scholarly journals CyberSecurity and Technology: How Do They Fit into a Science Classroom?

2019 ◽  
Author(s):  
Andrea C Burrows ◽  
Mike Borowczak
Keyword(s):  
Secondary Students ◽  
Science Classroom ◽  
Biological Behavior ◽  
Science Courses ◽  
Mathematics Classrooms ◽  
Teachers And Students ◽  
And Mathematics ◽  
Differentiated Learning ◽  
Unit Conversion ◽  
Specialized Subject

This study bridges discipline silos between science courses and computer science by indicating how they fit into and complement each other. A study of eight K12 teachers and 26 K12 secondary students participated in a GenCyber (cybersecurity) camp for a week during July 2018. External evaluations of the camp show its success and how cybersecurity fits into science and mathematics classrooms. This GenCyber camp was a five-day introductory camp for middle school and high school teachers and students. The GenCyber camp offered morning modules of CORE instruction, or cyber-oriented reinforced education, with the afternoon focused on differentiated learning adventures for teachers and students in specialized subject options engaging in hands-on labs. Most instruction utilized Micro:bit technology. Teachers and students made explicit connections to chemistry (battery function chemistry, sensors), physics (frequency, particle vs. wave, movement, acceleration, photon detection, magnetic fields), biology (simulating biological behavior, synchronizing, pattern detection) and mathematics (matrix, functions, modeling, unit conversion).

scholarly journals Development of a Freeze-Dried CRISPR-Cas12 Sensor for Detecting Wolbachia in the Secondary Science Classroom

2021 ◽  
Author(s):  
Grant A Rybnicky ◽  
Radeen A Dixon ◽  
Robert M Kuhn ◽  
Ashty S Karim ◽  
Michael C Jewett
Keyword(s):  
Synthetic Biology ◽  
Secondary Students ◽  
Science Classroom ◽  
Biology Education ◽  
Educational Opportunities ◽  
Freeze Dried ◽  
Dna Technology ◽  
And Mathematics ◽  
The Cost ◽  
Biology Curriculum

Training the future synthetic biology workforce requires opportunity and exposure to biotechnology concepts and activities in secondary education. Detecting Wolbachia bacteria in arthropods using PCR has become a common way for secondary students to investigate and apply DNA technology in the science classroom. Despite this framework, cutting-edge biotechnologies like CRISPR-based diagnostics have yet to be widely implemented in the classroom. To address this gap, we present a freeze-dried CRISPR-Cas12 sensing reaction to complement traditional DNA technology education and teach synthetic biology concepts. The reactions accurately detect Wolbachia from arthropod-derived PCR samples in under 2 hours and can be stored at room temperature for over a month without appreciable degradation. The reactions are easy-to-use and cost less than $40 to implement for a classroom of 22 students including the cost of reusable equipment. We see this technology as an accessible way to incorporate synthetic biology education into existing biology curriculum, which will expand biology educational opportunities in science, technology, engineering, and mathematics (STEM) education.

scholarly journals Context and Implications Document for: Assessment And The Logic Of Instructional Practice In Secondary 3 English And Mathematics Classrooms In Singapore

2013 ◽  
Vol 1 (1) ◽  
pp. 122-123
Author(s):  
David Hogan ◽  
Melvin Chan ◽  
Ridzuan Rahim ◽  
Aye Khin Maung ◽  
Loo Siok Chen ◽  
...  
Keyword(s):  
Instructional Practice ◽  
Mathematics Classrooms ◽  
And Mathematics

Using a Digital Pen to Support Secondary Students With Learning Disabilities

2017 ◽  
Vol 53 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Min Wook Ok ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Skill Acquisition ◽  
Note Taking ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Teachers And Students ◽  
Students With Ld ◽  
Assessment And Testing ◽  
Content Review

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, and testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.

Contextualizing Algebraic Word Problems through Story Using Technology

2015 ◽  
pp. 398-415
Author(s):  
Terri L. Kurz ◽  
Barbara Bartholomew ◽  
Amanda Sibley ◽  
Scott Fraser
Keyword(s):  
Language Arts ◽  
Secondary Students ◽  
Common Core ◽  
Word Problems ◽  
Common Core Standards ◽  
Digital Cameras ◽  
The Common ◽  
And Mathematics ◽  
The University

Using stories in mathematics helps students situate mathematics within a context. This chapter presents an activity for the integration of stories and word problems into an algebra course designed for pre-service teachers. The pre-service teachers designed and created stories using technology (digital cameras and PowerPoint) to support algebraic explorations at the elementary and secondary levels based on the Common Core Standards. A balance of technology, language arts, and mathematics content is possible with these stories. The activity can be extended beyond the university classroom by guiding secondary students in creating their own algebraic stories in the classroom.

A Remote Mobile Experiment in Brazilian Public Basic Education

TPACK ◽  
2019 ◽  
pp. 457-478
Author(s):  
Priscila Cadorin Nicolete ◽  
Juarez Bento da Silva ◽  
Marta Adriana da Silva Cristiano ◽  
Simone Meister Sommer Bilessimo ◽  
Giovanni Ferreira de Farias ◽  
...  
Keyword(s):  
Basic Education ◽  
Pilot Project ◽  
The Internet ◽  
Public High Schools ◽  
Theoretical Concepts ◽  
Pedagogical Content ◽  
Teachers And Students ◽  
And Mathematics ◽  
Remote Experimentation ◽  
The Impact

The STEM subjects (Science, Technology, Engineering, and Mathematics) are very important for education, but the lack of experimental laboratories for these subjects in a school might decrease the interest of its students in STEM fields. This chapter explores these issues in the Brazilian context where, in order to address this issue, remote experiments are used to share real experiments manipulated through the Internet. Teachers and students can use remote laboratories, equipped with real experiments, to put in practice theoretical concepts learned in class. This chapter presents a report on a pilot project that aims to explore the use of Mobile Remote Experimentation (MRE) by teachers and students of public high schools in Brazil. It involves the use of mobile devices to access remote experiments in STEM subjects through the Internet. The report demonstrates the effectiveness of using such educational resources to improve pedagogical results by applying the TPACK (Technological Pedagogical Content Knowledge) model to measure the impact of MRE by STEM teachers.

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

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