M. Dagley, D. Turgut, H.J. Cho, and E. Vasquez. Training teachers on the Internet of Things (Evaluation). In 2021 ASEE Annual Conference & Exposition Conference, June 2021. https://peer.asee.org/37927
The objective of the NSF RET (Research Experiences for Teachers) site program was to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things (IoT). This program provided teachers learning opportunities to explore the practical use of science for engineering applications, and a context in which students in their classroom could test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of the RET site program existed in the incorporation of teachers’ scientific development beyond the standard research experience by using methods based on the Train-the-Trainer model, allowing rotation through multiple research labs rather than restricting to one experience and developing an end product of lesson plans for the classroom in addition to findings in the research.The site program served 10-13 teachers annually in middle and high schools in the adjacent public school districts with significant efforts made to recruit those serving underrepresented student populations. Participants rotated to four different laboratories with a 1.5-3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes and newly created lesson plans in the final week and were invited back twice in the academic year to share their implementation experiences and lessons learned. Annually, 3-4 teachers from the prior year’s cohort were invited to engage in teacher training for the new cohort.This paper will address the implementation, initial evaluation and lessons learned of the RET Site including a description of the train the trainer methodology and process, the research module rotation and execution and lesson plan development and implementation. Specific examples of the research modules and lesson plans will be show cased, as will other relevant products.
@inproceedings{Dagley-2021-ASEE,
title={{Training teachers on the Internet of Things (Evaluation)}},
author={M. Dagley and D. Turgut and H.J. Cho and E. Vasquez},
booktitle={2021 ASEE Annual Conference & Exposition Conference},
year={2021},
month={June},
note = "https://peer.asee.org/37927",
abstract = {The objective of the NSF RET (Research Experiences for Teachers) site program was to provide K-12 teachers with a hands-on engineering design experience covering all aspects of the Internet of Things (IoT). This program provided teachers learning opportunities to explore the practical use of science for engineering applications, and a context in which students in their classroom could test their own scientific knowledge as they recognize the interplay among science, engineering and technology. The uniqueness of the RET site program existed in the incorporation of teachers’ scientific development beyond the standard research experience by using methods based on the Train-the-Trainer model, allowing rotation through multiple research labs rather than restricting to one experience and developing an end product of lesson plans for the classroom in addition to findings in the research.
The site program served 10-13 teachers annually in middle and high schools in the adjacent public school districts with significant efforts made to recruit those serving underrepresented student populations. Participants rotated to four different laboratories with a 1.5-3 week residency in each, where they learned about the practice of engineering in various disciplines at the research laboratories under the guidance of faculty and graduate mentors. The teachers presented their learning outcomes and newly created lesson plans in the final week and were invited back twice in the academic year to share their implementation experiences and lessons learned. Annually, 3-4 teachers from the prior year’s cohort were invited to engage in teacher training for the new cohort.
This paper will address the implementation, initial evaluation and lessons learned of the RET Site including a description of the train the trainer methodology and process, the research module rotation and execution and lesson plan development and implementation. Specific examples of the research modules and lesson plans will be show cased, as will other relevant products. },
}
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