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This year's theme, "Research & Design for Impact," will be discussed in depth during the week-long event. The videos cover a wide range of topics including, computer science, engineering, broadening participation, workforce development, citizen science, standards, and professional development. The videos highlight initiatives for students of all ages (kindergarten through graduate school). During the event visitors to the site can participate in online conversations with the researchers who made the films and vote for their favorites through twitter and Facebook. The showcase enables projects to broadly disseminate their work and furthers NSF's goal to share cutting edge work with the public at large. Participants can filter the presentations by grade level, organization, state, keywords, or audience type. They can also vote for their favorite presentations. At the end of the conference, presentations that received the most votes will be identified as "Recognized Presentations" across three categories: Public Choice, Presenter Choice, and Facilitator Choice Recognition. Voting for Public Choice is free and open to all. "Transforming and enriching the notion of a traditional conference poster hall, the STEM for All Video Showcase combines video presentations, facilitated online discourse, and social media tools," said Joni Falk, Principal Investigator and co-director of the Center for School Reform at TERC. "The power of the showcase is that thousands of educators and researchers have access to a very broad range of projects and engage in an interactive experience, discussing the videos, exchanging ideas, and exploring the impact of the projects on STEM learning." Last year's STEM for All Video Showcase is still being accessed and to date it has had over 40,000 unique visitors from 174 countries. The STEM for All Showcase is a collaborative effort of the following NSF resource centers: MSPnet, CADRE, CAISE, CIRCL, STELAR, CS For All Teachers. It is funded by the National Science Foundation (#1642187). The Showcase is powered by the Videohall.com platform developed by TERC, a STEM-focused education research nonprofit based in Cambridge, MA. About TERC For more than fifty years, TERC has been introducing millions of students throughout the United States to the exciting and rewarding worlds of math and science learning. Led by a group of experienced, forward-thinking math and science professionals, TERC is an independent, research-based organization dedicated to engaging and inspiring all students through stimulating curricula and programs designed to develop the knowledge and skills they need to ask questions, solve problems, and expand their opportunities. www.terc.edu. To view the original version on PR Newswire, visit:http://www.prnewswire.com/news-releases/terc-hosts-2017-stem-for-all-video-showcase-funded-by-nsf-to-highlight-innovation-in-stem-education-300457548.html

Drayton B.,Center for School Reform at | Falk J.K.,Center for School Reform at | Stroud R.,Center for School Reform at | Hobbs K.,Center for School Reform at | Hammerman J.,Center for School Reform at
Journal of Technology, Learning, and Assessment | Year: 2010

There are few studies of the impact of ubiquitous computing on high school science, and the majority of studies of ubiquitous computing report only on the early stages of implementation. The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems that have gone through at least one "obsolescence cycle" and are therefore several years past first implementation. The data from these schools shows how the elements of a 1:1, wireless environment are being deployed in these science classrooms, and the effects of the environment on science content, data analysis, labs and other uses for visualizations, and classroom interaction. While some positive effects are clearly seen in these classrooms, five years or more into the innovation, problems remain, and school cultural factors seem to play an important role in teacher uptake and integration of the technology. Implications for teacher learning are discussed. Copyright © 2010 by the Journal of Technology, Learning, and Assessment.

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