June 15, 2014
June 15, 2014
June 18, 2014
Division Experimentation & Lab-Oriented Studies
NSF Grantees Poster Session
24.276.1 - 24.276.18
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.
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