Technology In the Science Classroom

Advantages of Using Technology
By now we're all familiar with the advantages of using technology in the classroom; engaging students' attention, solving disability issues, and strengthening important life-skills are among the many benefits of using technology in almost any classroom setting (Roblyer & Doering, 2013). What I find interesting is the subject-specific benefits of tech use. For instance, did you know that after working hands-on for a mere 3 hours on a robotics project, students were shown to have a greatly improved attitude toward science (Roblyer & Doering, 2013)? An article by Dr. Gilbert Valdez claims that the use of technology in STEM classrooms is absolutely necessary in modern times, calling the relationship between technology and science education "integral and symbiotic".

Disadvantages of Using Technology
Technology is a tool, and every tool can be misused. In the last few months, we have learned about possible disadvantages, such as lack of funding, safety concerns, and the digital divide. Critics cite many problems with tech use in the classroom; one common proposal made in an article by Alice Martin is that digital lessons (in some cases) can limit the quality of learning when compared to real-world alternatives. Our textbook echoes this sentiment, citing the fact that the American Chemical Society and the National Science Teacher's Association have both condemned the use of computer-simulated labs over actual experiments (Roblyer & Doering, 2013).

Specific Activities
The textbook proposed several activities I believed to be very useful. One such activity (which I previously mentioned) is the implementation of a robotics curriculum. These kinds of programs are useful for "engaging students in problem solving" and "getting them interested in engineering principles and careers" (Roblyer & Doering, p.323, 2013).
Another activity is the use of computer simulations of physical models. The textbook suggests the PhET Independent Simulations project (created by the University of Colorado), which offers numerous interactive simulations for physics, chemistry, and biology (Roblyer & Doering, 2013).

References
Martin, A. (2013, May 30). The 4 Negative Side Effects of Technology. Retrieved from http://www.edudemic.com/the-4-negative-side-effects-of-technology/
 
Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed., pp. 25-142). Boston, Massachusetts: Pearson Education, Inc.

Valdez, G. (2005). Technology: A Catalyst for Teaching and Learning in the Classroom. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm

Flipcharts in the Classroom

The flipchart I have chosen covers the concept of evolution, and is intended for grades 6-12. The link to the flipchart is below:

Evolution Flipchart

I think this flipchart would be highly useful in a science classroom.  It clearly demonstrates many of the fundamental concepts of evolution, including the appropriate vocabulary, and it also contains many interactive games that could help students who prefer a hands-on approach to learning. In this way, it utilizes one of the many benefits of using technology in the classroom by "providing support for working cooperatively" and "letting students study systems in unique ways" (Roblyer & Doering, 2013, pg. 25). It also conveniently links to further information on several topics if you want to explore a certain subject more deeply.

Hardware/Software
The use of a flipchart like this one requires you to have certain types of hardware and software on-hand.  Teachers can use a variety of hardware in the classroom, including microcomputers, handhelds, display technologies, imaging technologies, peripherals, and external storage (Roblyer & Doering, 2013). To display and interact with flipcharts, a teacher must use display technologies such as a projection system and an interactive whiteboard. The software needed to run the flipchart is called ActivInspire.

Technology Use Based on Problem Solving
As a general rule of thumb, technology in the classroom should not be bothered with unless it helps to solve a problem, such as motivating and engaging students or supporting students' learning needs. Using flipcharts such as the on I have selected can help to solve several problems.  One such problem is gaining students' attention; according to our book, visual and interactive forms of technology can "direct students' attention toward learning tasks" (Roblyer & Doering, 2013, pg. 25)

Essential Conditions for Technology Integration
There are many conditions that must be met for the successful integration of techology into the classroom; among these are shared vision (system-wide support for implementation), required policies (assurance of ethical and appropriate use of technology), and access to hardware and software (Roblyer & Doering, 2013).  I believe the use of flipcharts such as this one fulfills all three of these conditions. First, use of educational technology is being supported more widely than ever before, and grants for things like smart boards are fairly common. Second, the use of flipcharts ensures that the instructor has total control of the content students are exposed to. Finally, the use of flipcharts requires only the teacher to have access to the technology being used, with no additional requirements of the students.

Software Support Tools
Software support tools are technological tools that go beyond basic capabilities of software; this includes improving efficiency and productivity, improving appearance of product, improving accuracy of information, and increasing support for interaction (Roblyer & Doering, 2013). The flipchart I have chosen contains a wide variety of animations and graphics that I personally wouldn't stand a chance at producing myself in any efficient length of time. Furthermore, it contains several interactive sections that can engage students in ways that straight lectures can't. In general, the use of flipcharts makes it very easy to use the latest and most accurate information for all your classroom materials.





References
Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed., pp. 25-142). Boston, Massachusetts: Pearson Education, Inc.

Resources on the Web

Search Engines
A critical part of modern education is instructing students on the use of the internet.  One of the first steps in learning to navigate the internet is the utilization of search engines, programs designed to make finding information on the internet easier (Roblyer and Doering, 2013).

Whether you are a teacher trying to put together a compelling (and accurate!) presentation for your class, or a student working on an important class assignment, a proficiency in using search engines can make your life much, much easier.  The most well-known search engines are Google, Yahoo, and Bing (Roblyer and Doering, 2013); very similar search techniques can be employed regardless of which of these engines you choose to employ.  Google has a very useful page with instructions on how to use some lesser-known techniques that can make your searches far more powerful and accurate, giving both teachers and students the ability to reach the information they quickly and easily.
:
Website Evaluation
As wonderful as the internet is, it is not without flaws.  Being that anyone can create and host a website, regardless of expertise on its subject matter, there are many unreliable and outright invalid websites that claim veracity.  Our book goes so far as to call it a "wild frontier" that "no one controls" (Roblyer and Doering, 2013,p. 254).
Students who are new to the internet may find this mixed-bag of information confusing; showing them videos such as the one posted below can help them differentiate between credible and non-credible websites

Favorite Websites
Wikis can be thought of as an "online community that encourage[s] communication and collaboration of ideas" by allowing users to "contribute and modify content" (Roblyer and Doering, 2013,p. 223).  One wiki that I think may help in a science classroom is the Pretty Good Physics wiki, which can be found here:

https://prettygoodphysics.wikispaces.com/

This content of this wiki has been accumulated through the contributions of physics teachers all over the world.  It hosts teaching resources (with a strong focus on creative, educational labs) in many areas of physics, and all resources are available to any user completely free.  I believe this website displays easy navigation, one of the criteria of good website deign in our textbook (Roblyer and Doering, 2013,p. 255).

Another website I believe will be useful in my classroom is "Salk's Periodic Table," which can be found here:

http://salksperiodictable.wikispaces.com/Periodic+Table

This periodic table is actually a wiki in disguise; clicking on each element will give the user a host of interesting information such as its discoverer, its physical appearance, its properties, and more.  I think this is a great tool for students to learn about the elements in a more in-depth way, and that this website shows good visual design, another criteria from our textbook (Roblyer and Doering, 2013,p. 255).


References
Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed., pp. 109-133). Boston, Massachusetts: Pearson Education, Inc.

Hypermedia: The Future is Here!

Hypermedia

It's difficult to pin down exactly what "hypermedia" means; in a general sense, it is a vast array of interlinked multimedia content through which users can navigate at will. The internet is supersaturated with various hypermedia systems, and modern classrooms are beginning to catch up. And the outcome has been undeniably positive: from interactive tutorials to virtual laboratories,  hypermedia content helps students develop "meta-cognitive skills, problem-solving strategies, creative freedom, and self-awareness of individual learning styles" (Roblyer & Doering, 2013, pg 176).

Commercial hypermedia products take many forms, such as instructional software, reference materials, or development resources  (Roblyer & Doering, 2013).  One reference material I believe can be very useful for students is Wolfram Alpha.

Wolfram Alpha contains several "Easter eggs," such as this

 graph of Dr. Zoidberg from the show "Futurama."  It even 

gives you the mathematical function that produces the graph!

Wolfram Alpha describes itself as a computational knowledge engine; it takes input in the form of keywords or plain English, and provides the user with knowledge about whatever topic they choose.  While many use it solely for its ability to interpret, solve, and rearrange complex math problems, it also serves as a top-tier reference material.  Its database ranges from advanced physics to pop culture, and all of its content comes from reputable sources (rather than user additions, like Wikipedia).

Ideally, hypermedia reference resources are built with search tools that "[make] searching for information in the application both easy and efficient" ( (Roblyer & Doering, 2013, pg 176). Wolfram Alpha accomplishes this with ease. For example, if a student needed to know the molar mass of carbon, she would type "molar mass of carbon" into the search box.  The engine would output the value in multiple unit configurations, along with comparisons to other common substances to put the value into context.

Multimedia Authoring: Virtual Environments

Producing multimedia content requires a multimedia authoring tool (Roblyer & Doering, 2013). Authoring tools can take many shapes and produce many different types of content. As a programmer and amateur game designer, one particular authoring tool I hope to apply in my classroom is called Unity. This free software can be used (along with a knowledge of OOP coding and a 3D modeling program such as Blender) can be used to create educational, interactive environments which students can explore.

Interestingly, Unity can be used to create content for the Oculus Rift, a new and unparalleled virtual reality headset which places users inside of 3D environments.  This technology can bring students to a new level of engagement with classroom material; virtual reality can be used for presentations, virtual field trips, and many other applications ( Roblyer & Doering, 2013).

The following video shows how the combination of interactive 3D environments and the Oculus Rift can be used in the classroom.  In it, a child takes takes a field trip through a virtual model of our solar system, and learns about the scale and organization of stars and planets:

References:

Roblyer , M. D., & Doering, A. (2013). Integrating educational technology into teaching. (6th ed.). Boston, Massachusetts: Pearson Education, Inc.

Classroom Tools: The Digital Triumvirate

Write with Style!

It's hard to imagine the modern world without Word Processing Software. As an educator, being proficient at word processing is no longer just valuable; it's essential. 

From the easy modification of older documents, to rapid and Eco-friendly distribution of information to an entire class (e.g., an online syllabus), the beneficial uses of word processing software are limitless. With the dawn of cloud computing, one useful feature of online word processors (such as Google Docs) is the ability to share and edit documents in real-time (Doering & Roblyer, 2013, p.119).

However, there are caveats: the increasing use of word processors has led to decreased legibility in the handwriting of modern students. Many elementary schools don't bother teaching cursive anymore (Doering & Roblyer, 2013, p.120). The eventual effects of this chicken-scratch epidemic on students has yet to be seen, but the art of hand writing isn't likely to become obsolete.

Crunch the Numbers

Spreadsheet software is the great divider: you either embrace its glorious powers of computation, or it haunts your professional life with mysterious symbols and unfathomable errors.  We are all familiar with the obstacles in learning to use spreadsheet software, and in the classroom these obstacles are amplified.  As our textbook states: 

"Teachers who would employ this versatile software must first address students' tendency to fear mathematics. They are not afraid to process words, but processing numbers is quite another matter." (Doering & Roblyer, 2013, p.125)

 If this gap can be bridged, there waits a multitude of benefits on the other side.  As our education system focuses more on STEM subjects, the importance of being skilled with spreadsheet software (a crucial tool in all scientific fields) will grow. With the ability to quickly crunch mathematical formulas, and to organize/visualize data, programs such as Excel are invaluable to any scientific classroom.

Presentations: The Do's and Don'ts

The combination of relevant images and text can give a lesson a powerful punch that it would have otherwise lacked, and can make the difference between a student sleeping through a lecture versus remembering it forever.
However, teachers must exercise caution with presentation software; students can become bored easily while viewing a poorly structured presentation, and some critics believe that presentations act as poor substitutes for an actual lecture (Doering & Roblyer, 2013, p.130).

An Example

According to our textbook, one useful aspect of spreadsheet software is the ability to pose "what if" questions (Doering & Roblyer, 2013, p.122).  But what does this mean?  In a physics class, I may share an interactive Excel document with my class that contains built-in operations to simulate kinematic motion over time.  Students could input variables such as mass, velocity, and gravitational strength, and the document could automatically adjust to these changes, producing numerical/graphical representations of the results.

In this sense, students could "play" with the physics, and learn on an experiential level what roles these variables play in the world around them.

I've made an extremely basic sketch-up of what such a spreadsheet might look like, for anyone interested:

Gravity Grapher

References

Roblyer , M. D., & Doering, A. (2013). Integrating educational technology into teaching. (6th ed.). Boston, Massachusetts: Pearson Education, Inc.