Online STEM Professional Learning (PLU) for Teachers

RT3 Online Courses

The first 500 teachers to successfully complete one of these courses will receive a $150 stipend and 3 PLU Credits!

New Spring 2014 Course Offerings!

The Georgia Department of Education in partnership with the Georgia Tech Center for Education Integrating Science, Mathematics, and Computing (CEISMC) is now offering FREE Self-paced online STEM courses for teachers in Georgia.

  • Learn with video, interactive exercises, and labs

  • Share an exemplary unit with other teachers across Georgia

  • Deepen your knowledge

  • Work at your own pace

  • Earn PLU Credit

Select a subject area below:

SCIENCE COURSES

MATH COURSES

TECHNOLOGY TOOLKIT (TTk) COURSES

 

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Course Descriptions and Syllabi Science Spring 2014

You must complete the post test, submit a unit plan, and submit a self-reflection journal or notebook in order to receive PLU credit.

 APPLIED GENETICS

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In this course, the learner will investigate genetics and evolution using a challenge problem and selected research currently utilized at Georgia Institute of Technology. The target audience are middle school life science and high school biology teachers who have at least a basic understanding of the key concepts and processes involved. The content is aligned to one or more of the Georgia Performance Standards (GPS) at each of the targeted grade levels. The course is organized into two units, each of which is comprised of three or four related lessons.  The units are Genetics and Mendel's Work (Unit 1) and DNA, Genes, and Chromosomes (Unit 2). Each lesson is subsequently presented to engage the learner in readings and activities designed to foster the knowledge acquisition and analytical mindset that will be essential to successfully resolving the opening case study.

 

ELECTRICITY & MAGNETISM
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The target audience for the Electricity and Magnetism Course are teachers of middle and high school physical science. Some of the topics specifically addressed in the course include basics related to electrostatic forces and static electricity, electric current and circuits, properties of magnets, and characteristics and applications of electromagnetism. The course content is aligned to one or more of the Science Georgia Performance Standards (GPS) at the targeted grade levels, as well as the Common Core GPS English Language Arts (ELA) and the Career, Technical, and Agricultural Education (CTAE) Standards at these grade levels. Learners will also increase their awareness of free and open resources that are connected to the GPS and that support the teaching of physical science at the targeted grade levels. Video captures, activities, applets, and web activities are features that are found throughout the course. Some common misconceptions related to the content are also addressed.  Summaries of key concepts form the end pieces of each lesson.

 

INTRODUCTION TO CHEMISTRY (FOOD CHEMISTRY)*beta version
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Course Description: In this course, the learner will investigate genetics and evolution using a challenge problem and selected research currently utilized at Georgia Institute of Technology. The target audience is instructors of middle school life science and high school biology teachers who have at least a basic understanding of the key concepts and processes involved. The course content is aligned to one or more of the Georgia Performance Standards (GPS) at each of the targeted grade levels. The course is organized into two units, each of which is comprised of three or four related lessons. The Units are: Unit 1: Introduction to Food Chemistry, Unit 2: Atoms and Elements, Unit 3: Reactions: The Art of Baking and Fermentation, and Unit 4: Solutions: A Confectioner's Dream. Each lessons is subsequently presented engages the learner in readings and activities designed to foster the knowledge acquisition and analytical mindset that will be essential to successfully resolving the opening case study.

 

 HUMAN CELL BIOLOGY

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In this course, the learner will investigate genetics and evolution using a challenge problem and selected research currently utilized at Georgia Institute of Technology. The target audience is instructors of middle school life science and high school biology teachers who have at least a basic understanding of the key concepts and processes involved. The course content is aligned to one or more of the Georgia Performance Standards (GPS) at each of the targeted grade levels. The course is organized into four lessons. The lessons are 1: Cells, 2: Mitosis, 3: Apoptosis, and 4: Cancer. Each lesson is subsequently presented to engage the learner in readings and activities designed to foster the knowledge acquisition and analytical mindset that will be essential to successfully resolving the opening case study.

 

 INTRODUCTION TO GEOLOGY

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In this course, the learner will investigate selected topics in geology, broadly focusing on plate tectonics and associated seismic events, as well as key concepts related to rocks and minerals. The target audience is instructors of middle school earth science. The course content is aligned to one or more of the Georgia Performance Standards (GPS) at the 6th grade level.

This course is organized into two units, each of which is comprised of two related lessons.

 

 PHYSICAL SCIENCE: FORCE & MOTION

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In this course you will investigate the relationships between force, mass, and the motion of objects. You will define motion and relate it to a frame of reference. You will describe how to measure distance and determine the relationship between velocity and acceleration. You will explore contact and non-contact forces, balanced and unbalanced forces. Finally, you will examine simple machines and how they make work easier.

You will use a real world challenge scenario and selected research from the Georgia Institute of Technology, other universities, organizations, and agencies to explore concepts. A modified 5-E instructional model and real world problem solving serve as the general constructs for the course.

The outline for the course is as follows: in Unit 1, you will be introduced to forces. In the Unit 2, you will learn about speed, velocity and acceleration. In Unit 3, you will learn about simple machines, work, power and energy.

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Course Descriptions and Syllabi Mathematics Spring 2014

You must complete the post test, submit a unit plan, and submit a self-reflection journal or notebook in order to receive PLU credit.


ANALYTIC GEOMETRY *beta version
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Applications of mathematics have changed dramatically over the last twenty years, primarily due to rapid advances in technology. Geometry has become more important to students because of computer graphics, and transformational geometry is the underpinning for many such graphics programs. Geometry describes the real world from several viewpoints. Euclidean geometry, coordinate geometry, transformational geometry, and vector geometry are all included in the Common Core Georgia Performance Standards (CCGPS), but attention is especially drawn to transformational geometry. This course will place an emphasis on the transformational approach and examine scenarios based on real-world application problems and selected research currently used at the Georgia Institute of Technology. As you progress through this course, you will develop a set of lessons that are supported by the CCGPS and that utilize the Three Part Lesson Plan.

 

 COORDINATE ALGEBRA

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Coordinate Algebra is an online teacher professional development course designed to enhance teacher professional practice by focusing on modeling as a method to achieve the following learning goals.

  • Increase teacher content knowledge and self-efficacy in providing mathematical rigor to students within a relevant context.
  • Connect learning activities to the Common Core Georgia Performance Standards (CCGPS), which includes the Standards of Mathematical Practice and the Standards of Mathematical Content.
  • Use technology to solve real-world problems that are supported by the CCGPS and identify practices that support the use of technology in classroom activities.
  • Build an understanding on how manipulatives can be used to help students discover and deepen their understanding of Coordinate Algebra concepts.
  • Develop a set of Coordinate Algebra lessons that are supported by the CCGPS, incorporate technology, and utilize the Three Part Lesson Plan.

Learners will be engaged in a real world Challenge Scenario that is connected to current research at the Georgia Institute of Technology. The Challenge Scenario fosters the learning goals of the course through a particular application of the course content, and real-world problem solving serves as a general construct throughout all activities in this course. Learners will also increase their awareness of available, free, and open resources that are connected to the CCGPS and support the teaching of Coordinate Algebra.

 

 MATHEMATICS OF INDUSTRY AND GOVERNMENT (MIG) PART I

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This is the first of two courses designed to study operations research used to “mathematize” decision-making in industry and government ranging from airline logistics to disaster emergency planning using consulting request for proposal (RFP) scenarios. Course I specifically focuses on the branch known as deterministic modeling.

Learners use a real world RFP challenge scenario and selected research from the Georgia Institute of Technology, other universities, organizations, and agencies to explore concepts. A modified 5-­‐E instructional model and real world problem solving serve as the general constructs for the course.

 

 MATHEMATICS OF INDUSTRY AND GOVERNMENT (MIG) PART II

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MIG2 is a focus on deterministic modeling. In the image below are some of the topics of deterministic modeling. The topics are grouped based on similarity. As was stated previously MCDM is one small example of deterministic modeling. The topics that will be covered in this phase will focus on mathematical programming and critical path method. The topics grouped below are not limited to the subjects listed. While there are other topics that could be covered, it was felt that these core topics in deterministic modeling would best serve keeping the amount of time to complete the course manageable. Roll over a grouping to see a description of the group topic.

 

 MIDDLE SCHOOL ALGEBRA

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In this course, you will experience approaches to thinking algebraically with concepts and problems represented in a variety of ways including tabular, graphical, and symbolic. You will experience how algebra allows us to see the beauty of the relationship between various numbers and solutions to problems. Algebra serves as the foundation for higher-level mathematics courses. Without algebra students miss out on some incredibly useful life skills, skills that will open doors, give them options, and allow them to make informed choices.

You will gain an understanding of patterns and how algebra can be used to express generalizations. You will learn to recognize and use the power of symbols to represent and analyze situations, understand different algebraic methods used to solve problems, and practice representing relationships with mathematical models. Finally, you will examine scenarios based on real-world application problems and selected research currently used at the Georgia Institute of Technology.

 

MIDDLE SCHOOL STATISTICS
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From medical studies to research experiments, to satellites continuously orbiting the Earth, to polling organizations to United Nations observers, information is being collected everywhere and all the time. Knowledge in statistics provides the necessary tools and conceptual foundations in quantitative reasoning to extract information intelligently from this sea of data.

In this course, you will connect real-world applications of statistics to the Common Core Georgia Performance Standards (CCGPS), which includes the Standards of Mathematical Practice and the Standards of Mathematical Content. You will explore activities that deepen an understanding of statistical questioning, the development of the understanding of statistical variability, and the evaluation of probability models. As the course concludes, you will develop a set of lessons that are supported by the CCGPS and utilize the Three Part Lesson Plan.

 

 PRE-CALCULUS

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This course designed to study Pre-Calculus topics.

The outline for the course is as follows.

Unit 1: Trigonometric Functions

Unit 2: Vectors and Matrices

Unit 3: Complex Numbers

Unit 4: Probability

Each unit consists of three to four lessons that provide discussion and application of the concepts. Learners will use a real world challenge scenario and selected research from the Georgia Institute of Technology, other universities, organizations, and agencies to explore concepts. A modified 3-Part Lesson Model and real-world problem solving serve as general constructs for the course.

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Course Descriptions and Syllabi Technology Toolkit (TTk) Spring 2014

All tests and assignments must be completed before the end of the course in order to receive PLU credit.

 TTK1 - INTRODUCTION TO TECHNOLOGY INTEGRATION

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TTk 1 is the first course in a series of Online Technology courses for teachers. The target audience of this course includes middle and high school science, math, and Career, Technical and Agricultural Education (CTAE) teachers. This course will introduce basic background information on technology integration in classroom, the importance of applying technology standards in teaching, the ISTE NETS (National Educational Technology standards), and the Technological Pedagogical Content Knowledge (TPACK) framework. In order to receive PLUs you will need to upload two assignments into the course Dropbox: 1) a unit plan including technology integration, and 2) a copy of your reflection journal. Additionally you will need to complete the course pre-test and post-test. Finally, you should create a personal e-Portfolio of your own choosing to track your progress in understanding and applying the NETS standards.

 

 TTK2 - INTRODUCTION TO TECHNOLOGY TEACHING STANDARDS - Part I

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Technology Tool Kit 2 is the second course in the series of RT3 Online Technology Tool Kit courses. The target audience of this course includes middle school and high school science and math teachers, pre-service teachers who have been enrolled in Career, Technical and Agricultural Education (CTAE) program. This course will focus on the first two standards in NETs-T:

  1. Facilitate and Inspire Student Learning and Creativity
  2. Design and Develop Digital Age Learning Experiences and Assessments

By the end of this course, you are required to submit a unit plan and a self-reflection journal as part of your PLU credit requirement. In addition, we recommend you keep documenting your learning progress in your online learning portfolio that was created in TTK 1 for this course and courses following it by adding your self-reflection journal entries and other resources that you collected through this course.

 

 TTK3 - INTRODUCTION TO TECHNOLOGY TEACHING STANDARDS - Part II

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Technology Tool Kit 3 is the third course in the series of RT3 Online Technology Tool Kit courses. The target audience of this course includes middle school and high school science and math teachers, pre-service teachers who have been enrolled in Career, Technical and Agricultural Education (CTAE) program. This course will focus on the last three standards in NETs-T:

  1. Model Digital Age Work and Learning
  2. Promote and Model Digital Citizenship and Responsibility
  3. Engage in Professional Growth and Leadership

By the end of this course, you are required to submit a unit plan and a self-reflection journal as part of your PLU credit requirement. In addition, we recommend you keep documenting your learning progress in your online learning portfolio that was created in TTK 1 for this course and courses following it by adding your self-reflection journal entries and other resources that you collected through this course. 

 

 TTK4: INTEGRATING TECHNOLOGY IN SCIENCE
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Technology Tool Kit 4 is the fourth course in the series of RT3 Online Technology Tool Kit courses. The target audience of this course includes middle school and high school science teachers. This course will focus on how technologies can be used to enhance science teaching and learning. The key theme of this course is to help science teacher coordinate technologies, pedagogies and science content in their technology integration. 

The course has two units. The first unit is theoretical foundation. Topics in the first unit include: a) science education and technology integration past and future, b) technological pedagogical content framework, c) tool affordances and d) a group of essential tools to improve science teachers’ professional practice. 

The second unit is about tools and resources that are specifically related to science instruction. Topics in this unit include: a) tools for science teachers’ orientations towards teaching science, b) resources for science curricula, c) tools for misconceptions and abstract concepts, d) tools for science assessment and e) tools for science instruction. In this second unit, we will discuss about eleven tools in details. These tools are conceptual mapping tools, video/image, simulations, portfolio, online assessment tools, augmented reality, probeware, web 2.0, online data, web-based inquiry, Geographic Information Systems (GIS). By the end of this course, you are required to submit a unit plan and a self-reflection journal as part of your PLU credit requirement. 

 
 

TTK5: INTEGRATING TECHNOLOGY IN MATH
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Technology Tool Kit 5 is the fifth course in the series of RT3 Online Technology Tool Kit courses. The target audience of this course includes middle and high school math teachers. This course will focus on how technologies can be used to enhance math teaching and learning. The goals of this course is to:

  1. Increase teacher knowledge on instructional system design with the technology integration process;
  2. Increase teacher knowledge on integrating technology with specific math content and pedagogy;
  3. Connect the use of technology to the Common Core Georgia Performance Math standards (CCGPS) and the Standards for Mathematical Practice (SMP). 
  4. Help teachers to build and connect to local and online professional development communities, as well as to build their own Personal Learning Networks (PLN).
  5. Develop a set of math lessons that are supported with technologies and tools introduced in this course.

The course has three units. The first unit is theoretical foundation. Topics in the first unit include: a) what is technology integration with math education about; b) Common Core math standards and its possible influence on math teaching; c) the Technology Integration Plan and the ASSURE model; d) Stay Connected and Updated with the Math Teacher Professional Learning Community.

The second unit is about tools and resources that can be used to develop and implement mathematical lessons in general. Topics in this unit include: a) principles and tools for analyzing learners; b) resources for Select, modify, design Methods, Media, & Materials; c) resources and tools for Utilize Methods, Media, & Materials; d) resources and tools to involve learner participation; and e) tools and resources for assessment. In the second unit, we will discuss about tools and resources for lesson design and teaching including tools for collaboration and communication, tools for presentation, tools for productivity, tools for research, tools for concept mapping, tools for online and in classroom assessment, etc. 

The third unit focuses on math content specific tools and resources. Additional math resources, tools and examples of best practices will be organized based on areas of algebra, geometry, statistics, and pre-calculus. By the end of this course, you are required to submit a unit plan and a self-reflection journal as part of your PLU credit requirement. 

 


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The contents of this course were developed under a grant from the U. S. Department of Education. However, those contents do not necessarily represent the policy of the U. S. Department of Education, and you should not assume endorsement by the Federal Government.