The Use of TechnologyThe Use of Technology

In the K-8 Science CurriculumIn the K-8 Science Curriculum

Technology and Learning in Technology and Learning in ScienceScience

Roles of Technology Science Instruction

Technology in the Learning Process

Levels of Interaction

Knowledge Acquisition

History of Technology in Science Education

Identifying Strengths and Limitations

Culture and LinguisticConsiderations

History of TechnologyHistory of Technology 1890’s1890’s Magic LanternsMagic Lanterns 1900’s 1900’s Instructional Film ClipsInstructional Film Clips 1910’s1910’s Educational radio broadcastsEducational radio broadcasts

Tape RecordersTape Recorders 1930’s1930’s Slide ProjectorsSlide Projectors 1940’s1940’s Training Film/ Overhead ProjectorsTraining Film/ Overhead Projectors 1950’s1950’s Educational Movies/ Programmed InstructionEducational Movies/ Programmed Instruction 1960’s1960’s Controlled ReadersControlled Readers

Projecting MicroscopesProjecting MicroscopesFilm Loop ProjectsFilm Loop ProjectsListening StationsListening Stations

1970’s1970’s Educational TelevisionEducational Television 1980’s1980’s Computers/ Camcorders/ VCR’sComputers/ Camcorders/ VCR’s 1990’s/ 2000’s1990’s/ 2000’s TelecommunicationsTelecommunications

InternetInternetComputer-BasedComputer-BasedMultimediaMultimedia

Knowledge Acquisition in ScienceKnowledge Acquisition in Science

Teaching and Learning in the Science Teaching and Learning in the Science classroom involves the interplay between classroom involves the interplay between pedagogy and technology.pedagogy and technology.

Wheatley’s view:Wheatley’s view:-”Knowledge or meaning is not simply transferred -”Knowledge or meaning is not simply transferred

and received, but is built within individual and received, but is built within individual children through their interactions with the children through their interactions with the natural world. It is also a social process that natural world. It is also a social process that occurs as children interact with adults and with occurs as children interact with adults and with each other (Vgotsky).”each other (Vgotsky).”

Technology in the Learning Technology in the Learning ProcessProcess

New technology motivates students.New technology motivates students.Technology empowers students.Technology empowers students.Technology provides fun.Technology provides fun.

Roles of Technology in Science Roles of Technology in Science InstructionInstruction

Levels of Interaction between technology Levels of Interaction between technology and the learnerand the learner

-Student Centered-Student Centered

-Computer Centered-Computer Centered

Student CenteredStudent Centered

Reactive Level: The learner’s response to Reactive Level: The learner’s response to a stimulus.a stimulus.Proactive Level: Learner construction of Proactive Level: Learner construction of knowledge and generative learning knowledge and generative learning activities.activities.Mutual Level: Learner and software are Mutual Level: Learner and software are mutually adaptive, and where each is mutually adaptive, and where each is capable of changing based on encounters capable of changing based on encounters with each other.with each other.

Computer CenteredComputer Centered

Reinforcement Level: One way Reinforcement Level: One way interaction, computer provides information interaction, computer provides information to the learner.to the learner.

Problem-Solving Level: Interactions Problem-Solving Level: Interactions between the program and the learner.between the program and the learner.

Production Level: Two way interactions Production Level: Two way interactions between the learner and the program between the learner and the program results in new product or information.results in new product or information.

Identifying Strengths and Identifying Strengths and Limitations of MaterialsLimitations of Materials

Basic Elements that should be reviewed when evaluating Basic Elements that should be reviewed when evaluating technology based materials for Science:technology based materials for Science:

-Technical considerations: Hardware platform, peripheries, ease of -Technical considerations: Hardware platform, peripheries, ease of operation, color, animation, photo quality, sound, visual layout or operation, color, animation, photo quality, sound, visual layout or screen design.screen design.

-Content: Accuracy, range, examples, balance between principles and -Content: Accuracy, range, examples, balance between principles and applications, connections to related content.applications, connections to related content.

-Learner-Centered Concerns: Knowledge and skills, motivation, level -Learner-Centered Concerns: Knowledge and skills, motivation, level of interactivity, locus of control.of interactivity, locus of control.

-Instructional Strategies and Logistics: Effective and appropriate -Instructional Strategies and Logistics: Effective and appropriate presentation of content in a variety of modalities, nature of presentation of content in a variety of modalities, nature of interactivity, time, use by individuals or groups, tracking progress, interactivity, time, use by individuals or groups, tracking progress, feedback, record keeping, supporting materials.feedback, record keeping, supporting materials.

-Additional Design Elements: Choice, Branching, individual interests, -Additional Design Elements: Choice, Branching, individual interests, depth vs. requirements, linear coverage, standardization, breadth.depth vs. requirements, linear coverage, standardization, breadth.

Characteristics of Successful Characteristics of Successful Instructional PackagesInstructional Packages

Appropriate for multicultural classroomsAppropriate for multicultural classroomsInteresting, motivating topicsInteresting, motivating topicsCurriculum meets instructional objectivesCurriculum meets instructional objectivesEqual and effective way of providing information Equal and effective way of providing information and instructionand instructionEasily accessible materialsEasily accessible materialsFlexibleFlexibleManageableManageableCost effectiveCost effective

Teaching Science with TechnologyTeaching Science with Technology

Building Units of InstructionBuilding Units of InstructionAssessing Science KnowledgeAssessing Science KnowledgeTeacher Productivity and Management of Teacher Productivity and Management of

the Learning Environmentthe Learning EnvironmentTeacher as Researcher in the Science Teacher as Researcher in the Science

ClassroomClassroom

Building Units of InstructionBuilding Units of Instruction

Planning for a Constructivist Learning

Environment

Unit Plan

Contentintegration Integrating

Technology

Instructional Strategies

Process

Planning for a Constructivist Planning for a Constructivist Learning EnvironmentLearning Environment

Learning as Cyclicand Continual

ExistingKnowledge

Base

Adding to workingknowledge base Transferring knowledge to new

Situations, applying knowledge to Solve problems, using knowledge

For own purposes

Making sense of newKnowledge, generalizing,

testing for consistency

Exploration of new ideas,Characteristics of

materials, and behaviors, New parameters

Unit Plan ProcessUnit Plan Process• Mapping out your plans: (Creating a generic map of your plans)Mapping out your plans: (Creating a generic map of your plans)• Identifying learning goals and objectives ( What are the Identifying learning goals and objectives ( What are the long term and short term goals of the unit for the learner)long term and short term goals of the unit for the learner)• Identifying Instructional Procedures (How will Identifying Instructional Procedures (How will you carry out the instruction)you carry out the instruction)• Integrating Technology (Using different types of technology in the Integrating Technology (Using different types of technology in the lesson and activities)lesson and activities)• Integrating Other Content Areas (Unit should be integrated with Integrating Other Content Areas (Unit should be integrated with

other units of science and other subject areas)other units of science and other subject areas)• Providing Instructional StrategiesProviding Instructional Strategies• Addressing different types of learners (Recognizing the abilities of Addressing different types of learners (Recognizing the abilities of the learners, their family and social background, etc)the learners, their family and social background, etc)• Plans for Assessments (How will you assess the learners?)Plans for Assessments (How will you assess the learners?)

Examples of Technology that Examples of Technology that support Unit Planningsupport Unit Planning

Word Processing: (Reports, plans, schedules, worksheets, overhead transparency Word Processing: (Reports, plans, schedules, worksheets, overhead transparency masters, other instructional materials).masters, other instructional materials).

Telecommunications (The Internet): (Sources for content information; current data, Telecommunications (The Internet): (Sources for content information; current data, graphics, photographs)graphics, photographs)

Education networks and data bases/ Email: (Curriculum Materials, test banks; Education networks and data bases/ Email: (Curriculum Materials, test banks; Contact with experts and colleagues)Contact with experts and colleagues)

FAX: (Rapid contact with experts, purchasing agents, other individuals and agencies)FAX: (Rapid contact with experts, purchasing agents, other individuals and agencies) Diagramming, mapping, outlining programs: (Generating and organizing ideas)Diagramming, mapping, outlining programs: (Generating and organizing ideas) File Programs: (Organizing and accessing data, activities, references, resources, File Programs: (Organizing and accessing data, activities, references, resources,

other information)other information) Spreadsheets, statistics programs: (Organizing, summarizing, analyzing data)Spreadsheets, statistics programs: (Organizing, summarizing, analyzing data) Graphic Programs: (Display DataGraphic Programs: (Display Data Graphics, Scanners: (Prepare graphics for instructional materials production)Graphics, Scanners: (Prepare graphics for instructional materials production) Electronic Calendar: (Schedule)Electronic Calendar: (Schedule) Videotape, video camera, VCR: (Local examples, video-based assessment, other Videotape, video camera, VCR: (Local examples, video-based assessment, other

productivity)productivity) CD-ROM: (Prepare self-paced instruction stations, resources, applications programsCD-ROM: (Prepare self-paced instruction stations, resources, applications programs Videodisc, barcodes, computer interface: (Prepare video presentations, pictorial Videodisc, barcodes, computer interface: (Prepare video presentations, pictorial

resources, self-paced instruction stations)resources, self-paced instruction stations)

Ready to Go InstructionReady to Go Instruction

Computer Assisted InstructionComputer Assisted Instruction

SimulationsSimulations

Problem SolvingProblem Solving

Integrated ExperiencesIntegrated Experiences

Explorations with Browse Ready MediaExplorations with Browse Ready Media

CombinationsCombinations

Instructional StrategiesInstructional Strategies

Lesson for Information AcquisitionLesson for Information Acquisition Lesson for Skill DevelopmentLesson for Skill Development Lesson for Concept AttainmentLesson for Concept Attainment Inquiry Lesson to Develop Problem Inquiry Lesson to Develop Problem

Solving and Thinking StrategiesSolving and Thinking Strategies Lesson on Values AwarenessLesson on Values Awareness

Assessing Science KnowledgeAssessing Science Knowledge

Teacher observationsTeacher observations Projects, products, and investigationsProjects, products, and investigations Traditional paper/pencil testingTraditional paper/pencil testing PortfoliosPortfolios Performance TasksPerformance Tasks Still image and video-based assessmentStill image and video-based assessment Concept mappingConcept mapping Reasoned drawing and writingReasoned drawing and writing

Teacher Productivity and Teacher Productivity and Management of the Learning Management of the Learning

EnvironmentEnvironment Teacher Productivity:Teacher Productivity:

-Adapting and generating instructional and -Adapting and generating instructional and assessment materialsassessment materials

-Organizing and Maintaining a professional -Organizing and Maintaining a professional portfolioportfolio

-Accessing professional resources and -Accessing professional resources and making professional contributions.making professional contributions.

Management:Management:

-Maintaining and using student records-Maintaining and using student records

-Managing science time, materials, and the -Managing science time, materials, and the physical environment.physical environment.

-Providing access to science for all students-Providing access to science for all students

Teacher as Researcher in the Teacher as Researcher in the Science ClassroomScience Classroom

Becoming a reflective practitionerBecoming a reflective practitioner Carrying out action ResearchCarrying out action Research Posing problems, questions. Using Posing problems, questions. Using

investigative approaches . Evaluating results. investigative approaches . Evaluating results. Planning action.Planning action.

Using technology tools for researchUsing technology tools for research Investigating technology in instructionInvestigating technology in instruction Investigating student thinking and learningInvestigating student thinking and learning Investigating management and teacher- Investigating management and teacher-

centered issues.centered issues.

ConclusionConclusion

Science and technology should be accessible Science and technology should be accessible to all students.to all students.

Technology for science should be accessible Technology for science should be accessible for all teachersfor all teachers

Technology in science at the elementary and Technology in science at the elementary and middle levels provides opportunities for students middle levels provides opportunities for students to explore and construct understandings of the to explore and construct understandings of the natural world in a learning environment that natural world in a learning environment that supports their success as learnerssupports their success as learners

Academics and fun are compatible!Academics and fun are compatible!

Check out these websites!Check out these websites! www.billnye.comwww.billnye.com www.exploratorium.edu/snacks/snackintro.htmlwww.exploratorium.edu/snacks/snackintro.html www.mschicago.orgwww.mschicago.org www.amnh.orgwww.amnh.org www.nasa.govwww.nasa.gov www.discovery.comwww.discovery.com www.inconstantmooncom/inconstant.htmwww.inconstantmooncom/inconstant.htm www.zoomdinosaurs.comwww.zoomdinosaurs.com www.yucky.comwww.yucky.com www.nutritionedxplorations.orgwww.nutritionedxplorations.org

Resources:Resources:

Technology for the Teaching and Learning Technology for the Teaching and Learning of Scienceof Science

Science in the Multicultural ClassroomScience in the Multicultural Classroom

Online Activities for KidsOnline Activities for Kids

Thank You!!Thank You!!

Have Fun!!Have Fun!!