Tools

LEADER 04715cam a2200565Ii 4500

001 on1037951833;

003 OCoLC;

005 20180720102844.0;

006 m o d ;

007 cr unu||||||||;

008 180529s2018 ncua obm 000 0 eng d;

035 a| (Sirsi) o1037951833;

035 a| (OCoLC)1037951833;

043 a| n-us---;

049 a| EREE;

090 a| LB1731;

100 1 a| Samberg, Mark Justin,e| author.?| UNAUTHORIZED;

245 10 a| Problem solving in the digital age :b| bringing design and computational thinking to the K-12 classroom /c| by Mark Justin Samberg.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2018.;

300 a| 220 pages :b| color illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 4.69 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2018.;

500 a| Presented to the faculty of the Department of Educational Leadership;

500 a| Advisor: Matthew Militello;

500 a| Title from PDF t.p. (viewed July 3, 2018).;

520 3 a| A focus on Science, Technology, Engineering, and Math (STEM) education has been an ongoing trend in the United States for most of the last decade. Recently, computer science has stood out as a focus within this movement. Supported by industry, non-profits, federal and local governments, the "CS4All" movement aims to provide every student the opportunity to learn to code. While many of these initiatives focus solely on coding, others are also advocating for students to learn skills required to structure problems so that they may be solved by a computer. As defined Jeanne Wing in 2006, computational thinking is part of a suite of problem solving tools in engineering, among design thinking (including human-centered design) and data literacy (the ability to collect, understand, use, and share data with others). Computational thinking skills, combined with design thinking and data literacy (collectively called digital-age problem solving) blend core critical thinking concepts from both STEM education and the Humanities. This study focuses on preparing teachers to integrate digital-age problem solving into their instructional practice by immersing teachers in a Massive Open Online Course for Educators (MOOC-Ed) through the Friday Institute for Educational Innovation. The MOOC-Ed focuses on exposing teachers to digital-age problem solving concepts and supporting them in identifying examples in their current practice, and deepening integration in both their reflective practice and their work with students. Applications of digital-age problem solving are found both online and offline, and the MOOC-Ed focuses on helping educators identify and use these practices and skills in their daily practice. Through this MOOC-Ed, a model for digital-age problem solving was shared with practitioners from around the world. The MOOC-Ed was a valuable tool for participating teachers, with 97% of all course completers prepared to make positive changes to their practice. The digital-age problem solving cycle demonstrated value in helping teachers develop language around problem solving, making changes to their reflective practice, and creating hands-on learning experiences for students. Digital-age problem solving was useful to teachers beyond STEM fields, with teachers from all disciplines reporting and demonstrating value in the model.;

504 a| Includes bibliographical references.;

650 0 a| Teachersx| In-service trainingz| United States.=| ^A95768;

650 0 a| Computer sciencex| Study and teaching.=| ^A267953;

650 0 a| Critical thinking.=| ^A194968;

650 0 a| Sciencex| Study and teachingz| United States.=| ^A71277;

650 0 a| Technologyx| Study and teachingz| United States.=| ^A219836;

650 0 a| Engineeringx| Study and teachingz| United States.=| ^A88999;

650 0 a| Mathematicsx| Study and teachingz| United States.=| ^A49533;

653 a| problem solving;

700 1 a| Militello, Matthew,e| degree supervisor.=| ^A1009081;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/6714;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 4867521;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4867521-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 5/31/2018x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4867521-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 5/31/2018x| ETDz| HERESOURCE;

Problem solving in the digital age : bringing design and computational thinking to the K-12 classroom / by Mark Justin Samberg.

Author/creator	Samberg, Mark Justin author.
Other author	Militello, Matthew, degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2018.
Description	220 pages : color illustrations
Supplemental Content	Access via ScholarShip
Subjects	Teachers--In-service training. --United States. Computer science--Study and teaching. Critical thinking. Science--Study and teaching. --United States. Technology--Study and teaching. --United States. Engineering--Study and teaching. --United States. Mathematics--Study and teaching. --United States.

Summary	A focus on Science, Technology, Engineering, and Math (STEM) education has been an ongoing trend in the United States for most of the last decade. Recently, computer science has stood out as a focus within this movement. Supported by industry, non-profits, federal and local governments, the "CS4All" movement aims to provide every student the opportunity to learn to code. While many of these initiatives focus solely on coding, others are also advocating for students to learn skills required to structure problems so that they may be solved by a computer. As defined Jeanne Wing in 2006, computational thinking is part of a suite of problem solving tools in engineering, among design thinking (including human-centered design) and data literacy (the ability to collect, understand, use, and share data with others). Computational thinking skills, combined with design thinking and data literacy (collectively called digital-age problem solving) blend core critical thinking concepts from both STEM education and the Humanities. This study focuses on preparing teachers to integrate digital-age problem solving into their instructional practice by immersing teachers in a Massive Open Online Course for Educators (MOOC-Ed) through the Friday Institute for Educational Innovation. The MOOC-Ed focuses on exposing teachers to digital-age problem solving concepts and supporting them in identifying examples in their current practice, and deepening integration in both their reflective practice and their work with students. Applications of digital-age problem solving are found both online and offline, and the MOOC-Ed focuses on helping educators identify and use these practices and skills in their daily practice. Through this MOOC-Ed, a model for digital-age problem solving was shared with practitioners from around the world. The MOOC-Ed was a valuable tool for participating teachers, with 97% of all course completers prepared to make positive changes to their practice. The digital-age problem solving cycle demonstrated value in helping teachers develop language around problem solving, making changes to their reflective practice, and creating hands-on learning experiences for students. Digital-age problem solving was useful to teachers beyond STEM fields, with teachers from all disciplines reporting and demonstrating value in the model.
General note	Presented to the faculty of the Department of Educational Leadership
General note	Advisor: Matthew Militello
General note	Title from PDF t.p. (viewed July 3, 2018).
Dissertation note	Ed.D. East Carolina University 2018.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

Problem solving in the digital age : bringing design and computational thinking to the K-12 classroom / by Mark Justin Samberg.

Click here for more information about this title

Availability