Proposal for Science/Math Cohort for Learning Generation
The Science/Math Cohort proposes
to develop a curriculum and plan of action for integrating appropriate
applications of advanced technologies into the KU teacher education program for
teachers of science and mathematics.
The cohort plans to produce a two modules on appropriate applications of
advanced technology in science and mathematics teaching; one for use in the
media and microcomputers course and another for use in the methods courses for
science and mathematics. The cohort
will also produce a framework for usage of appropriate applications of advanced
technology in undergraduate science and mathematics courses.
The Science/Math Cohort proposes to develop a curriculum and plan of action for integrating appropriate applications of advanced technologies into the KU teacher education program for teachers of science and mathematics. Currently, students in the five-year program seeking to become science and mathematics teachers take a generic course about applications of advanced technologies in a mixed group along with students seeking licensure at the elementary level and in all other subjects at the secondary level. Students seeking licensure in secondary science and mathematics also are exposed to applications of technology in these fields during their methods courses, during the course on instructional strategies during the fifth year, and during their field experiences.
The problems with the current approach to addressing the applications of technology in science and mathematics teaching are as follows:
1. The media and microcomputers course is too broad to provide in-depth treatment of appropriate applications in science and mathematics teaching and the assignments in the course provide insufficient opportunities for guided practice in integrating advanced applications of technology into science and mathematics teaching.
2. The courses in science/mathematics teaching have insufficient time to adequately address the topic of advanced applications of technology.
3. There is little connection between the media and microcomputers course and the courses dealing with science and mathematics teaching.
4. There is insufficient usage of advanced technologies in the science and mathematics courses as part of the science or mathematics majors that provide experiences with and models for appropriate applications in learning and teaching science and mathematics. (However, much progress has been made in the undergraduate chemistry laboratory in the usage of computers to collect, analyze, and share data.)
A goal of the proposed Science/Math cohort is to identify opportunities to connect the courses and experiences in the five-year program so that usage of advanced technology no longer becomes an abstract topic of study, but becomes a central component of learning and teaching throughout the program. The cohort will use a three-pronged approach to promoting changes in the five-year program.
1. Develop a curriculum module for science/mathematics students that will be used within the media and microcomputer course.
2. Develop a curriculum module for science/mathematics students that will be used within the methods course, instructional strategies course, and field experiences.
3. Develop a framework for usage of advanced technologies in undergraduate science and mathematics courses.
1. Jim Ellis. Cohort leader Instructor for science education courses.
2. Susan Gay. Instructor for mathematics education courses and faculty member in the Mathematics Department.
3. Steve Smith. Instructor for media and microcomputers course.
4. Steve Case. Graduate student in science education and Principal Investigator of KanCRN project.
5. Joe Heppert. Chemistry Professor and Director of Center for Science Education.
6. Science and Mathematics teacher from the local region (to be named).
7. Graduate Research Assistant. (to be named).
8. Science and Mathematics undergraduate education majors. (one each to be named).
The Cohort will meet on a monthly basis to conceptualize the project, develop the work plan, and to design the products. The Graduate Research Assistant and undergraduate students will be hired to produce the curriculum modules. The cohort leader will collaborate with Joe Heppert and the other members of the cohort to produce the framework for usage of advanced technologies in undergraduate science and mathematics courses.
The cohort will produce two modules (one for media and microcomputers and one for use in science/mathematics education courses) and a framework for usage of advanced technologies in undergraduate science and mathematics courses.
· January – May 2001. Conceptualize and develop design specifications for the three products.
· June – August 2001. Produce experimental draft of three products.
· September 2001 – May 2002. Field test of experimental drafts of products. Collect data on effectiveness of the materials.
· June – August 2002. Analyze feedback from students and revise and produce final versions of products. Write project report.
· Salaries and wages.
- .50 FTE graduate student for January 2001 through August 2002.
- .50 FTE for undergraduate students in science and mathematics for January 2001 through August 2002.
- Salaries and wages for faculty will be in-kind support from Departments.
· Equipment
Computer hardware and other equipment is being purchased through the technology fund. Additional equipment will be requested next year through this fund. We will share resources with the KanCRN project where possible.
· Software
A collection of software in science and mathematics is needed to introduce appropriate applications of technology to science/mathematics teachers. We plan to coordinate with the LRC and Learning Generation in developing this collection. We will seek donations from publishers and then recommend software to the SOE for purchase. We will share resources with the KanCRN project where possible.
· Materials and supplies.
Because this work relates to T&L courses, we will expect that the T&L Department will provide materials and supplies needed to do this work.
The modules produced by this project will become part of the current teacher education program and will fit into the new curriculum being developed by the Teacher Education Division. The framework for usage of advanced technologies in undergraduate science and mathematics courses will strengthen the discussion between the School of Education and the College of Liberal Arts and Sciences about the importance of collaborative efforts in the preparation of science and mathematics teachers.
The cohort will collect and analyze data from four sources to evaluate the proposed project.
1. Minutes of meetings and interviews with members of the cohort to examine how the project conducts its work and achieves its goals.
2. Student feedback (written and in focus groups) to examine student perceptions of the worth and effectiveness of the approaches to integrating advanced technology into the preparation of science/mathematics teachers.
3. Student work products (i.e., unit plans, lesson plans, web pages, and reflections on field experiences) to examine how students integrate advanced technology into science and mathematics teaching.
4. Content review of the modules by outside experts in the usage of advanced technology in science and mathematics teaching.