Tag Archives: STEM

PhD defence, Jenny Arntzen “Teacher Candidates’ Imaginative Capacity and Dispositions Toward Using ICT in Practice”

Congratulations Jenny!

The Final Oral Examination For the Degree of
DOCTOR of PHILOSOPHY
(Curriculum Studies)

JENNY ARNTZEN
B.F.A., Emily Carr Institute of Art and Design, 2003
M.A., The University of British Columbia, 2007

Friday, November 20, 2015, 12:30 pm
Room 200,  Graduate Student Centre

Teacher Candidates’ Imaginative Capacity and Dispositions Toward Using ICT in Practice

EXAMINING COMMITTEE

Chair: Dr. Deborah Butler (Special Education)

Supervisory Committee:
Dr. Samson M. Nashon, Research Supervisor (Curriculum Studies)
Dr. Stephen Petrina (Curriculum Studies)
Dr. E. Wayne Ross (Curriculum Studies)

University Examiners:
Dr. Marlene Asselin (Language and Literacy Education)
Dr. Peter Gouzouasis (Curriculum Studies)

External Examiner:
Dr. Ann-Louise Davidson
Concordia University

ABSTRACT

The study investigated the relationship between instructional discourses in a pre-service teacher education program and teacher candidates’ subsequent plans to use ICT in their professional practice. Teacher candidates’ dispositions, in terms of comportment and composure, were seen as indicative of the quality of their relationship with ICT. Teacher candidates’ manifestations of these dispositions, in terms of ICT imaginative capacity, were seen as indicative of the characteristics of their use (what they had the capacity to imagine and the capability to implement). Manifestations of dispositions were described as displays of ICT imaginative capacity.

The setting for the study was a post-baccalaureate two-year teacher education program in a large regional university in western Canada. Participants in the study were comprised of a thirty-eight member cohort of teacher candidates in the first year of their two-year program. A sub-group of teacher candidates was self-selected from the cohort and participated in a research intervention.

This study adapted a social constructivist theoretical framework complemented by an enactive analysis of social interactions examining communicative events from the teacher education program. An interpretive case study methodology collected data from teacher education classes, teacher candidate questionnaires, and focus group discussions. These three datasets were analyzed and interpreted to explore relationships between instructional discourses and teacher candidates’ dispositions toward using ICT.

Findings document teacher candidates’ dispositions toward using ICT as demonstrated by their capacity to imagine using ICT and their capability to implement these imaginings in practice. Conclusions suggest a need for further research into “ecologies of learning”. Recommendations also include a need to investigate instructional discourses with regards to developing ICT imaginative capacity and imaginative capability. The need to develop imaginative capacity extends beyond when, where, why, how, or what ICT teachers learn to use in practice.

Paula (PJ) MacDowell’s PhD final oral exam @ Empowering Girls as Change Makers in Maker Culture: Stories from a Summer Camp for Girls in Design, Media & Technology

You are invited to
The Final Oral Examination
For the Degree of

DOCTOR OF PHILOSOPHY
(Curriculum Studies)

PAULA (PJ) MACDOWELL
B.Ed, The University of Regina, 1995 MET,
The University of British Columbia, 2007

Monday, March 16, 2015, 12:30 pm
Room 200, Graduate Student Centre
Latecomers will not be admitted

Empowering Girls as Change Makers in Maker Culture: Stories from a Summer Camp for Girls in Design, Media & Technology

EXAM DETAILS
1. Exam Time: 12:30 PM on Monday, March 16, 2015 (Please arrive 5 minutes early, so the exam can begin promptly).
2. Exam Location: Room 200 of the Graduate Student Centre (Koerner Building, 6371 Crescent Road).

EXAMINING COMMITTEE
Chair:
Dr. Sandra Mathison (Measurement, Evaluation, and Research Methodology)
Supervisory Committee:
Dr. Stephen Petrina, Research Supervisor (Curriculum Studies)
Dr. Franc Feng (Curriculum Studies)
Dr. Sandra Scott (Curriculum Studies)
University Examiners:
Dr. E. Wayne Ross (Curriculum Studies)
Dr. Laurie Ford (School Psychology)
External Examiner:
Dr. Ann Marie Hill
Faculty of Education
Queen’s University
Kingston, Ontario

ABSTRACT

This study investigates how girls develop new affinities towards and capabilities in media and technology. Thirty co-researchers, girls aged 10-13, were recruited into 101 Technology Fun, a series of summer camps with learning labs in animation, game design, movie production, and robotics programming. The design studio setting, created by the How We Learn (Media & Technology Across the Lifespan) collective, offered girls their own makerspace to explore media and technology. A novel methodology was developed, the Tween Empowerment & Advocacy Methodology (TEAM), which emphasizes relational ethics through artifact production, storymaking, mind scripting, invention, and imagination. Highlighting the importance for youth voices to be recognized and given influence in the academic research concerning their lives and learning circumstances, the findings focus on the catalytic or generative artifacts and “little stories” (e.g., Lyotard’s petits récits) revealing the co-researchers’ experiences and expressions of girlhood-in-interaction-with-technology (the key unit of analysis).

This research addresses artifacts as they relate to stories made or examined by the team members, including our concerns, needs, talents, inspiration, literacy, and volition. The artifacts, such as music videos, robotic amusement park, and the momME alternate reality game, are catalytic for storymaking and, symmetrically, the stories are catalytic to artifact production and sharing. Four distinct yet interrelated elements characterize our fieldwork and designworks:

(1) agency (girls having influence and power)
(2) ingenuity (girls being clever and inventive)
(3) self-interpretation (girls making sense and significance)
(4) self-efficacy (girls judging their technological capabilities).

Findings underscore the statement that it is not really a question of whether girls like to design (most do), as much a matter concerning how, when, and why they learn to become innovators, leaders, and producers of media and technology (thereby overturning traditional gender and generational stereotypes). Indeed, how a group of female youth story changes in their sense of technological self-efficacy, self-interpretation, ingenuity, and agency is one of the most important contributions of this study. Questions, both guiding and emergent, are articulated in artifact and text to motivate further scholarly inquiry, action, and advocacy, thereby generating more opportunities for girls to participate in, design, make, and transform technology culture.

The #STEM Movement: Golden Opportunity or Trojan Horse? #OISE #UBC

OISE Centre for Science, Mathematics and Technology Education Forum Series

The STEM Movement:  Golden Opportunity or Trojan Horse?

Thursday, October 30, 2014
4:30 pm – 6:00 pm
OISE, NEXUS Lounge
Centre for Science, Mathematics & Technology Education
Ontario Institute for Studies in Education (OISE)

This event will be video-recorded in front of a live audience
FREE admission – No RSVP required

Panelists:
Larry Bencze (OISE); Jason Foster (U of T Engineering Science)
Samson Nashon (University of British Columbia); Ana Maria Navas (OISE)
John Wallace (OISE)

Moderator:
Indigo Esmonde (OISE)

The past several years have seen a surge of activity in education around the acronym STEM (science, technology, engineering and mathematics). Much of this effort has been spurred by an economic agenda, that is, to produce more graduates in science-related fields for the job market. In many cases, governments, universities and school systems (sometimes in concert with private enterprise) are gearing their curricula and resources toward programs to attract students in STEM fields. For some commentators, this is seen as a golden opportunity to revive interest in science and mathematics related subjects, to improve scientific literacy and to attract more females and minorities to the field. Others see the movement as more like a Trojan horse, attractive on the outside, but focused mainly on skills training to feed the capitalist enterprise, to the detriment of general public education.

#HWL at STEM 2014

STEM2014-logo flowers

Researchers on the How We Learn (HWL) team are presenting in a symposium this afternoon at 3:00 at the STEM 2014 Conference.

Design and Engineering Cognition and
Design-Based Research

Stephen Petrina, Franc Feng, Mirela Gutica, Peter Halim, Yu-Ling Lee, Lesley Liu, PJ Rusnak, Yifei Wang & Jennifer Zhao

University of British Columbia

Symposium Chairs: Yifei Wang & Stephen Petrina

This symposium aims to generate discussion and understanding of design-based research (DBR) in design and engineering cognition. Seven empirical reports exploring design and engineering cognition or using DBR give the symposium depth and structure: Studies of 1) thirty tweenage girls in designing a mother’s day game, media, and robots; 2) fifteen elementary students testing a new educational video game; 3) nineteen young adults within an immersive virtual environment; 4) four teen students on the design of games; 5) six nursing students involved in a simulated learning environment; 6) Conceptual paper exploring technology and the “design” in DBR; and 7) Methodological paper connecting DBR with design and engineering cognition and ethical know-how. Arguably, new technologies along with a return of DIY or maker culture invite or configure everyone to employ inventive practices or “designerly ways of knowing.” Design now marks interaction with new technologies, making DBR increasingly important and relevant for STEM.

TL&T at STEM 2014 welcome

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TECHNOLOGICAL LEARNING & THINKING 2014: THE CULTURAL ROOTS OF HUMAN CREATIVITY

July 13-14, Vancouver, British Columbia

The TL&T 2014 international symposium will be held in conjunction with the STEM 2014 Conference at the the University of British Columbia on July 13-14.

TL&T SYMPOSIUM PROGRAM

Sunday July 13: University Golf Club – 5185 University Blvd (TL&T authors and guests welcome)

  • 4 pm – Meet and greet – Westward Ho! Bar and Grill (cash bar)
  • 5:30 pm – Dinner (hosted by the How We Learn (Media & Technology) team, UBC)

Monday July 14: (Room 1209, Scarfe Building) – Faculty of Education, UBC

  • 8:30 am – 9:15 Paper and Discussion (Catharine Dishke, Western University, London ON) Cultural Theories of Creativity
  • 9:30 am – 10:00 am Paper presentation (Carrie Antoniazzi, Vancouver, BC) Moving from Consuming to Creating Content
  • 10:00 am – 10:30 am – Meet the Authors
  • 10:30 am – 11:15 am – Paper and Discussion (Marte Gulliksen, Telemark University College, Norway) Teaching and Learning Embodied Making
  • 11:15 am – 11:45 am – Paper presentation (Joel Lopata, Western University, London, ON) Cognitive Neuroscience and Creativity
  • 11:45 am to 1 pm – Lunch (hosted by the TL&T committee)
  • 1pm – 2:00 pm – Open forum – TL&T authors and guests welcome!
  • 5 pm – Point Roberts – Informal Barbeque and Celebration – (hosted by Ron and Elizabeth)

STEM Education and Our Planet: Making Connections Across Contexts

STEM2014-logo flowers

International STEM Education Conference

STEM Education and Our Planet: Making Connections Across Contexts

UBC Vancouver, July 12-15 – UBC Faculty of Education, in partnership with Queensland University of Technology (Australia) and Beijing Normal University (China), are hosting the third international STEM Education Conference in Vancouver.  This international event brings together educators and researchers from schools, post-secondary institutions, businesses, industries and other agencies to share and discuss innovative practices and research initiatives to enhance STEM Education.

The importance of Science, Technology, Engineering and Mathematics (STEM) in Education has been emphasized in numerous government policies in Canada, USA, Australia, China and across the globe.  The STEM Education Conference, developed by the Dean’s of Education of the partner institutions, provides a venue to promote international scholarly work including networking and research in STEM Education.

Learn more at http://stem2014.ubc.ca

Image

Copyright in (cyber)space: Space Oddity

Here is a momentous instance: when copyright in cyberspace meets copyright from the depths of space! For according to Canadian astronaut Chris Hadfield, copyright permission he had been granted on May, 13, 2013, when as the first Canadian Commander of the International Space Station ISS for Expedition 35 , he played and recorded a tribute originally composed by David Bowie, expires on May, 13, 2014. As it appears, link for the popular culture oddity that Commander Hadfield had popularized from the depth of space, viewed 22 million times, has since expired on Youtube.

That said. a legacy remains, documenting the joint space odyssey, including the above historic transfer of space command, from Hadfield to Vinogradov, from Expedition 35 to Expedition 36, in English and Russian.

Commander Hatfield playing and recording in space

STEM 2014 conference Call for Papers #stem #education #yteubc

The University of British Columbia is hosting the 3rd International STEM (Science, Technology, Engineering and Mathematics) Education Conference on its Vancouver campus in July 2014.  The Call for Papers is posted below and the submission deadline is December 9, 2013.

We hope those of you engaged in STEM Education will submit a proposal to present: detailed information on the submission process is on the STEM 2014 website.  Your assistance in sharing the Call for Papers with colleagues and networks would be greatly appreciated.

CALL FOR PAPERS

STEM 2014 Conference | July 12-15
The University of British Columbia | Vancouver, Canada

STEM Education and Our Planet:
Making Connections Across Contexts

 The International Conference of STEM in Education is an opportunity for educators and researchers from schools, universities, colleges, businesses, industries and other private and public agencies to share and discuss their innovative practices and research initiatives that may advance STEM education.

The conference will create opportunities for sharing:

  • information and knowledge through keynote addresses from world leaders in STEM education, papers, poster presentations, panels, workshops, symposia, and innovative showcases;
  • effective STEM pedagogical practices and strategies in and across a variety of education settings;
  • the most contemporary STEM research initiatives and their outcomes;
  • professional development approaches for STEM educators in a range of educational contexts;
  • experiences and networking between participants from across the globe.

Join us in the summer of 2014 at the University of British Columbia (UBC) in Vancouver.  Submit your proposal to present at the STEM 2014 Conference at stem2014.ubc.ca.  Call for Papers closes December 9, 2013.

We invite proposals from educators, academics, education officers, industry partners, graduate and undergraduate students for papers, poster presentations, panels, workshops, symposia, and innovative showcases.  Proposals will be peer reviewed, and are invited in any area related to the overall focus of the conference, including:

  • Innovation in STEM Research
  • Innovative Resources for STEM Education
  • Transformation in Educational Practices through STEM
  • Sustainability Education and STEM
  • Interdisciplinary Approaches to Popular Science Education
  • Life-long learning in STEM
  • STEM learning in and across formal and informal contexts
  • Curriculum Theory and Development in STEM
  • Educational Philosophy and Theory about STEM
  • Educational Policy, Leadership and Management for STEM
  • Rural Education and STEM
  • Special Education and STEM
  • Educational Technology in STEM
  • Teacher Education and Professional Development in STEM
  • Design and Technology Education
  • Science Fiction and STEM Education
  • Disasters and STEM Education
  • Other related STEM topics will also be considered

Presenters whose papers are accepted for the Conference will be invited to submit their full papers to be published in the peer-reviewed online STEM 2014 Conference Proceedings. Author guidelines are available on the conference website.

STEM 2014 conference Call for Papers

The University of British Columbia is hosting the 3rd International STEM (Science, Technology, Engineering and Mathematics) Education Conference on its Vancouver campus in July 2014.  The Call for Papers is posted below and the submission deadline is December 9, 2013.

We hope those of you engaged in STEM Education will submit a proposal to present: detailed information on the submission process is on the STEM 2014 website.  Your assistance in sharing the Call for Papers with colleagues and networks would be greatly appreciated.

CALL FOR PAPERS

STEM 2014 Conference | July 12-15
The University of British Columbia | Vancouver, Canada

STEM Education and Our Planet:
Making Connections Across Contexts

 The International Conference of STEM in Education is an opportunity for educators and researchers from schools, universities, colleges, businesses, industries and other private and public agencies to share and discuss their innovative practices and research initiatives that may advance STEM education.

The conference will create opportunities for sharing:

  • information and knowledge through keynote addresses from world leaders in STEM education, papers, poster presentations, panels, workshops, symposia, and innovative showcases;
  • effective STEM pedagogical practices and strategies in and across a variety of education settings;
  • the most contemporary STEM research initiatives and their outcomes;
  • professional development approaches for STEM educators in a range of educational contexts;
  • experiences and networking between participants from across the globe.

Join us in the summer of 2014 at the University of British Columbia (UBC) in Vancouver.  Submit your proposal to present at the STEM 2014 Conference at stem2014.ubc.ca.  Call for Papers closes December 9, 2013.

We invite proposals from educators, academics, education officers, industry partners, graduate and undergraduate students for papers, poster presentations, panels, workshops, symposia, and innovative showcases.  Proposals will be peer reviewed, and are invited in any area related to the overall focus of the conference, including:

  • Innovation in STEM Research
  • Innovative Resources for STEM Education
  • Transformation in Educational Practices through STEM
  • Sustainability Education and STEM
  • Interdisciplinary Approaches to Popular Science Education
  • Life-long learning in STEM
  • STEM learning in and across formal and informal contexts
  • Curriculum Theory and Development in STEM
  • Educational Philosophy and Theory about STEM
  • Educational Policy, Leadership and Management for STEM
  • Rural Education and STEM
  • Special Education and STEM
  • Educational Technology in STEM
  • Teacher Education and Professional Development in STEM
  • Design and Technology Education
  • Science Fiction and STEM Education
  • Disasters and STEM Education
  • Other related STEM topics will also be considered

Presenters whose papers are accepted for the Conference will be invited to submit their full papers to be published in the peer-reviewed online STEM 2014 Conference Proceedings. Author guidelines are available on the conference website.