Science Teaching

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Science Teaching Instructional Technology

• By
• Asma, Melissa Susan

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What is Instructional Technology?

• Instructional Technology is the theory and
  practice of design, development, utilization,
  management, and evaluation of processes and
  resources for learning.
• The purpose of instructional technology is to
  affect and effect learning
• (Source Association for Educational
  Communications and Technology )

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Examples of Instructional Technology

• The Motion Picture (Film)
• Television
• Video tape
• Video disc (CDs, VCDs)
• Dvd (Digital Video Disc)
• Computer (software and hardware)
• Programs such as the Internet and Interactive
  Video

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History

• In the 1920s, the usefulness and influence of the
  motion picture on learning was explored.
• In the early days of the motion picture in the
  classroom, the focus was on two issues
  efficiency and accuracy of content knowledge.
  (King 1999)

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• By using technology the teacher taught larger
  groups of students with minimum teacher
  interaction which counted as teacher efficiency.
  
• Teaching with film allowed the content knowledge
  to be prepared by experts, increasing the
  accuracy of the content.
• This educational research continued into the
  1930s, when new instructional projects such as
  teaching by radio were implemented.

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• After World War II, media took a prominent place
  in educational and training systems
• Much research was centered on the use of these
  media in a wide variety of teaching and learning
  situations.
• (Source Association for Educational
  Communications and Technology )

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• After a brief period of experimenting, in the
  late 1940s and the early 1950s television was
  used as an instructional tool.
• A search was begun for more efficient and
  effective means by which such education could be
  accomplished.
• (Source Association for Educational
  Communications and Technology )

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Instructional Television

• Television proved as useful to the classroom as
  had the motion picture.
• The teachers used videos to record television
  shows and live broadcasts so that they can be
  used at any time in the classroom.

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Computers

• The computer was used as an instrument to get
  information, analyze data and to communicate with
  others.
• The most uses of the computer in science teaching
  was for simulation and information retrieval.

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• Simulation software provided a good means of
  developing science process skills as a part of
  the students interaction with the software.
• (King 1999)

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Internet Interactive Video

• In the 1990s the internet found its way into
  numerous classrooms.
• The internet served as a source of information
  and as a communications medium

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Interactive Multimedia

• The use of Interactive Multimedia allowed
  students to experience higher levels of
  interactivity than previous types of simulations.
  

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Digital Technology

• The explosion of digital technology created a
  revolution similar to the hands on movement of
  the 1960s.
• The flexibility, speed and storage capacity of
  computers is causing science educators to
  redefine the meaning of hands-on experience and
  rethink the traditional process of teaching.

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Impact of digital technologies

• First
• Digital technologies are changing the ways
  teachers interact with students in the classroom.
  

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• Second
• Teacher Education courses are not only
  influenced by the k-12 curricula, they are also
  influenced by the National Science Education
  Standards that incorporate a variety of digital
  technologies.

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• Third
• Faculty and students alike are interacting in new
  ways afforded by digital technologies.
• For example faculty and students can have
  virtual discussions such as emailing one another,
  having discussion boards etc.

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Guidelines for Using Technology

• Technology should
• Be introduced in the context of science content.
• 2. Address worthwhile science with appropriate
  instruction.

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• 3. Technology instruction in science should take
  advantage of the unique features of technology.
• 4. Make scientific views more accessible.
• Develop students understanding of the
  relationship between technology and science.

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What can teachers use technology for?

• 3 Main Uses of Technology for Educators
• Using technology to promote relevancy.
• 2. Using Technology to Promote Understanding of
  Scientific Inquiry
• Using Technology to Promote Student Centered
  Learning
• Source Preparing Tomorrows Science Teachers to
  Use Technology Guidelines for Science Educators
  (Flick, Bell 2000)

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Using Technology to Promote Relevancy

• Technology enhanced activities should help
  students perceive the relevance of science to
  their personal lives.
• For example when students watch the weather
  reports which display the

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• characteristics of the weather such as moisture
  levels, cloud patterns, etc, they can use the
  internet and computers to find out the meanings
  of the terms and relating the characteristics/
  data to their region of the country.

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Using Technology to Promote Understanding of
Scientific Inquiry

• The use of technology should support the students
  understanding of scientific inquiry and how
  scientific investigations are conceived and
  conducted.

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• Helping students understand meaning behind a
  scientific approach to problem solving requires
  developing students skills with forms of
  scientific thinking.

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• For example The display of an earthquake data on
  a world map can be used to guide students to
  question why geographic locations form patterns
  they do.

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Using Technology to Promote Student Centered
Learning

• A major goal of learning in science is to develop
  reflective, independent learning in students.
• In a complete science education, students learn
  relevant bodies of knowledge, ways to conduct
  scientific inquiry, and the nature of scientific
  work.

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• The teachers always say we have to learn to
  learn, its a little weird but I guess its true
  because were learning how to learn on our own
  with the different materials that are available,
  like through other people. (Shelley, Physics 11,
  Fall 1995)
• What do you think Shelly meant by this?
• Source Preparing Tomorrows Science Teachers to
  Use Technology Guidelines for Science Educators
  (Flick, Bell 2000)

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Word of Caution

• Technology should not replace the teacher.
• Technology should be presented as a means not an
  end.
• Activities should support sound scientific
  curricular goals and should not be developed
  merely because technology makes them possible.

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• Teachers need to see specific examples of how
  technology can enhance science instruction in
  their content areas before they can hope to
  integrate technology in their instruction.
• Technology does not replace experiences obtained
  by hands-on activities, lab or in-class
  demonstrations.

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• Good educational technologies have the potential
  to make scientific concepts more accessible
  through visualization, modeling and multiple
  representations.
• Last but not least, technology comes with a
  price, i.e. if you can store a lot of data in one
  place, you risk loosing it easily as well due to
  a damaged disk or other technical problems. So,
  use it wisely!
• Thank you!
• Source Preparing Tomorrows Science Teachers to
  Use Technology Guidelines for Science Educators
  (Flick, Bell 2000)