A program that teaches middle-school Latinas to program their own computer games seeks ways of overcoming the growing shortfall of both Latinos and women in IT education and careers.
This article describes the Multimedia Arts Education Program (MAEP), an ongoing, intensive after school computer-mediated art technology program begun in 1996 by the Tucson Pima Arts Council (TPAC) in Tucson, Arizona. This five-semester program targets at-risk middle school youth from disadvantaged families. Students worked with professional artist/teachers, learning to do computer graphics and publishing, language arts and word processing, computer animation and video production.
Both scholarly literature and popular media often depict predominantly negative and one-dimensional images of boys, especially African-American boys. Predictions of these boys’ anticipated difficulties in school and adulthood are equally prevalent. This paper reports qualitative research that features case studies of nine urban boys of color, aged nine to eleven, who participated in an afterschool program where they learned to create digital multimedia texts. Drawing on an analysis of the children’s patterns of participation, their multimodal products, and their social and intellectual growth
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TEAM MEMBERS:
Glynda HullNora KenneyStacy MarpleAli Forsman-Schneider
While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change. Science education needs to prepare students for a future world in which multiple representations are the norm and adults are required to “think like scientists.” Location-based augmented reality games offer an opportunity to create a “post-progressive” pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific discourses. This cross-case comparison as a component of a design-based research study
Nearly 79,000 questions sent to an Internet-based Ask-A-Scientist site during the last decade were analyzed according to the surfer's age, gender, country of origin, and the year the question was sent. The sample demonstrated a surprising dominance of female contributions among K-12 students (although this dominance did not carry over to the full sample), where offline situations are commonly characterized by males' greater interest in science. This female enthusiasm was observed in different countries, and had no correlation to the level of gender equity in those countries. This suggests that
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Ayelet Baram-TsabariRicky SethyLynn BryAnat Yarden
Multimodal technologies are creating new experiential opportunities for exploring, tinkering, learning and interacting in the virtual world. Once combined with sensorial objects and open-ended activities in the physical world, they introduce a new genre of interactive environments called ThinkeringSpace. ThinkeringSpace is a hybrid system - made of networked and remotely accessible physical environments - that seeks to bring school-age children together to collaborate face-to-face and tinker with things, both physical and virtual, reflect upon what they do and discover, and elaborate their
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TEAM MEMBERS:
Heloisa MouraDale FahnstromGreg PrygrockiT.J. McLeish
The article offers information on Quin Etnyre, a 13-year-old boy from Southern California who founded the electronics company Qtechknow. Topics discussed include Etnyre's invention of the ArduSensors plug-and-play electronic device components, Etnyre's used of the open-source electronics prototyping platform Arduino to began his company, and Entyre's hobbies such as sports including volleyball, track, and swimming.
Key to introducing information and communication technologies in museums is to support meaning-making activity in encounters with artefacts. The study presented in this paper is exploratory in nature and investigates the use of social and mobile technologies in school field trips as a means of enhancing the visitor experience. It is anchored in sociocultural perspectives of learning as meaning making, with a focus on mediating artefacts in the development of understanding. The Museum of London was selected as the site of the study and the participants were a Year 9 History class (13-14 years
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Koula CharitonosCanan BlakeEileen ScanlonAnn Jones
This report summarizes findings from a three-year study of the Time Team America: Science of Archeology project, funded by the National Science Foundation. The project included a series of archaeology field schools for youth, four broadcast episodes and a redesigned website with a variety of information and instructional resources. The evaluation included both formative and summative components and a mix of qualitative and quantitative methods including surveys, interviews, and focus groups. Includes interview protocol and survey.
The Magnet Lab has a strong commitment to education. Through the Center for Integrating Research & Learning, the lab supports educational programming at all academic levels: K-12, technical, undergraduate, graduate and postdoctoral. Please explore the links listed to the left to find out more about the depth of our educational resources for the community, for teachers and for students as well as our unique research offerings. Our programs are designed to excite and educate students, teachers and the general public about science, technology and the world around them. All of our programs are developed in close collaboration with research scientists and educators. Housed at and partly funded by the MagLab, the Center is uniquely positioned to take advantage of the excellent resources, connections, world-class facilities and cutting-edge science the lab has to offer. We also receive generous support from the National Science Foundation and the State of Florida. The Center maintains a rigorous research agenda designed to investigate how Center programs and materials affect teachers and students. Our Mission Statement is to expand scientific literacy and to encourage interest in and the pursuit of scientific studies among educators and students of all ages through connections between the National High Magnetic Field Laboratory and the National Science Foundation, the community of Tallahassee, the State of Florida and the nation.
Young people today have grown up living substantial portions of their lives online, seeking entertainment, social relationships, and a place to express themselves. It is clear that participation in online communities is important for many young people, but less clear how this translates into civic or political engagement. This volume examines the relationship of online action and real-world politics. The contributors discuss not only how online networks might inspire conventional political participation but also how creative uses of digital technologies are expanding the boundaries of politics
This report summarizes the results of a three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning.
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University of California, IrvineMizuko ItoBecky Herr-Stephenson