2006 NCSTA Professional Development Institute “Preparing Candidates to use Technologies” Presenters: UNCW Middle/Secondary Students Dr. Angelia Reid-Griffin Dr. Dennis S. Kubasko, JR. Dr. Richard Huber

2006 NCSTA Professional Development Institute UNCW Student Presenters Chelsea Coleman and Katie Bradshaw – motion detector Richie Brown and Corbin Clay – pH probe Diane Abrams and Bo Harrison – Conductivity probe Dave Vallett – Temperature probe John Gardner – ProScope North Carolina Science Teachers Association’s 38 th Annual Professional Development Institute November, 2006

2006 NCSTA Professional Development Institute Agenda for presentation 1.Background with technology integration 15 minutes 2.Introductions of stations with laboratory activities 15 minutes 3.Participant interactions with stations 30 minutes

2006 NCSTA Professional Development Institute Background / context First and foremost, we wanted to explicitly link the pre-service teacher education program with the in-service needs of the secondary science education community. Second, we wished to integrate appropriate technology instruction in the secondary science methods course. Third, we wanted to further establish partnerships/networks throughout the education community using comprehensive training for everyone vested.

2006 NCSTA Professional Development Institute Research Traditional age college seniors (who were student teachers this past spring) have never known a time when there were not personal computers. Linn, Songer, Lewis & Sterm (1991) and Mokros and Tinker (1987) note technologies such as probeware have aided students’ construction of scientific concepts. Krajcik & Layman (2004) states the tools are powerful and help to improve students’ abilities in graphing and conducting experiments.

2006 NCSTA Professional Development Institute Mentoring Student interns –Understandings of learning to teach typically involve the placement of a mentee or novice teacher with a more experienced mentor whose role is to supervise and guide the mentee. –However, with regard to emerging technologies, many mentees are more knowledgeable and skilled in the use of such technologies than their mentors (Dexter & Reidel, 2003; Smith & Kubasko, 2005). The NETS-T standards call for all interns to “guide collaborative learning activities in which students use technology resources to solve authentic problems in the subject area (ISTE, 2006)” –

2006 NCSTA Professional Development Institute Guiding Principals The standards guiding the development and integration of curricula are the proposed guidelines for using technology in the preparation of science teachers (Flick & Bell, 2000) and are as follows: –Technology should be introduced in the context of science content. –Technology should address worthwhile science with appropriate pedagogy. –Technology instruction in science should take advantage of the unique features of technology. –Technology should make scientific views more accessible. –Technology instruction should develop students' understanding of the relationship between technology and science.

2006 NCSTA Professional Development Institute Obstacles to integrating technology All content area interns and partnership teachers were asked to respond to a number of items that have been identified as barriers to integrating technology. Teachers viewed these barriers to be statistically significantly from their interns views: –Lack or limited access to computers, –availability of software, –too much material to cover, –lack of mentoring, and –technology integrated lessons require too much preparation.

2006 NCSTA Professional Development Institute Pre-service Teacher Education Middle/Secondary students are trained in their science methods courses to use of data collection devices and other technologies to teach science concepts during field experiences internships. Lateral entry students are encouraged to used tools in their current science classes)

2006 NCSTA Professional Development Institute Professional Development Middle/Secondary –SMEC (Science, Mathematics Education Center) Resources –Introduction to CMC (Curriculum Materials Center) University support –Informal Science Settings Cape Fear Museum

2006 NCSTA Professional Development Institute Vertical teaming Technological Literacy University Faculty Partnership Teachers Pre-service Teachers

2006 NCSTA Professional Development Institute Horizontal teaming Mathematics Education Science Education Technology Education

2006 NCSTA Professional Development Institute

Connect the training Methods training Internship semester First-year teacher Partnership teacher

2006 NCSTA Professional Development Institute

Probeware & Emerging Technologies Laboratory Experience - Probe ware sensors, ProScopes (laptop, Palm, TI calculators) Lesson Planning - Taskstream web site (lesson building, discussions, portfolio) Instructional Design - Concept mapping software (Inspiration & Kidspiration); web based resources Inquiry Concepts - Data Visualization Tools (River Run); Explore science

2006 NCSTA Professional Development Institute

Overview of Presentation An opportunity to interact with current UNCW students and see how they use advanced technologies (probe ware) to teach science content during internship experience The presenters will demonstrate the activities and may ask you to also participate in the demonstrations

2006 NCSTA Professional Development Institute Materials Dell Laptop computer PALM Handheld computer Texas Instrument Graphing Calculator The ProScope – Scalar USB microscope Various Vernier Probeware sensors

2006 NCSTA Professional Development Institute Probeware Stations Chelsea Coleman and Katie Bradshaw – motion detector Richie Brown and Corbin Clay – pH probe Diane Abrams and Bo Harrison – Conductivity probe Dave Vallett – Temperature probe John Gardner – ProScope

2006 NCSTA Professional Development Institute