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Investigations in Cyber-enabled Education: Merging indigenous and non-indigenous knowledge in a prototype course on snow and global climate
PROCEEDINGS

, , University of Alaska K-12 Outreach, United States

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This poster shares the findings of a study conducted on a prototype online professional development course for teachers. The course was developed using a professional development design framework created to enhance educators’ ability to provide science, technology, and math (STM) instruction. Research occurred in Alaska, where great distances separate schools and indigenous students make up much of the student population. The course merged indigenous and western science knowledge. It included six units of online lessons, discussion questions, and an online learning community for communication among educators or between educators and scientists. Interactive multimedia and digital scientist lectures were developed to share within the forums. Findings indicate that the prototype was successful in improving teacher content knowledge, online STM workforce skills, and STM teaching self-efficacy.

Citation

Berry Bertram, K. & Schoening, L. (2013). Investigations in Cyber-enabled Education: Merging indigenous and non-indigenous knowledge in a prototype course on snow and global climate. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1246-1251). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 27, 2021 from .

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