A Musical and Dramatic Analysis of the Principal Tenor Roles in Mozart's Singspiele

This paper will examine one area of Mozart's work, the Singspiele. This study is an analysis of the principal tenor roles of Mozart's Singspiele. The organization for analyzing these works conforms to three periods in Mozart's life. (1) Childhood and Early Youth, to 1774; (2) The Period of the First Masterworks, 1774-1781; and (3) The Years in Vienna, 1781-1791. Related biographical data and historical background have been utilized in discussing each work. Because the Singspiele is a musical composition, analyses will consider music as the major source of development, using plot and character wholly as supporting features

That Thing in Your Pocket: Cultivating a Geo-Sustainable Mindset in High School Chemistry Students Using GIS to Study Smartphone Components

Smartphones are ubiquitous in high schools across the US, but students rarely learn about the complex world of elements and materials beneath their shiny exteriors. Educators can bridge the gap between the abstract concept of smartphone elements and the real-world geography of their origin and impact by integrating ArcGIS geospatial software into their curriculum. A team of researchers has been working with high school teachers to infuse geospatial concepts and technologies into their teaching. One project involved a teacher using GIS to revisit his approach to teaching the periodic table: he would have his students investigate the global origins of smartphone components. This approach equipped students with essential knowledge about the materials that power their daily lives and nurtured critical thinking skills and an awareness of the environmental and ethical dimensions of technology consumption. This paper includes a description of the project and how geospatial technology was utilized, as well as a discussion on the implications and future research in this area

Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies

This article presents Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom

Assessment in Authentic Environments

The TPACK framework provides researchers with a robust framework for conducting research on technology integration in authentic environments, i.e., intact classrooms engaged in standards-aligned instruction. Researchers who wish to identify the value added by a promising technology-supported instructional strategy will need to assess student learning outcomes in these environments; unfortunately, collecting valid and reliable data on student learning in classroom research is extremely difficult. To date, few studies using TPACK in K-12 classrooms have included student learning outcomes in their research questions, and researchers are therefore left without models to guide their development, implementation, and analysis of assessments. This chapter draws upon the literature and our own research and assessment experiences in technology-integrated, standards-aligned classroom instruction to give examples and advice to researchers as they develop, analyze, and write up their observations of student learning outcomes. In particular, we focus on standard items, specifically multiple choice items, as an accepted (if limited) method for assessing student understanding. We seek to fill an existing gap in the literature between assessment advice for educational psychologists (who typically work outside of classroom settings) and advice given to teachers (who have lower thresholds for issues such as validity and reliability). Classroom researchers will benefit from this advice to develop, validate, and apply their own objective assessments. We focus on the content areas of science and social studies, but this advice can be applied to others as well.</jats:p

Assessment in Authentic Environments

The TPACK framework provides researchers with a robust framework for conducting research on technology integration in authentic environments, i.e., intact classrooms engaged in standards-aligned instruction. Researchers who wish to identify the value added by a promising technology-supported instructional strategy will need to assess student learning outcomes in these environments; unfortunately, collecting valid and reliable data on student learning in classroom research is extremely difficult. To date, few studies using TPACK in K-12 classrooms have included student learning outcomes in their research questions, and researchers are therefore left without models to guide their development, implementation, and analysis of assessments. This chapter draws upon the literature and our own research and assessment experiences in technology-integrated, standards-aligned classroom instruction to give examples and advice to researchers as they develop, analyze, and write up their observations of student learning outcomes. In particular, we focus on standard items, specifically multiple choice items, as an accepted (if limited) method for assessing student understanding. We seek to fill an existing gap in the literature between assessment advice for educational psychologists (who typically work outside of classroom settings) and advice given to teachers (who have lower thresholds for issues such as validity and reliability). Classroom researchers will benefit from this advice to develop, validate, and apply their own objective assessments. We focus on the content areas of science and social studies, but this advice can be applied to others as well.</jats:p

The Power of Focus: Projects Across Space and Time

This video, from the 2021 Esri Education Summit, highlights three presentations about GIS projects in education. In the first presentation, Curby Alexander describes the use of ArcGIS for a longitudinal study of urban turtles. Curby&amp;nbsp;explores the project, converting data into ArcGIS, visualization, field maps, and lessons learned. In the second presentation, Thomas C. Hammond and Trevor Macduff&amp;nbsp;describe&amp;nbsp;a project where high school educators employ weather balloons to collect data for STEM classes. This data was used to explore global wind patterns. In the final presentation, Bronwynn Terrell describes the creation of data for an archeology project in French Polynesia and how this applies to K-12 educators. The project,&amp;nbsp;GIS mapping techniques, and how it relates to K-12 education are highlighted.&amp;nbsp;The video recording runs 48:20 minutes in length.&amp;nbsp;Additional videos from the summit are available to view separately

Building Multidisciplinary Connections: Intersections of Content, Creativity, and Digital Fabrication Technologies.

This symposium seeks to address how various digital fabrication technologies can be integrated for authentic experiential learning that nurtures creativity and fosters the development of multidisciplinary connections. With the unique ability to break down the traditional boundaries between disciplines, digital fabrication technology supports experiential learning by providing an opportunity for students to learn by design as they employ a variety of trans-disciplinary skills. This symposium will include a diverse group of presentations that will discuss experiences that integrated digital fabrication technologies to create mathematically musical instruments, weave engineering design into science teaching, explore accessible high-tech design with open-source 3D printers and computing devices, facilitate positive changes in STEM attitudes and skills of pre-service teachers and students, and facilitate a unique community of practice within a makerspace at a secondary school

Integrating ArcGIS Digital Technologies for Learning

This chapter presents three cases of high school science teachers collaborating with personnel at three different universities to design and implement innovative, curriculum-aligned geospatial lessons involving hands-on data collection, following the authors' Socio-Environmental Science Investigation (SESI) model. Each case is presented in the context of professional development activities conducted at each university, the curriculum of the collaborating teacher, the students' engagement with the instructional sequence, and the teacher's reflections following implementation. All teacher professional development, collaborative curriculum development, and classroom implementation were conducted using ArcGIS Online and its affiliated tools. Implications and conclusions for other teachers' and teacher educators' development of similar, geospatially-integrated instruction are discussed.</jats:p