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Makers Empire is a NewSchools [21] portfolio company and has been favorably reviewed by Common Sense Education [22] [23] and 3D Insider, [24] amongst others. Makers Empire was also described as a "compelling example" of 3D printing in the 2015 Horizon Project report, [25] an initiative by the New Media Consortium.
The mission of the College traces back to the origins of Louisiana Tech in 1894, [3] where the preparation of teachers was a mission of the institution. Today, the College of Education consists of three separate departments awarding thirty-five different academic degrees ranging from the baccalaureate to the doctoral levels.
Maker education is an offshoot of the maker movement, which Time magazine described as "the umbrella term for independent innovators, designers and tinkerers. A convergence of computer hackers and traditional artisans, the niche is established enough to have its own magazine, Make, as well as hands-on Maker Faires that are catnip for DIYers who used to toil in solitude". [3]
The role of projects in the overall curriculum is also open to interpretation. Projects can guide the entire curriculum (more common in charter or other alternative schools) or simply consist of a few hands-on activities. They might be multidisciplinary (more likely in elementary schools) or single-subject (commonly science and math).
The curriculum is project-based. Three levels of curriculum are used for elementary, middle, and high-school levels. PLTW Launch is the elementary school level, designed for preschool through fifth grade. The curriculum consists of 28 modules (four per grade) that touch on a variety of science and technology topics.
The Louisiana Tech eco-car team was first organized during the 2007-08 academic year. The student team designs innovative fuel-efficient vehicles to compete in the Shell Eco-marathon Americas annual competition in Houston. In 2010, the Louisiana Tech eco-car team won the Urban Concept Design competition and the Urban Concept Team Spirit Award.
School pedagogy is dynamic, continuously evolving to embrace new developments in education and incorporating technology and innovative teaching practices. It acknowledges the multifaceted role of the teacher as an organizer, leader, and motivator in the learning process, while also recognizing students as active participants in their own learning.
In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration. [6] The classic definition of PCK proposed by Shulman included one dynamic and complex relationship between two different knowledge bodies: content knowledge and pedagogical knowledge.