Post 5

In conclusion…

There are a lot of different technologies that can be used in the classroom to engage students in lecture as well as get them interested in science. As long as students have the availability to be able to do labs and not just listen to a teacher lecture the whole time, the class can turn out to be a success for the teacher. Knowing the material that should be taught, the age and maturity level of the student, and the availability of technology in the classroom are also big benefits for the teacher when trying to make the class fun and enjoyable for the students.

The major technology in a science lab will always be the microscope however. It is constantly the backbone of all labs, whether it is physics (understanding the microscope), biology (seeing organisms under the microscope), or chemistry (observing chemical reactions on a microscopic level); the microscope is the most important tool and technology that a classroom can have to engage the student.

Other technology is important as well, and the teacher’s knowledge of such technology will benefit the student in the long run.Being knowledgeable is half the battle, however; being able to apply it to the lecture and the classroom would become the home-run.

Post 4

How do people view technology in the classroom?

There is no denying that technology is advancing. This means that with the advancement, it will flood over into the classroom as well. But what does society think of technology in the classroom? How do teachers feel about using technology in the classroom? Is technology a hindrance or a help when it comes to students focusing in the classroom?

Surprising, teachers believe that with the advancements in technology, using technology in the classroom seems reasonable. They think that it keeps student’s attention and is able to be used as a tool to research and understand topics a little more than when they started. A lot of other teachers believe that using technology in the classroom will help with projects, studying using interactive games, and engaging the students when it comes to classroom discussion.

What about the opposing side though? People believe that there are five problems with technology in the classroom. They believe that sometimes technology is advancing too quickly that underprivileged schools do not have the resources to keep up with it. Example being updates and what not to technology. Another opposition is that it takes away from the social aspect of the child. One of the reasons kids attend school is for the social interaction and parents believe that with technology, that social aspect dissipates. Another high problem that is mentioned is that technology is a distraction. Another is that it is far advancing even the instruction of the course/instructor. And finally, technology is taking over testing.

Either way that it is viewed, it can be agreed that technology is advancing with leaps and bounds. Every child is affected in some way by technology in their life, and why should it not be used as a tool in the school? With both arguments, ultimately it is up to the school board to make a decision on these matters.

Genius Hour Part 3

Upon further research upon how to make science and labs more exciting I came across an interesting website with ideas and labs for kids from young grades all the way up to high school. The site explains creating the labs and getting the students engaged as you teach them the fundamentals of science, from physics, to chemistry, to biology; all of the necessary materials are there on the site for a teacher’s  enjoyment.

Another site which I found interesting on my searching was an article that was written by npr (Montana public radio) that confirmed many of my suspicions that many kids, especially in high school are turned off to science in the classroom because it becomes boring to them. There are not enough labs and technology in which they can interact with and learn with. Many of the issues that teachers face when trying to make labs and lectures interesting is time. Time constraints are the number one issue when it comes to setting up labs. The second issue is that a lot of the teachers in academia are getting to the point in age where they don’t understand how some of the technology works, so when it comes to engaging students, the teachers themselves don’t clearly understand the equipment that would interest students.

Moviemaker was mentioned in another article discussing how students, when discovering new disciplines in science, can use it to conduct interviews with professionals in a topic of study. Another idea that was talked about is when researching computer science, with the expansions of video gaming and design, having students work on workshop and Games for Change to understand how graphic design can lead to the profession of video game and perhaps movie making.

3 Key Questions

How can I get my students to be more active in a scientific classroom community?

What technology can I use to get students to be more interested in the science subjects?

What training will be needed to understand and teach with these tools in the classroom?

Science Teaching Standards

How is it that teachers can motivate, inspire, and initiate learning in the classroom with high school students using technology? In a scientific environment, in which I intend to teach, looking at the core of what science standards are today versus what they were even 20 years ago is interesting all in itself. Science unlike math or English is ever changing. The grammatical rules of English are constant as are the formulas for finding a math question. But with the technological advancements, science has been able to take steps and bounds in progressing further than what we imagined it would 20 years ago.

So how do we, as educators develop a sound curriculum for getting students interested in learning science? Is it through better equipment or technologies, or do schools simply need to send their teachers to conferences every year to refresh on some of the advancements made in the scientific community? Looking at the United States standards of science education, one can look and see what is expected and what can be used to better the teaching of students in our schools using this type of standard.

With the advancement in microscopes, chemical testing (chromatography), and genetic identification, there are enough pathways to take to get students involved and interested. The question becomes what pathway is the most effective?

Using science teaching standards as a source I will answer this question as well as the different tools that technology has advanced to to cover high school education.