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Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms

Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms. Presentation by: Gabby Benningfield. Compare and Contrast of students two worlds: -life in school -life outside of school

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Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms

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  1. Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms Presentation by: Gabby Benningfield

  2. Compare and Contrast of students two worlds: -life in school -life outside of school • Information Communication and Technologies (ICTs) as cognitive tools for engaging students in a science classroom Introduction

  3. Students Learn Through Cyber-Enabled Tools Used in Informal Settings • Cyber-Enabled Resources are Not Being Used Effectively in the Vast Majority of Science Classrooms Literature-Based Foundations for Importance of Cyber-Enabled ‘Learning with’ Technology

  4. Current Use of Classroom Technologies is Not Occurring in Ways Relevant to Students’ Lives • Teachers Can Bridge the Informal/Formal Gap by Challenging Assumptions and Learning Through Innovative Professional Development

  5. Three Assertions that provide Framework: • PD can support the seamless co-adoption of inquiry-based pedagogical strategies and cyber-enabled resources in science classrooms. Framework

  6. When alignment occurs between informal and formal learning, reciprocal benefits will be found • Cyber-enable technologies as cognitive tools can enhance student understanding of science process, content, and attitude toward science and the further development of new literacy skills.

  7. “Learning with Technology” • Opensimulator 3D Application Server (Opensim) • Simulate plants with fern-like lifecycle that live, reproduce, or die based on the interaction of the environment An Example of Cyber-Enabled Resources for Learning with Technology

  8. The organisms respond to environmental variables such as altitude, slope, temperature, weather, soil type and overcrowding. • Students can work in groups from separate computers • Google Map

  9. http://fernseed.usu.edu/

  10. Google Map 3D mapping of water consumption data across the US in Google Earth

  11. “Learning with” technology instead of just “from technology” • Connecting life in school with life outside of school • Getting teacher the proper training to help enhance students knowledge of hands on • Compare and Contrast students learning environment with/without technology Reflection

  12. Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms Todd Campbell, ShaingKwei Wang, Hui-Yin Hsu, Aaron M. Duffy and Paul G. Wolf Journal of Science Education and Technology Vol. 19, No. 5 (OCTOBER 2010) , pp. 505-511 Published by: Springer Stable URL: http://www.jstor.org/stable/40864060 References

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