Scientific Literacy Matters: Using Literature to Meet Next Generation Science Standards and 21st Century Skills

Scientific literacy matters. It matters because it is vitally important to the education and development of America’s children, tomorrow\u27s workforce, and the keepers of our future. If the future of American individual decision making, engagement in civic and cultural affairs, and valuable contributions to economic development is to be protected, it is critical that American students become more scientifically literate than they are today. Today, most Americans, including students, are considered scientifically illiterate. Recognizing the need to develop and enhance scientific literacy (also known as science literacy), science educators have worked diligently at developing new science standards, new approaches to science teaching, and new techniques aimed at engaging students in the practice of science. In this article, the use of literature is discussed as one method to augment or supplement the teaching of science. In the context of making a literature selection, a new conceptual approach is proposed that includes attention to meeting the Next Generation Science Standards while being responsive to the importance of 21st Century Skills. Additionally, a Literary Assessment Tool is shared that demonstrates how science educators can evaluate a literary selection in terms of how well it will help them to enhance scientific literacy

The Future of Cybercrime: AI and Emerging Technologies Are Creating a Cybercrime Tsunami

This paper reviews the impact of AI and emerging technologies on the future of cybercrime and the necessary strategies to combat it effectively. Society faces a pressing challenge as cybercrime proliferates through AI and emerging technologies. At the same time, law enforcement and regulators struggle to keep it up. Our primary challenge is raising awareness as cybercrime operates within a distinct criminal ecosystem. We explore the hijacking of emerging technologies by criminals (CrimeTech) and their use in illicit activities, along with the tools and processes (InfoSec) to protect against future cybercrime. We also explore the role of AI and emerging technologies (DeepTech) in supporting law enforcement, regulation, and legal services (LawTech)

The ESP teacher as a researcher – From needs analysis to materials development

While quite a lot of publications concern the nature of training general language teachers, much less attention has been devoted to educating LSP practitioners. Increasing teachers’ awareness of the nature of specialised languages methodology and of the possible tools to be exploited during the teaching process is essential for educating better professionals. The paper shows the adoption of a research-based approach with the aim of building individual teaching style. Student teachers in a graduate teacher training programme at a middle-sized public university in Poland conducted field research within a selected domain, diagnosed the context, conducted needs analyses, evaluated coursebooks, developed digital materials and provided peer-feedback

Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Scientific Literacy Matters: Using Literature to Meet Next Generation Science Standards and 21st Century Skills

Scientific literacy matters. It matters because it is vitally important to the education and development of America’s children, tomorrow's workforce, and the keepers of our future. If the future of American individual decision making, engagement in civic and cultural affairs, and valuable contributions to economic development is to be protected, it is critical that American students become more scientifically literate than they are today. Today, most Americans, including students, are considered scientifically illiterate. Recognizing the need to develop and enhance scientific literacy (also known as science literacy), science educators have worked diligently at developing new science standards, new approaches to science teaching, and new techniques aimed at engaging students in the practice of science. In this article, the use of literature is discussed as one method to augment or supplement the teaching of science. In the context of making a literature selection, a new conceptual approach is proposed that includes attention to meeting the Next Generation Science Standards while being responsive to the importance of 21st Century Skills. Additionally, a Literary Assessment Tool is shared that demonstrates how science educators can evaluate a literary selection in terms of how well it will help them to enhance scientific literacy

Educational Technology and Education Conferences, June to December 2012

The conference list contains events such as "Learning and Teaching","Innovation in e-Learning", "Online Teaching", "Distance Learning Administration", "The World Open Educational Resources Congress", "Mobile Health", and "Realizing Dreams"

The UX of things: exploring UX principles to inform security and privacy design in the smart home

Smart homes are under attack. Threats can harm both the security of these homes and the privacy of their inhabitants. As a result, in addition to delivering pleasant and aesthetic experiences, smart devices need to protect households from vulnerabilities and attacks. Further, the need for user-centered security and privacy design is particularly important for such an environment, given that inhabitants are demographically-diverse (e.g., age, gender, educational level) and have different skills and (dis)abilities. Prior work has explored different usable security and privacy solutions for smart homes; however, the applicability of user eXperience (UX) principles to security and privacy design is under-explored. This research project aims to address the on-going challenge of security and privacy in the smart home through the lens of UX design. The objective of this thesis is two-fold. First, to investigate how UX factors and principles affect the security and privacy of smart home users. Secondly, to inform product design through the development of an empirically-tested framework for UX design of security and privacy in smart home products. In the first step, we explored the relationship between UX, security, and privacy in smart homes from user and designer perspectives: through (i) conducting a qualitative interview study with smart home users (n=13) and (ii) analyzing an ethnomethodologically informed study of six UK households living in smart homes (n=6); and, we then explored the role of UX in the design of security, privacy and data protection in smart homes through qualitative semi-structured interviews with smart home users, designers and business leaders through two rounds of interviews (n=20, n=20). In the second step, using conceptual framework analysis, we systematically analyzed our previously collected data and the literature to construct a framework of design heuristics for consent and permission in smart homes. We applied these heuristics in four participatory co-design workshops and reported on their use. We further analyzed the use of the heuristics through thematic analysis highlighting how the heuristics were used, their purpose, and their effectiveness. By bringing UX design to the smart home security and privacy table, we believe that this research project will have a significant impact on academia, industry, and government organizations. Our thesis will improve design practices for security and privacy in domestic smart devices while addressing wider challenges, opportunities, and future work

Animal Tracks Northern Forest Action Pack

Welcome to Animal Tracks®, a classroom education program of the National Wildlife Federation focusing on teacher training and environmental education resources. In Animal Tracks materials, the animals and their tracks lead educators and students on an exploration of conservation issues. Thank you for using this Action Pack, our newest resource. We hope you find the Action Packs useful and as a \u27\u27work-in-progress,\u27\u27 we welcome any comments you might have for improvements. As you turn the page you\u27ll see our questionnaire. Please take a minute to fill it out and put it in the mail. We\u27ll include you on our mailing list and you\u27ll get invitations to any Animal Tracks educator workshops that we hold in your area as well as the latest information on Animal Tracks programs and materials. Animal Tracks Workshops are a large part of the Animal Tracks program. The Action Pack series was originally developed as our teacher training module. The workshops are designed to help teachers easily fit environmental and conservation issues into their lesson plans across the curriculum. Animal Tracks workshops emphasize learning by doing and include an interactive discussion of how to successfully incorporate action projects into learning. Animal Tracks has educator materials and information available online at http://www.nwf.orglatracks including the Water and Habitat Action Packs, Current Events Hotline, information about NWF\u27s EarthTomorrow program for Detroit area schools, Environmental Education Online Conference, Animal Tracks Workshop schedule, and Animal Tracks Online classroom activities. There are also Animal Tracks kids\u27 pages at http://www.nwf.orglnwflkids/ with our Cool Tour of the Environment, Ranger Rick site, resources in Spanish, games, and more fun. The next pages of the Action Pack are a questionnaire and an explanation about how to effectively use the Animal Tracks Action Packs. Again, we hope you find this a valuable resource and be sure to check out all the Animal Tracks Action Pack titles

Sport and exercise-based interventions for young people in alternative provisions ‘what, where, how, and for who’: a realist review

Pupils in alternative provisions face unique educational, health, economic, and behavioural challenges. Sport and exercise-based interventions represent an innovative means of addressing these challenges. However, given the sparsity of peer-reviewed research, little is known regarding the what, how, and for whom, that facilitates successful intervention implementation. The purpose of this realist review is to address this gap and provide recommendations as to how interventions can be implemented successfully. Due to the absence of peer-reviewed literature; evidence was drawn from wider fields including interventions conducted in mainstream schools including children with similar characteristics to the target population. Nine initial-rough-programme-theories were developed including two rival theories. These data are formed to highlight the interweaving interactions within context-mechanism-outcome configurations. Sport and exercise-based interventions can influence pupils’ academic attainment, attendance, and relationships by promoting citizenship, facilitating exposure to green environments, and fostering belongingness. However, circumstances exist where changes in context or mechanism can result in contrasting outcomes. The context-mechanism-outcome configurations formed the foundations of the recommendations made to intervention developers and implementers aiming at making sport and exercise-based interventions in alternative provisions accessible and successful. Finally, findings of this paper are underpinned by the fundamental need for adequate space and resources within alternative provisions