Personal Assessment
Now that you have read over the basic materials for this module, the real fun begins.
Take a sheet of paper and draw a line down the middle. One the left column, writing the heading - I Know How To Use - and on the right - I Don't Know How To Use. For the I know how to use section, it is all items you have at least some comfort level working with/knowledge of how to use it - even if it is slim.
On each side, list which items that fit each section:
A pocket PC/tablet - word files
A laptop - word files
A pocket PC/table - excel files
A laptop - excel files
Graphing programs
Excel for data analysis/formulas function
A handheld GPS unit
A GPS app on a phone
A handheld altimeter
An altimeter app on a phone
A digital field guide
Creating a brochure in word
Powerpoint
A camera
A flip-camera
Windows MovieMaker or equivalent
Some website creation program or site such as weebly
For those on the left side - note your comfort level with each item - slim, passable, decent, pretty comfortable/functional, advanced.
For those on the right side - note your interest level. Would this be something you could see using? For more than one lesson? Also note your "wish list" level, ie how likely you are to get the funds to purchase the items. Keep in mind, with the plethora of cell phones out there, how many students now carry cell phones, handheld GPS units aren't needed in large quantities. Altimeters are fairly cheap, in comparison to other scientific instruments, and again some students might have an app for their phone. Flip-cams are becoming a new hot-topic in classrooms, so that one is easier now than it was. Laptops and tablets/pocket PCs are a little more tricky - but it is possible to convince the powers that be of the usefulness of them.
Now, considering what you know how to use, and could explain to students how to use, create a modified lesson plan for an ecology unit. Take something you have used in the past - and enhance it. You might need to move a few things around, delete a little bit, etc - but don't start from scratch. You can do that later. For now, let's focus on just enhancing existing lesson plans, until you are more comfortable with incorporating technology in the classroom.
Ask yourself these questions as you enhance your lesson:
* How much additional time is needed for students to learn the technology
* What will I do with the students who are already comfortable with it
* How comfortable am I if there is a problem with the technology
* What is my backup plan in case of rain, network failure, computer crashes, etc.
* How do I need to modify my rubric
* What standards does the use of this technology fulfill
* How can I document the use of this technology in the classroom - for the school/school district
* What ideas could I offer to other teachers about the use of this technology, via professional development, conferences, etc
Now that you have done that, the next step is picking a technology that you are not knowledgeable of, or need to be more knowledgeable with and learning about it. Don't rush and try and do it all at once. Pick an item, and focus on it. When you are good with it, then pick another items. With each - ask yourself what kinds of activities it can be used for, and go through and enhance your lesson plans.
Take a sheet of paper and draw a line down the middle. One the left column, writing the heading - I Know How To Use - and on the right - I Don't Know How To Use. For the I know how to use section, it is all items you have at least some comfort level working with/knowledge of how to use it - even if it is slim.
On each side, list which items that fit each section:
A pocket PC/tablet - word files
A laptop - word files
A pocket PC/table - excel files
A laptop - excel files
Graphing programs
Excel for data analysis/formulas function
A handheld GPS unit
A GPS app on a phone
A handheld altimeter
An altimeter app on a phone
A digital field guide
Creating a brochure in word
Powerpoint
A camera
A flip-camera
Windows MovieMaker or equivalent
Some website creation program or site such as weebly
For those on the left side - note your comfort level with each item - slim, passable, decent, pretty comfortable/functional, advanced.
For those on the right side - note your interest level. Would this be something you could see using? For more than one lesson? Also note your "wish list" level, ie how likely you are to get the funds to purchase the items. Keep in mind, with the plethora of cell phones out there, how many students now carry cell phones, handheld GPS units aren't needed in large quantities. Altimeters are fairly cheap, in comparison to other scientific instruments, and again some students might have an app for their phone. Flip-cams are becoming a new hot-topic in classrooms, so that one is easier now than it was. Laptops and tablets/pocket PCs are a little more tricky - but it is possible to convince the powers that be of the usefulness of them.
Now, considering what you know how to use, and could explain to students how to use, create a modified lesson plan for an ecology unit. Take something you have used in the past - and enhance it. You might need to move a few things around, delete a little bit, etc - but don't start from scratch. You can do that later. For now, let's focus on just enhancing existing lesson plans, until you are more comfortable with incorporating technology in the classroom.
Ask yourself these questions as you enhance your lesson:
* How much additional time is needed for students to learn the technology
* What will I do with the students who are already comfortable with it
* How comfortable am I if there is a problem with the technology
* What is my backup plan in case of rain, network failure, computer crashes, etc.
* How do I need to modify my rubric
* What standards does the use of this technology fulfill
* How can I document the use of this technology in the classroom - for the school/school district
* What ideas could I offer to other teachers about the use of this technology, via professional development, conferences, etc
Now that you have done that, the next step is picking a technology that you are not knowledgeable of, or need to be more knowledgeable with and learning about it. Don't rush and try and do it all at once. Pick an item, and focus on it. When you are good with it, then pick another items. With each - ask yourself what kinds of activities it can be used for, and go through and enhance your lesson plans.
Check for Understanding
At the very beginning, the objects for the teacher examining this module to be able to do the following at the end.
* Justify the expense of the technology for student use * Incorporate the use of pocket PC's/laptops in the classroom * Incorporate the use of flip-cams, and other technologies, in the classroom * Use technology to encourage critical thinking skills in students * Attempt to foster an awareness in students of importance of our natural world |
By doing a little bit of extra research, you should be able to easily justify the expense of at least some of this technology for your school. Remember, it doesn't all have to be done at once. Try for adding a little bit each year. This will allow other teachers time to also become comfortable with the technology before something new is added.
The second and third objectives are what you are working towards. You might not be able to meet this all at this moment. But you should be able to enhance your existing lessons with the items you are comfortable using yourself.
Now the big question - do you see how these technologies can be used to encourage critical thinking skills? Something simple like having students design and research their own experimental process requires these skills. If they are going to create a documentary, they have to consider target audience, needed scenes, programs they are going to use, and so much more. If they are creating a brochure, field guide, powerpoint, website, etc they will need to plan the layout, determine what is needed, and then how they are going to get it. As for the last objective, as science teachers we should already be attempting to do this. Students are connected to nature whether they care about it or not. They eat the food, drink the water, and breath the air. Yet over the last couple of generations, they spend less time outside exploring, and more time inside buildings. We have an obligation to them to show why nature matters, and how they can interact with it safely. |
Reflection
As teachers, we are taught the importance of reflecting on our lessons, and learning from each new experience.
I'd like you to take a moment and share with others your thoughts on this module. Was it helpful? Do you see yourself using any of this information? What other technologies have you used? How have you used them? Anything you think would be beneficial to others.
I'd like you to take a moment and share with others your thoughts on this module. Was it helpful? Do you see yourself using any of this information? What other technologies have you used? How have you used them? Anything you think would be beneficial to others.