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Cloud Computing for Education: A Professional Development Program for High School Teachers

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Division

Division Experimentation & Lab-Oriented Studies

Tagged Topic

NSF Grantees Poster Session

Page Count

18

Page Numbers

24.276.1 - 24.276.18

Permanent URL

https://peer.asee.org/20167

Download Count

43

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Paper Authors

biography

Reza Curtmola New Jersey Institute of Technology

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Reza Curtmola is an Associate Professor in the
Department of Computer Science at NJIT. He
received the B.Sc. degree in Computer Science
from the “Politehnica” University of Bucharest,
Romania, in 2001, the M.S. degree in Security
Informatics in 2003, and the PhD degree in
Computer Science in 2007, both from The Johns
Hopkins University. He spent one year as a postdoctoral
research associate at Purdue University.
He is the recipient of the NSF CAREER
award. His research focuses on storage security,
applied cryptography, and security aspects of wireless networks. He is
a member of the ACM and the IEEE Computer Society.

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John D. Carpinelli New Jersey Institute of Technology

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Dr. John D. Carpinelli is a Professor of Electrical and Computer Engineering and Executive Director of the Center for Pre-College Programs at the New Jersey Institute of Technology. He has served as coordinator of activities at NJIT for the Gateway Engineering Education Coalition and as a member of the Coalition’s Governing Board. He previously chaired NJIT’s Excellence in Teaching Awards Committee and is Past Chair of the University Master Teacher Committee.

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Linda S. Hirsch New Jersey Institute of Technology

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Dr. Linda S. Hirsch, has a degree in Educational Psychology from the Graduate School of Education at Rutgers University with a specialization in Educational Statistics and Measurement. She is a senior member of the professional staff at the Center for Pre-College Programs and is knowledgeable in the areas of student learning and educational psychology. Dr. Hirsch has nearly 20 years experience conducting longitudinal research studies and is proficient in experimental design, database management and statistical analysis including instrument development, psychometrics and statistical programming. She has helped in the coordination and development of STEM educational programs many of which included a focus on the engineering design process and student design challenges.

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Howard S. Kimmel New Jersey Institute of Technology

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HOWARD KIMMEL is Professor-Emeritus of Chemical Engineering and Retired Executive Director of the Center for Pre-College Programs at New Jersey Institute of Technology. Dr. Kimmel is currently providing his services on a part-time basis as a Special Assistant for Teacher Training and Curriculum Development with a focus on alignment of teaching practices with the Common Core State Standards and the Next Generation Science Standards. He has spent almost forty years designing and implementing professional development programs, curricula, and assessment of student learning for K-12 teachers in STEM. At the college level, he collaborates on projects exploring teaching methodologies and assessment strategies in undergraduate courses in the sciences, engineering, and computer science. Dr. Kimmel has received numerous awards in recognition of his service, including:
ASEE 1985 Vincent Bendix Minorities in Engineering Award, and ASEE CENTENNIAL MEDALION for “Significant Lasting Impact on Engineering Education,” 1993.
The NJIT Foundation Overseers Public and Institute Service Award, 1981 (First Recipient) and in 2005;
Allan R. Cullimore Distinguished Service Award (NJIT) for 1991.
Presidential Award for outstanding contributions to Science Education by the New Jersey Science Supervisors' Association.
Center for Pre-college Programs selected by American Association of State Colleges and Universities for the Center's exemplary pre-college program for recruitment and retention of minority students and its cooperative efforts with the public schools.

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Levelle Burr-Alexander New Jersey Institute of Technology

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Levelle Burr-Alexander is an Associate Director for the Center for Pre-College Programs at New Jersey Institute of Technology (NJIT) located in Newark, NJ where she manages collaborative partnerships with private, public, and community stakeholders in science, technology, engineering, and mathematics (STEM). Ms. Alexander is a chemist, biomedical engineer, and educator with over 32 years of experience in STEM research and K-20 educational programs for students, parents, teachers, and professionals. She holds a BS in Chemistry from Stevens Institute of Technology and a Master’s of Science in Bio-medical Engineering from NJIT. She is currently is a Candidate for a Ph.D. in Education with a specialization in Instructional and Curriculum Leadership at Northcentral University in Prescott Valley, AZ. Her dissertation is on first-year college students’ computational fluency, self-efficacy, and personal epistemological beliefs in mathematics, particularly in numerical operations and algebraic expressions. She has co-authored publications and has expertise in the development of skills, knowledge, and practices necessary for students’ successful transitions from secondary school education to careers and college readiness in STEM.

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Abstract

Cloud Computing for Education: A Professional Development Program for High School TeachersAbstractA professional development program for high-school teachers, designed to explore ways inwhich Cloud Computing technologies can be leveraged to improve classroom instruction, hasbeen developed to support the educational component of an NSF CAREER grant, awarded toone of the authors of this paper. The goal of the program was twofold: first, to expose highschool teachers to the concept of Cloud Computing and the technologies associated with it, andsecond, to help teachers develop curriculum units based on Cloud Computing technologies thatcan be integrated into different high-school subjects.Sixteen high-school teachers participated in the program. The participants’ teaching areasspanned a wide array of subjects ranging from Computer Technology, Math, Physics andChemistry, to Human Anatomy, Biology, Environmental Science, and even Spanish. Participantsreceived 20 hours of professional development credit.The program was structured into two workshop sessions. The first session, during the summer of2012, consisted of three days of hands-on instruction. It focused on several instructional topics,including (a) Overview of Cloud Services, (b) Storing and Sharing Data in the Cloud, (c) Cloudsin Education and Collaboration in and out of the Classroom, (d) Cloud-based Tools for Real-timeCollaboration, (e) Course Management using Piazza, (f) Standards-based Lesson Planning andPost-workshop Assignment, (g) Creating a Lesson Plan, and (h) Using Public Data SetsAvailable in Amazon’s Cloud. At the end of the three-day workshop, participants were given anassignment to identify a lesson taught in their classroom, which could use the cloud as aneducational technology tool, and then to write a revised lesson plan based on cloud computingintegration and standards-based lesson planning. The assignment also required participants tosubmit the revised and original lesson plans plus samples of student work. The submitted lessonplans reflected the diversity of subjects taught by the participants and shared with their peers.The completed assignments were presented at the second workshop session, which consisted of a1-day meeting in December 2012.Based on the teachers’ applications for the program, we were able to outline what the teachershoped to learn from the workshops. A pre-workshop survey helped us assess the participants’knowledge of cloud computing before beginning the program. Two-post workshop surveys wereused to evaluate the impact of the program: a first post-workshop survey at the end of the firstsession, and a second post-workshop survey at the end of the second session.This paper describes the instructional material used during the workshop, the group discussionsduring the second workshop session, the assignments and lessons plans completed by teachers,and an analysis of the workshop’s impact based on the three surveys. A follow-up survey abouttheir classroom implementation experiences and subsequent lesson plans was sent to allparticipants at the end of the 2012-2013 academic year. Participants’ responses provided usefulfeedback for future workshops.

Curtmola, R., & Carpinelli, J. D., & Hirsch, L. S., & Kimmel, H. S., & Burr-Alexander, L. (2014, June), Cloud Computing for Education: A Professional Development Program for High School Teachers Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20167

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