"Technology should be presented as a means, not an end" (Flick and Bell, 2000, p. 3).A collection of resources and technology tools for use inside (and outside) the science classroom.
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Writing Prompt: What is the what (varied tools), how (pedagogy that leverages tools) and why (theory that informs the decisions) of leveraging technology in a reform-minded science classroom that is committed to social justice?
- What: The available choices for educators on accessible tools in today’s classrooms are plentiful! It is critical that the decision on which tools to incorporate is a collaborative one; a decision that is made between collaborating educators with input from all students who are expected to thoughtfully engage with the tool during their learning process. It is essential that tools support digital, scientific literacy while ensuring student privacy and safety (Havlik, 2014). Furthermore, tools must enhance the lesson of which they exist in, rather than simply acting as an add-on (Flick & Bell, 2000). As we, educators and students, work together to decide which tools are most successful for our collaborative learning we must consider not only if the tool enhances our learning, but how it does so, for example: what does the addition of the technology tool allow us to do or see that wouldn’t be possible without it? (Bell & Park, 2008). When considering the integration of technology, an ever-growing field, we must remain open-minded, the tools we choose to integrate one year with success may not work the next. Encouraging collaboration and emphasizing the importance of student-voice and choice is key in developing lessons year after year that ensure the integration of technology is serving as a beneficial learning tool (and experience) for all students.
- How: In order for the integration of technology in science classrooms to be effective and long-term it is essential that teacher preparation programs engage preservice teachers in authentic learning experiences involving a wide variety of accessible technology tools. When we are afforded the opportunity to learn in an authentic, project-based setting (i.e. STEM Camp at Sodus Central School) we not only integrate technology for the purposes of content-based learning, but also through the nature of science (Flick & Bell, 2000). As preservice and novice teachers we must work diligently to identify methods of incorporating the nature of science and inquiry-based science instruction into every lesson we teach (Flick & Bell, 2000). When we incorporate technology via best practice guidelines, these ways-of-teaching become a part of our identity, practice and individual pedagogy (Bell & Park, 2008). In doing so we continue to develop our commitment toward facilitating inclusive learning environments, places where scientific concepts are made accessible through engaging, memorable and authentic learning experiences.
- Why: While developing an identity as a science educator, preservice teachers must continually ask “why”. Theory provides information supporting pedagogy and education reform and therefore allows preservice educators to develop a deeper understanding of why a given method is considered best practice. However, it is what we do with our understanding of theory that allows us to facilitate inclusive learning environments and incorporate technology in a meaningful way. Our approaches must be flexible, collaborative and ongoing. As an educator we must continually revisit the articulation and reflection processes that we expect of our students for our own learning (Quintana et al. 2009) . A commitment to continually reviewing and reflecting on educational reform and theory is essential to ensure we are best serving all of our students.
Next Generation Science Standards"Science—and therefore science education—is central to the lives of all Americans. A high-quality science education means that students will develop an in-depth understanding of content and develop key skills—communication, collaboration, inquiry, problem solving, and flexibility—that will serve them throughout their educational and professional lives" (NGSS).
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Inspiration for Educators (and Students) |
21st Century Teaching and Learning
Elements of 21st Century Classroom Design
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Commonalities Among the Practices in Science, Mathematics and English Language Arts
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Changing Education Paradigms
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Guidelines for Practice.
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References:
- Bell, L. & J.C. Park. (2008). Technology in the Secondary Science Classroom. National Science Teachers Association Press, Chapter 2: Digital Images and Video for Teaching Science, 9-22.
- Flick, L. & Bell, R. (2000). Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators. Science, 1(1).
- Havlik, B. (2014). How Social Media Can Support Science and Digital Literacy. NOVA Education- Engaging Science, 1-6.
- Quintana, C. et al. (2009). A Scaffolding Design Framework for Software to Support Science Inquiry. Journal of the Learning Sciences, 13 (3): 337-386.