Paper Info
Title
Connective MOOC for K-12 Teacher Professional Development in Native American Pueblo Schools
Abstract
This case study describes preliminary work toward developing a teacher training project that is intended to increase STEM proficiency among elementary and high school teachers in Native American Pueblo schools in New Mexico. This project builds upon prior work that trained K-12 teachers to use investigative teaching, which in turn had a significant positive impact on the math and science proficiency of Native American and Hispanic students. The current project seeks to use Connectivist Massive Open Course (cMOOC) technology to capture and scale this professional development through the use of video, imagery, and community building in order to integrate Native American learning processes. The overall objective is to enable Pueblo teachers to more effectively teach STEM subject matter, as measured by an increase in both teacher and student content knowledge scores. If successful, the use of these technologies should facilitate rapid expansion of the program in all Native American reservation schools in USA, Canada, and Mexico.
Year
DOI
Venue
2015
10.1145/2702613.2702959
CHI Extended Abstracts
Keywords
Field
DocType
k-12 education,stem,native american,communities of practice,general,pueblo schools,peer learning communities
Reservation,Simulation,Computer science,Professional development,Mathematics education,Community building,Multimedia,Content knowledge
Conference
Citations 
PageRank 
References 
1
0.40
1
Authors
2
Name
Order
Citations
PageRank
Josephine Kilde110.73
Lorenzo Gonzales210.40