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Using probes and sensors in my classroom has definitely allowed my students to develop a deep understanding of heat energy.  The task that we completed tested different materials and colors to determine their temperatures when exposed to a light source.  However, learning the software, the technology, and developing computer skills (my students are only in fifth grade) took so long that although this task would have normally taken a day or two, the unit took over two weeks!
 
So, now I'm wondering if it's better to teach with technology that allows greater depth, or whether it's better to cover more content.  My thought is that covering more content superficially is just wasting time, and that if they don't really delve into it, that they won't really 'get it.'  Do you agree?
 
Bethany Swiston
Grade 5 Science Teacher

________________________________

From: Informal Science Education Network on behalf of Eric Siegel
Sent: Tue 6/8/2004 1:58 PM
To: [log in to unmask]
Subject: technology in science



ISEN-ASTC-L is a service of the Association of Science-Technology Centers
Incorporated, a worldwide network of science museums and related institutions.
*****************************************************************************

Yes, the word technology is so broad as to divert the conversation from
what I think was the original point.  The original question, as I
recall, had to do with the use of computer based technology, connecting
probes and video to a computer, in the classroom.

Semantics aside, these kinds of digital tools (as we call them in
describing our work) have turned a corner, to the point where they can
be trivially easy to use, interactive, and enriching.   The practice of
contemporary science, as far as I can understand it, would not exist
without these tools, so it could be argued that engaging kids in the
practice of science requires familiarity with digital tools.  Data
acquisition, imaging, gps, visualization of data, all of these things
are central to how science is now done, and have computers at their
functional core.

I also don't think that there is any question that facility with these
tools is a big leg up in employment in all kinds of fields, from music
recording to animation to medical tech to teaching.  Preparation for a
successful economic life (however one describes that) is also one of the
missions of science centers, at least for those of us who work in
underserved communities.

I do understand the argument that some people will claim that digital
tools can be a diversion from true learning.  For example, I really
believe that simulated experiments with canned outcomes is not a good
use of computers.  So it is now a big challenge for formal and informal
educators to figure out how to incorporate them into the kind of
learning that we think is valuable.

Eric Siegel
Director of Planning
   & Program Development
Connections Project Director
New York Hall of Science
47-01 111th Street
Queens, NY 11368
[log in to unmask]
www.nyscience.org

> -----Original Message-----
> From: Informal Science Education Network
> [mailto:[log in to unmask]] On Behalf Of Kay Ziff
> Sent: Tuesday, June 08, 2004 11:44 AM
> To: [log in to unmask]
> Subject: Re: technology in science
>
>
> ISEN-ASTC-L is a service of the Association of
> Science-Technology Centers Incorporated, a worldwide network
> of science museums and related institutions.
> **************************************************************
> ***************
>
> The history of technology is fascinating, though...
>
> If I remember correctly, Galileo felt his pulse and counted
> the beats of his heart to measure how long the drop took. He
> didn't create his circulatory system for that purpose, but I
> would count that as an ingenious technological solution.
> Before the invention of the second hand other scientists used
> performing musicians to measure the passage of time.
>
> And the Beagle was high technology itself at the time it
> sailed. Darwin recorded data in his journal in words and
> sketches, and used tools to preserve the skins of the animals
> he collected (Jonathan Weiner's book, The Beak of the Finch,
> has a great comparison of the tools Darwin used and the
> practices of modern-day finch-watchers). And they are very
> similar in spirit to the digital cameras Eric described.
>
> Older technologies can be hard to notice because they just
> blend in with the world that we are used to, which I think
> suggests a good test of whether to use a technology in an
> exhibit or program. Does it blend in, or is it trying to get
> visitors' attention for itself? When it is introduced, is it
> more about the neat-o device, or do people think "great! now
> I can...." After a reasonable time to learn its function I
> think any well-used technology should quickly disappear into
> its role as a tool.
> --
>    Kay Ziff
>    Exhibit Developer
>
>    Bay Area Discovery Museum
>    557 McReynolds Road
>    Sausalito, Ca 94965
>    Phone:  415/339-3922
>
> **************************************************************
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> More information about the Informal Science Education Network
> and the Association of Science-Technology Centers may be
> found at http://www.astc.org. To remove your e-mail address
> from the ISEN-ASTC-L list, send the message  SIGNOFF
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>

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