Use of Emerging Conductive Materials for K-12 STEAM Outreach Activities and the Impact on Community Education Resilience

2020 ◽  
Author(s):  
Ashley Del Valle-Morales ◽  
Alejandro Aponte-Lugo ◽  
Jahannie Torres-Rodriguez ◽  
Eduardo I. Ortiz-Rivera
Keyword(s):  
Community Education ◽  
Conductive Materials ◽  
K 12 ◽  
The Impact

Strengthening Experiential Learning: Innovative Virtual Engagement Strategies of Community Education Organizations

2021 ◽  
Vol 36 (2) ◽  
pp. 73-85
Author(s):  
Rachael E. Ayers ◽  
Erik K. Laursen
Keyword(s):  
Experiential Learning ◽  
Community Education ◽  
Short Term ◽  
Engagement Strategies ◽  
The Future ◽  
E Learning ◽  
Virtual Presence ◽  
K 12 ◽  
Virtual Resources ◽  
The Impact

This study focused on the impact of COVID-19 on K-12 access to community education organizations such as museums, theaters, and art studios. Participants from five community education organizations were interviewed to explore and understand their experiences of developing and promoting virtual resources. While each organization responded differently, three approaches for adaptation and innovation were critical: existing virtual presence, collaboration, and responding to e-learning fatigue. Organizations found that the leveraging of technology in the short term may enhance K-12 access to their resources in the future.

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

Impact and Challenges of Centres for Education and Community Action in Cameroon’s North West Region

2018 ◽  
Vol 8 (2) ◽  
pp. 51-74
Author(s):  
Fonteh Athanasius Amungwa
Keyword(s):  
Rural Development ◽  
Economic Crisis ◽  
Formal Education ◽  
Community Education ◽  
Sampling Technique ◽  
Community Action ◽  
Structured Interviews ◽  
North West ◽  
West Region ◽  
The Impact

This paper examines the impact of community education and challenges facing Centres for Education and Community Action as a rural development strategy in Cameroon. The study was conducted in the North-West Region of Cameroon, employing field observations, semi-structured interviews with key informants using a convenient sampling technique and through elaborate review of documents. These research instruments were blended into what is termed triangulation and the data collected was analysed descriptively. The main focus of qualitative analysis is to understand the ways in which people act and the accounts that people give for their actions. This paper posits that extreme dependence on the provision of Western formal education cannot solve the problems of a rapidly changing society like Cameroon, which is facing a long-term economic crisis and persistent unemployment issues of graduates. Consequently, education should be redefined in the context of the prevailing economic crisis to make it responsive to the aspirations of rural communities. Findings showed that community education had contributed towards rural development immensely but has suffered many challenges due to neglect of the field in the policy agenda. This paper recommends the integration of community education with formal education to facilitate group and community betterment in particular and rural transformation in general.

scholarly journals Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners

2012 ◽  
Vol 29 ◽  
pp. 224 ◽  
Author(s):  
Mary-Anne Jasinski
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Community Education ◽  
Children And Youth ◽  
Learning Needs ◽  
Complex Needs ◽  
Canadian Education ◽  
Evaluation Phase ◽  
K 12 ◽  
At Home

The Coalition for Equal Access to Education (CEAE) is a Calgary-based nonprofit organization committed to working with community, education, and government stakeholders to promote access to quality, equitable education and services for K-12 English-as-a-second-language (ESL) learners. CEAE is active in developing innovative projects, research publications, and informing policy and decision-makers on issues that affect education and services for children and youth. In addition, the organization engages in community development initiatives through literacy development support for ethnocultural children and youth, leadership training on active parental involvement, and promotion of systemic change and cultural competence. In its work to address the complex needs of ESL children, families, and the professionals who support them, the CEAE has developed Helping Children Learn at Home, a parents’ program that supports ethnocultural parents in creating healthy learning environments in the home, in understanding better and addressing their young children’s learning needs, learning about the Canadian education system, and contributing to decision-making processes in schools and in the community that affects their children’s educational success. This article describes the program and the pilot session completed in February 2011. The evaluation phase included feedback from the participants, the CEAE staff, and the curriculum developers in order to produce and publish a completed version of the document, which will be available for use by other agencies.

Teaching students out of harm’s way

2018 ◽  
Vol 16 (3) ◽  
pp. 290-302
Author(s):  
Esther Charlotte Moon
Keyword(s):  
Technology Integration ◽  
School Districts ◽  
Digital Citizenship ◽  
Digital Environment ◽  
Content Type ◽  
Instructional Content ◽  
Device Integration ◽  
The Usa ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to demonstrate how changes in K-12 educational delivery methods in the USA impacts students as 1:1 device programs become a required tool for learning. This change produces gaps in knowledge and understanding of the digital environment and exposes minors to risk. Mandatory technology integration by school districts places the ethical responsibility on school districts to prepare students to use the digital environment to mitigate risk. Design/methodology/approach The author’s literature review focused on the impact of personal device integration in education on students. The author surveyed teachers in the district on what they perceived as risk to students accessing the digital environment and what they believe creates value in digital citizenship instructional content. The author also gathered information while serving on the school district technology steering committee and digital citizenship working group. Findings Mandatory 1:1 device programs used for learning provide unlimited access to the digital environment. This technology integration creates digital knowledge gaps in understanding among students and exposes them to risk or dangers such as loss of privacy, psychological harms and engaging in or being a victim of illegal online activities. School districts are responsible for providing a remedy to close this gap and mitigate risk by developing learning content resources for teachers. Social implications As 1:1 device programs continue to grow in school districts in the USA, it is essential for students to learn to apply protocols and understand norms of the digital world. Providing a digital citizenship curriculum in a format such as a Google Site will offer educators access to instructional content that teaches students to apply protocols, understand norms of the internet and social media and foster critical thinking to analyze power structures, biases and recognize manipulation online. Student must learn how to apply rules that challenge assumptions behind the digital content they see, and they must be able to identify and resolve digital practices and behaviors that are problematic, so they are prepared to participate in a digital society. Originality/value This perspective may be relevant to school districts contemplating personal device integration, providing insight into how 1:1 device use impacts students and develops an ethical position for creating digital citizenship resources for teachers.

scholarly journals Broadening the Impact of K–12 Science Education Collaborations in a Shifting Education Landscape

BioScience ◽  
2018 ◽  
Vol 68 (9) ◽  
pp. 706-714 ◽  
Author(s):  
Stephanie Bestelmeyer ◽  
Elizabeth Grace ◽  
Stephanie Haan-Amato ◽  
Ryan Pemberton ◽  
Kris Havstad
Keyword(s):  
Science Education ◽  
K 12 ◽  
The Impact

scholarly journals Code to Learn: Where Does It Belong in the K-12 Curriculum?

10.28945/3521 ◽  
2016 ◽  
Vol 15 ◽  
pp. 283-303 ◽  
Author(s):  
Jesús Moreno León ◽  
Gregorio Robles ◽  
Marcos Román-González
Keyword(s):  
Social Studies ◽  
Empirical Studies ◽  
Early Age ◽  
School Subjects ◽  
Research Designs ◽  
Quasi Experimental ◽  
The Subject ◽  
K 12 ◽  
The Impact ◽  
Grade Classroom

The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2nd and 6th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.

scholarly journals Exploring the Relationships Between High School Course Enrollment, Achievement, and First-Semester College GPA

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Jeffrey M Warren ◽  
Camille L Goins
Keyword(s):  
High School ◽  
Advanced Placement ◽  
Future Research ◽  
Course Enrollment ◽  
Honors Courses ◽  
Grade Point ◽  
First Semester ◽  
College Gpa ◽  
K 12 ◽  
The Impact

This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K–12 schools and colleges are provided.

The Collaborative Critical Incident Tool

2004 ◽  
pp. 216-243 ◽  
Author(s):  
John M. Carroll ◽  
Dennis C. Neale ◽  
Phillip L. Isenhour
Keyword(s):  
Critical Incident ◽  
Communication Technologies ◽  
Evaluation Tool ◽  
Threaded Discussions ◽  
Computer Mediated ◽  
Web Forum ◽  
Incident Reports ◽  
K 12 ◽  
The Impact ◽  
Education Standard

We describe an evaluation tool used by teachers and researchers to study the impact of computer-mediated collaborative and communication technologies used in K-12 education. Standard usability engineering methods and tools focus on individual users at a single workstation.  Networked collaborative systems, however, present the challenge of multiple users interacting at a variety of times and places. We developed a Web forum tool to capture and display user critical incident reports and threaded discussions of these reports by users, evaluators and system developers. Our Collaborative Critical Incident Tool (CCIT) is effective at evoking detailed usability evaluation information, as well as reflective analysis of usability issues from diverse points of view among stakeholders in the system. 

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