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An Online Google Workshop for High School Teachers

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Tagged Division

K-12 & Pre-College Engineering

Page Count

11

Page Numbers

26.206.1 - 26.206.11

DOI

10.18260/p.23545

Permanent URL

https://peer.asee.org/23545

Download Count

32

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Paper Authors

biography

Afrin Naz West Virginia University Inst. of Tech.

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Dr. Afrin Naz is an assistant professor at the Computer Science and Information Systems department at West Virginia University Institute of Technology. She is working with high school teachers to inspire the K-12 students to the STEM fields. In last four years Dr. Naz and her team launched six workshops for high school teachers. Currently her team is training the high school teachers to offer online materials to supplement their face-to-face classroom.

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biography

Mingyu Lu West Virginia University Institute of Technology

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Mingyu Lu received the B.S. and M.S. degrees in electrical engineering from Tsinghua University, Beijing, China, in 1995 and 1997 respectively, and the Ph.D. degree in electrical engineering from the University of Illinois at Urbana-Champaign in 2002. From 1997 to 2002, he was a research assistant at the Department of Electrical and Computer Engineering in the University of Illinois at Urbana-Champaign. From 2002 to 2005, he was a postdoctoral research associate at the Electromagnetics Laboratory in the University of Illinois at Urbana-Champaign. He was an assistant professor with the Department of Electrical Engineering, the University of Texas at Arlington from 2005 to 2012. He joined the Department of Electrical and Computer Engineering, West Virginia University Institute of Technology as an assistant professor in 2012. His current research interests include wireless power transmission, radar systems, microwave remote sensing, antenna design, and computational electromagnetics. He was the recipient of the first prize award in the student paper competition of the IEEE International Antennas and Propagation Symposium, Boston, MA in 2001. He served as the chair of Antennas and Propagation Society of IEEE Fort Worth Chapter from 2006 to 2011.

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Abstract

An Online Google Workshop for High School teachersIn the summer of 2014, a Computer Science for High School Workshop was organized by____________ University, with sponsorship from Google Inc. The online workshop lasted forfour weeks, starting on _______ and ending on _________. More than 120 high school teachersfrom USA and Canada attended the workshop.The workshop offered two tracks: software track and hardware track. In the software track, theparticipants learn programming language Java; and the hardware track instruct basic computerarchitecture to the participants. Both tracks include three types of sessions: theoretical, hands-on, and discussion. The theoretical sessions intend to educate the audience about fundamentalknowledge related to computer software and hardware. The hands-on sessions include labsessions and pedagogical tool training sessions, where the lab sessions supplement the theoreticalsessions and pedagogical tool training sessions provide training on how to employ modernsoftware tools to achieve curricular innovations. Both the software and hardware tracks havemultiple discussion sessions on various topics such as “networking,” “attracting minority,” and“cutting-edge technologies.”The online workshop was completely based upon Google tools. Specifically, the coursematerials (such as PowerPoint slides and videos) were delivered using Google Course Builder,and the live sessions and tutoring sessions were offered through Google Hangouts. Feedbackfrom the attendees indicates that, online instructions based on Google tools are highlyaccommodating and effective. During the four-week workshop, 24-hour online support wasoffered to the participants. In order to maintain efficient communication with the participants,multiple methods were employed, including e-mail, Google Hangouts On Air, and Piazza.Assessment was conducted primarily via a series of surveys before and after the workshop,which included both formative measures and summative evaluations to address the workshop’seffectiveness. The surveys collected by Google demonstrated that the participants’ average“after-the-workshop” knowledge is significantly higher than their average “before-the-workshop” knowledge (3.6 versus 2.7 on a 5-point scale). The survey results also show that, theparticipating high school teachers have less concern in teaching Computer Science after theworkshop. In the surveys conducted after the workshop, 63% of the participants specify theywill recommend the workshop to others, and 60% of the participants plan to incorporate at least25% of the workshop activities/resources into their teaching. Our university students are offeringonline support to the workshop participants until August 2015. Table I: Agenda of software trackWeek Content Theoretical session: Introduction to Java Theoretical session: Java Fundamentals Theoretical session: Different data types Hands-on session: Pedagogical tool training on Piazza 1 Hands-on session: Pedagogical tool training on Jcreator Theoretical session: Introduction to Algorithms Hands-on session: Pedagogical tool training on HOA Hands-on session: Lab 1, general questions and answers Theoretical session: Java methods and files Hands-on session: Group Hangouts Hands-on session: Group Hangouts 2 Theoretical session: Class and objects Hands-on session: Lab 2 Discussion session: Networking Theoretical session: Array Hands-on session: Group Hangouts Hands-on session: Pedagogical tool training on web development 3 Theoretical session: Stack Hands-on session: Lab 3 Discussion session: Cutting-edge technologies Hands-on session: Group Hangouts Theoretical session: Sorting Hands-on session: Group Hangouts 4 Theoretical session: Conclusions Test Discussion session: Attracting minorities in computer science Table II: Agenda of hardtware trackWeek Content Theoretical session: Under the cover Theoretical session: Revisiting numbers Theoretical session: Performance Hands-on session: Pedagogical tool training on Piazza 1 Theoretical session: Below your program Theoretical session: Instructions Hands-on session: Pedagogical tool training on HOA Hands-on session: Lab 1, general questions and answers Theoretical session: More on instructions Theoretical session: Integer and floating point operations 2 Hands-on session: Group Hangouts Discussion session: Networking Theoretical session: CPU Theoretical session: Hazards 3 Hands-on session: Pedagogical tool training on Web development Hands-on session: Group Hangouts Discussion session: Cutting-edge technologies Theoretical session: Memory Theoretical session: Conclusions Hands-on session: Group Hangouts 4 Test Hands-on session: HOA Discussion session: Attracting minorities in computer science

Naz, A., & Lu, M. (2015, June), An Online Google Workshop for High School Teachers Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23545

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015