Learning Resource CenterITEST LRC2005 SymposiumJuly 2005

New Skills, New Experiences - The Future of Learning -Highlights of the ITEST 2005 Symposium

THE IMPORTANCE OF IT & STEMLEARNING: BEHIND THE ITESTAGENDA

The Symposium featured a freewheeling, insightful discussionof social, educational, and workforce dynamics that influencethe development of the ITEST Program and have implica-tions for the work of the projects. Presenters were asked toexplore from their unique perspectives the following key ques-tions:

• How can ITEST have an influence on the workforce ofthe future?

• Why does our country need an initiative like ITEST? • What does this work mean for Industry, Education,

and Informal Learning?

The speakers represented expertise in industry, workforcedevelopment, IT and higher education, and they were specif-

ically chosen to speak from the perspective of an outsiderwhose work runs parallel to and might inform the ITESTeffort.

Marjorie Bynum, VP of Globally Competitive Workforce atITAA (Information Technology Association of America),kicked off the discussion. Ms. Bynum is a leading voice in the

Key Dimensions of ITEST Projects’ Work andImpact on Learning & Careers

• Experiential learning and the spirit of inquiry• Modeling• Mentoring• Collaborative learning• Cultural relevance• Agents of change

Framing the discussion regarding the origins and goals of ITEST, SylviaJames, NSF ITEST Program Director, explained, “The ITEST Programaddresses the shortage of technology workers in the United States; the

funds are used to promote careers in the high technology workforce… and ITEST builds on the history of NSF youth researchprograms such as Young Scholars, youth and community programs in ISE, and teacher professional development activities.”

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ITEST Project staff and invited guests were riveted bythe panel on the importance of IT & STEM learning

On February 8-10, 2005, Education Development Center’s ITEST(Information Technology Experiences for Students and Teachers)Learning Resource Center and the National Science Foundation (NSF)hosted the Second Annual ITEST Summit in Washington, D.C.Premiering this year was a Symposium for ITEST Project staff and lead-ers from industry, youth development, formal education, government,and academia. The Symposium was organized as a venue for ITESTprojects to exchange ideas with thought leaders on building the IT skillsof students and teachers through experiential, learner-centered STEM(science, technology, engineering, and math) activities, and to exploreeffective ways to build awareness of science and technology careers inboth formal and informal learning environments.

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training and development of IT workers. Her work at ITAAinvolves addressing the needs of IT employers for highlyskilled workers, and expanding opportunities across theU.S. population for pursuing high-wage, high-skill ITcareers. She confirmed the great need for ITEST—“Collegeis too late to intervene”—and described the looming crisisin the form of a shortage in the IT workforce. While sherecognized a growing concern for outsourcing of workersand international competition, she believes that the chal-lenge for today’s educators is to prepare workers who haveboth minimum technical skill and maximum ability toadapt to an ever-changing work environment. This meanscultivating non-IT skills, such as teamwork, project man-agement, communication, etc.

“We need to hold onto and develop our

competitive edge in R&D.”— Marjorie Bynum

Internet software pioneer and leading venture philanthro-pist Mario Morino concurred that the current state of affairswith regard to the U.S. workforce looks bleak. He sees thereal challenge for education is to reinvent itself to developintellectually curious workers who possess more than a set oftechnical skills, but who in fact have essential creative andinnovative ideas that can keep pace with the ever changingIT and global work environment. “Innovation comes fromall areas, not just hard science,” he observed, “so concepts ofand literacy with technology need to be integrated in all aca-demic areas.” Helping young people develop a sense ofinquiry and enthusiasm for STEM subject matter is farmore important than IT training for specific job positions,recognizing that the latter still remains important to a rangeof technical entry-level positions in the workforce. Heasserted that informal learning has a crucial role to play inthis regard.

“Our next generation workforce needs to

think globally, applying it to their local

worlds; be bilingual; and have a greater

awareness of the bioscience area as it

will increasingly permeate our lives in

this century as IT did in the 1960-2000

period.” — Mario Morino

Dr. Kaye Howe is Director of the National Science DigitalLibrary (NSDL) Core Integration group and is based atUniversity Corporation for Atmospheric Research. TheNSDL was created by the National Science Foundation toprovide organized access to high quality resources that sup-port innovations in teaching and learning at all levels ofSTEM education. The Core Integration group coordinates

and manages the core library and supports the NSDL com-munity. Dr. Howe brought an educator’s perspective to Mr.Morino’s comments. She asserted that the problems formaleducation faces impact academia and higher education aswell as the early grades. She posited that a reawakeningneeds to take place that would embrace the profoundimportance of personally motivated learners. For her, “theemphasis on informal learning is critical.” Further, shespoke about the importance of “empowering children andteens—showing them that they are significant.”

“You don’t have to teach people intellec-

tual curiosity — you have to keep it

from being beaten out of them.”— Kaye Howe

Dr. Ralph Coppola, Director of Worldwide Education forPTC, developer of Product Lifecycle Management (PLM)solutions, shared his specific concern with regard to devel-oping a skilled workforce for the present and future. Hisarea of expertise—the aerospace and defense industry—requires highly skilled workers and, given the sensitivenature of the work, cannot be easily outsourced to foreignworkers. The average aerospace and defense worker is agingrapidly (as of 2001, 53% were 45 years old or older and33% were eligible to retire in 5 years), and this industry,which has historically been a major driver in the entire U.S.economy, is at great risk if a new generation of workers can-not be adequately prepared to serve its needs.

“Who will be the innovators of tomor-

row?... The traditional candidate for

STEM advanced degrees and careers is

not enough — we need women and

minorities in the pipeline to ensure inno-

vation.” — Ralph Coppola

Dr. Coppola asserted that, “We need to engage kids in non-traditional ways that infuse discovery and exploration intolearning. An increase in the quality of the educational offer-ings and motivation to pursue careers in STEM need to berooted in authentic real-life applications like design work.The goal should be to produce students that are highlyskilled, innovative and adaptable.”

KEY DIMENSIONS OF ITESTPROJECTS’ WORK AND IMPACT ONLEARNING & CAREERS

Through a series of interactive sessions that engaged bothITEST projects and external thought leaders in dialogue,the Summit Symposium enabled all in attendance to

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explore the ITEST Program’s impact on IT learning andcareers. Breakout sessions focused on the unique needs ofteachers and students as learners, as well as such cross-cut-ting themes as community resources and collaboration,equity and diversity issues, inquiry-based learning strategies,and industry partnerships. Of the various methods and crit-ical elements cited by presenters, six key elements, or dimen-sions, of the ITEST work emerged.

• Experiential learning and the spirit of inquiry

Throughout the Symposium, ITEST project staff empha-sized the power and importance of hands-on, inquiry-basedlearning experiences to engage participants. Mary AnnSteiner, Co-PI of MyBEST, explained that through project-based learning there are multiple hooks—some participantsare initially most interested in the creative side of telling astory and then begin to care about creating digital imagesand animated objects; other participants get interestedbecause of the opportunity to use technology to bring astory to life. Either way, the critical point is that “kids aremotivated by their passion.”

In the session on Engaging Youth through Experiential STEMLearning, Dan Calvert of the Salmon Camp Research Teamadvised colleagues to “develop effective curriculum that isfun and relevant for students. Hands-on engagement withGPS, for example, to collect data on water quality and thenmanipulate that data in the lab, helps learners develop deepcomprehension of science concepts and program objectives.Field experience is important.” Such experiential learningempowers teachers as well as students. Patty Watts, PI ofDAMSALS2, discussed the value of informal learning fortheir teacher participants: “We use field experience forengagement and exploration in the learning cycle…. Theteachers bring the field learning to the classroom—and dosmall-scale data collection in the classroom.”

The centrality of the scientific process to the ITEST proj-ects’ work was reiterated by different teams. Jeff Lockwood,Co-PI of Eyes in the Sky, summed it up: “In scientificinquiry/authentic research: Teach the rules, process, andtools; model the process; let the teachers and students do it;then, gather and analyze the data.” In another panel,Inquiry-Based Learning Approaches, Dr. Simona Bartl, PI ofInquiry-Based Marine Biotechnology and Bioinformatics,explained their approach: “It’s all from a scientist’s point ofview: inquiry and experimentation…. How do you pose aquestion? You must have a certain level of knowledge tobegin, then work to formulate a question that can beanswered by your investigation. Learners need examples.”

This emphasis on learners asking their own questions, andpursuing the answers for themselves, reflects a pedagogicalphilosophy that can be at odds with norms and practices in

school systems today. As Chip Lindsey, PI of DesignITStudio, explained, “Our work is process-oriented—com-municate, present, use media.” It’s about the “right processvs. the right answer.” Bringing this learning process, thisspirit of inquiry, into the classroom is challenging. As oneparticipant in the inquiry-based learning session comment-ed, “There’s a tension in our project between inquiry-basedlearning and ‘standards’-based answers.” It was furthernoted that, “There are many social, cultural barriers tousing inquiry-based methods in schools.” This climatemakes the work and influence of the ITEST projects all themore important.

• ModelingSeveral ITEST project teams emphasized the importance ofmodeling in both youth and professional development pro-grams. In the session on Building Teachers’ Skills throughSTEM Experiences, Eric Klopfer, PI of New MexicoAdventures in Modeling, argued that teacher professionaldevelopment must reflect the learning style you want toteach: “The best way is to train teachers to go through thesame process as the way youth learn technology.… teacherslearn through working as their students would. Facilitatorsalso play the role of learners.” This method, he explained,includes “modeling real scientific practice through simulat-ed systems, modeling classroom practice (case studies), cre-ating many ways to do this successfully in the classroom,creating a comfortable environment, and creating a com-munity of learners.”

“Everyone models a new system and

learns together — teachers and students

as co-learners.” — Eric Klopfer

Modeling, as well as mentoring, was cited as a powerful wayto reach and engage young people directly. Steve Moore, PIof Ocean Explorers, asserted, “Role models are very impor-tant in showing students they can do IT.” To illustrate thispoint, he recalled an event at a Los Angeles high school:“Hispanic students were surprised to see Hispanic scien-tists.”

• MentoringInvolving career professionals as mentors was reported to bea key strategy for ITEST projects in their efforts to promoteSTEM learning and careers. In the session on ExploringSTEM Careers, Diane Miller, PI of YES To Technology,advised, “Give scientists who are involved in the programthe list of SCANS skills (U.S. Departments of Labor andEducation Secretary’s Commission on Achieving NecessarySkills) and ask them to address these competencies” in theiractivities and conversations with students. These mentoringrelationships can help sustain the interest and engagement

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of ITEST participants. According to William Sofer, PI ofBioinformatics: The Rutgers Initiative in TeacherEnhancement (BRITE), mentoring is “one of the great con-tributions that GE Healthcare brings to our partnership....They advertised throughout the corporation in New Jerseyfor scientists to go into schools and help with the researchproject that the kids are pursuing. There's a tendency for usto lose touch with students during the school year; mentorsare in schools regularly. Teachers can use them in a varietyof ways.”

ITEST project staff noted that mentors within the partici-pant groups also make a difference in the learning experi-ences and engagement of the rest. One comment was thatthe very motivated teachers do encourage and mentor theothers either formally or informally—“you need a few ofthose to keep everyone else going.” Similarly, youth lean onand draw inspiration from each other, and it was recom-mended that project teams “develop young people as men-tors—they can be very influential with their peers.”

• Collaborative learningCultivating a learning community and leveraging groupdynamics for more powerful learning experiences underpinthe philosophy generally embraced by the ITEST projects.For Mary Ann Steiner (MyBEST), “learning how to sup-port, listen, and learn from each other” are core values oftheir youth-based program. She elaborated: “Pausing to heareach other and to discuss what is being discovered about thechallenges before them” sharpens participants’ observationand analysis skills and builds their confidence in statingtheir point of view so that the group can make thoughtfuldecisions. Ms. Steiner pointed to the evaluation, whichreported this program as a “social/respectful/fun learningenvironment.”

Camaraderie can also help sustain the interest and commit-ment of teachers. Steve Moore (Ocean Explorers) noted, wehave an “apprenticeship model, including team organiza-tion… teams get to know each other very well—this cohe-

siveness has greatly aided retention.” Moreover, heobserved that, thanks to this “community of practice—where you run into the same problems and solve themtogether—teachers have really developed compassion fortheir students.”

A leading expert in the field of evaluating science educationprograms and a respondent for the Building Teachers’ Skillspanel, Dr. Frances Lawrenz of the University of Minnesotaadvocated cultivating a learning community in the form ofcommunities of practice: “In order to get long-term effectsfrom this work, you need to build communities of prac-tice… Think about a structure to maintain continuous pro-fessional development. We know that teachers need timeto implement, as well as ongoing learning, and opportuni-ties for further exploration.”

• Cultural relevanceBeing deliberate, not only about the structure of the learn-ing community, but about the cultural context and theneeds of various stakeholders, is another essential compo-nent of the ITEST projects’ work. In a panel devoted tocommunity collaboration, De Anne Stevens, PI ofMapTEACH, whose project team works collaborativelywith members of the local Native American community,advised, “Ask what is important to them—elders don’t wanttechnology to take over learning; they want to teach tradi-tionally.” She reported that the MapTEACH team “had todevelop unobtrusive ways of merging technology with tra-dition. Tribes welcome technology if it helps to documenttheir land/environment—though some information is notto be shared outside of the tribe.”

Dan Calvert (Salmon Camp) articulated the value of beingresponsive to the cultural context, and, what’s more, lever-aging these qualities to engage participants: “Tap into theunique sense of Native Americans’ identity and culture inthe North West—cultural pride, awareness, elders, and his-tory are important resources for the program. Try to chan-nel this energy.”

This strategy of grounding their programs in the local cul-ture and drawing on community assets emerged as a cor-nerstone of the ITEST projects’ work. Based in a ruralenvironment, the DAMSALS2 project encourages teachers“to think about how their learning is tied to the local envi-ronment—what high-tech job skills are needed by farmersin this tech society,” said Patty Watts. In the panel onindustry partnerships, Greg Drake, PI of IMMEX, sharedthis lesson learned: “We had the first workshop, and invit-ed partners… didn’t click. We had come up with partnersand forced them on teachers. They didn’t know each other,and the content didn’t necessarily match. Partnerships arenow generated by teachers—for example, parents of kids,relatives, insurance agents.”

Patty Watts, PI of DAMSALS2, presents for the session onBuilding Teachers’ Skills through STEM Experiences

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In another vein, empowering participants and being inclu-sive is made much easier with modern technology tools thatoffer many ways to address special needs, noted MaryLester, Executive Director of the Alliance for TechnologyAccess. “In fact, many people in our society have disabili-ties and we don’t know it or recognize it. Oftentimes peo-ple think of disabilities after they think of all the other qual-ities that make people different, rather than thinking in aninclusive way from the beginning.”

• Agents of ChangeBuilding the interest and capacity of participants to effectchange in themselves, their communities, and ultimately,society at large is another key dimension in the work of theITEST projects. This approach surfaced in the session onAddressing Equity and Diversity. “Develop self-efficacy inyouth; this is about more than teaching technology skills,”observed Sarita Nair, Co-PI of the ITEST LRC, “it is alsoabout youth development. Students need experiences thatbuild self-esteem and strength to persevere and overcomeobstacles in the ‘real’ world, and to be agents of change.”

Responding to the panel on engaging youth, Pam Garza,Director of the National Youth Development LearningNetwork with the National Collaboration for Youth,reflected, “We are in the work of being subversive, when wework with young people. We want them to be the activechange agents in their own lives… Once you open the doorof inquiry, you open the door to ask those harder questionsand solve those harder problems, whether it’s through IT,math….”

“What was exciting about what I heard

from all of you, is you are the models of

inquiry…. It is a change of direction, to

be a person of inquiry.” — Pam Garza

For Jeff Lockwood (Eyes in the Sky), change starts within,at least in the case of promoting STEM careers to youngpeople. He opened his presentation with this directive: “Askfor teacher change.” For another project team member,speaking at the panel on equity and diversity, agents ofchange should also be recruited to support learners in theSTEM fields from outside the immediate stakeholdergroup: “Seek advocates from diverse backgrounds (e.g., havemen as advocates of girl-focused programs).”

Insights into including and leveraging partners as agents ofchange were shared during the session devoted to IndustryPartnerships. One project team member asserted, “Partnersneed to be engaged in doing things together—each workingin the classroom, solving problems… building relationships,accountability. Partners need your success for their credibil-

ity. Give partners what they need to help you.” Speakingfor industry, another participant commented, “As an indus-try partner, it can be disheartening to hear, ‘Well, no, thatwon’t work.’ We need to know what will lead to realchanges.”

Addressing this stated need in her remarks, Kavita Singh,Executive Director of Community Technology Centers’Network (CTCNet), asserted, “Workforce development isnot just about IT skills. It’s about how to use technology….We want students to learn how to do, not just to memo-rize—these are education policy issues. Companies com-plain we aren’t preparing the workforce for tomorrow, but,”she continued, “if industry is really interested in effectingchange, they need to focus on policy.”

his first open forum on the results of the ITEST pro-gram to date illustrated how central and interconnect-

ed the themes are to a range of stakeholders. Formal edu-cators recognize the importance of new skills and approach-es that match the needs of the 21st century workforce.Youth development advocates and those in the informalsector understand how their historical focus in enriching,experiential learning can in fact be a necessary complementto the school day. And, young people can indeed be drawnto STEM if learning is engaging and relevant to their livesand needs. In the coming years, the ITEST projects andthe LRC will continue to investigate and showcase theseimportant emerging lessons and draw diverse stakeholdersto champion these new learning strategies.

AAbboouutt IITTEESSTTThe Information Technology Experiences for Students andTeachers (ITEST) program was established by the NationalScience Foundation in direct response to the concern aboutshortages of IT workers in the United States. The ITEST pro-gram funds projects that provide opportunities for bothschool-age children and teachers to build the skills and knowl-edge needed to advance their study and toenable them to function and contribute in atechnologically rich society. The ITESTNational Learning Resource Center at EDCsupports, synthesizes, and disseminates theprogram’s learnings to a wide audience.

© 2005 ITEST Learning Resource Center at EDCThis material is published by the ITEST Learning ResourceCenter, a project at Education Development Center, Inc., undercontract #0323098 from the National Science Foundation.Opinions expressed herein do not necessarily reflect the position ofthe National Science Foundation, and no official endorsementshould be inferred.

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