Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 1 Real-World Learning Objects in Science, Math, Language Arts & Technology Rhonda Berger Miami Dade College Innovations 2007 Building Pathways to Improved Teacher Preparation through Technology

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 2 Session Objectives What are Real World Learning Objects (RWLOs)? How were they developed? How can they be used by other institutions?

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 3 RWLO Library The Real World Learning Objects (RWLO) Resource Library is an online repository of Internet-based unique and compelling learning objects designed so that community college faculty can easily access and adapt for use in their classes.

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 4 Online RWLO Library Developed by CC faculty for CC faculty Peer-reviewed for acceptance in Library Growing number of RWLOs in a wide range of courses and levels

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 5 Who developed RWLOs? List of CollegesList of Colleges Community College Pathways to Improved Teacher Preparation through Technology

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education GOAL: “…to strengthen community college math, science, language arts and educational technology courses to ensure that they prepare preservice P-12 teachers to make effective use of innovative Internet-based tools and curriculum resources in the classroom”. The Pathways Project: Background

Connecting the Dots in Teacher Education

Projections for teachers needed by 2008–09 range from 1.7 million to 2.7 million Hussar, W. J. (1999). Predicting the need for newly hired teachers in the United States to Washington, DC: National Center for Education Statistics, U.S. Department of Education.

Connecting the Dots in Teacher Education 50% of teachers attended a community college for at least part of their education National Science Foundation. (1999). Investing in tomorrow's teachers: The integral role of two-year colleges in the science and mathematics preparation of prospective teachers. Washington, DC: Author.

Connecting the Dots in Teacher Education Courses taken by education majors must incorporate teaching methods they will be expected to use National Research Council (1997). Improving teacher preparation and credentialing consistent with the National Science Education Standards: Report of a symposium. Washington, D.C.: National Academy Press.

Connecting the Dots in Teacher Education Only 20% of teachers feel adequately prepared to integrate technology in their classrooms Greenberg E, Rhodes D, Ye X, Stancavage F Prepared to teach: Teacher preparation and student achievement in eighth-grade mathematics. Paper presented at 2004 annual meeting of American Educational Research Association; April 12–16; San Diego.

Connecting the Dots in Teacher Education Only 41% of teachers feel adequately prepared to implement new methods of teaching Greenberg E, Rhodes D, Ye X, Stancavage F Prepared to teach: Teacher preparation and student achievement in eighth-grade mathematics. Paper presented at 2004 annual meeting of American Educational Research Association; April 12–16; San Diego.

Connecting the Dots in Teacher Education A variety of teaching methods must be used across the content courses National Research Council (1997). Improving teacher preparation and credentialing consistent with the National Science Education Standards: Report of a symposium. Washington, D.C.: National Academy Press.

Connecting the Dots in Teacher Education U.S. high school seniors are performing below average internationally in math and science Gonzales, P., Guzman, J.C., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, D., et al. (2004). Highlights from the Trends in International Mathematics and Science Study (TIMSS) Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Connecting the Dots in Teacher Education NSF places an emphasis on getting scientists and higher education science and mathematics departments to take on a more appropriate role in the preparation of future teachers National Research Council (1997). Improving teacher preparation and credentialing consistent with the National Science Education Standards: Report of a symposium. Washington, D.C.: National Academy Press.

Connecting the Dots in Teacher Education Future teachers receive minimal content knowledge National Research Council (1997). Improving teacher preparation and credentialing consistent with the National Science Education Standards: Report of a symposium. Washington, D.C.: National Academy Press.

Connecting the Dots in Teacher Education Teachers teach the way they learned content National Research Council (1997). Improving teacher preparation and credentialing consistent with the National Science Education Standards: Report of a symposium. Washington, D.C.: National Academy Press.

Connecting the Dots in Teacher Education Encouraging the integration and coordination of course work across disciplines should be stressed National Research Council (1997). Improving teacher preparation and credentialing consistent with the National Science Education Standards: Report of a symposium. Washington, D.C.: National Academy Press.

Connecting the Dots in Teacher Education Changing the pedagogical practices of higher education is necessary for changing the pedagogical practices in the K-12 schools National Research Council (1997). Improving teacher preparation and credentialing consistent with the National Science Education Standards: Report of a symposium. Washington, D.C.: National Academy Press.

Connecting the Dots in Teacher Education We don’t have to reinvent the wheel

Connecting the Dots in Teacher Education RWLO

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 22 Vehicles to achieve goals VEHICLES: 26-hour, blended mode faculty development program, Savvy Cyber Professor - 30 Community Colleges – 4 participants from each Library of Real World Learning Objects (RWLOs)

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 23 Internet-based Applications Skill Level 21st Century Workforce Skills Advanced Partially ProficientAdvanced ProficientProficient Basic Online Quizzes Lesson Plans Online Textbook Simulations Virtual Labs Web Quests Historical Diary Student Web Page E-Pal / Telecollaborative Real-time Data Traditional Unique and Compelling Innovative

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 24 Internet-based Applications Weather Satellite images Historical Diaries Publishing Student Stories to the Web e-Pal Exchanges, Telecollaborative projects WebQuests Virtual Labs (Interactive Frog Dissection) Simulations Online Textbook Using Online Quizzes Finding Lesson Plans Publishing Student Lab Reports online Real-time data

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Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 27 Unique & Compelling Applications   Real Time Data   Telecollaborative Projects   Student Publishing   Primary Source Data

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Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 30 New RWLOS added today 20 new RWLOs added this week.RWLOs Let’s Go Podcasting, Which Airline? The Rwanda Massacre; Who wants to be a Millionaire? Who Grows There? Understanding and Using Narrative Time; When More Food Is Not Enough

Copyright © 2005 Stevens Institute of Technology Center for Innovation in Engineering and Science Education 31 For More Information Pathways Project Web Site