Teaching & Learning Science with
Technology (EDPB 507 Fall 2009)
Sampling Ways to Integrate Computer Technology
into Science Instruction
Julia Hengstler
Faculty of Education
Vancouver Island University
The Plan: An Introduction to
Incorporating Technology into Teaching
Science
 Benefits & challenges of using technology
 Considerations for resource selection:
 Online activities & exploring some online
resources
 Websearching
 Online games
 WebQuests
 Other Useful Resources
Julia Hengstler
Faculty of Education
Vancouver Island University
Why Use Technology in
Your Science Instruction?






Julia Hengstler
Engaging-students like technology
Keeps current with up-to-date info
Develops skills required for graduation
Offers unique activities/resources
Opportunities to connect to others
Access to experts (sometimes direct)
Faculty of Education
Vancouver Island University
Technology as Instructional Tool
From Julia’s Soap Box:
 Everything you have students do should be
purposeful. Technology is an instructional tool:
pick it to do a particular job—don’t throw it in as
an extraneous add-on or gimmick.
 You wouldn’t use a drill to hammer a nail—use
technology to do a job for which it is suited.
 To pick the best tool: consider the user & the use
Julia Hengstler
Faculty of Education
Vancouver Island University
The Big Picture:
Good Instructional Practice &
Technology
Julia Hengstler
Faculty of Education
Vancouver Island University
7 Principles of Good Education
(Chickering & Gamson, 1987; adapted)
 Good practice in education:
 encourages contact between students, families &







teachers
develops reciprocity & cooperation among students
encourages active learning
gives prompt feedback
emphasizes time on task
communicates high expectations
respects diverse talents & ways of learning.
See Appendix A for more detail on applications of tech
Julia Hengstler
Faculty of Education
Vancouver Island University
Considerations for Resource Selection
 User: Who is using the technology?
 Teacher/Learner needs can differ
 Identify who is the target audience for the
technology—must consider skill/reading levels
 Use: Why is the person using it?
 Be sure to identify your objective/need BEFORE
selecting technology resource


Julia Hengstler
Eg. For teacher productivity (Job Aids)
 Lesson plans
 Tools
 Resources
Eg. For learning a particular outcome
 Game for identifying body organs might help a student
meet a “identify organs in the human body”
Faculty of Education
Vancouver Island University
Challenges & Facilitators of
Working with Technology
• Some challenges—what do you think?
• Equipment availability—where, when
• Student access outside of school
• Ensure equipment availability sometime during school
day whether in class, lunch, etc.
• Software –cost, availability & installations,
reviews, pilots, implementations
• Sufficient Pro-D & teacher “practice” time
• Privacy of student/personal data
• Shallow research—1st 10 Goggle hits
Julia Hengstler
Faculty of Education
Vancouver Island University
Challenges & Facilitators of
Working with Technology
• Some facilitators—what do you think?
•
•
•
•
•
•
Many students want to use technology
Good content available
Access to experts
Flexibility of material presentation/assessment
Data used can be most current science
Keeps teachers/students/homes in closer
contact
• Helps with collaboration among students—and
teachers re. Pro-D
Julia Hengstler
Faculty of Education
Vancouver Island University
Activity 1: Searching for Stuff
–The Big Hitter of Search Engines: GOOGLE
www.google.ca
–Search options
•Web-pages/sites
•Images
•Groups-searches Google interest group postings (also allows you to start
a group)
•News-top news stories
•Maps
•Scholar-searches articles
[For those wanting a little extra: A Guide to All Things Google
http://www.googleguide.com/]
Julia Hengstler
Faculty of Education
Vancouver Island University
Googling for A Purpose
In this activity you’ll take a look at what Google can provide on a topic
using each of the major search options. Pick a topic—YOUR OWN
TOPIC —global warming, Pluto, butterflies—keeping the search
strictly on the simple topic.
–Go to www.google.ca
–Search using 2 of search option types below and follow at least 1 link
in each option. (You can use the list along the top of the Google bar—
or the drop-down list alongside the top).
•Search Options:
–Record at least 2 specific locations overall that might be useful to
you. (This means 2 selections from the total collection that looked
promising to you.)
Julia Hengstler
Faculty of Education
Vancouver Island University
Narrowing Your Search
In this activity you’ll narrow your search a bit.
–Stay on www.google.ca. (You can use the list along the
top of the bar—or the drop-down list alongside the top)
–In the search field add one of the following to your
topic word (or phrase)-“children” , “elementary”, “middle
school”, “child”, “kid”, “kids” or “student.”
–Search 2 of the 6 options (Web, Images, Videos, Maps,
News, Groups, Scholar—or add another if you’d like) as
before following 1 link for each option
–Again, record at least 2 locations from the overall
options that might be of interest to you.
Julia Hengstler
Faculty of Education
Vancouver Island University
Activity 2: Art & Spleen’s Adventure
•Plug in Your Headphones
•Go to
http://www.scienceworld.ca/flash_games/bodyworks/art_sp
leen.html & play Science World’s “Art & Spleen’s Most
Excellent Adventure” (Takes 2 clicks on “start” to
actually start).
•You should hear some sounds. If not, check
StartSettingsControl PanelSounds & Audio
Devicescheck the Volume
•Your task: From video clips, determine what part of the body
you’re “in”. How’s your score?
Julia Hengstler
Faculty of Education
Vancouver Island University
Activity 3: WebQuests
What is a webquest?
•An inquiry-based online learning activity
•Options for using:
•Use someone else’s
• Create your own
•Have students create as assignment
•Can last 1 class or over several
•When provided (rather than created by students):
•Activities are sequenced & defined
•Resources prelocated & provided
Julia Hengstler
Faculty of Education
Vancouver Island University
Parts of a WebQuest
•6 Main Components of a Web Quest:
•Introduction
•Task
•Process
•Resources
•Evaluation
•Conclusion
•Read more about them here:
http://www.thirteen.org/edonline/concept2class/we
bquests/index_sub3.html
Julia Hengstler
Faculty of Education
Vancouver Island University
Looking at WebQuests
•Using the links below, take a look at one webquest
that might interest you.
•Tech Trekers
•http://www.techtrekers.com/webquests/#Science
•VIU/MalaspinaEd StudentWebQuests & Activities (Scroll
for Science ones)
•http://web.viu.ca/webquests3/2001/edte611.htm
•http://web.viu.ca/webquests3/edte611-2.htm
Julia Hengstler
Faculty of Education
Vancouver Island University
Activity 4: Finding Useful Resources
Following a Few Links
1)
Look at the following slides where lists of resources are
provided.
2) Follow at least 2 resource links from the slides. In point
form, comment on with whom, how, when and where you
might use these resources. Identify challenges you might
face when using the materials.
Julia Hengstler
Faculty of Education
Vancouver Island University
Finding Lesson Plan Sources
Hot Chalk’s listing by grade level
•http://www.lessonplanspage.com/Science.htm
Educator’s Reference Desk Science Lesson Plans (Ask ERIC)
•http://www.eduref.org/cgi-bin/lessons.cgi//Science
Discovery School Science Lesson Plan links
•http://school.discoveryeducation.com/lessonplans/?campaign=LP
•You specify the subject and grade—then search
•Thirteen Ed Online: Webquest Planning
Key Principles:
–http://www.thirteen.org/edonline/concept2class/webquests/implementation.ht
ml
Planning worksheet:
–http://www.thirteen.org/edonline/concept2class/webquests/implement_sub1.ht
ml
Elementary Level Science Powerpoints for Teachers
http://www.graves.k12.ky.us/powerpoints/elementary/
Julia Hengstler
Faculty of Education
Vancouver Island University
Other Useful Sites
Kidsites.com Science links
http://www.kidsites.com/sites-edu/science.htm
ZOOM (PBS children’s show) Science Activities (many for offline work)
http://pbskids.org/zoom/activities/sci/
Kathy Schrock’s Site of the Week & Teacher Tips-a weekly email with useful
internet sites (cross curricula)—you subscribe to it
http://reg.cheetahmail.com/regp?aid=88808939&n=700
Forces of Nature—National Geographic’s Site for Tornadoes, Volcanoes,
Hurricanes, & Earthquakes—select the icon along the top bar—each has a
“build your own” link
http://www.nationalgeographic.com/forcesofnature/interactive/index.ht
ml?section=v
Cool Science for Curious Kids (Howard Hughes Medical Institute)
http://www.hhmi.org/coolscience/
Sid the Science Kid (PBS show site)
SuperFabLab http://pbskids.org/sid/superfablab.html
Parent/Teacher Site http://www.pbs.org/parents/sid Check out
“Activities” for Lab ideas
Julia Hengstler
Faculty of Education
Vancouver Island University
More Interesting Sites…
NASA Kids General
http://www.nasa.gov/audience/forkids/home/index.html
NASA Kids Jet Propulsion Lab (Saturn Mission)
http://saturn.jpl.nasa.gov/
Canada Wide Virtual Science Fair
http://www.virtualsciencefair.com/
Creating Online Projects (Virtual Science Fair Do’s & Don’ts)
http://odec.ca/CreatingProjects/dodont.htm
National Geographic Kids Fun Science Activities
http://kids.nationalgeographic.com/Activities/FunScience
Exploratorium-Museum of Science, Art & Human Perception
http://www.exploratorium.edu/
Tools for Teaching
http://www.exploratorium.edu/educate/index.html
Julia Hengstler
Faculty of Education
Vancouver Island University
Tools & Strategy Sites
Cue Card-a free software you download to design multimedia flash
cards—useful for students (free software)
http://www.wadeb.com/cuecard/
Puzzle Maker (Discovery School)
http://puzzlemaker.discoveryeducation.com/
Utah Education Network—a couple of useful tools—a rubric
generator, Utah Test Item Pool—you have to sign-up for the site—
but it’s free!
http://my.uen.org/c/portal/layout?p_l_id=PUB.1001.1
Standards Toolbox (US company—have uploaded BC Standards)
http://www.standardstoolbox.com/index.php?schoolid=general
Lesson Planner 6 or 8 (free 6 or 8 block lesson planner)
http://www.markives.net/
Engrade—online gradebook, calendar, attendance, comments
http://www.engrade.com
Julia Hengstler
Faculty of Education
Vancouver Island University
Technological Examples of Chickering & Gamson’s (1987) Seven
Principles of Good Education
#1 Technology to Encourage Contact

Email—students & home,
professional development


Discussion Boards —for
activity/assignment

Outlook, Gmail, Hotmail
Online calendars—meetings,
assignments, etc.


Google Calendar , engrade, Moodle


MSN Messenger, live chat
applications, SecondLife

e-assignment submissions


Email, Moodle, SecondLife



Cell phones, Blackberries, iPhones
Web conferencing

“Review” or “editor” functions in
MS Office or Adobe
MSN Messenger, Moodle, Google
Chat
Texting

Embedded feedback

IM-ing

Online office hours

Moodle, EdModo (no student email
accounts required), Google Apps,
Catalyst
MSN Messenger, Eyeball Chat,
Google
VOIP

Skype, MSN Messenger
Adapted from the work of the TLT Group www.tltgroup.org
Julia Hengstler
Faculty of Education
Vancouver Island University
# 2 Technology to Develop Student
Reciprocity & Cooperation
Creating learning teams


Moodle, Catalyst, Google Apps, Second
Life, wikis, blogs
Group projects & assignments —
open or closed groups


Moodle, Catalyst, Google Apps (Talk,
Calendar, Notebook,Docs), file sharing
(Pando), wikis, blogs
Breaking large groups into small
groups or online discussions
Moodle, Catalyst, discussion boards,
Google Apps
Writing Review /Workshops




Peer review
Instructor review
Google Notebook, Docs, Discussion
boards, Moodle, Catalyst, MSN
Messenger, live chat applications,
SecondLife
Email, Moodle, Catalyst, SecondLife,
wikis, blogs

Embedded peer feedback in
documents

“Review” or “editor” functions in MS
Office or Adobe, Google Docs




Organized or informal discussions

Creating Websites/pages


Instant messaging


Cell phones, Blackberries, iPhones
Web conferencing


MSN Messenger, Moodle, Google Chat
Texting


Google sites, Blogger, Facebook, Catalyst,
MSN Messenger, Eyeball Chat, Google
VOIP

Skype, MSN Messenger
Adapted from the work of the TLT Group www.tltgroup.org
Julia Hengstler
Faculty of Education
Vancouver Island University
# 3 Technology to Encourage Active Learning
Creating “real” artefacts for
others’ use & access electronically


Tools vary re. media—sites, docs,
videos
“Authentic tasks” tied to real
needs/issues


Leveraging assignments from other
courses/classes/community needs
Availability of supplementary
materials in variety of styles


Podcasts, v-casts, simulations, etc.
Student identified artefacts for
class use

Virtual sessions


with the field or leading researchers
where not able to physically
attend/meet
Extended research


Supplementary textbook
materials


Access to case studies

“Review” or “editor” functions in MS
Office or Adobe




Simulations
Games
Blogging


Blogger, Moodle
Online assessment w/immediate
feedback


Websites, dvds, cds, etc.
accompanying texts
MSN Messenger, Eyeball Chat, Google
Interactive lectures/discussion

Clickers, polling software, Elluminate,
texting, SMS
shared with instructor/class
Adapted from the work of the TLT Group www.tltgroup.org
Julia Hengstler
Faculty of Education
Vancouver Island University
#4 Technology to Give Prompt Feedback
Email w/ensured turn-around
time

Embedded feedback

E-submissions through LMS



Notifications as soon as submitted
Moodle, Catalyst, Blackboard, etc.


Auto-marked materials—can be blended
with commentary
Moodle, Blackboard, HotPotatoes
Creating FAQs
Random question generation
(math)
Randomized items




LMS—eg. Moodle
Hints, prompts & feedback


LMS—eg. Moodle







Moodle, Catalyst
Pre/Post Assessments
Online exam review keys
ePortfolios
Blogger, Moodle, Catalyst
Online gradebooks


Moodle, Catalyst
Databases of questions


Moodle, Elluminate, Catalyst, Clickers,
Cellphones
Posting rubrics

Automatic feedback

Polling/Surveys

Engrade, HotChalk, Catalyst
Interactive lectures/discussion

Clickers, polling software,
Elluminate, texting, SMS, Catalyst
Adapted from the work of the TLT Group www.tltgroup.org
Julia Hengstler
Faculty of Education
Vancouver Island University
#5 Technology to Emphasize Time on Task
E-submission cuts down on lates

Posting all assignments—available for
work as possible

Internet access to virtual drives

Online Library resources







Databases--journals

e-supplements for texts
 BC Science
Posting class notes for review
before/outside class—focuses class
time
Online collaborative notebooks

MS OneNote, Google Notebook
Online courses, classes, sessions cuts
down on commute
LMSs, Elluminate,

Import/export IE & Firefox—Safari?
Moodle, Blackboard, HotPotatoes

Social bookmarking



Word processing & Spreadsheets
Hyper links & Favourites/bookmarks


VPN



Online calendars/shared calendars

Del.icio.us, Furl, Simpy, Citeulike, Ma.gnolia,
Connotea
Online office hours
Online discussions
Electronic texts—never lost if online


Post supplementary material for
learning styles/intelligences
Usage statistics/reports


Moodle, Google
LMSs like Moodle—where, when, how long
Familiarization with IT support

IT helpdesk, online materials, communities
Adapted from the work of the TLT Group www.tltgroup.org
Julia Hengstler
Faculty of Education
Vancouver Island University
#6 Technology to Communicate High
Expectations
Explaining assessment
standards online

Posting all rubrics online

Provide work product
exemplars for each “level”

Posting all assignments &
timelines online

Group/individual learning
contracts online

Work shared/published online

Online availability of course
materials/resourceshigh
accountability (can’t forget it @
home)
 Orientations for online courses

Course previews



One + & - from outgoing students re.
course/teacher shared with incoming
students
Work product examples of previous
students
Spelling out research resource
expectations





Expect more than just Google search
hits
Use quality of course
site/materials to set bar
Use equipment/infrastructure
to set bar
Provision of syllabus with
expectations for participation,
attendance (F2F & online),
etiquette, etc.
Adapted from the work of the TLT Group www.tltgroup.org
Julia Hengstler
Faculty of Education
Vancouver Island University
#7 Technology to Respect Diverse
Talents & Ways of Learning
Variety in communication—
phone, email, VOIP, video
conferencing

Multimedia expectations in
presentations (including
teaching) & assignments

Incorporation of adaptive
technology for all


Eg. Kurzweil, Boardmaker, Clicker
Incorporation of diverse
viewpoints—culture, gender, age

Choice of activities—lectures,
simulations, games, research,
creating resources, podcasts—
group, individual

Choice of ways to present
learning—papers, websites,
blogs, wikis, podcasts, digital
images, videos

Incorporation of student
discovered resources

Non-punitive attendance
policy when most/all materials
online—same performance
expectations

Flexible pacing

Adapted from the work of the TLT Group www.tltgroup.org
Julia Hengstler
Faculty of Education
Vancouver Island University
Feedback Form
• Used to modify future sessions so they are
more effective for future students
• Complete paper form from instructor.
Julia Hengstler
Faculty of Education
Vancouver Island University
Thanks for Your Attention & Participation
Should you have any comments, questions, sites of interest,
or if you’d like some support on integrating technology into
your instructional practices, please contact your Educational
Technologist,
Julia Hengstler:
Office: 356-223
Hours: Mon 8:30-2:30; Wed/Thurs 8:30-2:30
753-3245 ext. 2630
[email protected]
Julia Hengstler
Faculty of Education
Vancouver Island University