• Enriching teaching practice through place, arts and culture: resources for in-service teachers of the Bering Strait School District

      Child, Robin L. (2017-12)
      The SILKAT (Sustaining Indigenous and Local Knowledge, Art and Teaching) project joins together the University of Alaska Fairbanks and the Bering Strait School District in an effort to celebrate the rich cultural arts and Indigenous knowledge of northwest Alaska and bring the knowledge and ingenuity of local artists and culture-bearers to the forefront of teaching practices and curriculum. This work presents the content and format of one teacher professional development module based on one of seven arts and place-based core teaching practices-the ability to elicit student thinking and facilitate reflective thinking in students. It also examines the development of two Art and Culture units, grade 3-Natural Landforms, and grade 5-Responsibility to Community, both rooted in the cultural values and knowledge of artists and culture-bearers from the region. The research completed for this project examines the supporting literature that forms the backbone for both the professional development module and the Art and Culture units, including core practices, the implications of place and culture-based arts education, Visible Thinking routines, protocols, Studio Habits of Thinking, and Understanding by Design. Following the research is a synopsis of the methods used to create the PD module and Art and Culture units, as well as the plans for dissemination within the Bering Strait School District to enhance the skills and knowledge of in-service teachers in arts and culture.
    • Gizmos and gadgets: a guidebook of technological resources in the elementary classroom

      Dobrich, Rachel A.; Kardash, Diane; Vinlove, Amy; Imhoff, Myriam (2018-12)
      This research examines the implementation of technology in elementary classrooms. Prior research has shown that elementary teachers have more positive perspectives towards technology incorporation when sufficiently trained through pre-service teacher preparation programs and professional development opportunities for existing educators. Adequate technology instruction is necessary because it teaches educators about available resources and how to appropriately and meaningfully incorporate them into their lessons. Teachers need to provide relevant, authentic learning experiences for their students, teaching them how to function in a technological society. Technology has the potential to increase engagement and academic performance. It also allows teachers to create an accessible classroom environment for all students, including individuals with disabilities. There are numerous methods for technology integration including computer programs, iPad applications, games, virtual experiences, and interactive devices. However, teachers may not be aware of all the resources available. By increasing awareness of these technological resources, teachers can address the diverse learning styles of their students, helping them understand the academic content and preparing them for life outside of the classroom.