“Technology can play a vital role in generating and testing hypothesis because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data-a process that can be tedious and error prone.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 203). Although all of this makes sense to me my one question is then when is the right time to teach them how to use the programs? For example the suggestion of using power point in order for students to build the connection between the content and their memory. This is wonderful if the student knows how to use power point but what do you do if the student does not know how? I know that I am a rare case and most of the students probably know how to use the programs better than we do but for me, working with multiple disabled students, this is not the case. Just recently I had my students working on a project relating to cells. They had to research an animal and plant cell and had to tell me what parts are in each cell and their function. To top it off I even gave each student a list of web sites that contained information about the cells which was presented the information in a simplified form. Even with that and the help of five other adults this assignment was a real challenge. So how do I use technology to allow a student to be an individual learner while also allowing for them to resolve disequilibration? Earlier in the unit I was able to connect the nucleus to the principal and the protoplasm to the vice principal which allowed for assimilation that did not require technology. I tried to use the tool of technology to create artifacts but really struggled. The other obstacle that I seem to always face is the availability of computers or should I say the lack of availability. Although I have my students engages in hands on activities and are allowing for them to create and artifact in their mind I would like to incorporate more technology which will also allow for some accommodation, new category, but the amount of time that is needed to accomplish this might not be possible.
Over all I liked the ideas/suggestions this week along with can see how they correlate with constructionist learning theory but struggle with how to use technology in order to accomplish this goal.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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You have multiple challenges for the use of technology in your classroom. One suggestion might be to purchase a LCD projector which you can hook up to your computer. There are some inexpenive ones around $350. The use of the projector in the classroom allows you to teach and instruct your students how to utilize websites and you can provide them with steps on how to accomplish many tasks. Additionally, you can also use the projector for many other computer tech. tools. Students can have a template on their desk of what is being projected and can see how it's completed...just one of many things an LCD projector can add to your classroom. It is another cost..however, if you can find a way to fund it...it pays back way more the the intial investment!
ReplyDeleteI wish you well as you work to bring science alive to your students in the classroom!
Mrs. Bimbi,
ReplyDeleteIt can be a struggle to incorporate technology while learning tough concepts related to cells. Students struggle most with the cell vocabulary in remembering some pretty big, and often "meaningless" (to them because they don't know the Greek or Latin meanings) words. Do you think they would be interested in some basic root words? Here is a link to a dictionary that has etimology of words:
www.thefreedictionary.com
I have also used legos to have students build cells. This can be a very good constructivist project for students. You could incorporate technology by having student digitally photograph their cells with labeled parts? Or compare and contrast an animal cell with a plant cell in legos? Thoughts!