Technology Camp 101: Stimulating Middle School Students&amp;#8217; Interests in Computing

Miller, Loren M.; Shearer, Sydney; Moskal, Barbara M.

doi:10.1109/fie.2005.1612186

Cited by 6 publications

(5 citation statements)

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“…Having self-selected for participation, many students entered the iCODE program with generally positive attitudes toward engineering and technology. This phenomenon has also been reported by the other researchers previously cited (Nourbakhsh et al 2004;Miller et al 2005;Weinberg et al 2007). In the case of iCODE, these attitudes were maintained, but more importantly, they were also given much clearer shape and definition.…”

Section: Larger Issuessupporting

confidence: 74%

Reflections on iCODE: using web technology and hands-on projects to engage urban youth in computer science and engineering

et al. 2011

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More than 200 middle school and high school students from underserved urban communities in Boston, Lowell, and Lawrence, Massachusetts, participated in afterschool and summer enrichment programs over a three-year period, using hands-on learning materials and web resources to complete hands-on microcontroller-based projects. Program content was based on a suite of robotics and electronics kits developed by the University of Massachusetts Lowell and Machine Science Inc., together with on-line instructions, a web-based programming tool, and a shared electronic portfolio of student projects. Participating students worked with classroom teachers and undergraduate mentors to complete a series of projects, and took part each year in a non-competitive robotics exhibition and a competitive robot sumo tournament. Goodman Research Group assessed learning outcomes and attitudinal changes using a variety of measures, including observations of program sessions, group interviews with participating students, pre-and postprogram student surveys, and educator feedback. The program was found to effectively engage participants, give them real engineering and programming skills, improve their attitudes toward science, technology, engineering, and mathematics (STEM) subjects, and increase their interest in STEM career pathways. These results are presented, along with lessons learned from the program implementation, technology development, and evaluation.

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Section: Larger Issuessupporting

confidence: 74%

Reflections on iCODE: using web technology and hands-on projects to engage urban youth in computer science and engineering

et al. 2011

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“…Technology related summer camps were used to increase children's interest toward technology, computing, and engineering (Miller, Shearer, & Moskal, 2005). Some of these camps were especially for girls to increase their curiosity and interest toward STEM and also increase the possibilities of the engineering careers (Burket et al, 2008); while the design phase of the camps, career effect of a robotics camp was not foreseen and also the researcher did not investigate that career effect deeply.…”

Section: Careermentioning

confidence: 99%

“…Both result of the study and the related literature have shown that a robotics camp has effect on attended children's career choices. Therefore, career options could also be added objectives of a robotics camps like studies in literature (Burket, Small, Rossetti, Hill, & Gattis, 2008;Miller, Shearer, & Moskal, 2005;Nourbakhsh et al, 2005).…”

Section: Careermentioning

confidence: 99%

Design and development issues for educational robotics training camps

Üçgül

Çağıltay

2013

Int J Technol Des Educ

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The aim of this study is to investigate the critical design and development issues for educational robotics training camps. More specifically, the purpose of the study is to explore and describe critical design issues for educational robotics training camps, illustrating how each factor affects robotic camps and enlightening how these factors should be implemented for the design of a robotic training camp. For this purpose, two robotic training camps were organized with elementary school students. Thirty children attended the first camp and twenty two children attended to the second one. The research design was qualitative in nature, more specifically; multiple-case design approach was used. Interviews with children and instructors, observations, field notes, and camp evaluation forms were the data collection methods. The data were analyzed through the qualitative data analysis techniques. The data were categorized under emerged themes, learning outcomes, evaluation of the camps' components, career, group issues, competition, coaching, technical issues, challenges and camp duration. Some prominent findings of the study are; the instruction strategy for a robotics camp should be designed from simple to complex. The most effective and liked part of the camps are project studies, therefore projects studies should be encouraged at robotic camps. Robotics training camps should give chance to practice to the children v what they have learned at schools. The group size should be arranged that every child in the group should have duties at any time. The study was concluded with a robotics camp design guideline and a sample robotic training camp curriculum.

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“…Another resource that has been created as a result of these programs is Tech Camp 101 [38]. As previously discussed, the idea for this five day, six hours per day, summer middle school technology camp emerged from GK-12.…”

Section: Table 5 Benefits By Participant Groupsmentioning

confidence: 99%

“…Several graduate teaching fellows have published their work through conference proceedings [38,45] and presentations [46]- [52]. Publishing peer reviewed articles and presenting at professional conferences is an important and necessary experience for graduate students.…”

Section: Graduate Teaching Fellowsmentioning

confidence: 99%

K‐12 Outreach: Identifying the Broader Impacts of Four Outreach Projects

Moskal

Skokan

Kosbar

et al. 2007

J of Engineering Edu

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Over the last four years, a series of outreach programs have been offered through the Colorado School of Mines to middle school teachers from eleven school districts in the State of Colorado in the United States. Each of these programs is designed to illustrate through hands‐on activities the application of mathematics to science and engineering. Each also has an academic year follow‐up such that a faculty member, an expert teacher, or a graduate student assists the teachers in the classroom. An expected outcome of this effort is the improvement of instruction in mathematics and science in the participating middle schools; an unexpected outcome has been the impact of these projects on the culture of the participating schools, both middle schools and university. Based on our assessment efforts, this article describes the qualitative and quantitative outcomes of this sequence of projects on middle school students, teachers, graduate students, professors, and college curriculum.

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Technology Camp 101: Stimulating Middle School Students’ Interests in Computing

Cited by 6 publications

References 1 publication

Reflections on iCODE: using web technology and hands-on projects to engage urban youth in computer science and engineering

Reflections on iCODE: using web technology and hands-on projects to engage urban youth in computer science and engineering

Design and development issues for educational robotics training camps

K‐12 Outreach: Identifying the Broader Impacts of Four Outreach Projects

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