module 6 technology

Diversity

Picture from http://www.disaboom.com/assistive-technology-general/abilities-expo-showcases-assistive-technology

 Explain the legal and ethical responsibilities of a science teacher in regard to equity.

 Design lesson plans that include modifications for purposes of inclusion.

 Design lesson plans that use technology effectively to enhance learning.

 Describe the different areas in which technology interfaces with science teaching.

 Define technology as it is used n the National Science Education Standards and the Benchmarks for Science Literacy.

 Give examples of activities consistent with the technology requirements in the TEKS.

Classroom Management

Curriculum and

Instruction

Student Use Technology & Society

 Understand today’s net savvy students and their preferred ways of learning

 Are comfortable using the new tools of the web as they evolve

 Are continuous learners and integrate the new tools into the curriculum

 Like all other teachers, science teachers should be familiar with technology for personal use:

Examples: ◦ Word processing ◦  Email

  Like all other teachers, science teachers should be familiar with technology for classroom management use.

Examples: ◦  Spreadsheets (grades) ◦  Databases (Information management) ◦ Word processing (Original and modified lesson

plans ◦  Email (for communication with students and

parents) ◦  Uploading and downloading to servers (sharing) ◦ Web site management (for classroom

communication)

 Like all other teachers, science teachers should be familiar with technology for use in meeting the needs of a diverse student population. We will learn more about this later in this presentation.

Like other teachers, science teachers need to know how to encourage student use of technology.

  PowerPoints

  Websites ◦  Examples of student-created websites

http://wizard.4teachers.org/builder/worksheet.php3?ID=98522

  Spreadsheets /Charts and Graphs ◦  Example activity

  Concept Mapping Software ◦  Examples

http://www.inspiration.com/productinfo/kidspiration/index.cfm

  Management Tools ◦  http://4teachers.org

  Lesson Plans ◦  http://www.marcopolo-education.org/home.aspx

  Project Idea ◦  http://virtual-architecture.wm.edu/

  Games ◦  http://208.183.128.3/tutorials/PPT-games/ ◦  http://facstaff.uww.edu/jonesd/games/

Visit these sites to see multiple ideas for preparation.

Please visit these websites to investigate these technologies.

  Collaborative data-collection   http://mathforum.org/workshops/sum96/data.collections/

datalibrary/lesson.ideas.html

  Probeware   http://www.concord.org/work/themes/probeware.html

  GPS systems   http://www.uen.org/utahlink/activities/view_activity.cgi?

activity_id=15969

  You will be expected to give examples of student activities with each of these.

  Like other teachers, science teachers need to know how to use technology to enrich curriculum and support teaching and learning.

  During this course, you have been introduced to multiple sources for activities, ideas, strategies, references, and other resources. Use of technology for teaching and learning has been modeled by your instructors and mentors.

  Remember that technology is most powerful when used BY STUDENTS in their self-directed learning.

•  Are open ended and allow for students creativity.

•  Facilitate problem solving.

•  Provide for collaborative construction and sharing of knowledge.

•  Make students look good!

•  Are engaging.

 When do we use it?

 When it is the best way to reach our objectives.

 Why do we use it?

 Because it helps students learn.

  This is a very important slide. The information on it is key to understanding technology and teaching.

 K - 5

  Students also use computers and information technology tools to support their investigations.

    3.2 (A). 4.2 (A) and 5.2 (A)   plan and implement descriptive investigations

including asking well-defined questions, formulating testable and using equipment and technology.

K-4

  Abilities to distinguish between natural objects and objects made by humans

  Abilities of technological design

  Understanding about science and technology

5-8

  Abilities of technological design

  Understanding about science and technology

  “They are not standards for technology education; rather, these standards emphasize abilities associated with the process of design and fundamental understandings about the enterprise of science and its various linkages with technology.” (NSES p. 117)

  “These standards call for students to develop abilities to identify and state a problem, design a solution—including a cost and risk-and-benefit analysis—implement a solution and evaluate the solution.” (NSES p. 118).

 As teachers of science, we have an obligation to help students understand: ◦  the difference between the natural world and

the designed world, ◦  the process of design, ◦  how designed systems work, ◦  the risks and benefits of designed systems, and ◦  the ways in which society affects and is

affected by technology.

 Ecology  Energy sources and uses  Water cycle  Electricity   Space  Biomes  Weather and climate

  Visit these sites to see examples of lessons that help students understand the nature, risks and benefits, and uses of technology. ◦  Science Netlinks: Risks and Benefits of Technology

http://www.sciencenetlinks.com/lessons.php?DocID=413 ◦  Spinoffs of the Space Program

http://trackstar.4teachers.org/trackstar/ts/viewTrackMembersFrames.do?org.apache.struts.taglib.html.TOKEN=40861dd21c58ae735ba259baced6331f&number=205670&password=

Teachers’ Guide to High Quality Materials on Climate Change and Global Warming http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm

Diversity

From: Storm, M. (n.d.) Enhancing your instructional skills through differentiation. The Access Center. Retrieved on April 29, 2008, from http://www.k8accesscenter.org/documents/Webinar-Differentiationtopost.ppt#260,7,Comparing Traditional and Differentiated Classrooms

 All kids are different.

 One size does not fit all.

 Differentiation provides all students with access to all curriculum.

  It is required by LAW!

 A teacher’s response to learner needs

 The recognition of students’ varying background knowledge and preferences

  Instruction that appeals to students’ differences

Content Process Product

According to Students’

Readiness Interest Learning Profile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

 Addressing student differences

 Use of assessment

 Use of student interest and learning style


  Instructional format

 Assignment options

  Factors guiding instruction


 All strategies are aligned with instructional goals and objectives

  Specific strategies are selected based on ◦  Focus of instruction ◦  Focus of differentiation

  Your text provides excellent information about differentiation.

  Your school district as well will almost certainly encourage and support you in differentiation.

  These website give practical ideas for modifying for the differentiated classroom.

  The Access Center http://www.k8accesscenter.org/index.php

  MODIFYING THE ELEMENTARY SCHOOL CURRICULUM FOR STUDENTS OF SPECIAL NEEDS: A LIST OF IDEAS GRADES: K-12 : http://www.spareinkmedia.com/2010/01/13/modifying-the-elementary-school-curriculum-for-students-of-special-needs-a-list-of-ideas/

  Assessment ◦  Curriculum Based Measurement www.studentprogress.org

  National Center on Accessing the General Curriculum (NCAC)

www.cast.org/ncac/

 Please be aware that you are responsible for knowing strategies for differentiation and for including modifications for special needs students on your lesson plans. Please take advantage of these resources that are provided to help you.

Where technology and diversity meet

  Assistive Technology is any tool or device that a student with a disability uses to do a task that he or she could not otherwise do without it, or

  any tool the student uses to do a task more easily, faster, or in a better way.

  It can be a simple “low tech” device such as a pencil grip or an expensive “high tech” device such as a computer or speaking device.

  AT has the powerful potential of impacting significantly upon a student with disabilities by contributing to his or her learning, independence, self esteem, and quality of life.

  Any student with a disability, from mild to severe, may benefit from the use of assistive technology. Assistive technology is available for individuals with reading, writing, remembering, walking, sitting, seeing, hearing, and/or communicating disabilities. Any student who needs help with any of these life functions may benefit significantly from the use of assistive technology.

  Know what it is.

  Know how it can provide equity in the classroom for challenged students.

  Recognize examples of AT.

  Many catalogs available online have as many as 18,000 different kinds of assistive technology devices.

◦  Example: EnableMart http://www.enablemart.com/Catalog

  Use MSWord: ◦  More white space ◦  Bigger text ◦  Pictures ◦  Sound

  Use PowerPoint ◦  Separate concepts ◦  Add pictures ◦  Add animations ◦  Add sound

  Augmentative Communications http://www.abilityhub.com/aac/index.htm

  Blind and Visually Challenged http://www.abilityhub.com/vision/index.htm

  Cognitively Challenged http://www.abilityhub.com/cognitive/index.htm

  Deaf or Hard of Hearing http://www.abilityhub.com/hearing/index.htm

  Physically Challenged http://www.abilityhub.com/ecu/index.htm

  Speech Challenged http://www.oln.org/ILT/ada/Fame/cw/f4_47_457.html

  Technology is both a strategy and a topic in the science classroom.

  Effective use of technology is required by quality teachers in today’s classrooms.

  Technology is most effectively used when it is used by students for self-directed learning.

  Modifications for diverse student needs is also essential in today’s classroom, required by both ethics and law.

  Technology can be an aid to providing for diverse student needs.