Next Generation Digital Tools and Applications for Teaching and Learning Enhancement, 2020
Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly... more Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly in high-need school districts. One university's teacher preparation program used a constructivist approach to build candidates' technological, pedagogical, and content knowledge to enhance their preparation to teach in classrooms where they are expected to utilize instructional technology effectively. Teacher preparation programs prepare candidates to a certain degree, however, beginning teachers continue to need support. This chapter reports on how prepared these new STEM teachers were to teach and the challenges they faced in high-need school districts. This chapter also discusses the instructional technology provided to these teachers from a federal grant to address some of these challenges. The chapter concludes that beginning STEM teachers benefit from induction supports that 1) provide university-based mentoring, 2) allow them to continue to use strategies and technologies...
To meet the need for higher-average-power laser ranging transmitters, we designed and tested the ... more To meet the need for higher-average-power laser ranging transmitters, we designed and tested the first Nd:YAG active mirror amplifier. It will allow the production of 3-J mode-locked pulses at an average power of 15 W.
To meet the need for higher-average-power laser ranging transmitters, we designed and tested the ... more To meet the need for higher-average-power laser ranging transmitters, we designed and tested the first Nd:YAG active mirror amplifier. It will allow the production of 3-J mode-locked pulses at an average power of 15 W.
Next Generation Digital Tools and Applications for Teaching and Learning Enhancement
Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly... more Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly in high-need school districts. One university's teacher preparation program used a constructivist approach to build candidates' technological, pedagogical, and content knowledge to enhance their preparation to teach in classrooms where they are expected to utilize instructional technology effectively. Teacher preparation programs prepare candidates to a certain degree, however, beginning teachers continue to need support. This chapter reports on how prepared these new STEM teachers were to teach and the challenges they faced in high-need school districts. This chapter also discusses the instructional technology provided to these teachers from a federal grant to address some of these challenges. The chapter concludes that beginning STEM teachers benefit from induction supports that 1) provide university-based mentoring, 2) allow them to continue to use strategies and technologies...
How do educators capitalize on students' comfort with ubiquitous communications ... more How do educators capitalize on students' comfort with ubiquitous communications in order to develop information literacy skills required in the 21st century? A curriculum materials librarian and a professor in the School of Education present an approach that uses library ...
The purpose of the present study was to provide empirical data that helps to characterize current... more The purpose of the present study was to provide empirical data that helps to characterize current teaching and learning practices in eight RI middle school classrooms. Each teacher self-identified as implementing personalized learning practices through either the Summit Learning (SL) platform (four teachers) or other versions of Blended Learning (BL) practices (four teachers) for at least two years. More specifically, we sought to understand and describe each teacher’s current practices and perceptions (as well as their students’ perceptions of teacher practices) in order to advance our understanding of the definitions and unique attributes of personalized learning practices in Rhode Island. After reporting our methods and findings, we discuss six key ideas worthy of more discussion and consideration in how PL is defined and implemented in Rhode Island, and we provide recommendations and outline future questions to understand successful personalized learning practices, and ultimately, their impact on student learning and development.
Next Generation Digital Tools and Applications for Teaching and Learning Enhancement, 2020
Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly... more Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly in high-need school districts. One university's teacher preparation program used a constructivist approach to build candidates' technological, pedagogical, and content knowledge to enhance their preparation to teach in classrooms where they are expected to utilize instructional technology effectively. Teacher preparation programs prepare candidates to a certain degree, however, beginning teachers continue to need support. This chapter reports on how prepared these new STEM teachers were to teach and the challenges they faced in high-need school districts. This chapter also discusses the instructional technology provided to these teachers from a federal grant to address some of these challenges. The chapter concludes that beginning STEM teachers benefit from induction supports that 1) provide university-based mentoring, 2) allow them to continue to use strategies and technologies...
To meet the need for higher-average-power laser ranging transmitters, we designed and tested the ... more To meet the need for higher-average-power laser ranging transmitters, we designed and tested the first Nd:YAG active mirror amplifier. It will allow the production of 3-J mode-locked pulses at an average power of 15 W.
To meet the need for higher-average-power laser ranging transmitters, we designed and tested the ... more To meet the need for higher-average-power laser ranging transmitters, we designed and tested the first Nd:YAG active mirror amplifier. It will allow the production of 3-J mode-locked pulses at an average power of 15 W.
Next Generation Digital Tools and Applications for Teaching and Learning Enhancement
Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly... more Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly in high-need school districts. One university's teacher preparation program used a constructivist approach to build candidates' technological, pedagogical, and content knowledge to enhance their preparation to teach in classrooms where they are expected to utilize instructional technology effectively. Teacher preparation programs prepare candidates to a certain degree, however, beginning teachers continue to need support. This chapter reports on how prepared these new STEM teachers were to teach and the challenges they faced in high-need school districts. This chapter also discusses the instructional technology provided to these teachers from a federal grant to address some of these challenges. The chapter concludes that beginning STEM teachers benefit from induction supports that 1) provide university-based mentoring, 2) allow them to continue to use strategies and technologies...
How do educators capitalize on students' comfort with ubiquitous communications ... more How do educators capitalize on students' comfort with ubiquitous communications in order to develop information literacy skills required in the 21st century? A curriculum materials librarian and a professor in the School of Education present an approach that uses library ...
The purpose of the present study was to provide empirical data that helps to characterize current... more The purpose of the present study was to provide empirical data that helps to characterize current teaching and learning practices in eight RI middle school classrooms. Each teacher self-identified as implementing personalized learning practices through either the Summit Learning (SL) platform (four teachers) or other versions of Blended Learning (BL) practices (four teachers) for at least two years. More specifically, we sought to understand and describe each teacher’s current practices and perceptions (as well as their students’ perceptions of teacher practices) in order to advance our understanding of the definitions and unique attributes of personalized learning practices in Rhode Island. After reporting our methods and findings, we discuss six key ideas worthy of more discussion and consideration in how PL is defined and implemented in Rhode Island, and we provide recommendations and outline future questions to understand successful personalized learning practices, and ultimately, their impact on student learning and development.
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Papers by Jay Fogleman
practices (four teachers) for at least two years. More specifically, we sought to understand and describe each teacher’s current practices and perceptions (as well as their students’ perceptions of teacher practices) in order to advance our understanding of the definitions and unique
attributes of personalized learning practices in Rhode Island. After reporting our methods and findings, we discuss six key ideas worthy of more discussion and consideration in how PL is defined and implemented in Rhode Island, and we provide recommendations and outline future questions to understand successful personalized learning practices, and ultimately, their impact on student learning and development.
practices (four teachers) for at least two years. More specifically, we sought to understand and describe each teacher’s current practices and perceptions (as well as their students’ perceptions of teacher practices) in order to advance our understanding of the definitions and unique
attributes of personalized learning practices in Rhode Island. After reporting our methods and findings, we discuss six key ideas worthy of more discussion and consideration in how PL is defined and implemented in Rhode Island, and we provide recommendations and outline future questions to understand successful personalized learning practices, and ultimately, their impact on student learning and development.