News

2016

METC 2016 eMINTS Schedule

METC 2016 eMINTS Schedule, St. Charles, February 8-10, 2016

Monday, Feb 8. 2016 (Pre-conference):

  • 9:00AM – 12:00PM: Bring Out the Genius: Information Literacy and the Genius Hour, in Room 104 (w/ Michelle Kendrick)
  • 1:00PM – 4:00PM: Using iPads to Enhance Teaching & Learning, in Jr. A (w/ Carmen Marty & Carla Chaffin)

Tuesday, Feb 9, 2016:

  • 1:50PM – 3:10PM: Poster Session – Unlocking Student Creativity w/Google Draw, in Exhibit Hall (w/ Amy Blades)
  • 2:20PM – 3:10PM: Breakout Session – It is Really a Reality: Coding in Any Classroom, in Jr. B (w/ Michele Smith and Carla Chaffin)

Wednesday, Feb 10, 2016:

  • 9:45AM – 10:35AM: Breakout Session – METC Cool Tool Duel, in Grand A, (w/ Gina Hartman, Cindy Lane, Carmen Marty)
  • 2:20PM – 3:10PM: Breakout Session – Add a Little Inquiry, in Windsor 1 [Embassy Suites] (w/ Carmen Marty)
  • 3:25PM – 4:25PM: Breakout Session – Administrators! Ramp up Your Role in Technology Integration, in Jr. D (w/ Cara Wylie, Jen Foster)

Also, don’t miss the great keynote speakers on Feb. 9th and 10th! More information at http://metcedplus.org/

2016

eMINTS Awarded Nearly $12M Grant

eMINTS Awarded Nearly $12M Grant

We are proud to announce an award to eMINTS of nearly $12 million from the Department of Education (DoE). Funded by the Investing in Innovations (i3) program, this award is among the largest received by the MU College of Education.

The eMINTS Expansion Project: Implementing College and Career Ready Standards through 21st Century Classrooms, begins January 2016 and builds on over a decade of research showing the positive impact of the eMINTS Program on student achievement and teacher practices. The five-year project will focus on 7th grade and develop eMINTS Affiliate Trainers in 56 schools in high-needs districts in Alabama, Utah and Arkansas and serve nearly 450 teachers and over 24,000 students. Partners include the American Institutes for Research (study evaluators), and one mentor district in each state, including lead partner Granite Public Schools in Salt Lake City, Utah.

Since the DoE requires all i3 grantees to find private sector matching funds, eMINTS has secured just over $600,000 of the required amount through cash donations and in-kind contributions. Additional private match commitments must be secured by April 1, 2016. Your support helps make a difference for students in high need schools in the participating districts.  For more information on this grant or if you would like to make a personal donation or in-kind contributions, visit the 2015 i3 grant page here: http://emints.org/grantsandprojects/2015-i3-grant/

 

 

2015

Moneyball for Government Announces eMINTS Leader as New Non-Profit All-Star

Moneyball for Government Announces eMINTS Leader as New Non-Profit All-Star

MoneyballforGovMoneyball for Government, a project of Results for America dedicated to encouraging governments at all levels to increase their use of data and evidence when investing limited taxpayer dollars, announced today the addition of 33 non-profit leaders to its Moneyball for Government All-Star team, including eMINTS Executive Director Lorie Kaplan. The 33 leaders announced today represent CEOs, presidents, executives and founders of leading national non-profit organizations committed to improving lives using data-driven, evidence-based solutions. See full press release, click here.

The new non-profit All-Stars announced today include Social Innovation Fund (SIF) and Investing in Innovation (i3) fund grantees and supporters. For more information about these programs, click here.

About Moneyball for Government

Just as Billy Beane, General Manager of the Oakland A’s, famously transformed baseball by ignoring the scouts and instead used data to build championship contending teams despite limited budgets, Moneyball for Government has the potential to transform the way government at all levels makes important funding decisions. Instead of relying on gut instinct, or worse, special interests, policymakers must use data and evidence when deciding how best to invest increasingly limited taxpayer dollars.

About Results for America

Results for America (RFA) improves outcomes for young people, their families, and communities by shifting public resources toward evidence-based, results-driven solutions.

RFA is working to achieve this goal by building a strong bipartisan “Invest in What Works” coalition; developing and advancing the next generation of evidence-based, results-driven practices, policies, and programs; and supporting leaders at all levels of government to invest in what works.

In November, 2014, Results for America published Moneyball for Government, the best-selling book authored by a bipartisan group of nationally-recognized experts to help ensure that budget, policy, and management decisions by governments at all levels are informed by the best possible data and evidence about what works.

For more information about Results for America, visit www.results4america.org.

2015

Schedule for next week’s MOREnet Conference

Annual MOREnet Conference, St, Louis, Oct 5-8, 2015

eMINTS will be presenting all day in the Burlington Route room at Union Station on Oct 5 & Oct 6. Full schedule below. We hope to see you there!

Monday, Oct 5, 2016 Burlington Route Room

Tuesday, Oct 6, 2015 Burlington Route Room

For more information on the MOREnet Annual Conference, visit the conference registration site.

eMINTS Conference goes on the road!

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We are excited to announce eMINTS is taking our conference on the road!

Instead of a once a year event here in Columbia, we are partnering with MOREnet and EducationPlus to provide you with more opportunities to connect and participate with eMINTS.  Now you won’t have to choose between the eMINTS conference and these other great conferences in our state.

The first is the MOREnet Annual Conference in St. Louis on October 5-8, 2015. eMINTS will be presenting all day in the Burlington Route room on October 5th and 6th.  Then, February 8-10, 2016, we will be presenting at the Midwest Education Technology Conference in St. Charles, MO. We will also host a couple of events including a PD4ETS Update meeting. More details on our participation at these conferences will be coming soon. In the meantime, feel free to check out all of the information on their websites.

MOREnet Annual Conference – http://goo.gl/yZv5Ty.

METC – http://2016.metcconference.org/

We hope to see you there!

2015

Fall eLearning registration now open

Registration for the eMINTS eLearning fall semester is now open

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Course offerings for fall semester include the following:

  • Chromebooks in the Classroom
  • Early Childhood: Learning with iPads
  • Effective K12 Online Instruction
  • Going Visual: Using and Creating Infographics for Learning
  • Google Tools for Schools
  • Intel: Creativity in the Mobile Classroom *4-week course; $125
  • The Role of Questions in an Early Childhood Classroom
  • Critical Thinking and Problem Solving with Game Design
    NOTE:
     A limited number of 20 scholarship seats will be available for those wishing to participate in a research study involving this course. The scholarship includes course registration fee, an Agent Sheets building site license for at least one year, and a $200 stipend upon completion of all of the requirements. Please see the full course description for more details and to review the requirements.

To register or for full course descriptions, visit the course registration page and click on the Fall 2015 tab.

Courses begin October 7, 2015 and most conclude on Nov. 24, 2015.*

Follow our eLearning account on Twitter at @elearn4edu for updates and discount codes!

Click for more information about the eMINTS eLearning program.

Click for information about taking our courses for graduate credit.

*Intel: Creativity in the Mobile Classroom concludes Nov. 4, 2015. Critical Thinking and Problem Solving with Game Design concludes Nov. 17, 2014.

2015

Meet an eMINTS Teacher: Kim Stichnote

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Kim Stichnote, Secondary Mathematics, Southern Boone School District, Ashland, MO

Kim Stichnote has been a secondary mathematics teacher for the past 24 years in Southern Boone County in Ashland, MO. Kim is completing her final year of eMINTS Comprehensive Professional Development.

Since Southern Boone County is a relatively small school district of approximately 500 students in the high school, teachers can get to know each student personally and can shape each one so that they are meeting their potential. Kim described how she helps students who are struggling, “I ask them the little questions to give them a bread crumb trail to follow and then eventually they will end up where you want them to go,” Kim explained

Kim cultivates student engagement by scaffolding her students’ learning. Students create and solve their own mathematical problems when studying specific topics (such as solving quadratic equations) as opposed to solving problems from a textbook. Students develop significant ownership for their work and are much more persistent in seeking a solution to problems they have generated themselves. Students then present the problems that they have created and solved to their classmates. The practice results in all students completing the assignment and also in students wanting to have the best problem and the best solution to share with their peers. Kim doesn’t lower grades for wrong answers but rather uses each wrong answer as an opportunity to help students understand key concepts. They learn that solutions to difficult problems often require multiple attempts, working with other people to arrive at an answer, and understanding why an answer is right.

Kim uses technology in her classroom as a supporting tool that extends beyond word processing and research. She also encourages students to use platforms such as Google Docs so that they can access their work anytime anywhere. Students use laptops, iPads, and their own devices so that they can learn to troubleshoot in multiple formats.

Kim related an example of how technology helped her support one of her students who was suspended from school. Kim used technology by having her other students use apps on their iPads to capture how they solved problems used in class as part of Kim’s instruction. The students’ solutions and dialogues were varied in their complexity. Kim then added vocabulary and additional dialogue explaining key concepts. The files were uploaded to Google Docs where the suspended student accessed them on a daily basis. Kim has since perfected the process for use with students who are out of class for extended periods of time for illness or other reasons.

Kim described one of her favorite assessment techniques called “Can You Move It.” See the structure at: https://docs.google.com/document/d/1Ceeu6ieel6-r4xNOFMW0k5gnzYDlKwJPPHEzWlMmTF8/edit?usp=sharing  Students chose their problem and graphed the equation. Students then shared their graphs with classmates and the peer feedback allowed them to see immediately if they were on target or not. When students were then required to use their graphing skills later in a formal assessment situation, they were able to with ease. Students were able to recall and then apply what they had learned months before.

Kim related how important it is for her and her colleagues to know that their students have developed the accountability needed to maintain and then retrieve knowledge they have learned over time, not just for the short term. She believes it is critical that teachers layer learning in a manner that provides students with opportunities to retain, retrieve, and apply what they have learned over the long term.

In what she calls her “Twitter Travels,” Kim follows a wide variety of teachers from as far away as Alaska and Australia to glean ideas and ways to deal with instructional challenges. She plans to become a contributor to her Twitter Travels as well as a consumer of information.

Kim offered advice to others who are working to personalize learning for their students: be open to change and realize that the worst thing that happens is it doesn’t work so you have to try another way. “If teachers are asking their students to try even if they might fail and then support them, teachers have to be willing to do the same thing…try even if you fail and keep learning. Surrounding yourself with people you trust and who will support you when you try something outside of your comfort zone is really important.”

This teacher profile will be featured in the upcoming white paper Connections and Convergence: eMINTS and Personalized Learning by Monica Beglau and Christine Terry. To receive a copy of this paper when released, sign up here.

eLearning Awarded Google CS4HS Grant

eMINTS eLearning for Educators Awarded Google CS4HS Grant

UPDATE: Check out the project website for more information.

We are proud to announce that Google’s CS4HS Grant has awarded eLearning for Educators, our online professional development program for teachers, almost $35,000 to build on our successful partnership with the University of Colorado’s Scalable Game Design Project.

googleFundingThe grant will fund the development of a new online course for teachers to support the integration of math, science, and language arts with the new AP Computer Science Course standards. Teachers will learn to help their students design and build games and simulations that will not only provide many students with their first programming experience, but will deepen their understanding of core content. Using the cloud-based AgentCubes application, teachers will step into the student role as they create and publish their own games and simulations through user-friendly drag and drop, rule-based programming. Experiencing the learning from the student point of view will prepare them to help users as young as middle school students to get started coding.

eMINTS is thrilled to be a part of the exciting movement to get kids coding.  There are compelling reasons to move coding into the regular classroom, but many teachers we work with, especially those teaching upper-middle school and high school, don’t have time in their schedules to set aside their assigned standards and focus just on coding.  Introducing coding in the regular classroom is important for students because research from our partners at the University of Colorado-Boulder indicates that students who traditionally do not participate in computer science classes, such as minorities and girls, are more likely to continue to pursue those interests if they are introduced to computer science in their regular classroom.

We live in the Digital Age where computers are used in every career, but we are not teaching our kids how to be digital thinkers and creators in every content area. The percentage of students who pass the AP Computer Science test across the nation is abysmal. While the Bureau of Labor Statistics predicts a 30% increase in demand for programmers by 2020, the highest performing state, Maryland, had just over 1% of their graduating class of 2013 pass the Advanced Placement Computer Science exam (United States Chamber of Commerce Foundation, 2014).  This problem stems from more than a lack of preparation; students suffer from a lack of exposure to, and thus interest in, computer science. Computer Science needs to move from the lab to the classroom and the Scalable Game Design Project is one step in the right direction.

ISTE 2015: eMINTS Schedule

iste2015eMINTS will be returning to ISTE in 2015!

Come join eMINTS from June 28 – July 1, 2015 in Philadelphia, PA at the ISTE (International Society for Technology in Education) Conference & Expo. More information at ISTEconference.org. Catch eMINTS at the following events and presentations (all times are in Eastern Daylight Time):

Saturday 6/27

    • ISTE Standards for Teachers Mixer,  4:15-4:45 pm, Christie Terry

Sunday 6/28

    • ISTE Standards for Students Mixer, 11-11:30 am, Christie Terry
    • Seal of Alignment workshop, 12-1 pm, Christie Terry
    • Leadership Mixer,  4-4:30 pm, Christie Terry

Tuesday 6/30

Wednesday, 7/1

oDreams: Coding in the Classroom

odreamsIn 2013, the University of Colorado Boulder received a National Science Foundation grant to further spread their Scalable Game Design project across the country by offering teacher training online through collaboration with the eMINTs National Center. Read more about eMINTS’s role in this project: Coding in the Classroom — eMINTS Enhances Educator’s Abilities to Connect.

Interesting in taking the next oDreams course? oDreams: Coding in the Classroom will be offered beginning July 8, 2015. Sign up here.