Transcript gk12 Folder - Community Informatics Initiative

Graduate Teaching Fellows in K-12 Education (GK-12)
http://gk12-uiuc.net
http://gk12-uiuc.net
Sharon L. Comstock, Bertram C. Bruce, GSLIS
Luisa Rosu, Rita Davis, Curriculum & Instruction, UIUC
Delwyn L. Harnisch, University of Nebraska, Lincoln
Overview
Conclusions
The Graduate Teaching Fellows in K-12 Education (GK-12) program, currently
administered by the College of Liberal Arts and Sciences in partnership with
NCSA, has involved 32 teams in 15 middle and high schools throughout Illinois.
Teams include graduate students in science, mathematics, engineering, and
social sciences working with teachers to integrate the use of computer-based
modeling and scientific visualization. Key to the program’s success has been the
use of inquiry-based learning methodologies to enhance learning opportunities.
• Modeling technologies supported authentic inquiry, engaging
students in synthesis of ideas
• Students were able to generate data and use applications in
independent problem solving
• Students demonstrated an increased ability to make connections
between class work and the larger world
• Tools became an inspiration for inquiry, and inquiry-based design
GSLIS participants have included Dr. Bertram Bruce (co-PI, Evaluation Co-Lead,
Mentor), Dr. Umesh Thakkar (Program Manager), Keren Moses Joshi (Fellow),
Bharat Mehra (Evaluation), Brent Palmer (Program Management), and Sharon
Comstock (Evaluation), as well as support from the Community Informatics
Initiative.
Selected Publications
“It helped save time and make information clearer to
me. It also gave me visuals for things that I wouldn’t
have been able to picture from just reading about . It
helped me understand amino acid sequences a lot.”
“…it helps me to understand what we are talking about
by seeing rather than hearing what happens.”
Fellows and teachers participate in
hands-on workshops, featuring
Biology Student Workbench, Inquiry
Page and iLabs
“Being taught without extensive technology
would have affected my year a lot. A lot of the
technology used diagrams and animations and
those explained a lot to me. Without those, I
would not have learned or understood as much.”
Inquiry Page &
iLabs
Impact on Learners
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
•Open source, web-based tools
•Framework for inquiry-based
learning
•Acts as a resource, curriculum map, and tool for student work
•iLabs support content management, collaboration, and communitybuilding
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Students overcame anxiety about technology when given a clear objective
Higher participation levels in the classroom and in students’ free time => increased responsibility for learning
Artifact creations => more complex thinking and problem solving
Improved information literacy skills
Increased awareness and interest in the subject
Teams gather for an end-of-year forum to
reflect on successes and challenges
We are grateful to the National Science Foundation for support of the GK-12 Graduate
Teaching Fellowship Program (Grant # 0086455).
•Karulkar, M. Modeling in the Chemistry Classroom, IL-TCE Annual Conference, St. Charles, IL, March 13, 2006.
•Gabric, K., Comstock, S.L., Moore, S., Harnisch, D., Shope, R. Bruce, B. C. & Buell, J. What Science and
Technology Mean to the High School Learner: Impact of the NSF GK-12 Society for Information
Technology & Teacher Education Intl. Conf. Annual (15th Annual Conf., March 1-6, Atlanta, GA).
•Harnisch, D. Comstock, S.L., Bruce, B.C., & Buell, J. Development of Professional Learning
Communities: Factors within the NSF GK-12 Program Society for Information Technology & Teacher
Education Intl. Conf. Annual (15th Annual Conf., March 1-6, Atlanta, GA), XX.
•Buell, J Harnisch, D. Bruce, B.C Comstock, S.L., ., & Braatz, R. New Tools Supporting New Partnerships:
Technology Development within the NSF GK-12. Society for Information Technology & Teacher Education
Intl. Conf. Annual (15th Annual Conf., March 1-6, Atlanta, GA), XX.
•Comstock, S.L. "Making the Case for Story: Learning Technologies in K-12 Environments," Midwest
Qualitative Research Conference, University of St. Thomas (9th Annual Conf. June 18-20, 2003,
Minneapolis, MN), 10.
•Harnisch, Delwyn; Comstock, Sharon L.; Thakkar, Umesh; Moore, Steve; Bruce, Bertram C.; Jakobsson,
Eric; Abbott, Gypsy; & Gabric, Kathy. "Scientists Becoming Teachers: Lessons Learned from Teacher
Partnerships," Society for Information Technology & Teacher Education Intl. Conf. Annual (14th Annual
Conf., March 24-29, Albuquerque, NM), 79.
•Comstock, Sharon L., Bruce, Bertram, & Harnisch, Delwyn (2003). "Inquiry Page: Collaborative
Technology into Practice," Society for Information Technology & Teacher Education Intl. Conf. Annual
(14th Annual Conf., March 24-29, Albuquerque, NM), 43.
•Comstock, S., Bruce, B.C., Harnisch, D., & Mehra, B., "Fostering Inquiry-based Learning in Technologyrich Learning Environments: The Inquiry Page in the GK-12 Fellows Program," Proceedings of the AACE
World Conference on Educational Multimedia, Hypermedia & Telecommunications, Denver, CO, (June 2428, 2002).
•Comstock, S., Harnisch, D., Bruce, B.C., & Mehra, B., "Who's Teaching Whom? Scientist/Teacher Teams
and Administrative Strategies," Proceedings of the AACE World Conference on Educational Multimedia,
Hypermedia & Telecommunications, Denver, CO, (June 24-28, 2002).
•Mehra, B., Bruce, B.C., Harnisch, D., and Comstock, S. "Complexities in Development of Educational
Collaboratories as a Socio-Technical System: A Situated Study of the GK-12 EdGrid Graduate Teaching
Fellowship Program." In: N. Callaos, M. Loutfi, and M. Justan (editors), Proceedings of The 6th World
Multi-Conference on Systemics, Cybernetics and Informatics SCI 2002, Volume VIII Concepts and
Applications of Systemics, Cybernetics and Informatics II, Orlando, Florida, (July 14-18, 2002), pp. 188194.