of mashups as banal and trite.

That’s because combining ideas no longer takes any particular skill.  Like searching domains, the process has become so completely automated that it ceases to be associated with personal expression.  Devoid of toil and labor, it requires negligible specific intent.

Simulating Failure

The ugly truth is that most creative acts are failures, which is why, as Robert Weisberg points out in his book Creativity, outstanding creative work is tightly linked to prolific output.  The more work we produce, the more great work we produce.  The problem is that it’s often hard to separate the good from the bad.

Malcolm Gladwell illustrated in David and Goliath how this can create serious difficulties.  Even geniuses like Monet and Renoir found it difficult to stand out when they only had one or two paintings among the thousands at Paris’s famous Salon exhibition and only gained traction when they created their own show where they could display more works.

Clearly, failure in the analog world was expensive, tiresome and frustrating. But in the digital world, we can simulate failure cheaply and easily.  From CAD software to 3D printers, A/B testing to agent based models, technology lets usexperiment in the world of bits before we invest resources in the world of atoms.

And that’s how technology enhances creativity, it drastically reduces the cost of actualizing our intent.  We can search domains, mix and match ideas and test concepts almost effortlessly.  That means we can try out a lot more possibilities and increase the chances of producing something truly outstanding.

The Rise of the Creative Class

Probably the strongest sign that technology enhances creativity is that, asRichard Florida argues in The Rise Of The Creative Class, creativity is becoming an intrinsic part of working life.  The man in the gray flannel suit has been replaced by the hipster with spiky hair and tattoos.

As we become a more technological society, we also become a more creative society, because many of the rote tasks that used to take up a lot of our time and effort have become automated.  What’s more, technology increases our potential to engage in the types of experiences that lead to greater creativity.

Certainly today, exposure to African art is not rare or difficult to obtain.  A modern day Darwin wouldn’t need to embark on a five year voyage to inspect the finches of the Galapagos, an internet connection or a plane ticket would do.  He could also model his suspicions by computer, shortening the gap between hypothesis and theory.

The fact that everyone has access to a wealth and diversity of ideas and the means to actualize intent means that we all can be more creative.  As Jaron Lanier put it, “in a virtual world of infinite abundance, only creativity could ever be in short supply.”

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Bonnie Bracey Sutton's curator insight, February 4, 2014 7:01 AM

Technology cn give wings to thoughts.

Bailey White's curator insight, February 4, 2014 8:53 AM

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Vernier Launches Graphical Analysis for Android

New app expands the type of mobile devices students can use to analyze scientific data

BEAVERTON, Ore., Jan. 21, 2014 /PRNewswire-USNewswire/ -- Vernier Software & Technology is broadening the opportunities for data collection in STEM classrooms with the release of Graphical Analysis™ for Android. Launching at the Bett Show 2014 in London, the app allows students to wirelessly stream data from Vernier's LabQuest 2 and from Logger Pro to an Android device and then analyze scientific data.

"The launch of Graphical Analysis for Android helps meet the growing demand for data analysis on Android devices designed for the classroom," said David Vernier, co-founder of Vernier and a former physics teacher. "Increasingly, teachers in the U.S.,Europe, and Asia are asking for data analysis that supports Android devices. Our goal is to support science teachers on the range of devices they are using for hands-on science instruction."

Students can use Graphical Analysis for Android with existing Vernier sensors to simultaneously collect and graph data from multiple sensors. Additionally, students can graph manually entered data, and access the same analysis and annotation features used for sensor-based data collection.

Graphical Analysis for Android's touch interface is designed specifically for Android tablets and provides a fluid, intuitive learning experience as individual students create and share data analysis. The app enables students to annotate the data, perform curve fits, and make statistical calculations to build evidence of scientific understanding. Graphical Analysis for Android also automatically saves data and annotations within the app so students can view and analyze data after class or at home.

Graphical Analysis for Android will be available via Google Play this spring, and a time-limited, free preview is now available.

About Vernier Software & Technology
Vernier Software & Technology has been a leading innovator of scientific data-collection technology for 33 years. Focused on science, technology, engineering, and mathematics (STEM), Vernier is dedicated to developing creative ways to teach and learn using hands-on science. Vernier is a U.S.-based company, with offices in Europe and Asia and dealers servicing more than 130 countries. Vernier creates easy-to-use and affordable science interfaces, sensors, and graphing/analysis software that are used by educators and students from elementary school to university. Vernier's technology-based solutions enhance STEM education, increase learning, build students' critical thinking skills, and support the science and engineering practices detailed in the Next Generation Science Standards (NGSS). Vernier's business culture is grounded in Earth-friendly policies and practices, and the company provides a family-friendly workplace. For more information, visit www.vernier.com.

SOURCE Vernier Software & Technology

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Digitally Interfaced Book: Paper, Graphite, Makey Makey, Scratch & Imaginatio - Digital Is

Digitally Interfaced Book: Paper, Graphite, Makey Makey, Scratch & Imaginatio - Digital Is | STEM Education models and innovations with Gaming | Scoop.it

As a professional artist, deepening the ways in which seemingly disparate objects and processes are interconnected through locating, and mapping their intersections has been one of the main elements of my studio practice. The Fab Lab tools and working processes create an environment that is well suited to investigating those types of intersections.

In an effort to integrate Fab Lab tools centered on craft, and studio-based processes into the classroom, I have been working to implement a Mobile MakerCart at a project-based K-8 charter school. In addition to introducing craft-based physical computing projects to the children, a guiding principle behind the MakerCart is to give teachers the opportunity to develop familiarity with the MakerCart’s tools and processes in order to be able to envision the ways in which they might be able to develop their own curriculum for use in the classroom.

The cart, housing a laser cutter, 3D printer, sign cutter, sewing machine, and various circuit building components and tools, is a flexible platform designed to circumvent the school’s space issues, move the tools freely within the school, and also to fulfill one of the school’s missions of moving out and interacting with the broader community.

The initial project run through the cart was a DIY Sound Studio where the children learned the basic physics of sound, and learned to craft their own sound scapes. The project started with making lo-tech record players out of needles, solo cups, and chopsticks (Figure 1), and moved to crafting their own soundscapes in Audacity and Garage Band, and playing them with Scratch/MakeyMakey based instruments through speakers they made themselves (Figure 2). These projects are designed to be iterative and carried through into other projects to deepen and enrich the children’s processes of making, and the objects themselves.

- See more at: http://digitalis.nwp.org/resource/4885#sthash.dML36sUC.dpuf

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Corvallis superintendent clarifies future of iPad rollout

Corvallis superintendent clarifies future of iPad rollout | STEM Education models and innovations with Gaming | Scoop.it

The superintendent of the Corvallis School District says its one-to-one iPad program will not expand to every student in Corvallis in the 2014-15 school year, as previously was planned.

Superintendent Erin Prince told the Gazette-Times that the district is evaluating the next steps for its 1:World technology plan, which has a goal of providing every district student with an iPad for use at school and at home.

An article on page A3 in Friday’s paper incorrectly paraphrased Prince as saying the district would continue with its plan to provide every student with an iPad by the next school year.

Prince said the district is planning to collect information from staff and the community about how to proceed with the program. She said that feedback will be used to make recommendations to the school board.

“We know that (the iPads) will not be district wide,” she said.

Prince said options for the program include maintaining it at its current level. This year, both the district’s middle schools, an elementary school and select programs within other Corvallis schools are using the iPads, which can be taken home by students in third grade and above with parent permission. She also said the program could be expanded to select grades or schools.

“We have decided to not go to full implementation in 2014-15 since we want to continue to build capacity with our infrastructure and professional development with staff and parents,” she said.

To read Friday’s  (1/10/14) article on the program, see: http://bit.ly/19XnCOh.

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1:World is great labeling.

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5 Ways to Make Your Classroom Student-Centered

5 Ways to Make Your Classroom Student-Centered | STEM Education models and innovations with Gaming | Scoop.it
Teachers looking to build on student interests and increase engagement should work on developing these five "teacher strengths," says educator Marcia Powell.
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Science Expedition Shares Deep Sea Vents with Students -- THE Journal

By Dian Schaffhauser01/08/14

Scientists and others are going into the deep-sea vents, and they're hoping to bring students along for the ride. Dive and Discover, a Web site that provides research resources related to ocean exploration, has just begun its 15th expedition, this one exploring hydrothermal vents in the Pacific Ocean.

The 14-day journey takes place in the East Pacific Rise, an ocean ridge about 600 miles south of Manzanillo, Mexico. There, the goal is to study single-celled organisms — bacteria and archaea — which in turn support the food needs of shrimp and clams. Because of where they exist, these organisms don't get energy through sunlight; they survive through a process called "chemosynthesis," in which they convert into energy the inorganic chemicals and minerals produced by hydrothermal vent fluids that bubble up from under the ocean floor.

The explorers are aboard a research vessel called the Atlantis, from which pilots remotely control an underwater vessel named Jason. During the expedition, which runs until January 22, the work of scientists, ship crew members, and engineers is being captured in video, photographs and daily written updates that are posted to the Dive and Discover site.

The research team will also use devices that can "suck in" microbes and fluids and maintain them at deep-sea pressure to bring them up to the surface. That will allow scientists to perform experiments on the ship, such as analysis of the DNA, RNA and proteins of the microbes.

"We'll be able to look at the genes of an individual microbe. And if you know how small a microbe is, that's quite a difficult task," said marine chemist Jeff Seewald, a co-principal investigator of the expedition. "Technology now exists that we can look at the genetic material in individual cells, see who is there, and possibly what they're doing on the seafloor."

Teachers and students are invited to share the classroom activities they develop around the exploration. The site also provides explanations of ocean phenomenon related to the work, interactive illustrations to illuminate deep-sea features and animals, and a "Mail Buoy" that lets students communicate by email with the scientists at sea.

According to expedition sponsor The Woods Hole Oceanographic Institution, the work being shared on Expedition 15 fits into multiple parts of the Next Generation Science Standards for grades five through high school. For example, students studying the physical sciences can learn about chemical reactions (PS1B) and energy and chemical processes in everyday life (PS3D). Those studying earth and space sciences can learn about the history of the planet (ESS1C) and biogeology (ESS2E).

The program is being funded by the National Science Foundation.

About the Author

Dian Schaffhauser is a writer who covers technology and business for a number of publications. Contact her at dian@dischaffhauser.com.


Read more at http://thejournal.com/articles/2014/01/08/science-expedition-shares-deep-sea-vents-with-students.aspx#rs5mIekRXuQFMx6g.99

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U.S. Department of Education and Cleveland Metropolitan School District Reach Agreement to Provide Equal Access to STEM Programs for Limited English Proficient (LEP) and Latino Students | U.S. Depa...

The U.S. Department of Education's Office for Civil Rights (OCR) successfully resolved today its compliance review of the Cleveland Metropolitan School District, entering into an agreement to ensure the District will provide Limited English Proficient (LEP) and Latino students with equal access to science, technology, engineering, and mathematics (STEM) programs offered at the high school level.

During the 2012-13 school year, only 130 of the district's 5,586 Hispanic students enrolled in the district's four STEM high schools. Although the district has designated nearly half (2,764) of its Latino students as English Language Learners (ELL), the district has neither regularly made STEM program information available in languages other than English nor made significant outreach efforts to the ELL student community regarding district STEM offerings. Geographic siting compounds the issue: only two of the district's seven STEM-themed high schools or high school programs are located on the west side of Cleveland, where Cleveland's Latino population is heavily concentrated. The district's innovative, challenging STEM programs have had to turn away interested students at some locations and have been under enrolled at other locations, underscoring the benefits to be gained from promoting STEM education more equally among district students.

"The pipeline to educational opportunities in STEM fields must be open to all students," said Catherine E. Lhamon, assistant secretary for the Office for Civil Rights. "We appreciate the district's commitment to working with OCR to identify steps to promote and ensure equal access to STEM educational opportunities for all students, regardless of race or national origin. Increasing student interest and expertise in the fields of science, technology, engineering and mathematics is critically important to developing more scientists, engineers, and innovators who will help our nation maintain its position as a global leader."

Today's agreement ends the unequal access to STEM offerings for Limited English Proficient and Latino students in the district. The district, which cooperated fully with OCR throughout the investigation, agrees to form a committee, including district and community members, to identify and assess barriers to Latino participation in STEM program; to develop and provide OCR, by the end of the current school year, with a plan to be implemented beginning in the 2014-15 school year to ensure equal STEM access district-wide; to promote STEM programs specifically to Latino students and their families; to make sure that information communicated to Limited English Proficient families about STEM programs is either translated or interpreted into their home language and specifically to provide written notice that ELL services are available for students who enroll in STEM programs; to annually monitor student enrollment in STEM programs and make changes as necessary to improve access for Latino and ELL students; and to improve academic counseling services and retrain district staff as necessary to improve equitable access to STEM programs in the district.

 

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1/7/2014

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Commit2Act - Home

Commit2Act - Home | STEM Education models and innovations with Gaming | Scoop.it
OVERVIEW

Small actions can have a big impact! Join other people like you in taking action for a better world, by signing on to commitments that align with the issues that matter to you. Keep track of your progress and get inspired by a community of youth changemakers.

This App allows you to compete with and encourage your friends, and engage with others around the world. Amplify your world-changing behaviours and connect with others like you through Commit2Act.

Gordon Dahlby's insight:

Driven by student interests and passion...moved to action (commitment) Could be a school wide theme

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Maker Faire Coming to the White House

Maker Faire Coming to the White House | STEM Education models and innovations with Gaming | Scoop.it

The Obama Administration announced its plan to host a Maker Faire at the White House this year.

Details are still in the works, but the White House tapped 16-year-old maker Joey Hudy to help spread the news. Joey sat with First Lady Michelle Obamaat last week’s State of the Union address. And two years ago Joey wowed Obama with his marshmallow cannon at the White House Science fair.

 

Joey Hudy fires his marshmallow cannon for President Obama.

As you might expect, Joey is thrilled.

“I’m so excited, he said. “This is amazing and I’m glad I don’t have to keep it a secret anymore. I’m very glad and honored that I got to be the one announcing it.”

Joey said Maker Faire shows kids how much fun making can be.

“This Maker Faire will help more schools and the world understand how important science technology and engineering education (STEM) is,” he said. “The maker movement is the future.”

Of course we’re pretty thrilled, too. Maker Faire and the maker movement in general are all about celebrating innovation and the creative spirit in all of us. Having the White House as a partner will help expose more people to what making is all about.

In a blog post about the news written by Tom Kalil, deputy director for technology and innovation at the White House Office of Science and Technology Policy and Jason Miller, special assistant to the president for manufacturing policy at the National Economic Council, they explain:

We will release more details on the event soon, but it will be an opportunity to highlight both the remarkable stories of Makers like Joey and commitments by leading organizations to help more students and entrepreneurs get involved in making things.

To get involved they’re asking makers to send pictures or videos of their creations, as well as descriptions of how they are are working to advance the maker movement, to maker@ostp.gov, or on Twitter using the hashtag #IMadeThis.

Kalil and Miller also announced that later this year the Obama Administration will launch “an all-hands-on-deck effort to provide even more students and entrepreneurs access to the tools, spaces, and mentors needed to make.”

Flame-spitting horses and a car-smashing robot hand probably won’t make it past White House security, but 1600 Pennsylvania Avenue offers a great venue for makers to showcase their stuff. What kind of exhibits would you like to see featured at the fair? Post your suggestions in the comments below.

BY STETT HOLBROOK
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The STEM Crisis Is a Myth - IEEE Spectrum

The STEM Crisis Is a Myth - IEEE Spectrum | STEM Education models and innovations with Gaming | Scoop.it
Forget the dire predictions of a looming shortfall of scientists, technologists, engineers, and mathematicians

Via Sylvia Martinez
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GitHub Launches Education Service with Free Classroom Accounts -- Campus Technology

GitHub Launches Education Service with Free Classroom Accounts -- Campus Technology | STEM Education models and innovations with Gaming | Scoop.it
GitHub, the software development hub for collaboration and code hosting and distribution, has created a new service specifically for education.
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Tech's Diversity Problem Is Apparent as Early as High School

Tech's Diversity Problem Is Apparent as Early as High School | STEM Education models and innovations with Gaming | Scoop.it
In several states, no girls, black or Hispanic students took the Advanced Placement exam in computer science last year, illustrating the lack of diversity in the tech industry.

 

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Finally, a Drone You Can Own | TIME.com

Finally, a Drone You Can Own | TIME.com | STEM Education models and innovations with Gaming | Scoop.it
Remote-controlled aircraft hobbyists have been trying to MacGyver small digital cameras to their airborne contraptions for years. Chinese manufacturer DJI has finally come along and rendered all that tinkering unnecessary, selling what’s essentially a flying camera ready-to-go out of the box: The DJI Phantom 2 Vision.

Read more: The DJI Phantom 2 Vision Is a Drone You Can Own | TIME.com http://techland.time.com/2014/01/30/dji-phantom-vision-quadcopter-drone-review/#ixzz2s0jKayKg
Gordon Dahlby's insight:

Anyone, anyone....

top ten things to do w/ a drone in your course... ?

 

Better to build one so students understand components?

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Google Chrome Launches Virtual LEGO Land | TIME.com

Google Chrome Launches Virtual LEGO Land | TIME.com | STEM Education models and innovations with Gaming | Scoop.it

Google and LEGO have launched an insidious plot, er, app that lets users play with virtual LEGO bricks in their web browsers during work hours while deadlines are rapidly approaching.

Google unveiled the productivity-sapping feature, “Build With Chrome,” on Tuesday. Users can stack, rotate and snap a variety of bricks onto a virtual pad, powered by WebGL, a 3D graphics technology for web browsers.

And suppose you’ve lost months building an impossibly elaborate choo choo train? You can publish your creation on this Google map, which is rapidly filling up with monuments to time creatively wasted.



Read more: Google Launches Virtual LEGO Land in Chrome | TIME.com http://techland.time.com/2014/01/29/google-chrome-launches-virtual-lego-land/#ixzz2ro6KuvwT
Gordon Dahlby's insight:

Count down to the first numbered list of uses for Chrome Lego.  :>)

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The NSTA Learning Center

The NSTA Learning Center | STEM Education models and innovations with Gaming | Scoop.it
NSTA Virtual Conference: NGSSPractices in Action

 

Are you looking for practical strategies for integrating the Next Generation Science Standards (NGSS) into your classroom? Join NSTA for an intensive one-day virtual conference to learn how to apply the NGSSpractices with K-12 students.


Date: Saturday, March 8, 2014
Time: 10 a.m. – 6 p.m. ET
9 a.m. – 5 p.m. CT
8 a.m. – 4 p.m. MT
7 a.m. – 3 p.m. PT
Member price: $79
Nonmember price: $99
See the menu at left for the agenda and other details.


During this web-based professional learning opportunity participants will:

Explore the practices modeling, explanation and argumentation, and engineeringLearn about specific strategies by grade level and disciplineAsk questions of NGSS expertsEngage in dialogue with science educators from across the country

Hone your understanding of NGSS and discover methods to use in your classroom right away during this can't-miss opportunity. Register today!

Gordon Dahlby's insight:

Not FREE.

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Bonnie Bracey Sutton's curator insight, February 4, 2014 7:04 AM

During this web-based professional learning opportunity participants will:

Explore the practices modeling, explanation and argumentation, and engineeringLearn about specific strategies by grade level and disciplineAsk questions of NGSS expertsEngage in dialogue with science educators from across the country
Bonnie Bracey Sutton's comment, February 4, 2014 7:04 AM
During this web-based professional learning opportunity participants will:<br>Explore the practices modeling, explanation and argumentation, and engineering<br>Learn about specific strategies by grade level and discipline<br>Ask questions of NGSS experts<br>Engage in dialogue with science educators from across the country..doesn't have to be free.. it will be a winner.
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How to Tap Into Kids’ Creative Confidence

How to Tap Into Kids’ Creative Confidence | STEM Education models and innovations with Gaming | Scoop.it
OpenIDEO "How might be inspire young people to cultivate their creative confidence?" That was the challenge posed by OpenIDEO several months ago:

Via Beth Dichter
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Kirsten Macaulay's curator insight, January 28, 2014 5:32 AM

Great visual of inspiring creative confidence.

Audrey's curator insight, January 28, 2014 5:21 PM

Excellent ways to encourage learning and all of this can be accomplished from home, curated by Audrey for www.homeschoolsource.co.uk

Ruby Day's curator insight, February 14, 2014 4:05 PM

want to try this with my class, thanks for sharing :)

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Tech's Gender and Race Gap Starts in High School

Tech's Gender and Race Gap Starts in High School | STEM Education models and innovations with Gaming | Scoop.it
A look at who takes the Advanced Placement computer science exam—and who doesn't
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50 Resources to Use Animation as a Teaching Tool

50 Resources to Use Animation as a Teaching Tool | STEM Education models and innovations with Gaming | Scoop.it

Via Beth Dichter
Gordon Dahlby's insight:

Would like to see the list pruned to those software programs and applications in an age-appropriate list for students to use to represent/explore their own learning.  Animation makers, not consumers.

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carldowse's curator insight, January 17, 2014 4:39 AM

It's useful that two different approaches and types of resource are offered here - definitely worth exploring as animation appeals to most learners - busy executives included!

Louise Robinson-Lay's curator insight, January 17, 2014 5:23 AM

Create your own animations for your classes using these tools.

Tonya D Harris's curator insight, January 27, 2014 5:49 PM

List of recommended resources to" purchase" for amination teaching tools under $50 and some are free. Good source for ideas you can use. 

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nsf.gov - National Science Foundation (NSF) News - There's more to biofuel production than yield - US National Science Foundation (NSF)

nsf.gov - National Science Foundation (NSF) News - There's more to biofuel production than yield - US National Science Foundation (NSF) | STEM Education models and innovations with Gaming | Scoop.it

January 13, 2014

When it comes to biofuels, corn leads the all-important category of biomass yield. However, focusing solely on yield comes at a high price, scientists say.

In this week's issue of the journal Proceedings of the National Academy of Sciences (PNAS), the researchers show that looking at the big picture allows other biofuel crops, such as native perennial grasses, to score higher as viable alternatives.

"We believe our findings have major implications for bioenergy research and policy," said Doug Landis, a biologist at Michigan State University (MSU) and one of the paper's lead authors.

"Biomass yield is obviously a key goal, but it appears to come at the expense of many other environmental benefits that society may desire from rural landscapes."

Landis and a team of researchers from the Great Lakes Bioenergy Research Center and the National Science Foundation (NSF) Kellogg Biological Station Long-Term Ecological Research (LTER) site compared three potential biofuel crops: corn, switchgrass and mixes of native prairie grasses and flowering plants.

Kellogg Biological Station is one of 26 such NSF LTER sites in ecosystems from grasslands to coral reefs, deserts to mountains around the world.

"Sustainability, food security, biodiversity, biofuel production--all are important to an increasing human population," says Saran Twombly, program director in NSF's Division of Environmental Biology, which funded the research through the LTER Program. "This is a superb example of how fundamental ecological research can assist human well-being."

The scientists measured the diversity of plants, pests and beneficial insects, birds and microbes that consume methane, a greenhouse gas that contributes to climate change. 

 

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Sensitive topic in my state..somewhat self-serving narative.

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Chicago Public Schools Expands Access to Computer Science | LFA: Join The Conversation - Public School Insights

Chicago Public Schools Expands Access to Computer Science | LFA: Join The Conversation - Public School Insights | STEM Education models and innovations with Gaming | Scoop.it

It’s difficult to imagine life without computers and technology in general - some days my eyes hurt from staring at screens too much. But computer science is much more in-depth than the basic Internet navigation and word processing skills many of us use in our professional lives. Coding, for example, is an important skill for students to master as we move towards the middle of this century in our electronic age, and can develop habits of mind that students can put to use in future STEM professions. Students who learn to code at a young age establish a strong foundation for more advanced classes in high school, better enabling them to pursue degrees in engineering and other technical professions in their post-secondary education.

Computer science is frequently offered as an elective in schools and districts across the country, but the US has a projected one million computing jobs that will be unfilled by 2020. That’s why Chicago Public Schools (CPS) announced last month that computer science will be considered core curriculum in all public high schools and will be offered at all elementary schools. Within five years, the district intends to be the first urban district to offer K-8 computer courses. This forward-thinking initiative requires a significant commitment of resources. The district has established a partnership with code.org to provide the new computer curriculum and professional development for staff at no cost. CPS will be a district to watch over the coming years as they phase in this work and elevate the stature of computer science courses.

CPS will have challenges to overcome. As the Chicago Teachers Union (CTU) rightfully points out, there is a significant resource problem. And, many questions remain unanswered. Will there be a pilot program? How will the district adjust the budget? How will they build the capacity of educators to implement? The decisions made will provide a better understanding of what it takes to bring more advanced computing opportunities to more children. The lessons in implementation promise to be informative and the process will be as important as the result in its instructiveness for other urban districts.  

From an opportunity perspective, there’s one additional narrative to this effort; it’s a social justice frame articulated by the civil rights activist, environmental advocate and former Presidential advisor, Van Jones. Jones recently launched an initiative through his organizationRebuild the Dream called #yeswecode with the goal of teaching 100,000 low-opportunity youth to code. It was developed in response to the shooting of Trevyon Martin, to answer the question of, where are all the young black Mark Zuckerbergs? Why, when we see a black youth in a hoodie, do we often think of the word ‘thug’? There is a need for more young people of color in STEM fields and for them to have access to skills that will help them succeed and lead.

While Van Jones is working to expand access to coding in the nonprofit model, the school environment also offers an opportunity for more young people to become leaders in the technology, programming and engineering world, to be prepared to tackle the unknowns in the future. Offering access to key skills that are highly valued in the business world may foster upward mobility for youth that otherwise frequently struggle to transition to a career path. Preparing students for the 21st century requires thinking ahead to what the demands of the future might be. CPS is to be congratulated for this initiative and as they move to scale, the next five years will be instructive for us all.

Image by Almonroth (Own work) [CC-BY-SA-3.0], via Wikimedia Commons

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