Science Teaching & Instructional Technology By: Asma, Melissa & Susan

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 (CD’s, VCD’s) Dvd (Digital Video Disc) Computer (software and hardware) Programs such as the Internet and Interactive Video

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)

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.

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 )

After a brief period of experimenting, in the late 1940s and the early 1950’s 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 )

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.

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.

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

Internet & Interactive Video In the 1990’s the internet found its way into numerous classrooms. The internet served as a source of information and as a communications medium

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

Digital Technology The explosion of digital technology created a revolution similar to the “hands on” movement of the 1960’s. 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.

Impact of digital technologies First: Digital technologies are changing the ways teachers interact with students in the classroom.

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.

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 ing one another, having discussion boards etc.

Guidelines for Using Technology: Technology should: Be introduced in the context of science content. 2. Address worthwhile science with appropriate instruction.

3. Technology instruction in science should take advantage of the unique features of technology. 4. Make scientific views more accessible. 5.Develop students’ understanding of the relationship between technology and science.

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 3.Using Technology to Promote Student Centered Learning Source: Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators (Flick, Bell 2000)

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

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.

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.

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

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.

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.

“The teachers always say we have to ‘learn to learn’, it’s a little weird but I guess it’s true because we’re 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 Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators (Flick, Bell 2000)

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.

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.

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 Tomorrow’s Science Teachers to Use Technology: Guidelines for Science Educators (Flick, Bell 2000)