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I agree with Mano's perceptions.  Particularly the second point,
the technology must be integrated with the context and be
inquiry-based... the technology has to be a way to support the
learning, not the object of the learning itself.

During a marine biology summer camp I studied last summer,
probes, algae nets, microscopes and other pieces of lab equipment
were used by the kids as part of a way to learn about the marine
environment.  Before using the technology, lots of time was spent
developing an appreciation for the parts of the environment and
forming hypotheses that they would use the technology to investigate.
After their experimentation, they had to explain how their findings
supported or didn't support their hypotheses, and form new hypotheses.

Dave Taylor
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


> From: Mano Talaiver <[log in to unmask]>
> Reply-To: Informal Science Education Network
> Date: Mon, 7 Jun 2004 09:13:41 -0400
> Subject: Re: technology in science
>
> Even though I wanted to address this note to Bethany directly, I decided
> to send this to all science educators in this network.
>
> 1.  I am not sure which author Bethany is talking about.  Did that
> author (she) conduct a longitudinal study?  Or was it her perception
> about technology?  If the study was qualitative, I will question her
> qualitative variables.
>
> 2.  Impact of technology use in classroom has always found to be
> positive if there has been integration of technology in content and if
> it is inquiry-based; in your case, you have focused on inquiry skills
> with the probeware and it is content based.
>
> 3.  Negative impact of technology -- when technology is used for
> technology-sake, students do not see long term benefits (powerpointing
> with transition as animation; unnecessary addition of audio and images
> when those objects have no relevance to the project are a few examples).
> If the integration of technology in instruction is product-based rather
> than process-oriented, the value of use of technology is questionable.
>
> 3.  Please read http://www.mff.org/pubs/ME161.pdf for an impact study
> (not specific to science)
> But you should find a number of impact studies specific to science
> instruction either at TERC or at Concord sites.
> www.terc.edu
> www.concord.org
>
> 4.  Another tool that the Science Museum of Virginia encourages
> elementary teachers to use:  affordable QX3 microscope (used to be
> manufactured by Intel, but now by Prime Entertainment -- Digital Blue
> QX3 microscope)
>
> If I can answer any additional questions, please email me.  I will be
> happy to share with you how Central Virginia's science educators are
> trained to INTEGRATE Inspiration, Project-based learning, Palm and
> probeware, Pocket PCs and probeware, digital video, global
> telecollaborative projects, and spreadsheets in K-12 classrooms.
>
> Mano
> Dr. Manorama (Mano) Talaiver
> Director Learning Technologies
> Science Museum of Virginia
> 2500 West Broad St
> Richmond, VA 23220
> [log in to unmask]
>
> -----Original Message-----
> From: Informal Science Education Network
> [mailto:[log in to unmask]] On Behalf Of Swiston, Bethany L
> Sent: Monday, June 07, 2004 8:46 AM
> Subject: technology in science
>
>
> I am a fifth grade science teacher at an elementary school in Baltimore
> County,  and this year I have been provided with laptop computers and a
> variety of different scientific probes for use in the classroom.  The
> students have been really motivated by using temperature probes, light
> sensors, and motion detectors in order to apply scientific concepts to
> real world problems.
>
> I was completely psyched about how the technology was impacting my
> instructional program, but I've recently read an article in which the
> author perceived technology in a negative light.  She saw that using
> technology that is enjoyable promotes the perception that education
> should always be entertaining, although learning is sometimes a
> difficult and taxing process.  She also thought that sometimes
> technology is used before students really have a grasp on the
> foundational concepts that are necessary in order to apply it.  What are
> your thoughts on the positive and negative impacts of technology use in
> science?
>

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