Teaching Science in an Online Learning Environment Ben Smith and Jared Mader Red Lion Area Senior High Friday, September 30, 2005

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Presentation transcript:

Teaching Science in an Online Learning Environment Ben Smith and Jared Mader Red Lion Area Senior High Friday, September 30, 2005

About Us Ben Smith Physics Teacher K-12 Science Coordinator Technology Resource Teacher Core Skills Technology Training Leader Keystone Technology Integrator Jared Mader Chemistry Teacher Technology Staff Development Trainer Core Skills Technology Training Leader Discovery Educator Network

Authentic Assessment Students demonstrating problem-solving, reasoning, and engaging in active- learning. Essential Components Student-centered Product is a part of the process Higher-order thinking skills are employed A Constructivist View

Technology as the Medium Technology is simply the tool used to facilitate student-centered learning Technology makes it easier to accomplish Focus must remain on the curriculum and the student needs Curriculum must drive the need for technology, not the reverse

Taxonomy for the Instructional Use of Computers Experiencing Informing Reinforcing Integrating Utilizing Adopted from Thomas and Boysen, Iowa State University

The Traditional Science Class Demonstrations Inquiry-based questioning Hands-on activities Laboratory Investigations Class discussions Group activities/dynamics One-on-one interaction

The Technology Enriched Science Class Still contains the essential elements of an effective traditional science class. Enhanced by: Probeware (Vernier/Pasco) Graphing Calculators (LabPro Interface) Software (Office, Inspiration, VideoPoint, iMovie, Interactive Physics) Teacher websites Virtual Side — Blackboard, Tapped In Podcasting, Weblogs Interactive simulations (applets, Shockwave) Wimba Elements

Merging Technology to the Traditional Class Strengths Student-centered engagement Enables students of differing learning styles and personalities Increases instructional time Limitations Student Access Teacher/Student Time Usability Focus can drift from the curriculum to the technology

Review and Revise of Online Courses Constructed heavily around reading Limited student interaction/interactivity Too many animated gifs Repetitive types of activities Lacking essential elements of the technology rich classroom

Constructing an Online Science Class Consistency in Design Format Equipment on a budget Appropriate and effective discussions Variety of rich activities Concept mapping (Cmap)Cmap Webquests/Scavenger Hunts Interactive Laboratories WISE Activities Online Applets Interactivity (Wimba, Streaming Video)

What Students Can Do Virtual Field Trips Assessment Higher level taxonomy Science writing Whiteboard wolutions for small classes

Making it Happen in Your District Staff Development Training Templates / Quick Start Directions Presenters (Us) Lessons are driven by the curriculum not the technology Lessons make greater use of the higher ends of the taxonomy. Atomic Learning - Immediate Support

Notes