What is News? Learn from the Newseum!

by Bonnie Bracey-Sutton

The Newseum is a treasure chest of resources for teachers. I attended a teacher workshop that was interesting, exciting and which provided many resources to use in understanding the news.

News is the power in Washington DC.without any lessons, but it is imperative to have a handle on what is news.

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The city of Washington , DC is all about news.

What is News?

Today, there is constant news that comes from television, radio, the Internet, and other sources. People have access to ways of resourcing news using technology , being able to gather resources in photos,radio, videos, and print. The news is constantly evolving and changing even in a day. We create news with our devices.

To help teachers teach, the Newseum offers many resources. These were shared in a workshop for teachers and many resources are also available on the new Newseum website. The Newseum says that there is more to every story.http://www.newseum.org/

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We gathered and selected workshops to be involved in.

An added benefit was that we met teachers from many schools and we networked and shared ideas. But the main ideas we shared were focused on seeing the news , understanding it, and learning how to let students think about how news is gathered. It was fun to do a newsletter on the Civil War. Why? We had to report from the Northern point of view or the Southern point of view , and we had real life examples to look at and see .. just how the news can be slanted , or even wrong. It was fun to see how wrong some of the news was at that time.

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We had a workshop to think , decide, talk about what makes the news and what is news today vs. news before all of the digital platforms.

                                                    What a Building!!

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The building itself teaches. As you wander around there is so much to see and learn. This video gives you some idea of how immersive and interesting the site itself is.There is a glass elevator that ascends to the television studio and showroom. There is a cafeteria and a gift shop and the usual tourist amenities and you can pre-arrange parking.

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The Newseum

https://www.youtube.com/watch?v=l6MAECOCeZQ

We as teachers were involved in various types of lessons to teach us how to use the news, and to teach how to get a perspective on the news.

My choices initially did not use much technology in the lessons, though they were very  interactive. There are digital lessons from the museum and one of the workshops was to learn how to use the new digital platform which is here.

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                 This is the Newseum Digital Classroom 

                  http://www.newseum.org/education/resources/

Here you can log in and have access to the digital resources, and get information the process is easy.There are 15 galleries, 15 theaters and lots of gallery space. Then there are the television tours and workshops. So much to see.

Students in the Washington DC Metropolitan area and that includes the whole metropolitan area get to visit the Newseum free of charge. Register for a free visit. For students coming to Washington for a class trip, the Newseum makes it easy to organize a visit. It is worth the trip!!

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Transforming Teacher Use of Technology with Use of Teragrid Outreach Resources

 
Sharing the Vision of THe Teragrid

Family Science Days AAAS Teragrid Outreach

Three Dimension/Film of the Teragrid Outreach in the AAAS Science booth

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:

http://etcjournal.com/2011/04/01/white-paper-21st-century-education-computational-thinking-computational-science-and-high-performance-computing-in-k-12-education/

Executive Summary

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.

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.

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.

http://www.oscer.ou.edu/Symposium2003/neeman_bio.html

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.

http://www.facebook.com/photo.php?pid=5653613&l=8267b33412&id=593996326

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.

TOURING TACC

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.

Shodor.org

http://www.shodor.org/activities/

and Scalable Game Design

http://scalablegamedesign.cs.colorado.edu/wiki/Scalable_Game_Design_wiki

http://scalablegamedesign.cs.colorado.edu/gamewiki/index.php?title=Scalable_Game_Design_wiki&oldid=3534#Game

Meanwhile San Diego is doing outreach of this kind.

Upcoming Computer Science Courses for High School and Undergraduate Students

http://education.sdsc.edu/

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.

http://www.focus.com/images/view/52784/

Rivers to the Sea.. How do you know about Oceans ??NOAA has resources for you!!


In thinking about digital equity, we try to understand what resources are available for teachers, students and community that are the very best.

. The Department. of Commerce has outreach programs and games, and recently there is a report that has invaluable information for use in the classroom. In times of economic difficulty the Digital Equity SIG, and those of us working in Supercomputing , Broadening Engagement would like to share resources to bring education into the future. THe power of us, is that we can transform education by using new practices.
There are embedded links for those who can access them. What we love to do is to show you supercomputing that you probably don’t know you use. 

How do your Students See the Sea and learn Ocean Literacy?

Thinking About Oceanography, NOAA, Updates on Marine Life


I hope for your help to explore and protect the wild ocean in ways that will restore the health and, in so doing, secure hope for humankind. Health to the ocean means health for us. Sylvia Earle

Place Learning , Museums and Aquariums, Other resources

The Smithsonian has a wonderful exhibit in the Sant Hall using wonderful computational resources. Here are my Iphone photos of transformational ways of teaching and learning from that site.
http://www.facebook.com/album.php?aid=92735&id=593996326

The Dept of Commerce Science on Sphere is so compelling that students often sit through the demonstrations and seem to be mesmerized. Adults too find the use of digital media an easy way to learn complex information. Thanks to computational science we can teach in new ways. Teaching earth science and geography is enhanced by digital media.

The power of us is to use transformational resources and ideas that change the way in which we teach and learn. The education director of the Dept of Commerce talked about the fact that we often teach with textbooks with ten year old information when people working in Outreach may be serving students with ten days old research. Breaking the silos with the use of project based work, or partnership learning is powerful .

THE SCIENCE EDUCATION SYSTEM

 


NOAA is one of many agencies, institutions, and organizations working to improve the nation’s science literacy and technical workforce. To understand its role in education it is critical to understand the major players in the system and the role of the federal government in the education system. This section outlines the roles of various entities in the K-12, higher, and informal education systems.
K-12 Education

The responsibility for public education is not specified in the U.S. Constitution; hence, individual states have the right and responsibility for K-12 public education. Schools, school administrators, and teachers are held accountable within their state system. Federal agencies and nonprofit and private-sector organizations can offer advice, materials, training, funding, and other support.

NOAA’S ROLE IN EDUCATION

The national need to educate the public about the ocean, coastal resources, atmosphere, and climate and to support workforce development in related fields is well established. 

The source of the last two paragraphs and the whole report is here. You can download or purchase the report here.


Authors:
John W. Farrington and Michael A. Feder,
Editors; Committee for the Review of the NOAA Education Program; National Research Council
Authoring Organizations


Description:
There is a national need to educate the public about the ocean, coastal resources, atmosphere and climate. The National Oceanic and Atmospheric Administration (NOAA), the agency responsible for understanding and predicting changes in the Earth’s environment and conserving

You may not think of the powerful resources that help us to visualize and image the collected knowledge that we have. Supercomputing , and computational resources enrich our learning resources.

Tranforming Education
All rivers, even the most dazzling, those that catch the sun in their course, all rivers go down to the ocean and drown. And life awaits man as the sea awaits the river.
Simone Schwarz-Bart

There was a recent Census of Marine Life
( Data Mining )
Earlier this month, a consortium of the worlds leading marine scientists released the first ever, Census of Marine Life.  This Census is the result of a decade long effort to assess the diversity, distribution, and abundance of marine life.


The Census efforts lead to the discovery of more than 6,000 new species, yet scientists estimate that we still are only scratching the surface. The current catalog of ocean species contains nearly 250,00 species but the estimate, derived through extrapolations, is that the oceans likely contain more than a million.
The Census is an unprecedented snapshot in time that will not only benefit scientists but will serve to educate the masses and help raise awareness about the perils the oceans face today. There has been a census of Marine Lifehttp://www.coml.org/. There is a treasure trove of resources at the previous URL.
There is an abundance of projects available for teacher and student use in both of the resources.

NOAA resources shared.

Websites
Education Program