A project called Mobile City Science (MCS), a partnership between the University of Washington, New York Hall of Science, the Digital Youth Network, and two high schools, leverages young people’s proclivity for on-the-move digital engagement to re-place and mobilize learning through public, community settings that youth identify as being relevant to their daily lives. At its most fundamental level, MCS teaches and engages young people in new forms of data science, especially around collecting and interpreting spatial, real-time, and dynamic data. This digital STEAM curriculum has more ambitious objectives. Ultimately, the research team hopes this work disrupts an absence of youth input in neighborhood and community development processes, using the power of spatial data and visualizations that young people create about their communities as a ticket for entry into ongoing policy and planning conversations. As youth will be the ones making critical decisions about these same communities in due time, it is prudent to apprentice them into valued forms of civic participation. Moreover, as long as youth ideas go unheard, leaders and adult community stakeholders have an incomplete picture — and are missing potentially transformative solutions — regarding current issues. This example of a digital STEAM curriculum for youth to engage in data science with mobile technologies provides ideas for teachers to make instruction more public-facing.
For decades, educators have hoped to integrate geospatial tools into K-12 classrooms but struggled with barriers of time, technology, and curriculum alignment. The authors formed a design partnership with ninth-grade science and social studies teachers in an urban high school in order to conduct teacher professional development while also developing geospatially enabled curricula to enact in their classrooms. This article includes a description of the curriculum design principles and processes, as well as an explanation of the professional development strategies as participants worked should to shoulder in designing engaging classroom instruction to enhance students’ geospatial thinking and reasoning skills. One of the activities presented is an example of the design and development process, and lessons learned from the pilot test implementation are presented. This article may inform similar work with geospatial technologies in teacher professional development and curriculum development.
This study investigated the domain and practice of an online community of practice formed by English language teachers (ELTs) on Twitter as a professional learning network (PLN). A “Communities of Practice” framework (Wenger, 1998; Wenger-Trayner & Wenger-Trayner, 2015) was applied to the qualitative analysis of interviews and publicly accessible social media data of 20 participants. This paper reports on the extent to which members of the PLN use social media for professional purposes and their perceptions of the value of social media in comparison to more traditional means of professional learning: reading ELT textbooks, reading scholarly articles on pedagogy and applied linguistics, and participating in ELT conferences. Findings demonstrate that this PLN functioned as a community of practice that valued social media as a tool in conjunction with the more traditional means of professional learning. Participants said social media had particular advantages, including accessibility, brevity, and low cost. The paper concludes with suggestions for future research and implications for hybrid ELT professional learning practices.
Teachers have perceived technology professional development (tech-PD) as ineffective, particularly when it does not address individual needs. Researchers need to examine how tech-PD experiences are planned, implemented, and evaluated. Typically K-12 technology leaders (e.g., technology coaches) are responsible for planning, implementing, and evaluating tech-PD. This study focused on the reported tech-PD design practices of technology leaders who are members of the International Society for Technology in Education (ISTE). Based on data from questionnaire responses (n=153), interviews (n = 6), and artifacts (n = 6), three trends emerged: (a) ISTE technology leaders planned tech-PD experiences based on teacher, administrative, school, and district needs, but did not report conducting formal needs assessments; (b) ISTE technology leaders implemented tech-PD via a variety of approaches, but did not report implementing sustained and continuous tech-PD; and (c) ISTE technology leaders evaluated tech-PD using self-reported teacher data, but did not collect more systematic evaluation data.