Innovate with Technology
As technologies become smaller and more portable, the possibility of wearable becomes more realistic. This proposal takes advantage of this possibility to help school aged children learn about anatomy and physiology by making clothing sensors and displays to help kids see how their own bodies work. For example, a life-sized pair of lungs on a shirt might light up to show how air flows in and out of a child's lungs in time with their own breathing. An iterative, participatory and informant design process is being used to refine e-textile shirts and associated learning activities in two contexts that host underserved youth: the CASA de Maryland, and the Boys and Girls Club of Hartford County.
For more info, please contact: Tammy Clegg: email@example.com
Jon Froehlich: firstname.lastname@example.org
Paper: Click here to view
College Park Academy
College Park Academy (CPA) is a rigorous college-prep middle and high charter school in Prince George’s County that features a blended learning platform throughout the curriculum. CPA students are able to earn up to 60 college credits (including 25 credits at the University of Maryland) by high school commencement. CPA is intended for students who are highly motivated and seeking a rigorous and demanding instructional program. In 2013, CPA started with 6th and 7th grades and is adding a grade per year until the school reaches 12th grade and 700 students.
For more info, please contact: Caroline Titan: email@example.com
Faculty Technology Fellows (FTF)
The FTF program began in 2009 as a grant under the name Expanding the Toolkit: Innovate Teaching with Technology. It supports each individual Fellow as s/he uses technology to achieve instructional, research and community-building goals and creates a cohort of faculty members who regularly share ideas and develop expertise. During the 2016/2017 academic year, the focus of the Fellows program is the Online Classroom. Fellows are working on creative, engaging and effective online mechanisms to enhance student learning and instructor satisfaction.
For more info, please contact: Helene Kalson Cohen: firstname.lastname@example.org
Fully Online Programs
Graduate Certificate in Career Planning and Placement for Youth in Transition
This is a fully online, one-year, 12 credit,certificate program designed to meet the needs of working professionals in Special Education, Rehabilitation Counseling, and Adult Services by offering one course at a time in a fully online format. Content includes WIOA 2014, collaborative strategies across service delivery systems, integrated employment and postsecondary outcomes for youth with significant disabilities, career development strategies, transition assessment methods, evidenced based practices. Students who successfully complete the courses are awarded an academic Graduate Professional Studies Certificate from the University of MD.
For more info, please contact: Ellen Fabian: email@example.com
The LessonSketch platform was initially developed as a tool for rich media-based surveyresearch project in mathematics education by a team from the Universities of Michigan and
Maryland. Now as a tool for teacher education, LessonSketch allows teacher educators to use video, animation, and cartoon depictions to represent interaction in a math classroom. Since depictions and animations do not record what actually transpired, but instead represent what might have transpired, instructors can represent alternative courses of action. Thus, LessonSketch can be used to support discussion of “what to do next” — the tactical and strategic aspects of teacher decision-making. Now with funding from the National Science Foundation, LessonSketch Research and Development Fellows across the country are using the LessonSketch platform to create materials that support the use of rich media artifacts in practice-based teacher education. Each fellow also pulls together an inquiry group member to pilot the materials that they are developing. Through the summer of 2015, materials have been piloted at 17 institutions across the U.S. with approximately 657 pre-service candidates.
For more info, please contact: Dan Chazan: firstname.lastname@example.org
This immersive virtual environment is being used to train pre-service teachers in the College of Education classroom. Students interact with avatars, which are graphical representations of a character that can be programmed to look and behave in ways that are consistent with that person. In other words, teenaged avatars can respond to aspiring high school teachers with different behaviors, like defiance or confusion, similar to the students the candidates will encounter in the field. The Teach Live simulator provides opportunities for pre-service teachers to practice essential skills and behaviors associated with effective teaching in targeted deficit areas before implementing these strategies in their real classroom placement.
For more info, please contact: Jade Wexler: email@example.com
For more info on the avatar project: http://youtu.be/XUJm5ESzT_k
Design is notoriously difficult to practice in traditional classrooms, school day schedules, and across disciplines. Increasingly, authentic opportunities are being made available for teachers to gain the competencies to prepare students to learn and practice Design across both formal and informal settings and prepare them for the 21st workforce. At the same time, the traditional classroom-based training of teachers is being transformed by online and active learning technologies.An UMCP based partnership has been formed between the College of Education and the School of Engineering to address this emerging and growing need for to prepare teachers and instructors to introduce Design to their students. A UMCP organized team has developed a scalable model utilizing web-based tools to create a mobile application (app), MyDesign.Recently awards from the National Science Foundation will allow the UMCP led team to: 1) introduce MyDesign as a toolbox to learn and practice design; 2) comparatively track cohorts of teachers to study changes in their confidence to teach Design; 3) document the effectiveness of MyDesign to support the instruction across disciplinary content; and 4) determine how to form vibrant, web-based professional learning communities to the instruction of Design.
For more info, please contact: Leigh Abts: firstname.lastname@example.org
ScienceEverywhere uses mobile devices and strategically placed interactive community displays to 'scientize' youth in low-income communities. Scientizing is when people recognize the importance and relevance of science knowledge in their everyday life and actively engage in the pursuit of science. Through strategic partnerships with community organizations, educators, and families, this innovation supports elementary and middle-school students’ active engagement in scientific inquiry in the context of their neighborhoods.
For more info, please contact: Tammy Clegg: email@example.com,