Olivia J. Todd, Science Education: Secondary Inclusive Biology and Chemistry
I enter the field of secondary science education with an inclusive education mindset: as an educator I believe it is my responsibility to teach in a multi-modal manner, increasing accessibility to content and opportunities for diverse learners through experiential learning.
It is my belief that it is my responsibility to facilitate a student-centered learning environment, to engage learners through project-based learning and to integrate technology in meaningful, authentic learning experiences. As we seek to educate 21st century learners, it is our responsibility to teach 21st century literacy practices in a 21st century learning environment. |
Key Trends Accelerating Technology Adoption in K-12 Education (NMC Horizon Report) |
Preparing Tomorrow's Science Teachers to Use Technology: Guidelines for Science Education
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2017 ISTE Standards for Educators
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“Appropriate educational technologies have the potential to make scientific concepts more accessible through visualization, modeling and multiple representations”
(Flick and Bell, 2000, p. 8) 2016 ISTE Standards for Students
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“The challenge facing both science educators and science teacher educators is to evaluate relevant applications for information technologies in the science curriculum. At the same time, instruction utilizing information technologies must reflect what is known about the effectiveness of student-centered teaching and learning” (Flick and Bell, 2000: p. 2)
Tips for Science Educators Regarding the Implementation of Technology
“Content-based activities using technology should be used in the process of modeling effective science teaching for new teachers. Thus, appropriate uses of technology should enhance the learning of worthwhile science concepts and process skills, as well as reflect the nature of science”
(Flick & Bell, 2000, p. 4). |
“While seeing science presented in authentic context, new teachers also learn to use web-based databases, import and export data sets, use spreadsheets to calculate summary statistics and construct tables and graphs, and use word processing and/or presentation software. Thus a bundle of applications (Germann & Sasse, 1997) is learned in the context of appropriate inquiry-based science instruction”
(Flick & Bell, 2000, p. 6). |