Tech in the science classroom

Hi,

I came across this article while looking for technology in the science classroom: http://edlab.tc.columbia.edu/files/EdLab_Krajcik.pdf
It is an article about the use of technology including Palm applications in K-12 classrooms. The one thing I found interesting was that the article reported on a study in which there was no significant difference in Pre- versus Post test results over a two year period. They compared student with and without the Palm technology. I laughed when they proposed that one reason for the lack of improvement was the "strict teachers that prohibited students from using the Palms creatively". I would think that a teacher would allow their use if they agreed to participate in the study.

The article also pointed out the typical need/ barrier for effective use: Accessibility, Cost, and Digital Storage Space which would contain "repositories filled with lesson plans, software, etc."

It was a four page article reviewing the work of Prof. Joe Krajcik from the University of Michigan. I wish there would have been more of a followup on how the Palm applications were used during the year. Was it used just as a calendar or did they obtain data/ manipulate data with it?

Ken

Hi Group,

I know that my topic is to increase interaction in the classroombut today I wanted to look at the use of animation to help make a connection. The following website: http://www.bbc.co.uk/schools/gcsebitesize/teachers/biology/activities.shtml

has a number of biology related topics that the instructor could use to supplement their instruction. All of the segments are short and too the point. Some students are more visual than others so this may assist with increasing comprehension. Also, the isnstructor could include this link on a school website for the students to explore.

I do wish that the site included more information to guide the student as they view the video. These are not intended to stand alone and should not replace instruction.

Ken

A plan to implement technology

Hi Group,

I can across an interesting website that I wanted to share: http://www.public.asu.edu/~lauralou/teaching/athena.html
This is the site for the Athena Project. It is an outline from Arizona State University on a project they implemented to "help teachers move into learner centered computer classrooms". It is a short article but I wanted to share it with the group because it could be used as a template at our institutions. I am sure that we will work with the administration to increase or improve the number of online classes currently offered.

I will admit that the article maybe a bit weak but it does emphasize the need for learner centered strategies as we transition from a tradional to technology based lectures. I also liked the fact that the participants in the program shared their experiences by serving as mentors for the next group. This will ingrain the positive results of the program.

Thanks, Ken

CATs

Hi everyone,

I wanted to finish this week off with a website that introduces the idea of classroom assessment techniques (CATs). The following website: http://www.ntlf.com/html/lib/bib/assess.htm
contains a nice introduction on what CATs are, when to use them and how they help both the teacher and student. It does give a brief description of some of the smaller and easier CATS to use, including muddy points and minute papers. The site does reference the text by Angelo and Cross. I feel that this site would be helpful to get your feet "wet" in this topic and then you my progress to the larger CATs given in the text.

Ken

Muddy Points

Hi Group,

This is a follow up to my last point to explain my use of "muddy points". Muddy points are one of the assessment techniques listed in the following text which appears to be one of the cornerstones in classroom assessment. I may be wrong about that statement but I had a professor who thought that it was the bible: Angelo, T. and K. Cross (1993) Classroom Assessment Techniques. 2nd ed. Jossey-Bass Pub.

This technique requires students to submit on a piece of paper the answer to questions at the end of a lecture (or when ever you want to give it). The basic question is "What is something that you are still muddy about regarding today's lecture?" You can reword the question, etc. The students will spend a short amount of time on this and hand it in. You can then review the questions to see where the students are falling behind. You can review the content area as a followup and think about future ways to improve your instruction.

I decided to use the survey option on WebCT. The students were given 1 point for each week they submitted - 15 out of 15. This was possible because the option would tell you who participated but would not match up replies with names. The majority did participate because of the point situation but I would get the occasional "No questions at this time " response.

Another quick assessment is the "Minute paper" in which the students are given a minute to summarize the main concepts. You can review them later to see if you actually made a connection. Let me know if you have more questions.

Ken

Anonymous feedback

Hi Group,

In one of my postings, Kevin replied about a friend who uses an anonymous feedback system in his class. My school switched to ANGEL this year as it web-based platform. Prior to this we used WebCT and I used it as an online grade book.

One feature I had started to play with was the survey option. I used it to conduct weekly "muddy points", a classroom assessment technique. I thought that it was rather informative because some students would participate and ask great questions. I would review the questions with the class during their next lab period as a form of review.

So, I would suggest this method if you do have the technology - if not than good ole paper will work too.

Ken

Use of email

Hi, I wanted to continue my review on the use of email to increase interaction. I found the following article which I thought was useful: Griffith, F. and L. Anderson-Lewis. (1998) Enhancing connections between students and instructors: African-American student's use of computer mediated communication. Business Communication Quarterly. 61:9-19.

In the article, the authors stated that the use of email as a supportive role in the classroom "contributes to a social leveling that allows instructors to be seen more in the role of facilitators". They also stated that the increased interactions via email acts to "level social class (and to some extent) obscures race, gender, and age".

At the community college level, we have to deal not only with diversity of background but with age as well. A number of my students are older than I and may have problems asking for assistance from a young instructor.

Email levels the field for all students and promotes an openess that overcomes time as well.

Thanks, Ken

Improving communication

Hi Group, I was just looking at an interesting article that I can across on improving communication: Kozminsky, E. and L. Kozminsky. (2003) Improving motivation through dialogue. Educational Leadership. Sept., v.61, p 50-55.

The article is not technology-based but it does reinforce the fact that students are more willing to ask questions if they are in a positive environment. The use of email may be used to help create this learning environment because there is a sense of anonymity since they are not face-to-face with the instructor. By creating this environment, the students are able to interact with more ease and will be able to focus on improving their abilities.

Since my office hours may not meet the needs of the students, I will try to reinforce its use.

Ken

Premade PowerPoints

Hi Group,

This week we looked into the use of PowerPoints as an effective tool in the classroom. I think that there is alot of potential for its use and I look forward to learning more in the future.

This semester, I have decided to use PowerPoints in a single section of A&P 1. To "get my feet wet" and to save time (to be honest) I decided to use the premade slides that are provided by the textbook publisher. It is working but it just doesn't feel natural to me because it is not my lecture. Also, it seems a bit rigid. However, over the summer, I plan on creating my own lecture online, when I have time, and include the features we learned in Computing 1 as well as the quiz show templates we are now using.

My main goal is to improve student teacher interaction with technology and I don't want it to become me reading off of the screen and the students following along on the printed handouts.

Thanks,

Ken

My course goal

Hi,

My goal for this course is to work on increasing student-teacher interaction. It was an idea I started to work on in Educational Change EDG 6931 last Fall. At my level, I hardly interact with the students. So, I would like to look at ways I can use technology to improve this situation. By increasing interaction, I should be able to increase comprehension.

Ken

Tech Effectiveness

Hi Group,

This week, we were asked to think about the effectiveness of technology today. This is a difficult question because we all come from different areas and levels taught. The Peerless article stated that technology was effective in math but the type of software must differ with the age groups.

My use of technology is limited in the classroom because I lecture and the students use models and specimens in the lab. We are attempting to incorporate some computer based lab activities in our A&P 1 and 2. Hopefully we will continue to increase the use as funding as well as good programs become available.

I look forward to learning from all of you on how you currently include technology in your daily instruction.

Ken

My Goal

Hi everyone,

Thanks for letting me vent over the selection process. Thank goodness it is Friday :-)

In this site and over the course of the semester, I hope to find ways to use more technology in my classroom. I teach biology at a community college and most of the time I use standard lectures where I give and they receive. I hope to find something that I could use to supplement my lectures and maybe increase content comprehension at the same time.

Thanks,
Ken

My Intro

Hi Everyone,

Just getting started with our blog assignment. It has been a very busy couple of weeks. I am serving on the selection team for our new division chair. The committee is great to work with but the ones who were not selected to serve have been a pain in our sides. We have on campus interviews next week and the week after. I'll be glad when it's over because we are supposed to be professionals but I have started to wonder about some of my coworkers.

I am fairly new to blogging. I used it last Spring for EME 5207 but have not used it since. I am looking forward to this course in an attempt to bring me "into the 21st century". I am only 36 years old but I feel that I am falling behind in the technology race.

I look forward to learning with and from you over the next eight weeks. Talk to you later.

Ken