Media for Inquiry

Why should we use technology?

Theory building--technology as media for thinking

How can we use these new technologies?We look for a way to organize the tools, techniques, and applications

to accommodate better ways of learning.

How Can Computers be used?

. In the tutor role, the computer functions as a substitute or supplemental teacher. As a tool, the computer can be used to carry out tasks assigned by the student. A third role, the tutee, in which the student learns by teaching the computer. This is the situation with Logo, when students think of the computer as their pupil, who/which needs to be taught every step in a procedure.

The Interest of the Child

It would engage students in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world.

Model exploration and simulation toolkits Visualization software Virtual reality environments Data modeling--defining categories, relations, representations

Procedural models

Chickscopehttp://chickscope.beckman.uiuc.edu/Bugscopehttp://bugscope.beckman.uiuc.edu/

Mathematical models

Knowledge representation: semantic network, outline tools, etc.

Knowledge integration

www.eot.org ( resources and projects)

http://www.eot.org/projects/index.html

www.cilt.org

www.concord.org

http://www.earthmeasure.com/

Science Education Research in Visual

InstructionalTechnology

Mission

To research the effects of electronic instructional delivery systems and technology tools on the learning and teaching of science.

Multicultural Resources

National Indian Telecommunications Institute www.niti.org

AskAsia www.askasia.org

Aspira http://www.aspira.org/Links.html

Black History Resources http://www.kn.pacbell.com/wired/BHM/AfroAm.html

First People on Schoolnet

http://www.schoolnet.ca/aboriginal/

Learning Places

Smithsonian Resources, http://educate.si.edu/

Smithsonian educational materials emphasize inquiry-based learning with primary sources and museum collections. We provide photographs and reproductions, guidelines for working with them, and links to other online resources. Many lesson plans are interdisciplinary and may be listed in more than one area.

African and African American Resources at the

Smithsonian

http://www.si.edu/opa/afafam/afamres.htm

Woven By the Grandmothers,

draws on the Museum's collection of 19th century Navajo textiles, one of the largest and most comprehensive of its kind.

http://www.conexus.si.edu/dine2/?pos=0

The National Indian Telecommunications Institute (NITI) developed a model for use by teachers for creating culturally relevant, tribal specific web pages. Since its inception, NITI has trained teachers nationwide using the model which was developed in hands-on workshops with teachers. http://www.niti.org/ed.html

2. Data Access

connecting to the world of texts, video, data

Hypertext and hypermedia environments

Library access and ordering

Digital libraries

Databases

Music, voice, images, graphics, video, data tables, graphs, text

What is a Digital Library?

* The digital library is not a single entity;

* The digital library requires technology to link the resources of many

Digital Library ?

* The linkages between the many digital libraries and information services are transparent to the end users;* Universal access to digital libraries and information services is a goal;* Digital library collections are not limited to document surrogates: they extend to digital artifacts that cannot be represented or distributed in printed formats.

The unique nature of the Internet—an extremely fluid, nonlinear, interactive environment —creates a challenge for anyone trying to describe its content. Unlike traditional media, the Internet can function on many different levels.

The Internet

For example, e-mail can function as a telephone, search engines as a library, chat rooms as a public square, product-based sites as a mall, and downloadable movies and games as a theater or video arcade. The experience of going online can be different for each user—personalized and defined by each user's interests and abilities.

3. Data Collection--

using technology to extend the senses

Teacher Resources Curriculum Resources and Lesson

Plans

North Central Regional Educational Laboratory Curriculum, technology, and training resources.

MCI Marco Polo Initiative http://marcopolo.worldcom.com/ The MarcoPolo program provides no-cost,

standards-based Internet content for the K-12 teacher and classroom, developed by the nation's content experts.

Aol School www.aolschool.com

America’s Stories http://www.americaslibrary.gov/cgi-bin/page.cgi

NASA www.spaceday.com , www.nasa.gov

Windows to the Universe http://www.windows.ucar.edu/win_entry.html

The Virtual Cave http://www.goodearthgraphics.com/virtcave.html

Melting Pot Math, http://sln.fi.edu/school/math3/index.html math problems inspired by cultures around the world

The National Geographic Society, www.nationalgeographic.com

Database Resources for Children

CyberEd Siteshttp://archive.ncsa.uiuc.edu/edu/cybered/cybered_hotlist.html

The ExploratoriumTen Cool Sites: MiscellaneousArchived reviews of the best miscellaneous sites.http://www.exploratorium.edu/learning_studio/cool/

Kinectic City

http://www.kineticcity.com/The Kinetic City SuperCrew are six cool kids and a fast-talking

computer who travel the world on their high-tech super train to solve tough cases and have fun. For adventure and laughs, just climb aboard!

Remote scientific instruments accessible via networks Microcomputer-based laboratories, with sensors for temperature, motion, heart rate, etc. Survey makers for student-run surveys and interviews Video and sound recording

Data Analysis

Exploratory data analysis

Statistical analysis

Environments for inquiry

Image processing

Spreadsheets

Programs to make tables and graphs

Problem-solving programs

Collaborative Media

Collaborative data environments

Group decision support systems

Shared document preparation

Social spreadsheets

Teaching Media

Tutoring systems

Instructional simulations

Drill and practice systems

Telementoring

Media for Construction

Control systems--using technology to affect the

physical world

Robotics

Control of equipment

Computer-aided design

Construction of graphs and charts

Robotics Institute at Carnegie Mellon University was established in 1979 to conduct basic and applied research in robotics technologies relevant to industrial and societal tasks. Seeking to combine the practical and the theoretical, the Robotics Institute has diversified its efforts and approaches to robotics science while retaining its original goal of realizing the potential of the robotics field. Watch a seven-minute video of The Robotics Channel.http://www.ri.cmu.edu/general/about.html

Media for Expression

Drawing and painting programs

Music making and accompaniment

Music composing and editing

Interactive video and hypermedia

Animation software

Multimedia composition

B. Media for Communication

Document Preparation

Word processing

Outlining

Graphics

Spelling, grammar, usage, and style aids

Symbolic expressions

Desktop publishing

Presentation graphics

Communication--with other students,

teachers, experts in various fields, and people around the

world

Asynchronous computer conferencing

Synchronous computer conferencing (text, audio, video, etc.)

Distributed information servers like the World-wide Web

Electronic mail

Student-created hypertext environments

Bonnie Bracey

Lucas Fellow

230 G Street, SW

Washington, DC 20024

bbracey@aol.com