Programme & Abstracts
| 2019_programrev.docx |
Association of Ubiquitous and
Collaborative Educators international
August 17, 2019
Florida Atlantic University
Jupiter Campus
Brief History
In 2010 a group of 60 educators, trainers, and leaders from 5 continents were identified as potential founding members of AUCEi. All were interested in ubiquitous communication and global cultural issues, and the first meeting of founding fellows was held at Brunel University in London, England in 2011.
The Day at a Glance
8:30 – 9:00 Gather
9:00 – 9:45 Keynote Address
Integration of Virtual Reality (VR) and Mindfulness (iM) in 21st Century Teaching, Learning, and Assessment in Disadvantaged Elementary Schools (O’Murchu – remote)
9:45 – 10:15 Welcome & Presentation
Welcome from founder Dr. Roberta K. Weber.
Topical Trending in Educational Dissertations (Allen & Weber – remote)
10:15 – 10:45 Presentation
Democracy in the Classroom (Hamilton)
10:45 – 11:15 Break
11:15 – 11:45 Presentation
Removing the Barriers to Reflective Practice: A Different Approach to Exploring Personal Epistemology of Student Teachers (Horder)
11:45 – 12:15 Presentation
Using Technology Applications to Integrate Visual Art in Elementary Schools (Brown)
12:15 – 1:45 Lunch
1:45 – 2:15 Presentation
An Analysis of High-Performing Science Students’ Preparation for Collegiate Sciences Courses (Walter)
2:15 – 2:45 Presentation
The Stories That Unite Us: Socialization and Inclusion of Adults with Intellectual Disabilities (ID) through Library Book Clubs (Plocharczyk & Conner – remote)
2:45 – 3:15 Break
3:15 – 3:45 Presentation
English through Drama for Displaced Syrian Students (Saleh, Ariza, Lapp, & Zelden)
3:45 – 4:15 Presentation
The Comet Zone: A Financial Literacy Project in Action (Draginoff & Lapp – remote)
4:15 – 4:30 Conclusion
5:00 Dinner
Keynote
Schools of Excellence Fund - DES 2018 - 2021
DWEC Collaborating in Cluster Projects
1. Integration of Virtual Reality (VR) in 21st Century Teaching, Learning and AssessmentThe project provides the students and teachers of significantly disadvantaged DEIS schools, with the opportunities to delve into the world of Virtual Reality (VR) and experience 21st Century, Digital Learning far beyond the confines of the classroom and local environments. Teachers and students use VR and digital learning to stimulate their learning experiences across the chosen curricular subject areas with specific emphasis on SESE / SPHE / LITERACY / NUMERACY. They will ‘boldly go” through the medium of VR, AR and R+ (Mixed Reality) into the future of teaching, learning and assessment in the “Now” of daily life in schools.
The Primary Language Curriculum is new to all schools in Ireland. It presents a new challenge to, and an integrated perspective on, the teaching, learning and assessment of language in primary schools.
“The Primary Language Curriculum is an integrated curriculum. This means that it has the same curriculum structure and the same strands for English and Irish to support integration across two languages” (Primary Language Curriculum, 2016).
To address the challenges facing schools in the teaching, learning and assessment of the oral language aspect (Béarla agus Gaeilge/ English and Irish) of the Primary Language Curriculum (PLC), we will specifically address the vision of the new PLC to enhance the acquisition of oral language as well as bridging the gap which exists between English and Irish as identified in the PLC by utilizing a variety of digital media.
The objective is to improve teaching and learning of math problem solving with progress to be evidenced by improved attainment on standardized tests.
We plan to achieve this by making math “more real” to the children and by addressing patterns of teaching and learning, which to date, have failed to improve the problem-solving results of standardized testing in mathematics.
In particular, we will address skills enhancement (in teaching, learning and assessment) utilizing a variety of creative digital technologies and media: computational skills, analytical skills, lateral thinking skills, logical skills, convergent and divergent thinking skills and a creative approach to teaching, learning, and assessment.
As our five schools represent two single sex schools, one co-ed, one urban and one rural school, we believe our cluster is perfectly placed to incorporate Creative Digital Learning in addressing this significant issue. Moreover our deliverable results will be applicable to a wide range of schools nationally and internationally.
Dr. Daithí Ó Murchú
domurchu1@gmail.com
0879240180.
DWEC - SoEF Associate / DSoD Validator.
Presentations
9:45 – 10:15 Technology Topics Trending in Educational Dissertations (Ethan Allen & Roberta Weber – Florida Atlantic University)
Dissertation studies on educational technology topics hold the potential to bring about solutions to our critical problems and issues in education. In this presentation, we explore a sample of 50 education dissertations (2004-2018), describing how selected topics and their trending compare with the topical choices and trending found in two core educational technology journals. Findings from our content analysis may suggest new directions for dissertation research.
10:15 – 10:45 Democracy in the Classroom (Rebecca Hamilton – Palm Beach County School District: Suncoast Community High School)
This presentation offers a means to empower students of all ages (pre-K through higher ed) to take part in their own educational experience. Ira Shor’s text When Students Have Power: Negotiating Authority in a Critical Pedagogy is the basis for the presentation and action research that forever changed the presenter’s approach to teaching.
11:15 – 11:45 Removing the Barriers to Reflective Practice: A Different Approach to Exploring Personal Epistemology of Student Teachers (Sue Horder – Wrexham Glyndwr University)
The research explores the influence of student teachers’ epistemological beliefs on their conceptions of teaching and classroom practices. The study sits within the interpretivist paradigm, and the predominant philosophy underpinning the research is hermeneutic phenomenology. The findings describe two contrasting paradigm cases with emerging themes of confidence, control, delivery, challenge, and epiphany moments. Teacher educators are encouraged to create a safe pedagogical space for student teachers through the use of blogs in order to promote reflection of their beliefs.
11:45 – 12:15 Using Technology Applications to Integrate Visual Art in Elementary Schools (Susannah Brown – Florida Atlantic University)
Undergraduate students studying at FAU to become kindergarten through fifth grade teachers use a variety of technology applications when working with young children. In the Art Elementary School course, these undergraduate students design art projects that enhance an integrated curriculum focusing on creative uses of video, photography, drawing, painting, and sculpture. Field experience hours are shared trough the “Thyng” app and lessons from The Reynolds Center for Teaching, Learning, and Creativity.
1:45 – 2:15 An Analysis of High-Performing Science Students’ Preparation for Collegiate Science Courses (Karen Walter – Palm Beach County School District: Dwyer High School & Palm Beach State College)
This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students and their professors from a local honors college. Themes reflecting elements that better prepared them for and during college surfaced.
2:15 – 2:45 The Stories That Unite Us: Socialization and Inclusion of Adults with Intellectual Disabilities (ID) through Library Book Clubs (Leah Plocharczyk & Matthew Conner – Florida Atlantic University Libraries)
This presentation uses the relatively new innovation of library book clubs for adults with intellectual disabilities as a perspective to examine both the past and future of library service to the population. Libraries continue to be one of the few institutions available to support these individuals. The idea of bringing people with ID and texts together is radically simple and lends itself to a more personalized service – something that has been obscured by recent technological advances. The audience will take away specific ideas for implementing services and pursuing information dealing with relevant trends, history, and theory.
3:15 – 3:45 English through Drama for Displaced Syrian Students (Ammar Saleh – University of Glasgow, Scotland; Eileen Ariza, & Susanne Lapp – Florida Atlantic University)
Learning a foreign language is stressful, especially for students living through a civil war. The presentation looks at developing English skills by transforming English curriculum into theatrical performances to motivate student passion for the language. Students develop their language skills, increase academic performance, and overcome their fear of public speaking in their new language. The theatrical activities also address life problems in Syria today, making the stage a safe environment for all students to lessen their trauma while increasing self-expression.
3:45 – 4:15 The Comet Zone: A Financial Literacy Project in Action (Katherine S. Draginoff – William Mason High School, Ohio & Susanne Lapp – Florida Atlantic University)
It is critical that students and young adults are taught financial responsibility. This presentation will describe how a high school in Midwestern US exposed their students to financial literacy education that embraced hands-on practice within a school-based store (The Comet Zone). The presenters with share the strategies and code technology used to recognize the shopping habits of their customers in order to design effective marketing and advertising strategies which are anticipated to increase sales.
Collaborative Educators international
August 17, 2019
Florida Atlantic University
Jupiter Campus
Brief History
In 2010 a group of 60 educators, trainers, and leaders from 5 continents were identified as potential founding members of AUCEi. All were interested in ubiquitous communication and global cultural issues, and the first meeting of founding fellows was held at Brunel University in London, England in 2011.
The Day at a Glance
8:30 – 9:00 Gather
9:00 – 9:45 Keynote Address
Integration of Virtual Reality (VR) and Mindfulness (iM) in 21st Century Teaching, Learning, and Assessment in Disadvantaged Elementary Schools (O’Murchu – remote)
9:45 – 10:15 Welcome & Presentation
Welcome from founder Dr. Roberta K. Weber.
Topical Trending in Educational Dissertations (Allen & Weber – remote)
10:15 – 10:45 Presentation
Democracy in the Classroom (Hamilton)
10:45 – 11:15 Break
11:15 – 11:45 Presentation
Removing the Barriers to Reflective Practice: A Different Approach to Exploring Personal Epistemology of Student Teachers (Horder)
11:45 – 12:15 Presentation
Using Technology Applications to Integrate Visual Art in Elementary Schools (Brown)
12:15 – 1:45 Lunch
1:45 – 2:15 Presentation
An Analysis of High-Performing Science Students’ Preparation for Collegiate Sciences Courses (Walter)
2:15 – 2:45 Presentation
The Stories That Unite Us: Socialization and Inclusion of Adults with Intellectual Disabilities (ID) through Library Book Clubs (Plocharczyk & Conner – remote)
2:45 – 3:15 Break
3:15 – 3:45 Presentation
English through Drama for Displaced Syrian Students (Saleh, Ariza, Lapp, & Zelden)
3:45 – 4:15 Presentation
The Comet Zone: A Financial Literacy Project in Action (Draginoff & Lapp – remote)
4:15 – 4:30 Conclusion
5:00 Dinner
Keynote
Schools of Excellence Fund - DES 2018 - 2021
DWEC Collaborating in Cluster Projects
1. Integration of Virtual Reality (VR) in 21st Century Teaching, Learning and AssessmentThe project provides the students and teachers of significantly disadvantaged DEIS schools, with the opportunities to delve into the world of Virtual Reality (VR) and experience 21st Century, Digital Learning far beyond the confines of the classroom and local environments. Teachers and students use VR and digital learning to stimulate their learning experiences across the chosen curricular subject areas with specific emphasis on SESE / SPHE / LITERACY / NUMERACY. They will ‘boldly go” through the medium of VR, AR and R+ (Mixed Reality) into the future of teaching, learning and assessment in the “Now” of daily life in schools.
- The Integration and Enhancement of the Primary Language Curriculum through Digital Learning in a Mindful Environment
The Primary Language Curriculum is new to all schools in Ireland. It presents a new challenge to, and an integrated perspective on, the teaching, learning and assessment of language in primary schools.
“The Primary Language Curriculum is an integrated curriculum. This means that it has the same curriculum structure and the same strands for English and Irish to support integration across two languages” (Primary Language Curriculum, 2016).
To address the challenges facing schools in the teaching, learning and assessment of the oral language aspect (Béarla agus Gaeilge/ English and Irish) of the Primary Language Curriculum (PLC), we will specifically address the vision of the new PLC to enhance the acquisition of oral language as well as bridging the gap which exists between English and Irish as identified in the PLC by utilizing a variety of digital media.
- Creative Problem Solving & Digital Education in 21st Century Teaching, Learning & Assessment
The objective is to improve teaching and learning of math problem solving with progress to be evidenced by improved attainment on standardized tests.
We plan to achieve this by making math “more real” to the children and by addressing patterns of teaching and learning, which to date, have failed to improve the problem-solving results of standardized testing in mathematics.
In particular, we will address skills enhancement (in teaching, learning and assessment) utilizing a variety of creative digital technologies and media: computational skills, analytical skills, lateral thinking skills, logical skills, convergent and divergent thinking skills and a creative approach to teaching, learning, and assessment.
As our five schools represent two single sex schools, one co-ed, one urban and one rural school, we believe our cluster is perfectly placed to incorporate Creative Digital Learning in addressing this significant issue. Moreover our deliverable results will be applicable to a wide range of schools nationally and internationally.
Dr. Daithí Ó Murchú
domurchu1@gmail.com
0879240180.
DWEC - SoEF Associate / DSoD Validator.
Presentations
9:45 – 10:15 Technology Topics Trending in Educational Dissertations (Ethan Allen & Roberta Weber – Florida Atlantic University)
Dissertation studies on educational technology topics hold the potential to bring about solutions to our critical problems and issues in education. In this presentation, we explore a sample of 50 education dissertations (2004-2018), describing how selected topics and their trending compare with the topical choices and trending found in two core educational technology journals. Findings from our content analysis may suggest new directions for dissertation research.
10:15 – 10:45 Democracy in the Classroom (Rebecca Hamilton – Palm Beach County School District: Suncoast Community High School)
This presentation offers a means to empower students of all ages (pre-K through higher ed) to take part in their own educational experience. Ira Shor’s text When Students Have Power: Negotiating Authority in a Critical Pedagogy is the basis for the presentation and action research that forever changed the presenter’s approach to teaching.
11:15 – 11:45 Removing the Barriers to Reflective Practice: A Different Approach to Exploring Personal Epistemology of Student Teachers (Sue Horder – Wrexham Glyndwr University)
The research explores the influence of student teachers’ epistemological beliefs on their conceptions of teaching and classroom practices. The study sits within the interpretivist paradigm, and the predominant philosophy underpinning the research is hermeneutic phenomenology. The findings describe two contrasting paradigm cases with emerging themes of confidence, control, delivery, challenge, and epiphany moments. Teacher educators are encouraged to create a safe pedagogical space for student teachers through the use of blogs in order to promote reflection of their beliefs.
11:45 – 12:15 Using Technology Applications to Integrate Visual Art in Elementary Schools (Susannah Brown – Florida Atlantic University)
Undergraduate students studying at FAU to become kindergarten through fifth grade teachers use a variety of technology applications when working with young children. In the Art Elementary School course, these undergraduate students design art projects that enhance an integrated curriculum focusing on creative uses of video, photography, drawing, painting, and sculpture. Field experience hours are shared trough the “Thyng” app and lessons from The Reynolds Center for Teaching, Learning, and Creativity.
1:45 – 2:15 An Analysis of High-Performing Science Students’ Preparation for Collegiate Science Courses (Karen Walter – Palm Beach County School District: Dwyer High School & Palm Beach State College)
This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students and their professors from a local honors college. Themes reflecting elements that better prepared them for and during college surfaced.
2:15 – 2:45 The Stories That Unite Us: Socialization and Inclusion of Adults with Intellectual Disabilities (ID) through Library Book Clubs (Leah Plocharczyk & Matthew Conner – Florida Atlantic University Libraries)
This presentation uses the relatively new innovation of library book clubs for adults with intellectual disabilities as a perspective to examine both the past and future of library service to the population. Libraries continue to be one of the few institutions available to support these individuals. The idea of bringing people with ID and texts together is radically simple and lends itself to a more personalized service – something that has been obscured by recent technological advances. The audience will take away specific ideas for implementing services and pursuing information dealing with relevant trends, history, and theory.
3:15 – 3:45 English through Drama for Displaced Syrian Students (Ammar Saleh – University of Glasgow, Scotland; Eileen Ariza, & Susanne Lapp – Florida Atlantic University)
Learning a foreign language is stressful, especially for students living through a civil war. The presentation looks at developing English skills by transforming English curriculum into theatrical performances to motivate student passion for the language. Students develop their language skills, increase academic performance, and overcome their fear of public speaking in their new language. The theatrical activities also address life problems in Syria today, making the stage a safe environment for all students to lessen their trauma while increasing self-expression.
3:45 – 4:15 The Comet Zone: A Financial Literacy Project in Action (Katherine S. Draginoff – William Mason High School, Ohio & Susanne Lapp – Florida Atlantic University)
It is critical that students and young adults are taught financial responsibility. This presentation will describe how a high school in Midwestern US exposed their students to financial literacy education that embraced hands-on practice within a school-based store (The Comet Zone). The presenters with share the strategies and code technology used to recognize the shopping habits of their customers in order to design effective marketing and advertising strategies which are anticipated to increase sales.