This article was written at the begining of the course EDSC 6004.
The use of technology in science teaching will allow teachers to serve contemporary students effectively. Apart from enhancing the teaching and learning environment in our schools, the use of ICTs are important in many entry level employment and essential to the future development of our society. If Trinidad and Tobago is to effectively compete in the global environment our ICT training should begin in the classrooms. The use of ICTs for teaching and learning will aid Moruga Composite School in achieving the mandate of the Ministry of Education.
The use of technology is more pervasive today than at any point in history. ICT is significantly enhancing and altering human activity, and has tremendous potential in teaching science. The use of ICTs in the science classroom can develop inquisitive, reflective, discerning and caring lifelong learners. It is only natural that schools effectively adopt and incorporate technology into their curriculum. ICTs can be used to model abstract concepts and enhance students’ experiences in the science classroom.
Some of the benefits which can be derived by the effective implementation of ICTs at our school are:
1. The school day can be extended beyond its normal hours. It is possible to effectively deal with students via the internet, pda’s etc. A new realm of opportunities will be open to me as a teacher/facilitator and to my students.
2. My students will use technology to conduct research, develop and deliver presentations, write reports, search my website (which I hope this course will help me develop) for information and assignments and keep in contact with each other.
These are skills that required in the world of work.
3. The use of technology can make my lessons more interesting. It will appeal more all learners. Students will be able to research, prepare and deliver their own lessons through the medium of technology and save these for revision. Students’ can take responsibility for their own learning. The internet will become a tool for learning for my students.
4. My role as a facilitator and guide may not change much with the adoption of technology in the classroom. The use of ICTs will offer different tools for curriculum delivery, assessments, evaluation and feedback. I will definitely be spending more time interacting with students online so our contact hours will increase. The nature of assignments may change to facilitate the use of technology as interactive online lessons and quizzes will become a feature of my practice. I will also let students develop electronic portfolios and use these as an assessment tool. Students’ progress reports can also be sent electronically to parents and feedback obtained promptly.
5. Students will now be able to submit assignments in an electronic format (and waste less paper) receive instruction at their convenience, access and revise work already completed. Parents and students can monitor performance at any time.
In order to be effective in teaching and learning, ICTs must be implemented across all subject areas in the school. This may be problematic because some teachers have already indicated their dislike for the use of technology and resist its use in their lessons. Strong leadership is required to bring everyone on board.
The proper implementation of technology in our school will be costly. Our facilities are not adequately configured for the effective implementation of ICTs. We have installed computers but adequate maintenance of the hardware continues be a problem. The system is frequently inoperative and presently we have no internet access.
Our vision as teachers must be to enhance students’ experiences in the classroom and ICTs must be viewed as tools which can achieve this objective. Consequently I envision the effective use of ICTs in my lessons and in my school as one of my major objectives in the years ahead.
Friday, November 30, 2007
Spreadsheet Lesson.
Rationale for teaching science.
Education is viewed as fundamental to the overall development of Trinidad and Tobago. As articulated in a report during the Sub-Regional Seminar on Curriculum Development for Learning to Live Together (2001) The Education Policy Paper 1993 – 2003 indicates that “the future of Trinidad and Tobago demands a philosophy of education which stresses the need to be relevant to each individual in the process of schooling.” This espoused philosophy of education goes on to say that that “every child has an inherent right to an education which will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background.” It is against this background that the importance of teaching science in the schools of Trinidad and Tobago is underscored. Learning science will contribute to the realization this philosophy for all students.
The goals of education indicate that formal education in Trinidad and Tobago must aim to provide opportunities for all students to develop numeracy, literacy, scientific and technological skills. It is also important to help all students acquire the knowledge, skills and attitudes necessary to be intelligent consumers. Science teaching must therefore seek to make use of technology in order to foster these goals.
It is against this background that this lesson was developed for use at Moruga Composite School. It allows students to make use of technology in an attempt to solve a real world problem which involves principles of physics. The activities used in the lesson include the creation of tables which offer a quick and easy way of organizing repetitive data and graphs which offer means of visually representing this data. Among the features of this lesson is that it attempts to be student centered and it targets students’ higher order thinking skills. Throughout the lesson students are involved in decision making and critical thinking. The role of the teacher is as a facilitator of learning.
Science Principles supported by this lesson.
Problem solving:
Students are faced with a real world problem which they are required to solve. Students must recognize and implement strategies to effectively investigate the problem.
Decision making:
Students have to decide how they can most effectively achieve the objectives of the lesson. They must decide what variables are important to their investigation, how to effectively collect and display this data and how to perform suitable analysis. Finally decisions must be made on how to communicate findings to different audiences.
Use of technology:
Students will make use of computers and programs in order to process ideas and communicate results. Students will be exposed to the relationship between science and technology.
Working as part of teams:
Students will understand that as scientists they are required to work individually as well as members of teams. Working in groups they share responsibilities, data and results. They will understand that communication is essential for effective group interaction.
National Educational Technology Standards addresses in this lesson.
1. Creativity:
In this lesson students will engage in the use of a technological model to explore the behavior of a complex system. Students will demonstrate creative thinking as they decide how best to use the tool in order to generate a product which meets specific standards.
2. Communication and collaboration:
Students will be immersed in a digital environment and required to communicate and work collaboratively in order to create a product and solve a problem. They are required to communicate ideas effectively to multiple audiences which will require the use of different formats. In addition they are required to contribute to a project team to solve a problem.
3. Research:
Students are required to plan strategies, synthesize information, process data using technology and report results as part of this lesson.
4.Critical thinking:
During this lesson students will plan and manage activities in order to complete a project. They will collect and analyze data to make informed decisions.
5.Technology Operations and Concepts:
In this lesson students will use technology systems. They are required to select and use applications effectively and productively as they create tables, graphs and laboratory reports.
Assessment Strategies:
A combination of formative and summatries assessment strategies are used throughout the lesson in order to evaluate student learning. These are specified in the lesson plan below. The formative assessments are used to guide development of the lesson. If students are having difficulties at any stage of the lesson these can be quickly addressed by conducting mini interventions in order to facilitate the completion of the activities.
Activities which involve the use of summative assessments are clearly shown in the list of activities below. In this lesson summative assessments are made using rubrics. These rubrics are displayed in the appendix at the end of the lesson plan. All relevant materials (problem situation, objectives, and rubrics) will be handed out at the beginning of the lesson so that students will know what standards are required for each stage of the exercise.
Reference:
Melville-Myers, I. (2001). Learning To Live Together - Country Report - Trinidad and Tobago. Retrieved October 21st 2007, from http://www.ibe.unesco.org/curriculum/Caribbean/CaribbeanPdf/trinidad.pdf
Checklist for applying technology integration planning model.
Phase 1:
Determining the "Relative Advantage"—Why Use Technology?
•What is the relative advantage of the technology-based solutions?
Students will integrate three disciplines in this lesson:
Physics, communications, information technology.
. Is the relative advantage sufficient to justify the effort involved in adopting these solutions?
Yes, the integration of disciplines should prove motivational for students. In addition a problem based approach is used which makes the lesson more authentic which should stimulate the students.
Phase 2:
Planning Assessments — What Are Appropriate Assessment Strategies?
•What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Production of quality products.
•What is the best way for me to assess students' learning progress and products?
A checklist will be used to make formative assessments. Summative assessments will involve the use of rubrics developed for this lesson.
Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?
•Instruction will be interdisciplinary (physics, communication, information technology).
•The instructional activities will be individual and group activity.
•Activities will be mainly constructivist in nature.
Have I allowed students enough time to get used to materials before beginning a graded activity?
Yes they have been integrating the use of Microsoft Office in their assignments and are familiar with the uses of all the programs. Additionally they have the opportunity to practice skills.
Phase 4:
Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
•How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Office 2002 installed.
•How many computers and copies of software are available?
Eight computers readily available with Microsoft Office 2002 installed.
•Over what time period and for how long will technology resources be needed?
17th – 18th October 2007 period 3 and 4 each day.
(Class could spill over into lunch time but it would not be a problem but an advantage)
•Do I need to schedule time in a lab?
Yes I do.
•Have I checked out the legality of the uses I want to make?
Software is legal.
•Have I provided for students’ privacy and safety?
Yes.
•Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.
•Have I built in time to back up important files? Have I trained students to back up theirs?
Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.
Phase 5:
Evaluating and Revising Integration Strategies — How Do I Know It's Working?
•Have I identified an instructional problem to solve? Yes.
•Have I identified types of evidence that will indicate to me whether or not the strategy is solving or might help solve the problem? Yes, Formative assessments throughout will provide feedback on the progress students make towards solving the problem.
•Have I used instruments to collect data on the impact of the activity? Yes, Reflections of students in their science journal should allude to the impact of the activity.
For my own reflections.
•Have I considered alternative ways to set up equipment to make the activities go more smoothly?
•What do I need to change to achieve better impact?
DATE: ______________________
CLASS Lower 6
TIME: 4 Hours (Divided into two 2 hour sessions).
UNIT Dynamics.
TOPIC Projectile Motion.
Problem situation.
A young golfer has indicated to you that she is finding difficulty hitting the ball hard enough to reach the greens in one shot. This is affecting her game and she wants to overcome this problem as soon as possible. She has approached your sports consultancy company to help her solve her problem.
You were invited to attend her games and you make several observations.
1. Most of her shots are struck higher than those of other more experienced golfers.
2. The balls go higher than other golfers but not as far.
3. Smaller golfers are hitting the ball further than your client.
Your initial insight is that your client may be having problems with her golfing technique and strength may not be the problem. Your company has recently developed a range calculator using Microsoft Excel. Your supervisor thinks this tool may be useful in this situation.
Objectives of lesson.
1.Develop a plan with your partners indicating the best way of analyzing the problem.
2.Create a standard laboratory report using programs found in the Microsoft Office Suite.
3.Modify the report in order to present to your client who does not have a scientific background.
Guiding Questions:
1.What are the important variables in this system?
2.What type of investigation should be carried out to help the golfer solve her problem?
3.How should the report be presented to your supervisor and to the client?
REFERENCES
Advanced Level Physics –Tom Duncan.
Microsoft Office For Windows – Steve Sagman.
PREREQUISITES:
Knowledge: Students should know that
• Valuable information on the behavior of physical systems can be obtained from spreadsheet analysis.
Skills: students should know how to:
• Use a spreadsheet to conduct what if analysis for physical systems.
• Use a word processor to complete a standard laboratory report.
• Tabulate data according to approved standards.
• Use a spreadsheet program e.g. Microsoft Excel to graph data.
• Deduce information based on graphical analysis.
• Import charts and tables from Microsoft Excel to Microsoft Word.
MATERIALS & RESOURCES
FOR TEACHER
• Handout outlining scenario, lesson objectives and guiding questions.
• Video clip showing golfer teeing off.
FOR EACH GROUP/STUDENT
• Range calculator developed in class for analysis of projectile motion.
• Computer with Microsoft Office installed.
• Handout outlining scenario, lesson objectives and guiding questions and rubrics.
CONCEPT STATEMENT.
Various technological tools exists which help scientists model, investigate and gain insights into the behavior of complex systems. Spreadsheet analysis allows students to act like scientists and gain conceptual understanding of the complex behavior exhibited by physical systems such as projectile motion. Student interaction with technological tools are essential elements for the promotion of science education in global context.
OBJECTIVES
At the end of the lesson, students will be able to:
1. Plan and communicate procedure to use technology to analyze a system,(Synthesis).
2. Create a standard laboratory report using programs found in the Microsoft Office Suite,(Synthesis).
3.Modify a report to communicate information to specific clients,(Synthesis).
4.Summarize ideas,(comprehension).
PROCESS SKILLS:
During this lesson, student will be engaged in:
Observing.
Recording data and observations.
Interpreting and evaluating data and observations.
Communicating scientific ideas, observations and arguments.
Applying scientific ideas and methods to solve problems.
Decision-making based on examination of evidence.
Extracting from available information data relevant to a particular situation.
Activities.
Introduction:
1) Shows short video clip of a golfer teeing off during a tournament.
2) States the objectives of the session and describes his role as a facilitator.
Students:
1) Observes the motion of the golf ball after it has been struck by the club.
2) Describes the path of the ball.
2) Arrange themselves in predetermined groups of four.
Assessment:
Students’ articulation of the golf ball’s motion.
(Formative)
Students are ready to work.
(Formative)
Development:
Teacher distributes handouts with problem situation and guiding questions.
Rubrics for assessment of activities are also provided to students.
Observes student activities which follow, conducts formative assessments and
intervenes when asked to or it is determined necessary.
Uses rubrics to conduct summative assessments.
Students:
1) Read the handouts and asks questions to clarify any problematic issues which may arise.
2) Discuss among themselves about possible strategies for accomplishing the
objectives of the session.
3) Formulate a plan of action in order to solve problem.
4) Open Spreadsheet Range Calculator.
5) Manipulate variables and observe how the calculator responds.
6) Identifies data to be collected for investigation.
7) Choose an appropriate program from the Microsoft Office Suite for creating data table.
8) Create a suitable data table.
9) Choose an appropriate program from the Microsoft Office Suite for graphing data.
10) Create a suitable graph in order to display data.
11) Students create a word processed laboratory report.
12) Students modify the report to suit a non scientific client.
Assessment:
1) Students articulated conceptions of the tasks.
(Formative)
2) Active participation in discussions related to the accomplishment of tasks.
(Formative)
3) Students construct a flowchart or similar system showing their approach to
solving the problem.
(Summative, Objective 1)
4) Students able to open the calculator for use.
(Formative)
5) Students ability to manipulate variables successfully. (Formative)
6) Student choice of variables for investigation.
(Formative)
7) Student chooses Microsoft word or Microsoft Excel.
(Formative)
8) The table created has all the required components.
(Summative, Objective 2.)
9) Students choose Microsoft Excel to construct graph.
(Formative).
10) The graph has all the stipulated requirements.
(Summative, Objective 2).
11) Lab report has all the required components.
(Summative, Objective 2).
12) Students reorganizes the report in a meaningful way.
(Summative, Objective 3).
CONSOLIDATION
Students summarize their learning from the session in their journal.
(Summative, Objective 4).
Rubrics were created for assessments. However the formatting was destroyed when
posted so this part of the lesson was deleted.
Education is viewed as fundamental to the overall development of Trinidad and Tobago. As articulated in a report during the Sub-Regional Seminar on Curriculum Development for Learning to Live Together (2001) The Education Policy Paper 1993 – 2003 indicates that “the future of Trinidad and Tobago demands a philosophy of education which stresses the need to be relevant to each individual in the process of schooling.” This espoused philosophy of education goes on to say that that “every child has an inherent right to an education which will enhance the development of maximum capability regardless of gender, ethnic, economic, social or religious background.” It is against this background that the importance of teaching science in the schools of Trinidad and Tobago is underscored. Learning science will contribute to the realization this philosophy for all students.
The goals of education indicate that formal education in Trinidad and Tobago must aim to provide opportunities for all students to develop numeracy, literacy, scientific and technological skills. It is also important to help all students acquire the knowledge, skills and attitudes necessary to be intelligent consumers. Science teaching must therefore seek to make use of technology in order to foster these goals.
It is against this background that this lesson was developed for use at Moruga Composite School. It allows students to make use of technology in an attempt to solve a real world problem which involves principles of physics. The activities used in the lesson include the creation of tables which offer a quick and easy way of organizing repetitive data and graphs which offer means of visually representing this data. Among the features of this lesson is that it attempts to be student centered and it targets students’ higher order thinking skills. Throughout the lesson students are involved in decision making and critical thinking. The role of the teacher is as a facilitator of learning.
Science Principles supported by this lesson.
Problem solving:
Students are faced with a real world problem which they are required to solve. Students must recognize and implement strategies to effectively investigate the problem.
Decision making:
Students have to decide how they can most effectively achieve the objectives of the lesson. They must decide what variables are important to their investigation, how to effectively collect and display this data and how to perform suitable analysis. Finally decisions must be made on how to communicate findings to different audiences.
Use of technology:
Students will make use of computers and programs in order to process ideas and communicate results. Students will be exposed to the relationship between science and technology.
Working as part of teams:
Students will understand that as scientists they are required to work individually as well as members of teams. Working in groups they share responsibilities, data and results. They will understand that communication is essential for effective group interaction.
National Educational Technology Standards addresses in this lesson.
1. Creativity:
In this lesson students will engage in the use of a technological model to explore the behavior of a complex system. Students will demonstrate creative thinking as they decide how best to use the tool in order to generate a product which meets specific standards.
2. Communication and collaboration:
Students will be immersed in a digital environment and required to communicate and work collaboratively in order to create a product and solve a problem. They are required to communicate ideas effectively to multiple audiences which will require the use of different formats. In addition they are required to contribute to a project team to solve a problem.
3. Research:
Students are required to plan strategies, synthesize information, process data using technology and report results as part of this lesson.
4.Critical thinking:
During this lesson students will plan and manage activities in order to complete a project. They will collect and analyze data to make informed decisions.
5.Technology Operations and Concepts:
In this lesson students will use technology systems. They are required to select and use applications effectively and productively as they create tables, graphs and laboratory reports.
Assessment Strategies:
A combination of formative and summatries assessment strategies are used throughout the lesson in order to evaluate student learning. These are specified in the lesson plan below. The formative assessments are used to guide development of the lesson. If students are having difficulties at any stage of the lesson these can be quickly addressed by conducting mini interventions in order to facilitate the completion of the activities.
Activities which involve the use of summative assessments are clearly shown in the list of activities below. In this lesson summative assessments are made using rubrics. These rubrics are displayed in the appendix at the end of the lesson plan. All relevant materials (problem situation, objectives, and rubrics) will be handed out at the beginning of the lesson so that students will know what standards are required for each stage of the exercise.
Reference:
Melville-Myers, I. (2001). Learning To Live Together - Country Report - Trinidad and Tobago. Retrieved October 21st 2007, from http://www.ibe.unesco.org/curriculum/Caribbean/CaribbeanPdf/trinidad.pdf
Checklist for applying technology integration planning model.
Phase 1:
Determining the "Relative Advantage"—Why Use Technology?
•What is the relative advantage of the technology-based solutions?
Students will integrate three disciplines in this lesson:
Physics, communications, information technology.
. Is the relative advantage sufficient to justify the effort involved in adopting these solutions?
Yes, the integration of disciplines should prove motivational for students. In addition a problem based approach is used which makes the lesson more authentic which should stimulate the students.
Phase 2:
Planning Assessments — What Are Appropriate Assessment Strategies?
•What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Production of quality products.
•What is the best way for me to assess students' learning progress and products?
A checklist will be used to make formative assessments. Summative assessments will involve the use of rubrics developed for this lesson.
Phase 3:
Planning Instruction — What Are Appropriate Integration Strategies?
•Instruction will be interdisciplinary (physics, communication, information technology).
•The instructional activities will be individual and group activity.
•Activities will be mainly constructivist in nature.
Have I allowed students enough time to get used to materials before beginning a graded activity?
Yes they have been integrating the use of Microsoft Office in their assignments and are familiar with the uses of all the programs. Additionally they have the opportunity to practice skills.
Phase 4:
Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
•How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Office 2002 installed.
•How many computers and copies of software are available?
Eight computers readily available with Microsoft Office 2002 installed.
•Over what time period and for how long will technology resources be needed?
17th – 18th October 2007 period 3 and 4 each day.
(Class could spill over into lunch time but it would not be a problem but an advantage)
•Do I need to schedule time in a lab?
Yes I do.
•Have I checked out the legality of the uses I want to make?
Software is legal.
•Have I provided for students’ privacy and safety?
Yes.
•Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.
•Have I built in time to back up important files? Have I trained students to back up theirs?
Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.
Phase 5:
Evaluating and Revising Integration Strategies — How Do I Know It's Working?
•Have I identified an instructional problem to solve? Yes.
•Have I identified types of evidence that will indicate to me whether or not the strategy is solving or might help solve the problem? Yes, Formative assessments throughout will provide feedback on the progress students make towards solving the problem.
•Have I used instruments to collect data on the impact of the activity? Yes, Reflections of students in their science journal should allude to the impact of the activity.
For my own reflections.
•Have I considered alternative ways to set up equipment to make the activities go more smoothly?
•What do I need to change to achieve better impact?
DATE: ______________________
CLASS Lower 6
TIME: 4 Hours (Divided into two 2 hour sessions).
UNIT Dynamics.
TOPIC Projectile Motion.
Problem situation.
A young golfer has indicated to you that she is finding difficulty hitting the ball hard enough to reach the greens in one shot. This is affecting her game and she wants to overcome this problem as soon as possible. She has approached your sports consultancy company to help her solve her problem.
You were invited to attend her games and you make several observations.
1. Most of her shots are struck higher than those of other more experienced golfers.
2. The balls go higher than other golfers but not as far.
3. Smaller golfers are hitting the ball further than your client.
Your initial insight is that your client may be having problems with her golfing technique and strength may not be the problem. Your company has recently developed a range calculator using Microsoft Excel. Your supervisor thinks this tool may be useful in this situation.
Objectives of lesson.
1.Develop a plan with your partners indicating the best way of analyzing the problem.
2.Create a standard laboratory report using programs found in the Microsoft Office Suite.
3.Modify the report in order to present to your client who does not have a scientific background.
Guiding Questions:
1.What are the important variables in this system?
2.What type of investigation should be carried out to help the golfer solve her problem?
3.How should the report be presented to your supervisor and to the client?
REFERENCES
Advanced Level Physics –Tom Duncan.
Microsoft Office For Windows – Steve Sagman.
PREREQUISITES:
Knowledge: Students should know that
• Valuable information on the behavior of physical systems can be obtained from spreadsheet analysis.
Skills: students should know how to:
• Use a spreadsheet to conduct what if analysis for physical systems.
• Use a word processor to complete a standard laboratory report.
• Tabulate data according to approved standards.
• Use a spreadsheet program e.g. Microsoft Excel to graph data.
• Deduce information based on graphical analysis.
• Import charts and tables from Microsoft Excel to Microsoft Word.
MATERIALS & RESOURCES
FOR TEACHER
• Handout outlining scenario, lesson objectives and guiding questions.
• Video clip showing golfer teeing off.
FOR EACH GROUP/STUDENT
• Range calculator developed in class for analysis of projectile motion.
• Computer with Microsoft Office installed.
• Handout outlining scenario, lesson objectives and guiding questions and rubrics.
CONCEPT STATEMENT.
Various technological tools exists which help scientists model, investigate and gain insights into the behavior of complex systems. Spreadsheet analysis allows students to act like scientists and gain conceptual understanding of the complex behavior exhibited by physical systems such as projectile motion. Student interaction with technological tools are essential elements for the promotion of science education in global context.
OBJECTIVES
At the end of the lesson, students will be able to:
1. Plan and communicate procedure to use technology to analyze a system,(Synthesis).
2. Create a standard laboratory report using programs found in the Microsoft Office Suite,(Synthesis).
3.Modify a report to communicate information to specific clients,(Synthesis).
4.Summarize ideas,(comprehension).
PROCESS SKILLS:
During this lesson, student will be engaged in:
Observing.
Recording data and observations.
Interpreting and evaluating data and observations.
Communicating scientific ideas, observations and arguments.
Applying scientific ideas and methods to solve problems.
Decision-making based on examination of evidence.
Extracting from available information data relevant to a particular situation.
Activities.
Introduction:
1) Shows short video clip of a golfer teeing off during a tournament.
2) States the objectives of the session and describes his role as a facilitator.
Students:
1) Observes the motion of the golf ball after it has been struck by the club.
2) Describes the path of the ball.
2) Arrange themselves in predetermined groups of four.
Assessment:
Students’ articulation of the golf ball’s motion.
(Formative)
Students are ready to work.
(Formative)
Development:
Teacher distributes handouts with problem situation and guiding questions.
Rubrics for assessment of activities are also provided to students.
Observes student activities which follow, conducts formative assessments and
intervenes when asked to or it is determined necessary.
Uses rubrics to conduct summative assessments.
Students:
1) Read the handouts and asks questions to clarify any problematic issues which may arise.
2) Discuss among themselves about possible strategies for accomplishing the
objectives of the session.
3) Formulate a plan of action in order to solve problem.
4) Open Spreadsheet Range Calculator.
5) Manipulate variables and observe how the calculator responds.
6) Identifies data to be collected for investigation.
7) Choose an appropriate program from the Microsoft Office Suite for creating data table.
8) Create a suitable data table.
9) Choose an appropriate program from the Microsoft Office Suite for graphing data.
10) Create a suitable graph in order to display data.
11) Students create a word processed laboratory report.
12) Students modify the report to suit a non scientific client.
Assessment:
1) Students articulated conceptions of the tasks.
(Formative)
2) Active participation in discussions related to the accomplishment of tasks.
(Formative)
3) Students construct a flowchart or similar system showing their approach to
solving the problem.
(Summative, Objective 1)
4) Students able to open the calculator for use.
(Formative)
5) Students ability to manipulate variables successfully. (Formative)
6) Student choice of variables for investigation.
(Formative)
7) Student chooses Microsoft word or Microsoft Excel.
(Formative)
8) The table created has all the required components.
(Summative, Objective 2.)
9) Students choose Microsoft Excel to construct graph.
(Formative).
10) The graph has all the stipulated requirements.
(Summative, Objective 2).
11) Lab report has all the required components.
(Summative, Objective 2).
12) Students reorganizes the report in a meaningful way.
(Summative, Objective 3).
CONSOLIDATION
Students summarize their learning from the session in their journal.
(Summative, Objective 4).
Rubrics were created for assessments. However the formatting was destroyed when
posted so this part of the lesson was deleted.
Wednesday, November 28, 2007
Word Processor Lesson Plan
DATE: 10th October 2007.
CLASS: Form 4 Science.
TIME: Two hours.
UNIT: The Behavior of Gases.
TOPIC: The pressure law.
REFERENCES
• Physics Laboratory Report Style Guide.
• Sagman,S. (1999). Microsoft Office for Windows. Berkley, CA: Peachpit Press.
• International Society for Technology in Education,(2007).
National Educational Technology Standards for Students.
PREREQUISITES
Knowledge
Students should know that:
•Important information can be obtained by correctly interpreting graphs.
Skill:
Students should know how to:
• function in the windows environment.
• use a keyboard to input data.
• Use a mouse for navigating through a document.
• locate a file stored in a computer.
• open a Microsoft Word document for use.
• save changes to a document in use on a flash drive periodically.
• insert a table using the insert table function in Microsoft Word.
• enter data in a table.
• format a data table according to the standards required by a physics laboratory report.
• copy and paste data from one document to another.
• interpret graphical information.
MATERIALS & RESOURCES
FOR TEACHER
• Hard copies of all electronic documents e.g. memos, worksheets, instructions, supporting documents in case there is a power outage.
• Supply of flash drives on hand.
FOR EACH GROUP/STUDENT
• Computer workstation with Microsoft Office installed.
• Memo describing the problem to be solved.
• Instructions to follow in order to facilitate the solution of the problem.
• Supporting documents.
• Electronic worksheet to be completed.
• Flash drive.
CONCEPT
Computer technology will impact most human activities in the future. Our efforts
should be to integrate it into our everyday classroom activities.
OBJECTIVES
At the end of the lesson, students will be able to:
•format and display data in a suitable manner using a word processor. (Application).
•import a graph into a word processing document.(Comprehension).
•interpret a relationship from graphs.(Comprehension).
•develop a conclusion based on analysis of evidence.(Application).
•prepare a physics laboratory report for distribution using a word processor.
(Evaluation).
•reflect upon and summarize ideas.(Application).
Educational Technology Standards Addressed.
Students will:
• use productivity tools to produce creative work (a lab report).
• communicate information and ideas effectively using technology (reflections).
• integrate technology to enhance science learning.
• develop solution to problems (representation data in table).
• demonstrate responsible use of technology and software in the completion of
an assignment.
• demonstrate sound understanding of operation of technology systems.
Back to menu.
PROCESS SKILLS
During this lesson, student will be engaged in:
Identifying/formulating a problem.
Designing and Planning an experimental procedure.
Setting up and executing experimental work.
Observing and measuring.
Recording data and observations.
Interpreting and evaluating data and observations.
Communicating scientific ideas, observations and arguments.
Applying scientific ideas and methods to solve qualitative and quantitative problems.
Decision-making based on examination of evidence and arguments.
Extracting from available information data relevant to a particular situation.
ACTIVITIES
Introduction:
1. Teacher states that an important memo has been received and that students should retrieve it from their computer desktop.
2. Students read memo which describes the problem to be solved.
3.Teacher and students clarify any issues which arise.
Development:
Task 1:
1. Students locate and open electronic worksheet which will be completed during the session.
2. Teacher monitors activity and guides the process.
Task 2:
1. Students collaborate about the best method of displaying the given data.
2. Students use the word processor to implement their plan.
3. Teacher provides guidance if asked by students.
Task 3:
1. Students locate the file graph.doc on their computer desktop and follow the instructions given in the worksheet.
2. Students import the graph into the worksheet.
3. Students analyse the graph and formulate of a suitable conclusion.
4. Students develop laboratory report using word processor and save the file.
CONSOLIDATION
1. Students spend five minutes reflecting on the use of the word processor in this lesson.
2. Students write a memo to school’s principal summarize their views using the word processor in the physics classroom.
TEACHER’S REFLECTIONS.
To be completed at end of session.
Memo
To: All physics students of Form 4S.
From: Edwin Ramsaran.
Date: Friday October 05, 2007.
Subject: Communication from the Ministry of Energy to physics students.
Students,
The Ministry of Energy had been paying close attention to your development as physics students. Based on your progress they have decided to hire you to carry out an investigation of the relationship between pressure and temperature of a gas found in a newly discovered field off Tobago.
This new discovery has the potential of solving a possible energy crisis caused by falling supplies of liquefied natural gas (LNG) in Trinidad and Tobago but the gas must meet some very strict standards in order to be used. It must obey one of the gas laws.
Some data has already been collected and is shown below. Unfortunately it was not collected by a physicist.
Test 1
Pressure = 695 mmHg
Temperature = 273 K
Test 2
Pressure = 724mmHg
Temperature = 281K
Test 3
Pressure = 755 mmHg
Temperature = 294 K
Test 4
Pressure = 786 mmHg
Temperature = 309 K
Test 5
Pressure = 813 mmHg
Temperature = 318 K
Test 6
Pressure = 830 mmHg
Temperature = 324 K
You are required to work individually in order to:
• format and display the data in a suitable manner using a word processor.
• import a graph into a word processing document.
• analyse the data and formulate of a suitable conclusion.
• present a physics laboratory report using a word processor.
• reflect on the use of a word processor as part of your physics classroom experience.
You are advised to refer to the following documents which are available from your teacher or from the library:
• physics laboratory report style guide.
• inserting and formatting a table in Microsoft Word.
• importing graphs into a Microsoft Word document.
Please don’t forget to save your work periodically.
Click to return to menu.
Student Worksheet.
Name:
Class:
Date:
Instructions.
Open the document studentwksheet.doc on your desktop. Save the document as yourname.doc in your flash drive. As an example I will save my file as edwinramsaran.doc
Follow the instructions given in each section of the worksheet.
The flash drive with your work should be handed in at the end of the session.
1.(a) The layout of the data presented to you may not be of the expected standard. Display the data using a more suitable format in the space below.
(b) How is your layout more suitable for presenting data? Type your response in the space provided below.
2. (a) As you know it is possible to analyse scientific data in a spreadsheet and import the chart into a word processing document. A file called graph.doc on your desktop contains a graph of the data provided to you. Insert this graph in the space below.
(b) Describe the relationship between pressure and temperature of the gas shown in the graph above. Identify any gas law which is obeyed. Type your answer in the space provided.
(c) What are some advantages of using software to help you construct graphs for use in physics lab reports? Type your answer in the space below.
(d) What are some disadvantages of using software to help you construct graphs for use in physics lab reports? Type your answer in the space below?
3. You now have all the information necessary to complete the assignment. Using the word processor create a laboratory report based on the data and graph you were provided with. Write down a suitable conclusion. Name the report yournamereport.doc and save it to your flash drive. Don’t forget to save your work periodically.
4. Write a memo to your principal summarize your views about using the word processor in the physics classroom. Save the document as summary.doc on your flash drive.
Hand in your flash drive at the end of the session.
Click to return to menu.
Graph.
Click to return to menu.
A rubric was used th evluate students. Unfortuntely it cannot be displayed here because of formatting issues.
Checklist for applying technology integration planning model.
Phase 1: Determining the "Relative Advantage"—Why Use Technology?
•What is the relative advantage of the technology-based solutions?
Students will integrate three disciplines in this lesson:
Physics, communications, information technology.
•Is the relative advantage sufficient to justify the effort involved in adopting these solutions?
Yes, the integration of disciplines should prove motivational for students. In addition a problem based approach is used which makes the lesson more authentic.
Phase 2: Planning Assessments — What Are Appropriate Assessment Strategies?
• What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Production of a quality product.
• What is the best way for me to assess students' learning progress and products?
A rubric will be used to assess students learning
I have to develop my own rubric.
Phase 3: Planning Instruction — What Are Appropriate Integration Strategies?
•Instruction will be interdisciplinary (physics, communication, information technology).
•The instructional activities will be individual and a small amount of group activity.
• Activities will be a combination of directed and constructivist.
• Have I allowed students enough time to get used to materials before beginning a graded activity?
Yes they have been integrating the word processor in their assignments.
Phase 4: Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
• How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Word installed.
• How many computers and copies of software are available?
Eight computers readily available with Microsoft Word installed.
• Over what time period and for how long will technology resources be needed?
10th October 2007 period 3 and 4.
(Class could spill over into lunch time but it would not be a problem)
•Do I need to schedule time in a lab?
Yes I do.
• Have I checked out the legality of the uses I want to make?
Software is legal.
•Have I provided for students' privacy and safety?
Yes.
• Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.
• Have I built in time to back up important files? Have I trained students to back up theirs?
Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.
Phase 5: Evaluating and Revising Integration Strategies — How Do I Know It's Working?
• Have I identified an instructional problem to solve? Yes.
• Have I identified types of evidence that will indicate to me whether or not the new strategy is solving or might help solve the problem?
Yes, The completed worksheet with reflections and memo to principal.
• Have I used instruments to collect data on the impact of the activity? Yes,
Reflections.
For my own reflections.
• Have I considered alternative ways to set up equipment to make the activities go more smoothly?
• What do I need to change to achieve better impact?
CLASS: Form 4 Science.
TIME: Two hours.
UNIT: The Behavior of Gases.
TOPIC: The pressure law.
REFERENCES
• Physics Laboratory Report Style Guide.
• Sagman,S. (1999). Microsoft Office for Windows. Berkley, CA: Peachpit Press.
• International Society for Technology in Education,(2007).
National Educational Technology Standards for Students.
PREREQUISITES
Knowledge
Students should know that:
•Important information can be obtained by correctly interpreting graphs.
Skill:
Students should know how to:
• function in the windows environment.
• use a keyboard to input data.
• Use a mouse for navigating through a document.
• locate a file stored in a computer.
• open a Microsoft Word document for use.
• save changes to a document in use on a flash drive periodically.
• insert a table using the insert table function in Microsoft Word.
• enter data in a table.
• format a data table according to the standards required by a physics laboratory report.
• copy and paste data from one document to another.
• interpret graphical information.
MATERIALS & RESOURCES
FOR TEACHER
• Hard copies of all electronic documents e.g. memos, worksheets, instructions, supporting documents in case there is a power outage.
• Supply of flash drives on hand.
FOR EACH GROUP/STUDENT
• Computer workstation with Microsoft Office installed.
• Memo describing the problem to be solved.
• Instructions to follow in order to facilitate the solution of the problem.
• Supporting documents.
• Electronic worksheet to be completed.
• Flash drive.
CONCEPT
Computer technology will impact most human activities in the future. Our efforts
should be to integrate it into our everyday classroom activities.
OBJECTIVES
At the end of the lesson, students will be able to:
•format and display data in a suitable manner using a word processor. (Application).
•import a graph into a word processing document.(Comprehension).
•interpret a relationship from graphs.(Comprehension).
•develop a conclusion based on analysis of evidence.(Application).
•prepare a physics laboratory report for distribution using a word processor.
(Evaluation).
•reflect upon and summarize ideas.(Application).
Educational Technology Standards Addressed.
Students will:
• use productivity tools to produce creative work (a lab report).
• communicate information and ideas effectively using technology (reflections).
• integrate technology to enhance science learning.
• develop solution to problems (representation data in table).
• demonstrate responsible use of technology and software in the completion of
an assignment.
• demonstrate sound understanding of operation of technology systems.
Back to menu.
PROCESS SKILLS
During this lesson, student will be engaged in:
Identifying/formulating a problem.
Designing and Planning an experimental procedure.
Setting up and executing experimental work.
Observing and measuring.
Recording data and observations.
Interpreting and evaluating data and observations.
Communicating scientific ideas, observations and arguments.
Applying scientific ideas and methods to solve qualitative and quantitative problems.
Decision-making based on examination of evidence and arguments.
Extracting from available information data relevant to a particular situation.
ACTIVITIES
Introduction:
1. Teacher states that an important memo has been received and that students should retrieve it from their computer desktop.
2. Students read memo which describes the problem to be solved.
3.Teacher and students clarify any issues which arise.
Development:
Task 1:
1. Students locate and open electronic worksheet which will be completed during the session.
2. Teacher monitors activity and guides the process.
Task 2:
1. Students collaborate about the best method of displaying the given data.
2. Students use the word processor to implement their plan.
3. Teacher provides guidance if asked by students.
Task 3:
1. Students locate the file graph.doc on their computer desktop and follow the instructions given in the worksheet.
2. Students import the graph into the worksheet.
3. Students analyse the graph and formulate of a suitable conclusion.
4. Students develop laboratory report using word processor and save the file.
CONSOLIDATION
1. Students spend five minutes reflecting on the use of the word processor in this lesson.
2. Students write a memo to school’s principal summarize their views using the word processor in the physics classroom.
TEACHER’S REFLECTIONS.
To be completed at end of session.
Memo
To: All physics students of Form 4S.
From: Edwin Ramsaran.
Date: Friday October 05, 2007.
Subject: Communication from the Ministry of Energy to physics students.
Students,
The Ministry of Energy had been paying close attention to your development as physics students. Based on your progress they have decided to hire you to carry out an investigation of the relationship between pressure and temperature of a gas found in a newly discovered field off Tobago.
This new discovery has the potential of solving a possible energy crisis caused by falling supplies of liquefied natural gas (LNG) in Trinidad and Tobago but the gas must meet some very strict standards in order to be used. It must obey one of the gas laws.
Some data has already been collected and is shown below. Unfortunately it was not collected by a physicist.
Test 1
Pressure = 695 mmHg
Temperature = 273 K
Test 2
Pressure = 724mmHg
Temperature = 281K
Test 3
Pressure = 755 mmHg
Temperature = 294 K
Test 4
Pressure = 786 mmHg
Temperature = 309 K
Test 5
Pressure = 813 mmHg
Temperature = 318 K
Test 6
Pressure = 830 mmHg
Temperature = 324 K
You are required to work individually in order to:
• format and display the data in a suitable manner using a word processor.
• import a graph into a word processing document.
• analyse the data and formulate of a suitable conclusion.
• present a physics laboratory report using a word processor.
• reflect on the use of a word processor as part of your physics classroom experience.
You are advised to refer to the following documents which are available from your teacher or from the library:
• physics laboratory report style guide.
• inserting and formatting a table in Microsoft Word.
• importing graphs into a Microsoft Word document.
Please don’t forget to save your work periodically.
Click to return to menu.
Student Worksheet.
Name:
Class:
Date:
Instructions.
Open the document studentwksheet.doc on your desktop. Save the document as yourname.doc in your flash drive. As an example I will save my file as edwinramsaran.doc
Follow the instructions given in each section of the worksheet.
The flash drive with your work should be handed in at the end of the session.
1.(a) The layout of the data presented to you may not be of the expected standard. Display the data using a more suitable format in the space below.
(b) How is your layout more suitable for presenting data? Type your response in the space provided below.
2. (a) As you know it is possible to analyse scientific data in a spreadsheet and import the chart into a word processing document. A file called graph.doc on your desktop contains a graph of the data provided to you. Insert this graph in the space below.
(b) Describe the relationship between pressure and temperature of the gas shown in the graph above. Identify any gas law which is obeyed. Type your answer in the space provided.
(c) What are some advantages of using software to help you construct graphs for use in physics lab reports? Type your answer in the space below.
(d) What are some disadvantages of using software to help you construct graphs for use in physics lab reports? Type your answer in the space below?
3. You now have all the information necessary to complete the assignment. Using the word processor create a laboratory report based on the data and graph you were provided with. Write down a suitable conclusion. Name the report yournamereport.doc and save it to your flash drive. Don’t forget to save your work periodically.
4. Write a memo to your principal summarize your views about using the word processor in the physics classroom. Save the document as summary.doc on your flash drive.
Hand in your flash drive at the end of the session.
Click to return to menu.
Graph.
Click to return to menu.
A rubric was used th evluate students. Unfortuntely it cannot be displayed here because of formatting issues.
Checklist for applying technology integration planning model.
Phase 1: Determining the "Relative Advantage"—Why Use Technology?
•What is the relative advantage of the technology-based solutions?
Students will integrate three disciplines in this lesson:
Physics, communications, information technology.
•Is the relative advantage sufficient to justify the effort involved in adopting these solutions?
Yes, the integration of disciplines should prove motivational for students. In addition a problem based approach is used which makes the lesson more authentic.
Phase 2: Planning Assessments — What Are Appropriate Assessment Strategies?
• What kinds of performances do I expect from students to show they have learned the topic?
Mastery of the tasks assigned.
Engagement in deep reflection.
Production of a quality product.
• What is the best way for me to assess students' learning progress and products?
A rubric will be used to assess students learning
I have to develop my own rubric.
Phase 3: Planning Instruction — What Are Appropriate Integration Strategies?
•Instruction will be interdisciplinary (physics, communication, information technology).
•The instructional activities will be individual and a small amount of group activity.
• Activities will be a combination of directed and constructivist.
• Have I allowed students enough time to get used to materials before beginning a graded activity?
Yes they have been integrating the word processor in their assignments.
Phase 4: Logistics- How Do I Prepare the Classroom Environment and Instructional Materials?
• How many computers and copies of software will be needed to carry out the activities?
Eight computers readily available with Microsoft Word installed.
• How many computers and copies of software are available?
Eight computers readily available with Microsoft Word installed.
• Over what time period and for how long will technology resources be needed?
10th October 2007 period 3 and 4.
(Class could spill over into lunch time but it would not be a problem)
•Do I need to schedule time in a lab?
Yes I do.
• Have I checked out the legality of the uses I want to make?
Software is legal.
•Have I provided for students' privacy and safety?
Yes.
• Have I become familiar with troubleshooting procedures specific to the piece of hardware or software package being used (equipment and software manuals often list such procedures)?
Yes.
• Have I built in time to back up important files? Have I trained students to back up theirs?
Yes.
Do I have a backup plan if I cannot use the resources as I had planned?
Yes, hardcopies for each student. Session will have to be rescheduled if power fails.
Phase 5: Evaluating and Revising Integration Strategies — How Do I Know It's Working?
• Have I identified an instructional problem to solve? Yes.
• Have I identified types of evidence that will indicate to me whether or not the new strategy is solving or might help solve the problem?
Yes, The completed worksheet with reflections and memo to principal.
• Have I used instruments to collect data on the impact of the activity? Yes,
Reflections.
For my own reflections.
• Have I considered alternative ways to set up equipment to make the activities go more smoothly?
• What do I need to change to achieve better impact?
Intuitive Reasons for Excitement about Hypermedia.
I found this interesting article and thought it provided opportunities for discussion.
Christopher Dede and David Palumbo suggests that advocates of hypermedia pose several arguments for why it is a major advance over other media. The are articulated as:
• the associative, nonlinear nature of hypermedia mirrors the structure of human long-term memory, empowering both intelligence and coordination through intercommunication. (Hey this sounds good!).
• the capability of hypermedia to reveal and conceal the complexity of its content lessens the cognitive load on users of this medium, thereby enhancing their ability to assimilate and manipulate ideas.
• the structure of hypermedia facilitates capturing and communicating knowledge, as opposed to mere data.
• hypermedia's architecture enables distributed, coordinated interaction, a vital component of teamwork, organizational memory, and other "group mind"
Phenomena.
For these reasons alone the use of hypermedia should be incorporated into teaching and learning. I think it affords teachers to be creative in their lesson planning and great opportunities to enhance students learning.
I came across a multimdia physics site called hyperphysics. It shows what can be done with hypermadia.
The site is located at http://www.phy.mtu.edu/links/phytutorials.html
Christopher Dede and David Palumbo suggests that advocates of hypermedia pose several arguments for why it is a major advance over other media. The are articulated as:
• the associative, nonlinear nature of hypermedia mirrors the structure of human long-term memory, empowering both intelligence and coordination through intercommunication. (Hey this sounds good!).
• the capability of hypermedia to reveal and conceal the complexity of its content lessens the cognitive load on users of this medium, thereby enhancing their ability to assimilate and manipulate ideas.
• the structure of hypermedia facilitates capturing and communicating knowledge, as opposed to mere data.
• hypermedia's architecture enables distributed, coordinated interaction, a vital component of teamwork, organizational memory, and other "group mind"
Phenomena.
For these reasons alone the use of hypermedia should be incorporated into teaching and learning. I think it affords teachers to be creative in their lesson planning and great opportunities to enhance students learning.
I came across a multimdia physics site called hyperphysics. It shows what can be done with hypermadia.
The site is located at http://www.phy.mtu.edu/links/phytutorials.html
Monday, November 26, 2007
Web Pages.
One of the most important concepts I learned about technolgy this semester while participating in the course EDSC 6004 is that it can motivate students. I had never thought about a computer as being a motivator; however, making my own web page, although it was a trivial attempt, motivated me to work harder and try my best. I will continue to develop it as time goes on since this is an area I am really interested in.
I had never thought that I would have tha opportunity to allow my students create web pages of their work, but now that I understand how motivational creating a webpage can be to them it will feature in my classes. Students can continue to add to and improve their web sites after leaving my classroom, thus creating motivation well into the future. It may never be a finished product so that they can continue modifying and building on it as time goes on.
I envisage accessing some of my student’s website created in my class years in the future and being able to track their progress through life. I may be able to determine if I made any significant impact on that person.
Another reason why I would like to have my students create web sites is that they create a portfolio of what they did throughout the school year. I believe , like others, that students will gain more self-confidence when they are able to see all of their accomplishments displayed on the internet.
I had never thought that I would have tha opportunity to allow my students create web pages of their work, but now that I understand how motivational creating a webpage can be to them it will feature in my classes. Students can continue to add to and improve their web sites after leaving my classroom, thus creating motivation well into the future. It may never be a finished product so that they can continue modifying and building on it as time goes on.
I envisage accessing some of my student’s website created in my class years in the future and being able to track their progress through life. I may be able to determine if I made any significant impact on that person.
Another reason why I would like to have my students create web sites is that they create a portfolio of what they did throughout the school year. I believe , like others, that students will gain more self-confidence when they are able to see all of their accomplishments displayed on the internet.
Sunday, November 25, 2007
Do teacher educators know about effectively using ICTs?
Are teachers simply using ICT for the sake of using them? Several articles indicate that ICT does not automatically add quality to teaching and learning. It is possible to use information and communication technologies for trivial purposes. I agree with this view.
Used inappropriately teachers can use ICT to waste students’ time. I have experienced many “workshops” where many "teacher educators" don’t appear to have a clue about using ICT appropriately. Along with my peers the term “death by PowerPoint” has been coined to describe these experiences.
Although I have made suggestions about improving these workshop presentations in the past I continue to experience the pain of having to sit through hours of PowerPoint and some silly group activity (possibility included to show they know about groupwork). All I want is to attend a workshop that is acually useful.
The icing on the cake was at a recent CSEC workshop where were were to learn about software by engaging in a very powerful process. You guessed it. Death by PowerPoint!
Here's a hint. People leave these workshop early not because teachers are not interested or are looking for time off. It is because teacher educators are boring, and time can be spent elsewhere in more productive activity. Does this sounds like the rationale some students use when breaking class?
Used inappropriately teachers can use ICT to waste students’ time. I have experienced many “workshops” where many "teacher educators" don’t appear to have a clue about using ICT appropriately. Along with my peers the term “death by PowerPoint” has been coined to describe these experiences.
Although I have made suggestions about improving these workshop presentations in the past I continue to experience the pain of having to sit through hours of PowerPoint and some silly group activity (possibility included to show they know about groupwork). All I want is to attend a workshop that is acually useful.
The icing on the cake was at a recent CSEC workshop where were were to learn about software by engaging in a very powerful process. You guessed it. Death by PowerPoint!
Here's a hint. People leave these workshop early not because teachers are not interested or are looking for time off. It is because teacher educators are boring, and time can be spent elsewhere in more productive activity. Does this sounds like the rationale some students use when breaking class?
Thursday, November 22, 2007
Uses of ICT in teaching and learning
Hi,
I've found an interesting article in the library which describes the uses teachers make of ICT in the classroom. The uses have been classified as type 1 and type 2. Type 1 uses make in easier and more efficient for teachers to continue teaching in the more traditional manner (i.e. same old way). In Type 2 uses students are allowed to use the technology to build products and be innovative.
My view is that although many teachers use technology in their classrooms, they are engaging in type 1 uses rather than type 2. This is supported in the literature by the way (yea me).
Powerpoint "overload" is a phenomena I have experienced often and I ask what is the point? It is simply being used to replace the blackboard. I'm sure students feel the same way.
I've found an interesting article in the library which describes the uses teachers make of ICT in the classroom. The uses have been classified as type 1 and type 2. Type 1 uses make in easier and more efficient for teachers to continue teaching in the more traditional manner (i.e. same old way). In Type 2 uses students are allowed to use the technology to build products and be innovative.
My view is that although many teachers use technology in their classrooms, they are engaging in type 1 uses rather than type 2. This is supported in the literature by the way (yea me).
Powerpoint "overload" is a phenomena I have experienced often and I ask what is the point? It is simply being used to replace the blackboard. I'm sure students feel the same way.
Thursday, November 1, 2007
Multimedia project update.
Further to my thoughts on the multimedia project, I have finally decided to let my students create a digital video capturing their involvement in a project on the use of alternative energy sources in the context of Trinidad and Tobago. This assignment has caused me to really question my expertise. I simply could not decide what to do as I toyed with many ideas. Anyway, the decision is made, sink or swim.
In all my years of teaching at Moruga Composite School I have never seen students so excited and motivated to do an assignment. My faith in teaching is renewed. On a sad note I had to purchase the camera since it was made clear to me that I could not use the school’s. Apparantly somes things are too valuable for teachers to use for lessons. I must admit that I was very surprised (shocked) by the turn of events. Things were progressing nicely up to this point.
Anyway, today is presentation day and I have invited the principal to class to observe what can be done with a precious digital video camera. I know the presentations will be great!
Students will be involved in capturing video, narrating, editing and final production of the piece. I cant wait to see the outcome!
In all my years of teaching at Moruga Composite School I have never seen students so excited and motivated to do an assignment. My faith in teaching is renewed. On a sad note I had to purchase the camera since it was made clear to me that I could not use the school’s. Apparantly somes things are too valuable for teachers to use for lessons. I must admit that I was very surprised (shocked) by the turn of events. Things were progressing nicely up to this point.
Anyway, today is presentation day and I have invited the principal to class to observe what can be done with a precious digital video camera. I know the presentations will be great!
Students will be involved in capturing video, narrating, editing and final production of the piece. I cant wait to see the outcome!
Uses of databases.
Thursday, November 01, 2007
Whereas I had very little problems conceptualizing the use of Microsoft Word and Microsoft Excel into physics lessons I am having some issues with the use of Microsoft Access. I know that technology should not be introduced into lessons simply for the purpose of using technology.
My readings so far have indicated that databases are most useful for storing large amounts of information. They are also useful for subjects which involve a lot of classification schemes (physics?).
In my view the usefulness of databases lies mainly in the process of constructing them. Students faced with information must decide the best way to deconstruct it in order to input data into the database. This involves thinking about the information and creates opportunities for learning.
Later students query the databases. The quality of the information obtained will depend on what was stored in the database and the questions asked, again opportunities for learning are provided. If the database is not serving its intended purpose then students will have to think again and reorganize it again creating opportunities for learning.
Databases allow the opportunity for students to deconstruct and reconstruct information and therefore targets the higher order thinking skills. Used in this way they provide valuable learning opportunities for students.
Whereas I had very little problems conceptualizing the use of Microsoft Word and Microsoft Excel into physics lessons I am having some issues with the use of Microsoft Access. I know that technology should not be introduced into lessons simply for the purpose of using technology.
My readings so far have indicated that databases are most useful for storing large amounts of information. They are also useful for subjects which involve a lot of classification schemes (physics?).
In my view the usefulness of databases lies mainly in the process of constructing them. Students faced with information must decide the best way to deconstruct it in order to input data into the database. This involves thinking about the information and creates opportunities for learning.
Later students query the databases. The quality of the information obtained will depend on what was stored in the database and the questions asked, again opportunities for learning are provided. If the database is not serving its intended purpose then students will have to think again and reorganize it again creating opportunities for learning.
Databases allow the opportunity for students to deconstruct and reconstruct information and therefore targets the higher order thinking skills. Used in this way they provide valuable learning opportunities for students.
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