The Tech Museum of Innovation is producing a 3,000 square-foot permanent exhibition, complementary online acitivities, and a Design Challenge curriculum to engage visitors in the exploration of Internet techologies. The goals of the project are to enhance the technological literacy of middle school students, provide the general public with tools, experience, and confidence to participate in shaping the future of the internet, and advance the informal science education community through applied research in networked exhibit technology. Two distinct features of the exhibit are: 1) The Smart Museum, a computer network linking gallery and online expereinces, and 2) "dynamic content," a set of strategies for rapid exhibit updates that will mirror the changing Internet for the life of the exhibition. The Design Challenge curriculum will be used at the museum, in outreach to classrooms and community centers, and in training sessions for science educators. The summative research will be shared with the science education community via The Tech's web site as well as professional seminars, publications and conferences.
The Oregon Museum of Science and Industry (OMSI) will design, develop, evaluate and install "Technoquest," a permanent 6,000 square foot interactive technology exhibition for families, underrepresented groups, school groups and OMSI's general audience. "Technoquest" will fill OMSI's Technology Hall with a suite of highly interactive, exciting and engaging hands-on educational exhibits, computer simulations, audio and video components, text, graphics and artifacts. The exhibition hall will be divided into five thematic areas: industrial technology (robotics), medical technology, transportation technology, computer technology and communications technology. Other experiences will include a quick-change area for rapidly exhibiting emerging technologies and a Technology Lab where activities conveying a deeper understanding of the general principles of technology will be presented. Ancillary educational materials will be disseminated to the general public and to educators via print, the exhibition website, teacher workshops and professional development workshops for informal science educators. Content of the exhibition and ancillary materials will focus on general educational principles established by the International Technology Education Association (ITEA) that emphasize the processes common to all forms of technology and that align with state and national science standards. Principal concepts include The Nature of Technology, Technology and Society, Design, Abilities in a Technological World, and The Designed World. These principles will be reinforced throughout the exhibition. Each thematic area will highlight all five key principles of technology as defined by the ITEA.
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TEAM MEMBERS:
Raymond VandiverJan DabrowskiBenjamin Fleskes
Thinking SMART is a comprehensive five-year program that will encourage young women to pursue careers in science, mathematics and technology. The project focuses on girls ages 12-18, and will especially target those who are underserved and underrepresented in the sciences, including girls from diverse backgrounds and persons with disabilities. Key elements include four science/engineering module options, a two-tiered mentoring component, training, resource materials, online activities and an awards program. The modules (Material Girls, Eco Girls, Galactic Girls, Net Girls), focus on engineering, ecology, physics and computer science respectively, and will be aligned with national standards. The modules are implemented during the school year and include weekly programming, a summer camp and a spring "Women in Science and Engineering" conference organized by girls. Weekly meetings are augmented by online activities, in which girls interact with other participants and mentors, publish reports and obtain career information. Additionally, participants who complete all four modules are eligible to become paid mentors for younger participants. Five publications will be produced to support the program, including manuals for mentors (both adults and youth), module activities, a parent guide and a guide for implementation sites on community partnerships. Thinking SMART materials will be developed and piloted tested at eight sites in conjunction with Girls, Inc. affiliates in Nashua, NH, Worcester, MA, Oakridge, TN and Shelbyville, IN, with input from the Society of Women Engineers. Extensive training will also be provided for pilot programs and future dissemination. Finally the E3 Awards Program will motivate implementation sites to create high quality local programs. It is anticipated that more than 1,500 Girls, Inc. affiliates will adopt "Thinking SMART."
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TEAM MEMBERS:
Brenda StegallJanet StantonHeather Johnston NicholsonShalonda MurrayJoe Martinez
This project develops an 8-week middle-school mathematics module that introduces cryptography, the science of sending secret messages, while teaching and reinforcing the learning of related mathematical concepts. The topics range from the classical encryption systems and the historic context in which they were used through powerful modern encryption systems that provide secrecy in electronic messages today. The module also covers passwords and codes that correct errors in the transmission of information. Public awareness of the importance of cryptography is growing, as is the need to understand the issues involved. The study of cryptography provides an interesting context for students to apply traditional mathematical skills and concepts. Mathematical topics covered include percents, probability, functions, prime numbers, decimals, inverses and modular arithmetic. The main product is a middle-school student book, with accompanying teacher materials. A web site is being developed that supports the activities in this book. Abbreviated modules for Grades 3, 4 and 5 are also being developed, as well as an instructor's guide for adapting the materials for use in informal educational settings such as museums and after-school programs. The development of the module involves piloting and field-testing by experienced classroom teachers from diverse school communities and instructors of informal educational programs. Evaluation includes review by mathematicians and educators, as well as an investigation into the level of students' understanding of the topics studied.