TY - GEN
T1 - Anytime, anywhere, anyone instruction
T2 - 3rd IEEE Integrated STEM Education Conference, ISEC 2013
AU - Piliouras, Teresa
AU - Yu, Pui Lam
AU - Tian, Xin
AU - Yu, Stephen
AU - Sultana, Nadia
AU - Lauer, Jeanne
AU - Berry, Lataya
PY - 2013
Y1 - 2013
N2 - This paper highlights the authors' experiences teaching high school students Science-Technology-Engineering-Mathematics (STEM) and technology literacy skills. Productive learning is engendered by trust, safety, supportive interpersonal relationships between mentors and students, and adaptation of teaching style to match the students' frame of reference. These principles are incorporated in the design of an online learning program called Best We Can Be. We discuss how technology-aided instruction encourages students to explore subject matter beyond their comfort zone. This fosters students' natural curiosity about STEM topics, and helps overcome their anxiety about whether they will be able to learn the subject matter. In Best We Can Be, students participate in structured, hands-on activities illustrating the cross-fertilization of academic disciplines (e.g., bioethics, which encompasses social, health and biological sciences, humanities, law, etc.) and their interdependency in society. We examine technology's enablement of student interactions within secure networks of mentors, experts, and peers. We discuss transformative impacts of broadening student appreciation of the world of possibilities that await them in future educational and career paths. The ultimate goal is for students to become self-motivated, life-long productive learners.
AB - This paper highlights the authors' experiences teaching high school students Science-Technology-Engineering-Mathematics (STEM) and technology literacy skills. Productive learning is engendered by trust, safety, supportive interpersonal relationships between mentors and students, and adaptation of teaching style to match the students' frame of reference. These principles are incorporated in the design of an online learning program called Best We Can Be. We discuss how technology-aided instruction encourages students to explore subject matter beyond their comfort zone. This fosters students' natural curiosity about STEM topics, and helps overcome their anxiety about whether they will be able to learn the subject matter. In Best We Can Be, students participate in structured, hands-on activities illustrating the cross-fertilization of academic disciplines (e.g., bioethics, which encompasses social, health and biological sciences, humanities, law, etc.) and their interdependency in society. We examine technology's enablement of student interactions within secure networks of mentors, experts, and peers. We discuss transformative impacts of broadening student appreciation of the world of possibilities that await them in future educational and career paths. The ultimate goal is for students to become self-motivated, life-long productive learners.
KW - College and career readiness
KW - STEM
KW - Science-Technology-Engineering-Mathematics
KW - eLearning
KW - online technology-aided instruction
KW - productive learning
KW - technology literacy
KW - web-based learning
UR - http://www.scopus.com/inward/record.url?scp=84879891456&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84879891456&partnerID=8YFLogxK
U2 - 10.1109/ISECon.2013.6525225
DO - 10.1109/ISECon.2013.6525225
M3 - Conference contribution
AN - SCOPUS:84879891456
SN - 9781467356244
T3 - ISEC 2013 - 3rd IEEE Integrated STEM Education Conference
BT - ISEC 2013 - 3rd IEEE Integrated STEM Education Conference
Y2 - 9 March 2013 through 9 March 2013
ER -