Education Uncontained: Creating an Education Without Limits
Participate and share : Poster
Monday, June 24, 8:00–10:00 am
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 25
Dr. Temple Lovelace Samantha Utley JoVonne Tabb Tasiya Hunter-Cobb Jade Coleman Jayda Scott Mela Tabb
What happens when high school students are asked the question, "How would you change your school?" Discover how a group of students used technology and deeper learning to create a new learning practice and space for underserved students in their schools.
|Audience:||Teachers, Principals/head teachers|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Android, iOS
|Participant accounts, software and other materials:||Social VR app (we will also have phones and viewers with this app loaded).|
|Focus:||Digital age teaching & learning|
|Topic:||Project-, problem- and challenge-based learning|
|ISTE Standards:||For Students:
|Additional detail:||Student presentation|
Participants will be able to understand how to include learners as co-teachers in a middle or high school classroom. Participants will also be able to examine how middle and high school students demonstrated their knowledge in solving a problem by iterating, prototyping and implementing their large scale solution in their school contexts. Each of these schools utilized Google for Education applications and social media to coordinate across teams. In addition, school teams combined diverse types of technology (e.g., starting a food truck business vs. improving afterschool) in order to complete the challenge. In addition, virtual reality technology was utilized during the problem framing stage and will be used to showcase the final solutions from each team for participants.
Friere, P. (1968). Pedagogy of the Oppressed. New York: Penguin.
Hill, M. L. (2009). Wound healing: Forming a storytelling community in Hip-Hop lit. Teachers College Record, 111(1), 248 – 293.
Johnson, L. & Morris, P. (2010). Towards a framework for critical citizenship education. The Curriculum Journal, 21(1). 77-96.
Milner, H.R. (2010). Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press.
Nam, C. (2012). Implications of community activism among urban minority young people for education for engaged and critical citizenship. International Journal of Progressive Education, 8(3), 62-76.
Robinson, C. and Taylor, C. (2012). Student voice as a contested practice: Power and participation in two student voice projects. Improving Schools, 16, 32 – 46.
Philips, R. S. (2013). Toward student-centered practices: Voices of alternative school students. Education and Urban Society, 45(6), 668 – 699.
Temple S. Lovelace, Ph.D., BCBA-D is an Associate Professor in the School of Education at Duquesne University. Her research centers on the examination of of disability & race, with particular interest in creating innovative, culturally-sustaining interventions for students with emotional/behavioral disorders through the newly opened equityXinnovation lab. Her work is reflective in the following publications: Achieving Educational Equity for African American Students with and without Exceptionalities; Creating a Schoolwide Culture to Support Practitioner Research; Community-University Partnerships as Vehicles of Radical Leadership, Service and Activism; and, Experiences of African American Mothers of Sons with Autism Spectrum Disorder: Lessons for Improving Service Delivery.