Computer Based Learning Activities: Use at Own Risk

Computer based learning can be great for teaching students about relationships between different variables, giving them both a real-world perspective on the content while also giving them detailed data set they can manipulate.

However, misuse of the technology could  be easy. Bell, Gess-Newsome, and Luft wrote, "probware should not be used merely to reduce the pressure to use more technology in your teaching" (2008, pg. 35). When given new technology to use, there are two ways a teacher can begin using it. 1. He could study the manuals, read up on websites describing how to use the technology, and test it all out before giving it to students, then modify any relevent lessons he finds, and 2. He could feel overwhelmed and unsure of how to properly use the technology and end up doing pre-made lessons straight out of the lab books just to use more technology.

Obviously, the former is preferred over the latter. The educated teacher using CBL activities would also make sure to use them only when educationally relevant and useful.

Bell, Gess-Newsome, and Luft also state their "Guidelines for  Best Practice," including the following (2008, pg. 35-36):

• Use the tool when it will give you the best data
• Use probware when finding a mathematical relationship among measured variables is desired
• Use probeware when short data collection time is an issue, and incorporate digital video when a view of the event with the data is essential for understanding of the phenomena

These are some very useful guidelines to help make sure you always use technology responsibly.


Reference:

Bell, R.L, Gess-Newsom, J., and Luft, J. (Eds.) (2008). Technology in the secondary science classroom. Arlington, VA: NSTA Press.