Super interesting! Must watch!
Watch here
Wednesday, March 4, 2015
NOVA: How Smart Can We Get?
Super interesting! Must watch!
Watch here
The BIG Picture: Technology in the Science Classroom
There are a lot of advantages of using technology in the science classroom, provided the teacher knows how to use technology properly for instruction. Bell, Gess-Newsome, and Luft describe a vision of using technology in the science classroom "...in which technology is used to facilitate data collection and analysis, to enhance scientific understandings through imagery and visualization, and to extend inquiry through communication and collaboration" (2008, pg. 92).
However, they also stress that "...it is not about the technology, it's about how teachers use the technology" (2008, pg. 94). It takes a pretty creative and intentional teacher to use technology to efficiently teach students about science. Bell, Gess-Newsome, and Luft believe that "...technology use in the science classroom is most effective when it encourages deeper student engagement with the science content, when it is used to support rather than replace what we know about effective science instruction, and especially when it stretches the boundaries of what is possible in the science classroom" (2008, pg. 93).
Similarly, technology can have its disadvantages when it comes to teaching science. Olson and Clough believe that "...all technological change is a Faustian bargain -- that every advantage is tied to a corresponding disadvantage" (2001. pg. 9). They say that technologies like "television, radio, computers, calculators, graphing software..." and other kinds often circumvent the important skills that students need to be successful in any subject (Olson and Clough, 2001, pg. 9).
Students may find the technology as a form of entertainment and learn to believe that education should always be entertaining and engaging, which it doesn't need to be (Olson and Clough, 2001, pg. 9). Olson and Clough referenced to studies where they observed students using technology with labs and they asked the students about what they were learning; many of the students only knew what they were doing ("I just write down the number") and not what they were learning (2001, pg. 10).
When deciding whether or not to use a particular technology in my science classroom, I intend to ask myself the following questions:
1. Is this technology going to enhance my student's learning, or is it just a quick fix for an easy lesson/lab?
2. Is this technology going to help save time during a lab or lesson?
3. Is this technology going to take too much time to learn how to use?
4. How can I modify the this technology to fit my teaching style/structure?
5. How beneficial is it for my students to use this technology?
6. How will this technology encourage deep thinking and active learning of content?
However, they also stress that "...it is not about the technology, it's about how teachers use the technology" (2008, pg. 94). It takes a pretty creative and intentional teacher to use technology to efficiently teach students about science. Bell, Gess-Newsome, and Luft believe that "...technology use in the science classroom is most effective when it encourages deeper student engagement with the science content, when it is used to support rather than replace what we know about effective science instruction, and especially when it stretches the boundaries of what is possible in the science classroom" (2008, pg. 93).
Similarly, technology can have its disadvantages when it comes to teaching science. Olson and Clough believe that "...all technological change is a Faustian bargain -- that every advantage is tied to a corresponding disadvantage" (2001. pg. 9). They say that technologies like "television, radio, computers, calculators, graphing software..." and other kinds often circumvent the important skills that students need to be successful in any subject (Olson and Clough, 2001, pg. 9).
Students may find the technology as a form of entertainment and learn to believe that education should always be entertaining and engaging, which it doesn't need to be (Olson and Clough, 2001, pg. 9). Olson and Clough referenced to studies where they observed students using technology with labs and they asked the students about what they were learning; many of the students only knew what they were doing ("I just write down the number") and not what they were learning (2001, pg. 10).
When deciding whether or not to use a particular technology in my science classroom, I intend to ask myself the following questions:
1. Is this technology going to enhance my student's learning, or is it just a quick fix for an easy lesson/lab?
2. Is this technology going to help save time during a lab or lesson?
3. Is this technology going to take too much time to learn how to use?
4. How can I modify the this technology to fit my teaching style/structure?
5. How beneficial is it for my students to use this technology?
6. How will this technology encourage deep thinking and active learning of content?
Tuesday, March 3, 2015
Personal Experience with Online Courses (Chapter 9 Response)
I have never taken an online or satellite-broadcasted course, but I do know a few people who have. I have received mixed reviews regarding the effectiveness of online courses.
Most of the people I know who have taken online courses complain that there isn't enough interaction between themselves and the instructor. This is probably the fault of the instructor. Teachers of online courses must communicate well and clearly with all students. Otherwise, students may get confused or lost on assignments, and they may not know what is expected of them.
Another common complaint I hear is that they have procrastinated most or all of the assignments until just before the deadline. I am a huge procrastinator, so I can relate. However, with some online classes, nothing is due until one final deadline at the end of the course. If you procrastinate 12 assignments, not to mention reading and/or viewing instructional videos, until the week before they're due, you probably aren't going to learn a whole lot from them. I know students who have done this, and they didn't seem to care, because it was "easy" and they still got an A.
Teachers need to set deadlines for students that allow flexibility and for students to set their own pace, but they still need some structure and learning goals. Students should also be given a calendar with due dates, or the website should set up notifications for students when deadlines are nearing. The teacher should also send out reminders and tips.
Teachers need to set deadlines for students that allow flexibility and for students to set their own pace, but they still need some structure and learning goals. Students should also be given a calendar with due dates, or the website should set up notifications for students when deadlines are nearing. The teacher should also send out reminders and tips.
I haven't heard too much good about online courses, but most of the students I have talked to about them were older and taking them for college general education classes or classes required for graduating high school that students had previously failed.
However, there was one specific instance that startled me. A student who had previously been attending online school due to expulsion said that the classes online were much easier than the classes he was enrolled in now, at public school. When I worked with him individually, during a tutoring session, I noticed that he clearly lacked some of the most fundamental math skills. He said he was got good grades in all his classes online. This concerns me. How this student got an A in math online was beyond me; he was now failing math, and could barely do the homework even when guided.
The Benefits of Using Technology in the Science Classroom
This article from education.com discusses some of the benefits of using technology in the science classroom, and why science teachers should be using it.
Virtual Science Classrooms: Good or Bad?
Virtual classrooms are growing quickly, and virtual schools are everywhere. Virtual science classrooms are a less common variety, but there are a lot of resources out there specifically for online science education.
I think that science would be one of the easier subjects to teach online. Lots of simulations, visuals, and videos are great for online instruction. Plus there's plenty of research articles and videos that students can review for assignments and projects. Cooperative learning, at least regarding lab assignments, has always been a big part of science education. Students can discuss the experiments and results of web-based or at-home labs on online discussion boards.
Teaching an online science course would take a lot of well planned strategies. First, the teacher must communicate expectations very clearly to students. Instructions on how to navigate online resources and assignments would need to be explicit. A wide range of simulations, videos, articles, and other websites and resources would be essential.
I think the best way to go about instruction would be to schedule times when students can collectively (in groups maybe, as opposed to whole-class) have discussions in real-time with the instructor. These times should be determined by the instructor and take into account students' availability. This would allow students with difficult schedules to still be able to interact with each other and the instructor.
Teachers who make their own instructional video lessons would likely have the best results with learner outcomes. As most teachers would tell you, not all prefabricated lessons or class structures are going to work with their students. For example, students in Texas probably aren't going to respond as well to a lesson/structure made by a teacher in New York. Cultural and experiential differences could become a barrier that students would struggle to overcome.
Overall, I think online science classrooms are definitely a viable option. However, careful structuring, planning, and communication on part of the teacher is critical. Students also must be effectively encouraged to take part in active learning.
I think that science would be one of the easier subjects to teach online. Lots of simulations, visuals, and videos are great for online instruction. Plus there's plenty of research articles and videos that students can review for assignments and projects. Cooperative learning, at least regarding lab assignments, has always been a big part of science education. Students can discuss the experiments and results of web-based or at-home labs on online discussion boards.
Teaching an online science course would take a lot of well planned strategies. First, the teacher must communicate expectations very clearly to students. Instructions on how to navigate online resources and assignments would need to be explicit. A wide range of simulations, videos, articles, and other websites and resources would be essential.
I think the best way to go about instruction would be to schedule times when students can collectively (in groups maybe, as opposed to whole-class) have discussions in real-time with the instructor. These times should be determined by the instructor and take into account students' availability. This would allow students with difficult schedules to still be able to interact with each other and the instructor.
Teachers who make their own instructional video lessons would likely have the best results with learner outcomes. As most teachers would tell you, not all prefabricated lessons or class structures are going to work with their students. For example, students in Texas probably aren't going to respond as well to a lesson/structure made by a teacher in New York. Cultural and experiential differences could become a barrier that students would struggle to overcome.
Overall, I think online science classrooms are definitely a viable option. However, careful structuring, planning, and communication on part of the teacher is critical. Students also must be effectively encouraged to take part in active learning.
What You should Be Telling Your Children and Students
This article from THE Journal, discusses a senate bill in California to be voted on this spring. This bill protects mobile device users' privacy, especially concerning their GPS data.
The data they give about children using smartphones/tablets is shocking. And the threat of their GPS data being disclosed to another party it something we should all be aware of and warning children about.
Sunday, February 15, 2015
APlusPhysics: a Great Resource for Physics Teachers
My CT showed me a website the other day called APlusPhysics. This website has a variety of useful tools, including video tutorials for all major topics. My CT said that he really likes to use these videos because the guy that makes them, Dan Fullerton, pretty much explains things the way he would. He is very good at breaking things down so that students can better understand them. His videos work great as a resource students can access from home while doing their homework.
Click here to see his website.
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