County 4-H in partnership with Wyoming Afterschool Alliance hosted the MakeHER Scholar program fo... more County 4-H in partnership with Wyoming Afterschool Alliance hosted the MakeHER Scholar program for 8 youth development professionals across 6 counties. The Scholar program was delivered in a hybrid online asynchronous course with weekly synchronous making activities integrating hands on learning using the maker kit that was provided to each scholar. The maker kits included materials, supplies and tools to complete 7 maker projects which were delivered via zoom.
International Symposium of Academic Makerspaces, 2019
A university based mobile Maker program expanded the impacts of the land-grant mission by deliver... more A university based mobile Maker program expanded the impacts of the land-grant mission by delivering relevant research-based STEM education using 4-H Youth Development delivery modes. The Making the Future after-school and summer camp program partnered with industry to fund the creative hands-on 21st Century STEAM/Maker programs for at-risk youth in southern Colorado.
The recently published Horizon Project Sector Report, NMC Technology Outlook for Cooperative Exte... more The recently published Horizon Project Sector Report, NMC Technology Outlook for Cooperative Extension 2016-2021 (hereafter referred to as the Horizon Report), calls on Extension professionals to engage with a variety of emergent technologies over the next decade (Freeman, Adams Becker, & Cummins, 2016). Extension has the unique opportunity to expand technologies supporting innovation and learning, using the land-grant university system for effective delivery across the United States (New Media Consortium, 2016)(Freeman et al., 2016). Diversity is an important challenge facing Extension programs and the technology industry. There is a prolific gender and ethnic diversity gap within fields related to technology and innovation, especially in Silicon Valley (Wiener, 2016), where “bro tech” culture thrives and rewards White males. Gender and ethnic inequality within science and technology is a complex societal phenomenon that needs to be addressed. The Horizon Report does not mention this conundrum, and if Extension agents do not carefully evaluate how we implement these new technologies into Extension programs, we might unintentionally spur greater diversity issues within science, technology, engineering, and math (STEM). An increase in demand for STEM professionals is expected over the next decade, as is an increase in diverse demographics across the United States. It is imperative that Extension professionals embrace the implementation of emergent technologies, with care and consideration for inclusiveness.
Students struggle to learn STEM concepts. The arts have been proposed as a means to engage studen... more Students struggle to learn STEM concepts. The arts have been proposed as a means to engage students in STEM education, resulting in the idea of STEAM. However, STEAM approaches do not always result in learning. A collaboration between a major research university and a small Native arts college in the southwestern United States provided an opportunity for studying the potential for arts to engage students in STEM learning. This study investigates how participating art students (N = 4) solved technological and design production problems when working with immersive technologies in a paid summer internship program. The internship program lasted six weeks during the summer of 2013. Students were asked to create Public Service Announcements (PSAs) on the topic of water sustainability for the immersive digital dome. Students applied their prior film and digital media production skills as well as immersive media production techniques acquired through their participation in the summer internship program to create PSAs. Qualitative data collected by the researcher, included interviews, observations, artifacts of student work and reflections. Qualitative and aesthetic analysis focused on finding connections between students’ personal connections and how that influenced their engagement in STEM and Art learning while designing for immersive technologies. The research is important evidence of collaboration, creativity, communication and critical thinking as outlined by the Framework for 21st Century Learning, that also integrates STEM and the arts. The study contributes to what is known about how people learn when they design for immersive media, and identifies potential barriers and affordances for STEAM learning.
Students struggle to learn science, technology, engineering and mathematics concepts. The arts ha... more Students struggle to learn science, technology, engineering and mathematics concepts. The arts have been proposed as a means to engage students in STEM education, resulting in the idea of STEAM. This study investigates how two students in a six-week summer program solved technological and design production problems to create public service announcements for the immersive fulldome on the topic of water conservation. Qualitative data were collected, including interviews, observations, artifacts of student work and reflections. Qualitative analysis focused on integration of STEM content and practices with the arts. The study contributes to what is known about how people learn when they design for immersive media, and identify potential barriers and affordances for learning STEM through the arts.
Technology, Knowledge and Society - 2012 Graduate Scholar Award
This paper discusses creative approaches for encouraging technology ethics in STEM classes using ... more This paper discusses creative approaches for encouraging technology ethics in STEM classes using immersive project-based art practice. As global economies emerge, our post-Google society is facing human impacted climate change, and it is critical that we radically change the face of our education system and eventually our economies, to include a broader scope of innovation. Art and diversity need to be included in STEM education to foster a sustainable community of ethical technologists who create solutions for humans beyond industry. When exploring STEM through immersive project-based art, students gain valuable skills for using and working with complex STEM concepts, while integrating ethical, and critical thinking skills. STEM acquired skills through artistic inquiry further the ability of users and creators to make educated decisions about innovative processes, products, or services; created or consumed. This paper presents three approaches for teaching STEM subject using immersive project-based art methods.
The science, technology, engineering and math (STEM) movement has its roots back to Dwight D. Eis... more The science, technology, engineering and math (STEM) movement has its roots back to Dwight D. Eisenhower, and the formation of NASA and NSF in 1958. The STEM Arts movement is a response, collage, and remix, of previous art education theories and STEM education concepts derived since that time. The STEM arts movement seeks to inspire youth with the multi-modal skills to inspire the next generation of innovators and global citizens. In this paper, I seek to draw
There is a STEM (Science, Technology, Engineering and Math) education gap in public schools devel... more There is a STEM (Science, Technology, Engineering and Math) education gap in public schools developing, likely a response to, 'saturation overload' in media and technology, and a lack of diversity in STEM outreach. Students in American schools are slipping behind in STEM education, leaving our brightest minds unchallenged, or even worse, uninspired to create, develop or invent our nations next source of income, or better yet, our national pride.
Synopsis: Impacts of technologies and digital innovation are now starting to be seen for the firs... more Synopsis: Impacts of technologies and digital innovation are now starting to be seen for the first time in the post-techno world. Social, cultural and environmental hazards are guiding our technological revolution toward, corporate and product control, network collapse and a technology gap. Media and digital technologies lack ethics today, and thus saturation overload has taken hold of our daily lives, now it threatens our society with a learning deficit in technology. However, the solution presents its self in art education in STEM (Science, Technology, Engineering and Math), allowing students to create deeper understanding of ethics and inventive behavior.
County 4-H in partnership with Wyoming Afterschool Alliance hosted the MakeHER Scholar program fo... more County 4-H in partnership with Wyoming Afterschool Alliance hosted the MakeHER Scholar program for 8 youth development professionals across 6 counties. The Scholar program was delivered in a hybrid online asynchronous course with weekly synchronous making activities integrating hands on learning using the maker kit that was provided to each scholar. The maker kits included materials, supplies and tools to complete 7 maker projects which were delivered via zoom.
International Symposium of Academic Makerspaces, 2019
A university based mobile Maker program expanded the impacts of the land-grant mission by deliver... more A university based mobile Maker program expanded the impacts of the land-grant mission by delivering relevant research-based STEM education using 4-H Youth Development delivery modes. The Making the Future after-school and summer camp program partnered with industry to fund the creative hands-on 21st Century STEAM/Maker programs for at-risk youth in southern Colorado.
The recently published Horizon Project Sector Report, NMC Technology Outlook for Cooperative Exte... more The recently published Horizon Project Sector Report, NMC Technology Outlook for Cooperative Extension 2016-2021 (hereafter referred to as the Horizon Report), calls on Extension professionals to engage with a variety of emergent technologies over the next decade (Freeman, Adams Becker, & Cummins, 2016). Extension has the unique opportunity to expand technologies supporting innovation and learning, using the land-grant university system for effective delivery across the United States (New Media Consortium, 2016)(Freeman et al., 2016). Diversity is an important challenge facing Extension programs and the technology industry. There is a prolific gender and ethnic diversity gap within fields related to technology and innovation, especially in Silicon Valley (Wiener, 2016), where “bro tech” culture thrives and rewards White males. Gender and ethnic inequality within science and technology is a complex societal phenomenon that needs to be addressed. The Horizon Report does not mention this conundrum, and if Extension agents do not carefully evaluate how we implement these new technologies into Extension programs, we might unintentionally spur greater diversity issues within science, technology, engineering, and math (STEM). An increase in demand for STEM professionals is expected over the next decade, as is an increase in diverse demographics across the United States. It is imperative that Extension professionals embrace the implementation of emergent technologies, with care and consideration for inclusiveness.
Students struggle to learn STEM concepts. The arts have been proposed as a means to engage studen... more Students struggle to learn STEM concepts. The arts have been proposed as a means to engage students in STEM education, resulting in the idea of STEAM. However, STEAM approaches do not always result in learning. A collaboration between a major research university and a small Native arts college in the southwestern United States provided an opportunity for studying the potential for arts to engage students in STEM learning. This study investigates how participating art students (N = 4) solved technological and design production problems when working with immersive technologies in a paid summer internship program. The internship program lasted six weeks during the summer of 2013. Students were asked to create Public Service Announcements (PSAs) on the topic of water sustainability for the immersive digital dome. Students applied their prior film and digital media production skills as well as immersive media production techniques acquired through their participation in the summer internship program to create PSAs. Qualitative data collected by the researcher, included interviews, observations, artifacts of student work and reflections. Qualitative and aesthetic analysis focused on finding connections between students’ personal connections and how that influenced their engagement in STEM and Art learning while designing for immersive technologies. The research is important evidence of collaboration, creativity, communication and critical thinking as outlined by the Framework for 21st Century Learning, that also integrates STEM and the arts. The study contributes to what is known about how people learn when they design for immersive media, and identifies potential barriers and affordances for STEAM learning.
Students struggle to learn science, technology, engineering and mathematics concepts. The arts ha... more Students struggle to learn science, technology, engineering and mathematics concepts. The arts have been proposed as a means to engage students in STEM education, resulting in the idea of STEAM. This study investigates how two students in a six-week summer program solved technological and design production problems to create public service announcements for the immersive fulldome on the topic of water conservation. Qualitative data were collected, including interviews, observations, artifacts of student work and reflections. Qualitative analysis focused on integration of STEM content and practices with the arts. The study contributes to what is known about how people learn when they design for immersive media, and identify potential barriers and affordances for learning STEM through the arts.
Technology, Knowledge and Society - 2012 Graduate Scholar Award
This paper discusses creative approaches for encouraging technology ethics in STEM classes using ... more This paper discusses creative approaches for encouraging technology ethics in STEM classes using immersive project-based art practice. As global economies emerge, our post-Google society is facing human impacted climate change, and it is critical that we radically change the face of our education system and eventually our economies, to include a broader scope of innovation. Art and diversity need to be included in STEM education to foster a sustainable community of ethical technologists who create solutions for humans beyond industry. When exploring STEM through immersive project-based art, students gain valuable skills for using and working with complex STEM concepts, while integrating ethical, and critical thinking skills. STEM acquired skills through artistic inquiry further the ability of users and creators to make educated decisions about innovative processes, products, or services; created or consumed. This paper presents three approaches for teaching STEM subject using immersive project-based art methods.
The science, technology, engineering and math (STEM) movement has its roots back to Dwight D. Eis... more The science, technology, engineering and math (STEM) movement has its roots back to Dwight D. Eisenhower, and the formation of NASA and NSF in 1958. The STEM Arts movement is a response, collage, and remix, of previous art education theories and STEM education concepts derived since that time. The STEM arts movement seeks to inspire youth with the multi-modal skills to inspire the next generation of innovators and global citizens. In this paper, I seek to draw
There is a STEM (Science, Technology, Engineering and Math) education gap in public schools devel... more There is a STEM (Science, Technology, Engineering and Math) education gap in public schools developing, likely a response to, 'saturation overload' in media and technology, and a lack of diversity in STEM outreach. Students in American schools are slipping behind in STEM education, leaving our brightest minds unchallenged, or even worse, uninspired to create, develop or invent our nations next source of income, or better yet, our national pride.
Synopsis: Impacts of technologies and digital innovation are now starting to be seen for the firs... more Synopsis: Impacts of technologies and digital innovation are now starting to be seen for the first time in the post-techno world. Social, cultural and environmental hazards are guiding our technological revolution toward, corporate and product control, network collapse and a technology gap. Media and digital technologies lack ethics today, and thus saturation overload has taken hold of our daily lives, now it threatens our society with a learning deficit in technology. However, the solution presents its self in art education in STEM (Science, Technology, Engineering and Math), allowing students to create deeper understanding of ethics and inventive behavior.
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Papers by Jane Crayton
A collaboration between a major research university and a small Native arts college in the southwestern United States provided an opportunity for studying the potential for arts to engage students in STEM learning. This study investigates how participating art students (N = 4) solved technological and design production problems when working with immersive technologies in a paid summer internship program. The
internship program lasted six weeks during the summer of 2013. Students were asked to create Public Service Announcements (PSAs) on the topic of water sustainability for the immersive digital dome. Students applied their prior film and digital media production skills as well as immersive media production techniques acquired through their participation in the summer internship program to create PSAs.
Qualitative data collected by the researcher, included interviews, observations, artifacts of student work and reflections. Qualitative and aesthetic analysis focused on
finding connections between students’ personal connections and how that influenced their engagement in STEM and Art learning while designing for immersive technologies.
The research is important evidence of collaboration, creativity, communication and critical thinking as outlined by the Framework for 21st Century Learning, that also integrates STEM and the arts. The study contributes to what is known about how people learn when they design for immersive media, and identifies potential barriers and affordances for STEAM learning.
A collaboration between a major research university and a small Native arts college in the southwestern United States provided an opportunity for studying the potential for arts to engage students in STEM learning. This study investigates how participating art students (N = 4) solved technological and design production problems when working with immersive technologies in a paid summer internship program. The
internship program lasted six weeks during the summer of 2013. Students were asked to create Public Service Announcements (PSAs) on the topic of water sustainability for the immersive digital dome. Students applied their prior film and digital media production skills as well as immersive media production techniques acquired through their participation in the summer internship program to create PSAs.
Qualitative data collected by the researcher, included interviews, observations, artifacts of student work and reflections. Qualitative and aesthetic analysis focused on
finding connections between students’ personal connections and how that influenced their engagement in STEM and Art learning while designing for immersive technologies.
The research is important evidence of collaboration, creativity, communication and critical thinking as outlined by the Framework for 21st Century Learning, that also integrates STEM and the arts. The study contributes to what is known about how people learn when they design for immersive media, and identifies potential barriers and affordances for STEAM learning.