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Hi Bethany,
I think if you are looking into the classroom, the fundamental educational
principles must surely come first?
Well defined and measurable objectives, careful planning to achieve those
objectives, activity rich learning experiences, the opportunity for children
to use their imaginations and make the information their own and above all
ensuring the experience is positive and the children successful.
This, followed by careful and objective evaluation, will almost certainly
lead to a good educational outcome. In this light, technology is surely a
tool to achieve your objectives - nothing more. So, if you are achieving
your objectives and technology is helping you do that, I say keep doing it!
In regards to the article, I would agree that technology can be used badly
but it sounds to me like what you are doing is far from bad. Yes, sometimes
learning is difficult (as the article points out) but the one thing that
gets people through that difficult time, without giving up, is motivation.
If you are providing motivation and success to your students, surely that is
the best preparation they can have for when things get difficult?
-----Original Message-----
From: Informal Science Education Network
[mailto:[log in to unmask]]On Behalf Of David Taylor
Sent: Wednesday, 9 June 2004 5:11 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.
****************************************************************************
*
Bethany,
Geez... we've been debating this issue here for the last couple
of days, but you are looking at it's application in a real world educational
setting...
The question of breath verses depth of exploration is an important
one... but I'm not sure that you need to choose one over the other...
I think with 5th graders (and most of us) it is important to be exposed
to a wide range of experiences and ideas, and it is important to explore
some things in greater depth.
Currently working on a Ph.D., I will know a whole lot about a very
small part of the world... and it is important for me to investigate it to
that depth... but it is so important for kids to have exposure to a wide
variety of ideas, thoughts, and experiences since they all develop
different interests, and learn in different ways...
In an ideal constructivist world we would all recreate all of the
knowledge that exists, but there just isn't enough time, so there are
some things we need to learn in a superficially. If they grab our interest
maybe we will pursue them further.
So do a bit of both... expose the kids to lots of stuff... and let
them cover a couple of things in depth... just follow your instincts as
a teacher to feel out what is working for the kids you are working with.
Dave Taylor
~~~~~~~~~~~~~~~~~~~~~~~
> From: "Swiston, Bethany L" <[log in to unmask]>
> Reply-To: Informal Science Education Network
<[log in to unmask]>
> Date: Tue, 8 Jun 2004 13:26:12 -0400
> To: <[log in to unmask]>
> Subject: Re: technology in science
>
> 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
>
> ________________________________
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