You may ask, what is the Teragrid?
Teachers find it an empowering resource…
A formal definition is this:
TeraGrid is an open scientific discovery infrastructure combining leadership class resources at 11 partner sites to create an integrated, persistent computational resource.
Using high-performance network connections, TeraGrid integrates high-performance computers, data resources and tools, and high-end experimental facilities around the country. Currently, TeraGrid resources include more than 2.5 petaflops of computing capability and more than 50 petabytes of online and archival data storage, with rapid access and retrieval over high-performance networks. Researchers can also access more than 100 discipline-specific databases. With this combination of resources, the TeraGrid is the world’s largest, most comprehensive distributed cyberinfrastructure for open scientific research.
TeraGrid is coordinated through the Grid Infrastructure Group (GIG) at the University of Chicago, working in partnership with the Resource Provider sites: Indiana University, the Louisiana Optical Network Initiative, National Center for Supercomputing Applications, the National Institute for Computational Sciences, Oak Ridge National Laboratory, Pittsburgh Supercomputing Center, Purdue University, San Diego Supercomputer Center, Texas Advanced Computing Center, and University of Chicago/Argonne National Laboratory, and the National Center for Atmospheric Research.
The research community supports teachers, and education through outreach in several ways. Each of the research communities has a specific education section . Gateway if you will to the use of the research .
San Diego Supercomputing Center features the subject of Computational Thinking using a well thought out project that was written by Pat Phillips of Microsoft. You can find that here: http://education.sdsc.edu/resources/CompThinking.pdf
You may have noticed that the major teacher organizations, CSTA, ISTE, CoSN, and SITE featured papers, workshops and discussions on the use of computational thinking in the classroom. This was a planned outreach started by the network of educators and researchers within the Teragrid network.
Here is one of the papers presented at the Consortium for School Networking in New Orleans in 2011:
The 2010 National Educational Technology Plan says “…technology is at the core of virtually every aspect of our daily lives and work…. Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and such expertise as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.”
Since the late 1990s, the US has been trying to describe what a 21st century education should look like. Futurists are trying to divine the skills that will be needed for jobs that do not yet exist, employing technologies that have not yet been invented. However, a careful look around can allow us to see many areas that have been virtually unnoticed by those who are focused on 21st century skills.
Supercomputing – sometimes called high performance computing – is not a new technology concept, but the supercomputers of 25 years ago were about as powerful as a cell phone is today, and likewise the supercomputers of today will be no better than a laptop of 10 to 15 years from now. As the world of the biggest and fastest computers has evolved and these computers have become increasingly available to industry, government, and academia, they are being used in ways that influence everyday life, from the cars we drive, to the food in our cupboards, to the movies we enjoy.
Supercomputing is not an end in itself, but rather the technological foundation for large scale computational and data-enabled science and engineering, or computational science, for short. It is a collection of techniques for using computing to examine phenomena that are too big, too small, too fast, too slow, too expensive, or too dangerous to experiment on in the real world. While problems with small computing footprints can be examined on a laptop, the grand challenge problems most crucial for us to address have enormous computing footprints and, thus, are best solved via supercomputing.
As a result, in order to be competitive as a nation, we need to produce knowledge workers in far greater numbers who understand both what supercomputers can do and how to use them effectively to improve our understanding of the world around us and our day to day lives.
The thinking about large scale and advanced computing has evolved, too. Today, we realize that, while not everyone will be using big computing in their jobs, they will need to understand the underlying concepts.
These concepts collectively are referred to as ‘computational thinking’, a means of describing problems and how to solve them so that their solutions can be found via computing (paraphrased from Jeanette Wing, Jan Cuny, and Larry Snyder). Computational thinking includes abstraction, recursion, algorithms, induction, and scale.
Our 21st century citizens, entrepreneurs, leadership, and workforce will be best positioned to solve emerging challenges and to exploit new opportunities if they have a strong understanding of computational thinking, how it applies to computational science, and how it can be implemented via high performance computing. These are true 21st century competencies that will serve our nation well.
The authors of the paper have been immersed, involved and integrated into the Teragrid community through attending workshops, NCSI initiatives, online contact with the researchers and outreach specialists over a period of time that has proved to create a powerful network of educators sharing the story of possibilities within the Teragrid.
An initial outreach , Teacher Bridge Day , which preceded an ISTE and CSTA conference, united teachers and educators who then continued to work together over the period of months . The teachers benefitted from the combined efforts of the many researchers and outreach specialists who participated and contributed to the very first workshop. Following that workshop, there were involvements with ITest through Joyce Malyn Smith.
I am pleased to say that this year , Joyce and the educators at SITE.org reported a large number of people interested in the strand. Joyce took the idea and developed it into a specialized strand for the ITest Community.
Here are a few of the 2011 presentations from the Aera Annual Meeting.
04/07/2011 – 9:00am – 5:00pm
Director: Kevin A. Clark (George Mason University)
Director: Kimberly A. Scott (Arizona State University)
The session provided discussion and exposure to scholarly work, strategies, and techniques for creating and sustaining research agenda, programs, and evaluation methods aimed at broadening engagement .
Technology, Instruction, Cognition and Learning Roundtable 1: Computational Thinking: Progress in Defining, Supporting, and Measuring Computational Thinking in Projects Funded by the National Science Foundation’s Division of Research on Learning
Sponsor: SIG-Technology, Instruction, Cognition & Learning.Session Participants:
Progress Toward Defining Computational Thinking in the K-12 Experience–*Joyce Malyn-Smith (Education Development Center, Inc.)
Computing MATTERS (Mentoring Academic Transitions Through Experiences in Research and Service): Pathways to Cyberinfrastructure–*Robert Panoff (Shodor and the National Computational Science Institute)
…Animando a Estudiantes con Technologia (AET) – Encouraging students in the field of information technology
What Is COMPUGIRLS?–*Kimberly A. Scott (Arizona State University)
Culturally Relevant Computing and Videogames–*Elisabeth R. Hayes (Arizona State University)
COMPUGIRLS Speak!–*Kimberly A. Scott (Arizona State University)
Discussant: James Paul Gee (Arizona State University) ; Chair: Margaret A. Eisenhart (University of Colorado…
Sponsor: Division C – Learning and Instruction.Session Participants:
Computational Thinking Patterns–*Andri Ioannidou (AgentSheets, Inc.), *Vicki Elisabeth Bennett (Colorado University – Boulder), *Kyuhan Koh (University of Colorado – Boulder), *Ashok Ram Basawapatna (University of Colorado – Boulder)
Teachers’ Conceptions of Computational Thinking: The Impact of Integrative Design-Based Reform-Oriented Educational Approach…
There may be more resources that link to the outreach of the Teragrid. I have chosen these to share.
Joyce was also a force at the SITE conference in Nashville, TN. The informal outeach team, those of us who try to broaden engagement and show diversity were there to shake up the force within SITE.org . We established a SIG for Computational Thinking and fielded a number of workshops.
We worked also at the K-12 levels of technology in Texas at TCEA.
Everything is Big in Texas: TACC and Supercomputing , at TCEA
Ranger? Stallion ? Computational Thinking and Learning
I go to Texas a lot. My brother lives there, friends live there, NASA holds events. I have been to Lockhart for BBQ, to Galveston for a wedding, to San Antonio and other places. I even know lots of recipes and ways to BBQ. But Austin put the icing on the cake for those of us doing digital outreach and broadening engagement in Supercomputing.I took classes at Rice (Teacher Tech) with a Supercomputing scholarship. I have digital sisters and brothers in Texas.
Why not? Texas is a huge state and I have found lots of friends and educators who support my ways of thinking there.
I participated in a Teacher Tech workshop at Rice University in Houston, and met Karen North and Dr. Richard Tapia. For a long time I was in constant email touch with a LOT of Texans. We were not sure what kind of reception we weuld get in 2011, this being a new topic to many people. I have been to Austin a lot, so when I see the statue of Barbara Jordan and the big guitars, I feel at home. We had a Supercomputing conference in Austin a few years ago as well.
Ray Rose, Henry Neeman, Vic Sutton and I have been a team at other conferences, we were literally breaking the ice in Austin for educators. It was scary to do.
. (It was very , very cold) The keynote was a very warm one by Leigh Anne Touhy. The Blind Side was written about her true life experience. She set the tone for broadening engagement and social justice for me. She shared how her life was changed . I had not seen the movie , but I will.
We think that in education there is a blind side to the understanding of technology, particularly computational science, so we put together a workshop for Supercomputing and the use of the Teragrid and we did a workshop for Emerging Technologies, and a tour of the TACC center.on the campus.
TCEA Supercomputing and the Teragrid… no limits, remember?
Henry Neeman has a great presentation , ” What in the World is Supercomputing!“. We took it to a state conference. Did I mention he is from Okahoma? They razzed him a lot, but he just kept on presenting. The interesting thing about it is that he is a reseacher, who can bring the ideas down to earth with fun, and understanding. Henry can do this in person, on line or in a course online. You can fund a lot of the information here.
Nothing like being with him in person however. Think Puzzle. Think a guy moving around at the speed of light, absolutely able to help you understand Supercomputing. This is Henry.
Dr. Neeman also has taught a series of workshops titled “Supercomputing in Plain English”, directed at an audience of undergraduates, graduate students, faculty and staff not only in computer science but also in a variety of physical science and engineering fields. Dr. Neeman’s research interests include high performance computing, scientific computing, parallel and distributed computing, structured adaptive mesh refinement, scientific visualization, Grid computing and computer science education. You can find his materials on line. He is the Education and Outreach Chair for Supercomputing 2012 in Seattle.
We embarked , engaged, energized , and educated teachers so that they could be empowered to understand the computational sciences. We had outreach materials from the Teragrid. So well put together, and such a hit with the educators.
All three of the sessions were a success. We did not have supertech people except one or two and we had about 50 people in the first workshop.
The second was the tour.My heart fell when I went to the bus, because at first I could not see it was full. We had a grand tour of TACC. I love the visualization images .http://www.tacc.utexas.edu/scivis-gallery/
The University of Texas at Austin is one of the nation’s leading universities, an academic institution of enormous breadth and depth, with 50,000 students and 3,000 faculty. It’s an economic powerhouse that pumps more than $8.2 billion into the Texas economy each year. It ranks fifth in the world for academic citations and is the recipient of more than 400 patents. Seven of its doctoral programs rank among the top 10 in the nation.
The University of Texas’ intellectual firepower extends far beyond its classrooms and labs. In addition to ongoing research in 18 colleges and schools, the university sponsors 100 separate research units and 10 organized research units, such as the Texas Advanced Computing Center (TACC).
TACC plays a pivotal role in the new culture of computational science at The University of Texas at Austin and is central to UT’s success as a major public research university. TACC boasts world-class resources and expertise that enable scientists and researchers to find solutions to the biggest problems facing science and society. From climate change to medical research to energy resources, traditional and renewable, advanced computing provides the tools that are critical to discovery in science and across disciplines. Faith Singer-Villalobos lead the presentation and discussion.
TACC’s education and outreach programs support their mission to enable discoveries that advance science and society through the application of advanced computing technologies. We all benefit from advanced computing in our everyday lives, from more accurate weather reports, to safer automobile designs, to smaller, lighter electronic gadgets.
TACC’s education & outreach programs introduce K-12, undergraduate and graduate students to the power of advanced computing for science, technology, computer science, engineering, and mathematics. It believes that the students are the next generation of Einsteins, Curies, and Hawkings, who will someday make breakthrough discoveries that we can’t even imagine today.
We wanted to touch the future through sharing with the teachers what the university and supercomputing had to offer.
Teachers touch the future.
Our last presentation was to identify the real 21st Century Literaraies. about data visualization, and computational thinking, data mining and global collaborations. We were able to share partnership organizations to teachers for field experiences, National Geographic, Earthwatch, NASA , NOAA but most importantly to show ans share curriculum opportunities that were free.
and Scalable Game Design
Meanwhile San Diego is doing outreach of this kind.
Upcoming Computer Science Courses for High School and Undergraduate Students
Introduction to C++ Programming
Mondays, January 10 – March 14, 2011– 4:30pm- 6:30pm (weekly)
This class introduces programming concepts to students, with no previous programming experience required, and will focus on learning to read and write programs in C++. The class will focus on in-class programming and participation. The course will move quickly and students are required to have access to a computer at home. The course will cover IDEs, programming basics, compilation, execution, flow control, functions, arrays, pointers, file I/O, structures and classes. Weekly homework assignments solidify understanding in preparation for a comprehensive final project.
Introduction to Programming in Python ( this already started)
Tuesdays, January 11 – March 15, 2011– 4:30pm- 6:30pm (weekly)
This course offers an introduction to computer programming via the Python programming language. Students listen to weekly explanation-demonstrations of and gain simultaneous practical experience with basic coding concepts such as calculations, string formatting/manipulation, conditional statements, iteration, file i/o, and the abstraction of functions, as well as programming style. Weekly homework assignments solidify understanding, and a final project offers the opportunity to creatively deploy the class materials. This course is designed to prepare students for the class’s final project, the creation of a computer program that generates a poem.
In our network we can identify lots of opportunities for K-12. Teragrid even features them in a booklet.
How much data is that? Check out the visual idea of it.
- Teaching With Infographics – Many Good Resources
- TED Talk – The Beauty of Data Visualization
- Find Great Data Visualizations at Visualizing.org
- other outteach has been through the various expo.
- Family Science Days , AAAS Booth
- Science Expo, National Mall Teragrid Booth https://www.facebook.com/album.php?aid=298580&id=593996326
One thought on “Transforming Teacher Use of Technology with Use of Teragrid Outreach Resources”
I guess finding useful, realilbe information on the internet isn’t hopeless after all.