Sessions listed
by Contact Author:
A-M N-Y
Sessions listed
by Day:
Tues. Mar. 2
Wed. Mar. 3
Thurs. Mar. 4
M/SET 99
Pre-Conference Tutorials
Tutorials will be held at the San Antonio Convention Center.
Tutorials are indicated by a T# and have a lecture/demonstration format.
We advise early registration for all Tutorials due to limited space available.
Monday, March 1st
8:30 am- 12 noon
T1: Web-based Instruction: A Practical Tutorial
Robby Robson, Oregon State Univ. USA
This tutorial covers the design, authoring, delivery, and management of Web-based instructional material. It is intended for anyone interested in finding out what is going on in this rapidly evolving subject and will be especially useful to those contemplating or already involved in creating, supporting, vending, or administrating Web courses or course components. We assume only that participants can use a Web browser.
The presenter will give live demonstrations and practical tips about using, choosing (and not abusing)
* computer-mediated structured communication
* on-line assessment (not just multiple choice!)
* client-side interactivity
* adaptivity (the ability to adjust to a learner's history)
* tool sets for authoring, managing, and delivering web courses
* interoperable and reusable course components
* means of displaying static and interactive mathematical content
* traditional lectures and texts blended with Web-based instruction
* implementation details in response to audience requests
Intended Audience/Level: Tutorial participants will be given access to a Web site that includes the entire tutorial, a set of cross-linked textual annotations elaborating on the material, a "webliography" including all links used in the tutorial, and demonstration classes that afford an opportunity to play with some courses both as a student and as an instructor.
T2: Student-Built Computer Models Enhance Learning in Science and Mathematics
Susan Ragan & MaryEllen Verona, Maryland Virtual High School of Science and Mathematics, USA
In this tutorial, the participants will engage in a simulation of the learning process that high school students experience when they build computer models which are tied to the AAAS Project 2061 Science Benchmarks and the Maryland Core Learning Goals in Science and Mathematics. Using actual student activity packets, the participants will construct knowledge about systems encountered in everyday life, thereby enhancing their understanding of the roles that the scientific method, science content and mathematical analysis play in problem-solving and decision-making. Students using these models report that building and running a dynamic model clarifies concepts and deepens understanding of both content and process.
As a result of this tutorial, participants will learn how to use computer models to answer questions such as:
* What effect does the burning of fossil fuels have on the carbon in the atmosphere?
* How is the health of my local stream affected by point and non-point pollution?
* How does an acidic stomach affect digestion?
* How long will it take Joe College to sober up after a night of binge drinking?
Intended Audience/Level: This tutorial is appropriate for educators interested in science and/or mathematics at the high school level. No computer experience is required.
T3: Integrating Life Science with Space Science, Mathematics and Informational Technology: Activities for Pre-Service Teachers
Bonnie McCormick, Julia Barker, and Christy MacKinnon, Univ. of Incarnate Word, USA
Three activities will be presented that incorporate graphing calculators, web page research, and computer analysis of authentic space science data. The first activity analyzes characteristics of life and exploration of life on Mars. The second activity applies the mathematical modeling of population growth of pepper plants and interpretation for life support in space travel. The third activity utilizes electronic data acquistion and analysis of changes in vegetation patterns and climatological changes. The presenters will demonstrate the "5E" model of instruction (engage, explore, explain, extend, evaluate). Copies of activities and instructors notes will be provided to the audience.
Outcome Objectives: Engage in activities that incorporate graphing calculators, web page research, and computer analyses of authentic space science data. Observe modeling of the "5E" instructional strategy, and integration of science, mathematics, and technology. Receive copies of written materials, instructor notes, and resources list.
Intended Audience/Level: Advanced high school science teachers, education and general science college faculty. Expertise Level: beginner to intermediate.
T4: Faculty Development for Effective Distance Education
Kara L. Nance & Mahla Strohmaier, Univ. of Alaska Fairbanks, U.S.A.
In Alaska, distance delivery is an absolute necessity. The geographic distribution of the state's population makes distance education a vital component of the Alaskan educational system, from K-12 to the University and beyond. In the process of delivering math and science courses via the varied distance delivery technologies, we have begun compiling the necessary approaches and awareness that enable more effective teaching in this manner. In fact, we have been formalizing a distance education toolbox over the years.
Last summer we presented a paper entitled "Faculty Development and Distance Education" at the 1998 World Conferences on Educational Multimedia and Hypermedia and on Educational Telecommunications sponsored by AACE. The ensuing discussions at the conference coupled with our experiences led us to develop this workshop which approaches faculty development in a proactive manner. The key areas of training revolve around technology and its impacts on classroom interaction, especially when dealing with a culturally heterogeneous classroom. Specific distance delivery methodologies covered in the workshop range from asynchronous communication to interactive video. The goal of the workshop is to increase both the effectiveness of and satisfaction with the distance education experience, no matter where it is undertaken.
Intended Audience/Level: The participants for this workshop should be educators or administrators currently involved in or considering involvement in some form of distance education.
T5: Mathematics: Modeling Our World
Marsha Davis, Eastern Connecticut State Univ., USA
One of the frequently asked questions in many mathematics classrooms is "What's math good for anyway?" This question never arises when mathematical modeling is the basis for the curriculum. Modeling problems can be drawn from such varied context as forensic anthropology, animation, motion, and wildlife management. This workshop will introduce participants to mathematical modeling using examples from Mathematics: Modeling Our World, one of four high school projects chosen for funding by the National Science Foundation to meet the NTCM Standards. A reform-based core curriculum for high school students, this program incorporates real world context, technology, writing, group work, and authentic assessment.
Participants will work in small groups, creating or revising mathematical models. Graphing calculators (TI-83s) and support materials (for those unfamiliar with TI-83s) will be provided. Whole group discussion will focus on mathematical modeling, appropriate use of technology, and student-centered learning as a means for improving mathematics education. Participants will take home at least one modeling problem that they can adapt for classroom use.
Intended Audience/Level: This workshop is appropriate for mathematics educators and mathematics teachers grades 8 - college.
T6: Constructivist Inservice Teacher Training in Mathematics, Science, and Technology
Gaye Wunsch, Director, Project STAR, Houston Independent School District
Project S.T.A.R. (Students and Teachers Achieving Results), funded through a technology-focused grant from the National Science Foundation, has developed a collaborative inservice teacher training program for Houston ISD secondary mathematics and science teachers. A team of University of Houston mathematics, science, and technology professors joined Houston ISD staff members, teachers, and members of the Houston community to implement training strategies that target key changes in the way teachers view their roles in the classroom. Constructivist learning methods, with reflective practice, place teachers in the role of learners as they embrace technology in their practice and develop a working relationship between mathematics and science through an open-ended approach to instruction. Project STARís web site (http://www.houston.isd.tenet.edu/star) serves the extended community of learners from informal science, business, city, and unive sity resources.
During this workshop, participants will experience constructivist, technology-based strategies for teachers of mathematics and science. Key issues, the "how-to's," and benefits of Project STAR will be shared, along with a "flooding" investigation that models community collaboration. Participants will choose their method of workshop follow-up to address identified needs in their own setting.
Intended Audience/Level: Advanced workshop suitable for secondary teachers, administrators, professors, and teacher-trainers.