2005 NCSTA Professional Development Institute “Probeware & New Technologies in Science Methods” Presenters: UNCW Middle/Secondary Students Dr. Angelia Reid-Griffin Dr. Dennis S. Kubasko, JR. Dr. Richard Huber

2005 NCSTA Professional Development Institute UNCW Student Presenters Lea Bullard, James Kenan H.S. Beth Burnette, East Columbus H.S. Jamie Herring, MAT student intern Erin Spruill, MAT student intern Julie Turt, MAT student intern Amoreena Valengavich, Licensure student intern North Carolina Science Teachers Association’s 37 th Annual Professional Development Institute November, 2005

2005 NCSTA Professional Development Institute Overall Purpose 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.

2005 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. 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).

2005 NCSTA Professional Development Institute Mentoring and Technology Use The NETS-T standards call for all interns to be “supervised by a mentor or master teacher on a consistent basis” to enable them to become proficient and technologically literate (ISTE, 2003). In a study in which student teachers were asked to rank the use of eight different sources of support for technology integration, the cooperating teacher received the highest support (71%), the school technology coordinator (57%) followed by fellow students (43%). –Dexter & Reidel, % of student teachers indicated that instructional support for technology at their student teaching site was “fair” to “poor,” and when asked whether their cooperating teacher used and modeled technology integration in their teaching, most responded “strongly disagree.”

2005 NCSTA Professional Development Institute Intern and Mentor Rating of Overall Skill with Using Technology Survey responsesNoviceIntermediateAdvanced Intern self assessment (n=52) 8% (4)26% (14)54% (28) Intern assessment of mentor (n=60) 25% (15)33% (20)27% (16) Mentor self assessment (n=38) 10% (4)68% (26)13% (5) Note. n equals the number of responses to the items. First number represents the percentage of participant responses to each survey item. Second number represents the frequency of participant responses.

2005 NCSTA Professional Development Institute Barriers 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.

2005 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.

2005 NCSTA Professional Development Institute Teacher Pre-service 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)

2005 NCSTA Professional Development Institute Probeware & New Technologies Laboratory Experience - Probe ware sensors (laptop, Palm, TI calculators) Lesson Planning - Taskstream web site (lesson building, discussions, portfolio) Instructional Design - Concept mapping software (Inspiration & Kidspiration) Abstract Concepts - Data Visualization Tools (River Run)

2005 NCSTA Professional Development Institute Probeware & New Technologies Secondary and middle students are trained to use the tools to collaborate with teachers during field experiences, internship or current teaching positions. Students provide training to cooperating or mentor teachers

2005 NCSTA Professional Development Institute Example of Student Assignments Middle –Select an activity or develop one using the Software resource manuals –Use tools during one of their field experiences in a local middle school Secondary –Innovative Technology Project - Probeware Develop lesson/activity –Integrate into their internship experience Lateral entry teachers (middle/secondary) –Trained to use tools and encouraged to use them with current students –Innovative projects/Technology use critique

2005 NCSTA Professional Development Institute Training Procedures Middle –Taught to use equipment by instructor –Demonstrations, activities, quiz –Perform tasks using tools in the field Secondary –Taught to use equipment by instructors –Demonstrations, activities –Develop lessons/activities –Present activities in the field

2005 NCSTA Professional Development Institute

Professional Development Middle/Secondary –Introduction to SMEC (Science, Mathematics Education Center) Resources Resources –Introduction to CMC (Curriculum Materials Center) Resources

2005 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

2005 NCSTA Professional Development Institute Materials Dell Laptop computer PALM Handheld computer Texas Instrument Graphing Calculator Vernier Labpro Various Vernier Probeware sensors

2005 NCSTA Professional Development Institute Probeware Stations pH sensor Motion detector