Probeware in the Classroom

Jervis, Charles K. (2000). Approaches to Technology in Biology and Chemistry Classes: An Alternative Perspective. Roanoke, VA: Teaching Inquiry with the Latest Technology Annual Conference. (ERIC Document Reproduction Service No. ED 439906)

Computers are not the only “technology” in science as Jervis (2000) points out, there are many things used in hands-on labs that are considered “technology”, such as probeware, CBL’s and cameras. Probeware is a common technology implemented into classrooms because it is user friendly and can be done after minimal training using the devices. Probeware is a type of hardware that connects to a microcomputer or calculator that allows for measurement of temperature, motion, etc. Many programs can analyze data with graphs and data tables (Price, 1987). Using probes allows the students to experiment rather than just measure and record. According to Price (1987), students are able to gather more data in a single class period. They are able to manipulate data and see results instantly. The example he uses is measuring period of a pendulum. Rather than watching the pendulum and timing it for 50 swings, the students use a probe with an LED sensor that can measure the period the moment the pendulum swings past the sensor. This data is collected and recorded in the handheld device. The students can then change the mass or another variable and measure again in a short amount of time. Using probes in a science class can be advantageous. Teachers can implement it fairly easily, as long as they receive proper training and have the support they need for continued training. Students receive hands-on experience and see results more quickly than if they took measures by hand without the use of a probe or handheld device. Some problems with implementing technology such as probeware include initial cost of the equipment, collaboration between teachers, and the requirement of proper training and time to implement it effectively in the classroom. Wetzle (2001) found that many schools could only afford a class set of equipment, so the sharing of equipment between classes was difficult to implement. Most teachers eventually found it to be too cumbersome therefore causing the decline in use after a couple of years. I know we have probeware in our school, but training and use has not been made readily available. I’m sure if I were to seek it out, I could use the equipment, but it would take my own time and effort to find it, find someone to show me how to use it, and then figure out on my own how it would fit into my lessons. I would like to use probes because they seem to be a great tool that would be easy to implement and would be a great learning tool for the students. Unfortunately in honesty, the extra effort on my part that it will take to actually use them deters me from implementing this type of technology.

Podcasting in the Classroom

Flanagan, Brian, Brendan Calandra (2005). Podcasting in the Classroom. Learning and Leading with Technology, 33(3):20-23.

A podcast is a method of disseminating information through automated technology that allows a listener to subscribe and listen to digitally recorded shows (Flanagan, 2005). Students can subscribe to a podcast and listen to it on their computer or download it to their mp3 player. Research shows that there is little difference between receiving information in an audio file versus through in class lectures (Flanagan, 2005). The benefits have shown that students can rewind and listen again to difficult parts of the lecture. They can listen to the podcast at their own convenience when they are ready to be focused on the information. Students can create their own podcasts for a project instead of writing a paper or a lab report. I think podcasting would be limited to the amount of creativity and effort put in by the teacher and the students. I can see how podcasting could help in classes such as music and foreign language where it would be helpful to hear something over and over to help with memorization for example. I’m not sure podcasts would be a primary form of technology that I would use in my classroom. I think making podcasts would be a fun project for a particular lesson or project, but I don’t think that it would fit into the level of access I have to the computer lab to be used on a regular basis. Podcasting is gaining popularity at the university level and I think that if we continue offering online classes at the high school, then I could see them being used more in the future. In my current classes, I don’t see them being more than a novelty at the moment.

How People Learn

Although this paper isn't directly related to technology, understanding how people learn things could help us use technology to create better learning environments.

This paper asks how the research reviewed in the National Research Council's "How People Learn" (1999) can be incorporated into classroom practice. The paper suggests a plan for research and development that would create the change in education necessary to reach a level of learning in the classroom that is suggested in “How People Learn”. After an introduction, the paper summarizes the key findings from “How People Learn” and puts the findings into a plan for teaching and for setting up classrooms. Chapter 3 shares responses from other educators and policymakers that discussed the book. There are also overarching themes outlined in each of the chapters.
One of the interesting things I found in this paper was the idea that students walk into a classroom with misconceptions, they learn something new, but then revert back to the original misconception after high school unless they were taught how to dispute the misconception. I don’t think that teachers are effectively taught how to give formative assessments and moreover how to use them to improve student learning. It would be nice to be able to assess our students and know how to use those assessments effectively. Most assessments are focused on giving the student a grade, not focused on how to improve the knowledge of the student. It seems that when we give a test of some sort and a student does well, we feel like we’ve accomplished our job, only to find out that the research shows that the students are really only retaining the information for a short time. The difficulty with a good formative assessment is being able to differentiate instruction once the results are back. With class sizes of 30 or more students, it doesn’t seem feasible to readily alter instruction for those that are way behind or for students that are way ahead.
Another thing that seems to keep coming up in our readings and discussions lately, is the mile wide and inch deep concept. Once again, it is suggested here that we teacher fewer topics more in-depth. Which goes back to the standards and the high stakes tests. All of these things need to be aligned so that teachers can teach their subject well instead of teaching to pass the exam or meet the standards. If it is better to teach fewer topics, however, who chooses which topics are most important? The new version of the science standards seems to be more specific in certain topics perhaps they would be a good starting point to incorporate this kind of teaching that "How People Learn” recommends. The problem then arises with how to incorporate professional development into teachers’ jobs. The paper says that it will take quite a bit of adult learning in order to incorporate the principles presented in "How People Learn”. I agree that most of the professional development that is offered to us is not learner centered. I always find it to be a little hypocritical when a speaker comes in and says, normally I wouldn’t teach this way in my class, but here’s a PowerPoint on what not to do in your class. It is an easy way to pass on information, but if we as teachers aren’t absorbing the information about these teaching strategies, then we can’t expect our students to learn by using those teaching strategies.
The changes that need to be made in education require research and developing a good way to educate teachers how to make those changes. It seems that many changes are proposed, but the problem is they aren’t being implemented in an effective manner. After reading this, I am encouraged that this change could happen, it has been recognized as a problem and a solution has been proposed. Now the struggle is to put it into action and get everyone else to buy into it and make it work. Teachers need to be equipped in a manner that they can teach children based on how they learn not on how they’ve always been taught.

Why Schools are Turning to Google Apps

What is this article about?
Why Schools are Turning to Google Apps. Edutopia. Retrieved from http://mashable.com/2010/04/28/schools-google-apps/

Schools are turning to using Google Apps for three big reasons. 1) It saves schools money; 2) It boosts academic performance and motivation, and; 3) It prepares students for digital communication in the real world.

Saving Money- The Oregon state public school system is turning to Google Apps and projects to save $1.5 million per year. Google Apps is free for educational institutions and is a good replacement for other formats for generating student work.
Boosting Motivation and Performance- These Oregon schools have found that Google Apps creates student interest and allows for an affordable one-on-one teaching format for at-risk students that were doing poorly in English. The Google Apps have shown to boost reading scores several points over a course of a year. The students are showing fewer behavior problems and harder work ethic.
Preparing for the Real World- Google Sites is a great way to create a digital portfolio of student work instead of a resume to a prospective employer. Science students can collect data and share it in a Google spreadsheet for analysis as a real world scientist might do.

What are my thoughts?
I think that Google Apps is a great free resource for students that may not be able to afford a software package like Microsoft Office. If schools were able to make the shift to use Google Apps more in the classroom, the school could definitely save a lot of money. I think that it would be a tough shift and a steeper learning curve for the teachers. I think that it would take a lot of work to convince an entire school or even district to make this shift. Change is not easy, even if it is free.