It's week three. I've been busily climbing my tree, exploring new tools, reaching out to others through blogs, twitter and online resources. But this week, I'm putting the climb on hold and setting up fort. It's time to enjoy the view. ("No. 6: Enjoy the view. Evaluate tool-use effectiveness and level of scientific engagement.")As I look out at my forest, I see many trees that were caught up in a burning flame (eg. firefox is coming on at 3:50 p.m.!), and I don't want to immersed in that kind of fire. In busily following tweets (glad people are eating), reviewing new applications (what's out there, how does it work), and text about technology (what to do, what technology is available to use, how it can be used effectively), I want to take time to thoroughly investigate this last bit more. What is the why and how behind Internet-based technology and instruction? In other words, what is the business case for using technology in the classroom? Where is the data that shows using Web technology increases science understanding?
And that's why it's time to build a fort.
My personal learning network needs to find new branches that are focusing on the rationale for using Internet-based technology during instruction, along with a few old branches (my family) that can help me with some of my technology questions.
Stay tuned. I look forward to sharing my family fort chats.
I think you raise a good question, what's the rationale? Is it because the technology advance is happening so fast that we don't have choice but to accept it? I accept that the internet is changing how we obtain information, but is it that effective with changing what we do with it?
ReplyDeleteI've watched so much technology creep, now technology rush with new tools and apps occurring yearly or monthly. You learn how to use some tool and it is gone in years or now months to be replaced with something else.
Can anyone point me to real cases where high school or middle school science students' understanding is enhanced through internet technology? I am looking for understanding and application, not networking, communicating, or presenting information, the later three I understand and can see students benefitting from using. I know they are a part of a successful scientist, but I am looking for the "doing" part of science. I chuckle when I read about how the internet user is going to design a car that will get 100 mpg. I would put my money on the kid who has torn apart engines since he was five and passed his middle school years competing in battlebots competitions before I would back a serious internet user.
Yes, there needs to be educational reform, but internet based technologies are only a part of the picture.
I am right there with you, Tom and "Scientist Jacquelyn." I would like to read the studies that show that internet technology enhances learning. I am keeping an open mind about the potential use of this technology in the classroom, but I would also like to see that it is more than just a trend. Use it because it enhances learning, not just because it is there.
ReplyDeleteI am all for expanding my toolbox of teaching tools. Ultimately, it is up to me to decide what will work best for my students and content area.
Jacquelyn, this is a great post (not just raising good questions, but fun to read). I am a big advocate for for teachers to be as savvy as possible with all the new tools, as well as what types of technology students will be expected to have mastered by the times they graduate.
ReplyDeleteHere's is my "pro" technology argument (although I admit that I lack a lot of the "how to"):
The internet alone isn't going to help us teach science. But one of the reasons that I started the MSSE program is because I have always been involved in the learning that goes on after school and for enjoyment. More and more there is evidence that our students need to learn "how to learn", how to be flexible, and how to be sensible.
That's where I think using the internet and whatever else is available comes in very handy. Here's a series of questions that I thought of to start the discussion:
What if there is a science project that you'd like to do with your class, but it is longer than one semester - is there any chance that they would continue participating over the summer if they were involved in a Wiki? Would they want to do it with or without a grade?
What if students could satisfy certain requirements through online seminars, selecting their favorite class topics and taking online classes, or becoming certfied for their after-school job through the internet? How can we help them use it?
What about students who do want to become science teachers? How can we teach them to collaborate with other scientists overseas using the internet? Are they doing it now (from what I can tell, that answer is: yes and no).
Are there opportunities to use the internet to interact with working scientists in ways that will encourage students to want to go to college and study science, math, or engineering?
There are many possibilities, but - as I think someone else in the class mentioned - to simply say that we are "using technology in the classroom" just because all the students have laptops and are posting on Facebook isn't going to help them with science concepts...we have to be sensible too!
Great thoughts! Great questions!
ReplyDeleteIn my consideration of this point, I came up with the following scientific equation:
Teacher + Technology = X
X assists with learning, but may not be effective, as teacher may not be incorporating technology in ways that enhance learning objectives.
Teacher - Technology = X
X demonstrates the loss of information and ability to explore science in ways students typically cannot through a textbook.
Teacher / Technology = X
X demonstrates that the teacher relies soley on technology to teach science and therefore reduces the effectiveness of science instruction.
Teacher X Technology = X
X enhances science learning, because teacher knows how to effectively engage students in genuine science learning with the help of technology.
Also, research for technology rationale, I found a site on my no. one guiding principle: understanding science: http://undsci.berkeley.edu/.