2. Mission: Improve teaching and learning in K-12 science and mathematics through the meaningful integration of technology into the curriculum

3.  CIESE established in 1988 to share its university educational technology experience with schools  Implementing $20 million in grants and contracts  Impacting approx. 20,000 teachers in U.S./Latin America  Teacher professional development and curriculum development utilizing technology as a tool to enhance learning process

4. CIESE Highlights:  One of first organizations to design and implement large-scale teacher training programs and related curriculum development efforts using Internet in K-12 (NSF grant of $2.9 million in 1994)  Reached more than 3,000 educators from 700 schools in NJ

5. CIESE Highlights:  Developed/implementing a two-tiered turnkey training programs reaching 10,000 teachers in Cleveland, Miami, and Phoenix (U.S. Department of Education grant of $9.3 million in 1998)  Savvy Cyber Teacher® 30-hour PD Program  Conducting Latin American programs with support from the Inter-American Development Bank and recognition by IBM Foundation

6. Core Strengths:  Rigorous science and mathematics standards-based content  Large scale programs (10,000 teachers in 3 cities)  International programs  Strategic partnerships with complementary organizations (Bank Street, ECS, League for Innovation)  “Unique and Compelling” Internet applications

7. Core Strengths:  Practical strategies for classroom implementation (project management plans)  Administrator counsel on school reform, technology policies, institutionalization  Classroom focus and “big picture” (national and international) perspective  Web Campus Graduate Course

8. Programs  AT&T Science LINK  NJCHE “Workforce”  NJ Department of Education  NJSSI  Inter-American Development Bank  Alliance+ TICG: Maricopa, Miami-Dade, Cuyahoga Community Colleges, League for Innovation, Educational Testing Service, Bank Street College of Education  EPA, CT DEP Curriculum Development

9.  Part of $9.3 Million U.S. ED TICG  5 year program in Phoenix, Miami, Cleveland  10,000 teachers/5 years  Two-tiered turnkey  training program to  build local capacity Alliance+

10. Curriculum Materials “Unique and compelling Internet interdisciplinary learning opportunities that engage students in doing real science”

11. Leveraging the Internet for Learning Unique Cannot be done without Internet technology Compelling Provides real world learning experiences

12. Leveraging the Internet for Learning How can the Internet be used as an educational tool and what impact do these applications have on student learning and achievement? Weather Data Historical Diaries Publishing Student Stories to the Web Keypal or ePal Exchanges WebQuests Accessing Foreign Newspapers Politicians Voting Records Online Research Using Online Quizzes Finding Lesson Plans

13. (word processors, spreadsheets, KidPixs) (Tom Snyder, Oregon Trails, etc.) (PLATO, CCC, Reading tutors) Leveraging the Internet for Learning 21 st Century Workforce Skills Advanced Higher-order Thinking Skills BasicAdvanced Drill & practice Productivity tools Simulations & exploratory Computer-based Applications

14. Weather Data Historical Diary Student Web Page Keypal/ePal Exchange WebQuests Foreign Newspapers Voting Records Research Online Quizzes Lesson Plans Leveraging the Internet for Learning 21 st Century Workforce Skills Advanced Skill Level on NJ State Assessments (GEPA, ESPA, HSPA) Partially Proficient Advanced Proficient Traditional Unique & Compelling Innovative Internet-based Applications Proficient Basic

15. Leveraging the Internet for Learning “Twelfth-grade students who reported using computers to collect data, download data, or analyze data had higher average scores than students who reported never doing so.” (http://nces.ed.gov/nationsreportcard)

16. Leveraging the Internet for Learning “Eighth-graders whose teachers had students use computers for simulations and models or for data analysis scored higher, on average, than eighth-graders whose teachers did not.” (http://nces.ed.gov/nationsreportcard)

17. Unique & Compelling Integrating the Internet into the K-12 Classroom Use of the Internet as a Communication Tool  Students can use the Internet to communicate with experts in various fields, or with other classrooms and students from around the world.  Ask-An-Expert Projects  Telementoring  Collaborative Projects

18. Unique & Compelling Integrating the Internet into the K-12 Classroom  Use of the Internet to Access Real-Time Data  Students can access real-time information that can dynamically enrich their science lessons and impact on problem solving and critical thinking skills.  Weather Satellite Images  Remote Sensing Data (e.g. Air Quality)  Government Databases

19. Unique & Compelling Integrating the Internet into the K-12 Classroom Use of the Internet to Publish Student Work  Students can publish their work online where the whole world can see it, comment on it, and interact with the students about it.  Student Presentations/Reports  Integrates Reading, Writing and Communications Skills  Great Motivator!

20. Unique & Compelling Integrating the Internet into the K-12 Classroom Use of the Internet to Access Primary Sources  Students now have access to digitally archived historical documents, from the Library of Congress and National Archives.  Diaries  Historical Photographs  Creates Multidisciplinary Lessons

21. CIESE Online Materials www.k12science.org www.k12science.org/presentations/cposcience/

22. “How do you know it works?”  Engaging, real-world, problem-based, interdisciplinary learning experiences utilizing quantitative analysis, critical thinking skills, authentic use of technological tools  Educational Testing Service Studies  NSF/Yale University Study  Columbia ILT Curriculum Evaluations

23. “How do you know it works?”  ETS Teacher Study: -less time lecturing -more comfortable with small group activities -more cooperative learning -better instruction for different learning styles -better teacher of problem-solving skills -better able to present complex materials

24. “How do you know it works?”  NSF/Yale University Study: -Materials coherent with Triarchic Theory of Human Intelligence -Emphasize practical, creative, analytical learning -Rigorous, controlled study of with/without Internet-based real time data -NSF Report submitted summer 2002

25. CIESE Recognition Recognition of curriculum materials by:

26. Edward A. Friedman Beth McGrath Mercedes McKay http://www.k12science.org http://www.k12science.org http://www.k12science.org/presentations/cposcience/ Savvy Cyber Teacher ® http://www.k12science.org/cyberteacher