Education Week - May 22, 2013 - Special Report - S24

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EDUCATION WEEK: DIGITAL CURRICULA > www.edweek.org/go/digital-report

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MAY 22, 2013

STEM Schools’
Digital Push
PROGRAMS BUILD
PARTNERSHIPS
TO PROVIDE THE
KINDS OF HIGHTECH SKILLS
STUDENTS NEED
FOR COLLEGE
AND CAREERS
By Katie Ash

E 

ducators in the Lake Washington
school district in Washington state
have partnered with a university
to build a project-based, stem-focused program that engages high
schoolers with technology and
college-level digital curricula. Students at Metro Early College High
School in Columbus, Ohio, work in a 1-to-1 computing environment that features laptops, iPads,
and other devices to access an individualized multimedia curriculum curated by their teachers. At
the Thomas Jefferson High School for Science and
Technology in Alexandria, Va., students conduct
original research in 13 different specialized inhouse labs stocked with state-of-the-art technology and equipment.
Those three schools, like many other stem-focused schools around the country, are strengthening their partnerships with both private
companies and higher education partners to
provide the kinds of high-tech, collaborative environments students will find as they move on
to college and the workforce.
Educators hope that by exposing students
to such tools early and teaching them how to
use digital resources professionally and educationally, they will cultivate a new generation of
young professionals interested in science, technology, engineering, and math.
“We’re very aware that we’re preparing kids
now for career and life options that are probably not fully defined right at this moment,” said
Aimee Kennedy, the principal of the 400-student
Metro Early College High.
When it opened in 2006, as part of the Ohio
stem Learning Network, the school partnered
with Ohio State University and the Columbusbased Battelle Memorial Institute, a global science and technology research-and-development
organization. Each of those partners contributes

three members to the school’s board. The school
itself is located on the university’s campus.
Having business and university partners helps keep the school flexible and
forward-thinking, Ms. K ennedy said.
“[The members of the board] aren’t the people
who have been doing the business of school as
school has been done for eons and eons,” she
said. “They have other ways of doing business
that sometimes are so refreshing.”
The school features 1-to-1 computing—every
student has his or her own laptop—and while
some classes use textbooks, most of the course
materials consist of digital resources the teachers have found, curated, and shared with students, she said.
Teaching students how to use technology in
a professional environment is a big part of the
education at Metro Early College High, Ms.
Kennedy said.
“We get freshmen who’ve never had an email
address,” she said. “We have had students turn
something in but not actually click that submit
button.”
The curriculum focuses on a project- and competency-based model, in which students do not
get credit for a class unless they receive an A.
Students are allowed to repeat classes, or parts
of classes, as needed, and they’re allowed to test
out of classes to move ahead faster. The school
also offers college courses through Ohio State.
The result is a flexible environment that can
both remediate and accelerate students, Ms.
Kennedy said.
In addition, each student is required to complete an internship outside the school before
graduation, usually drawing on connections
with Battelle, giving the student an opportunity to work in the field on real-world problems.
Not all students pursue internships in tech-

Menna Meyyappan, a 10th grader at the Lake Washington school district’s STEM High
School, draws a diagram during a programming class in Redmond, Wash. “I visualize what
I need to program to make my frame playable,” she says.

K-12

DIGITAL GAMES

re

Playing
With Science

S KEY.
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PAGE S26 >

The use of digital games in
K-12 is growing especially
fast in science classes. Some
of the more popular digital
games include:

GERM BLASTER
Created by: Center for
Technology in Teaching and
Learning, Rice University in
Houston
Grade levels: K-12
Device: iPad
Website: www.edweek.org/go/
germblaster

In this arcade-style
shooter game, students use
different “weapons,” such
as antibiotics, vaccines, and
antiviral medications, to
fight pathogens. As players
progress through the levels,
they learn which medications
are effective on the attacking
pathogens. Clicking on the

weapons or pathogens gives
the player more information
about what they are and how
they interact. The game grew
out of a Web-based Flash
game created for computers,
called MedMyst, a series
of games in which players
investigate and learn about
infectious-disease outbreaks.


http://www.edweek.org/go/digital-report http://www.edweek.org/go/germblaster http://www.edweek.org/go/germblaster

Education Week - May 22, 2013 - Special Report

Table of Contents for the Digital Edition of Education Week - May 22, 2013 - Special Report

Education Week - May 22, 2013
District Bets Big on Standards
FOCUS ON: EMERGENCY PREPAREDNESS: States Stepping Up Mandates for School Safety Drills
INDUSTRY & INNOVATION: Schools Facing the Expiration of Windows XP
Contents
News in Brief
Report Roundup
Debates Roil Over Control of Schools in Baton Rouge
Study: Teenagers’ Brains Are Wired for Peer Approval
Analysis Calls for Dual-Language Pre-K for Young ELLs
PROFILE: Brian Pick
PROFILE: Dowan Mcnair-Lee
PROFILE: Mikel Robinson
States Tighten Disclosure of Teacher Evaluations
Blogs of the Week
NRC Framework Seen as Valued Resource for Educators
A Spec. Ed. Twist on Common-Core Testing
K-12 Colors Campaigns in Virginia, New Jersey
Policy Brief
CYNTHIA G. BROWN: The ‘How’ of Equitable School Funding
JIM CHILDRESS: Designing Learning Spaces for A New Age of Discovery
JEANNE ZAINO: Teaching the Metric System: A Cautionary Tale for the Common Core
Letters
Topschooljobs Recruitment Marketplace
LISA HANSEL: The Common Core Needs a Common Curriculum
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