»ÆÉ«µçÓ°

“Teaching with robotics: creating and implementing integrated units in middle school subjects” written by »ÆÉ«µçÓ°’s Debra Bernstein, Karen Mutch-Jones, Michael Cassidy & Emily Hamner of CREATE Lab at CMU was recently published in the Journal of Research on Technology in Education.

December 15, 2020

uses two descriptive case studies as a ‘proof of concept’ for integrating robotics construction activities into disciplinary courses, offering these opportunities to a wider range of students.

Judy Storeygard and Karen Mutch-Jones publish “Pathway for Paraeducators” in Learning Forward journal.

December 10, 2020

to read about how their Boston project fosters growth of paraeducators in math classrooms.

New article by EdGE at »ÆÉ«µçÓ° researchers: The Development of Students’ Computational Thinking Practices in Elementary- and Middle-School Classes Using the Learning Game, Zoombinis.

November 12, 2020

that studies 45 classes playing Zoombinis to discover if Computational Thinking practices children use while playing CT learning games can be exhibited outside the game and in the classroom.

Calling for members of the STEM workforce who are deaf or hard of hearing to participate in a new project.

November 3, 2020

»ÆÉ«µçÓ° is looking for members of the STEM workforce who are deaf or hard of hearing to participate in the STEM Workforce Stories for Adolescents Who Are Deaf or Hard of Hearing project.

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»ÆÉ«µçÓ° Announces Three New Board Members

October 28, 2020

»ÆÉ«µçÓ° announces the appointment of Georgia Hall, Ph.D., Jay Labov, Ph.D., and Eleonora Villegas-Reimers, Ph.D. to its Board of Directors.

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