Caitlin Etri
M.A.T. Biology, Secondary Science
Technology
Effective teachers are able to effectively utilize technology to
enhance student learning and professional growth and development.
We live in a time where the current generation of students has never known a life without technology. Consequently, it is our responsibility as educators is to incorporate technology as much as possible into our classrooms so as to be relevant to their world. Additionally, the benefits of technology are endless and are reflective of authentic science practices. Large scientific meta-analyses are made possible because of the capabilities Excel offers. Technology can also work to further engage students in data collection and data analyses through its variety of formats. During my first student teaching placement, I was fortunate to have an in-classroom iPad cart that was available to my students. The iPads were used to promote further research; together, students focused their Google search skills by identifying key words. For a rural land-locked district such as ours, the use of technology allowed my students to be transported to the Pacific seas at a moment’s notice. As a result, we actively used it throughout the marine pollution unit.
Not unlike our current educational system, technology itself continues to evolve on a daily basis. My own generation (currently known as the Millennials) experienced the first SMARTboards that began to replace the common blackboard in many classrooms. Fortunately, I received additional practice using SMARTboard technology during my second placement which I utilized it on a daily basis. Technology creates the opportunity to connect individual classrooms with the outside world. In developing future curricula, I hope to create a unit that will engage my students in citizen science—an emerging area of involvement that connects the classroom to a student’s everyday life. By doing so, they would be able to collect their own data that would be entered into a larger database for further analysis. This not only makes their work truly authentic, it also serves to fully envelop them in the nature of science. There are an outstanding number of resources that seek to include middle and high school students through scientific data collection analyses. In addition, technological communication can also connect students to scientists through Skype interviews, and other middle/high schools across the country focusing on similar projects. (Although we didn’t use this particular curriculum in our classroom, the Jason Project is a good example of STEM involvement, immersing students in real-world situations. It also encourages connections with other classrooms across the country as well as interaction with actual scientists from NASA, NOAA and the US Dept. of Energy.)
Technology has found a permanent role in society and science. In many ways, this is an area of involvement that is as evolving and dynamic as the classroom itself. It is ever-changing and is reflective of a world that expands as quickly as it contracts. Our students are an integral part of that world, and it is our responsibility to prepare them as best we can for all the complications, nuances and differentiations inherent to this area of instruction. It is a also an incredibly powerful tool that can be used to aid students in inquiry-based investigations. Researchers Glen Bull and Randy Bell acknowledge the power in technological use in science classrooms. Their vision has influenced my own practice of science pedagogy. They encourage the use of online assessments, Excel data collection, and collaborative efforts between geographically distant student groups. Computers can be an effective tool to collect, display and analyze data—which will make the scientific process and investigation readily accessible for all students. As a science professional, I continue to seek out innovative ways to integrate technology into my curricula. Inquiry is a powerful tool—paired with technology, our students are unstoppable.
Artifact 1. Bambi WebQuest
WebQuests are engaging and informative ways for students to develop a more encompassing conceptual understanding of investigated material. I created this WebQuest to raise awareness about deer overpopulation--you will notice that it is supplemented with the work I did with Cornell's Naturalist Outreach Practicum. WebQuests allow students to use technology in a variety of ways to further their understanding. The WebQuest that I developed includes videos, NPR interviews, graphic organizers, informational student-centered websites, and assessment options. WebQuests can also cater to a variety of learners, and enable students to move at a pace comfortable for them. Subsequently, it increases the accessibilty of the content to all students.
Artifact 2. Class Website
Depending on the technology offered at the school district, I have created a tentative classroom website. This will allow parents to stay updated with their child's course content and assignments on a daily basis. In the past, I have uploaded resources to Google Classroom and Edmodo in my student teaching placements. I see the value in both services. However, I also prefer parental access to these services, which is currently limited for Google Classroom and Edmodo (unless a student password is shared with the parent). The purpose of the webpage is to increase accessibility of course materials (assessment evaulations), parent communication, and important announcements. For families that may not have computers at home, research suggests that an increasing amount of families have Smartphone accessibility. Wix websites are also compatable with mobile phones.
Artifact 3. PBS, Nature's Innovations
The PBS Shape of Life has numerous resources that were extremely effective for student engagement during my first placement invertebrate diversity unit. I modified this lesson by creating five stations throughout the room. At each station students had tangible examples of invertebrates--some preserved in gel, others were dried out sea stars, sponges, or preserved grasshoppers (just to name a few). The stations were equipped with a laptop and two iPads (if needed for additional research). The videos provided by PBS Shape of Life were used to mimic a museum-like classroom environment. Students would watch a 3-minute video clip of the organism, and identify specific adaptations that enable it to live effectively in its environment. The lesson introduced biomimicry: how humans have borrowed ideas from nature to improve our way of living. The students loved moving from station to station. It kept them actively engaged, while enforcing literacy, scientific discourse, acute observation, and collaborative skills.