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Visualizing the possible:
Science Teaching & Learning in the age of Web 2.0 and beyond
NSTA 2010: Charting the Course to Excellence
Teaching Science in the 21st Century
Lynne Schrum
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Goals for Today
21st Century SkillsTPACKWeb 2.0 in science todayVirtual Environments …
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Technology & Science
Difference between ‘learning to be a scientist’ or ‘learning science’ (Bruner, 1996)
Not everyone will be a scientist; affordances help become scientifically literate citizens
Ability to do what we always have done better
Ability to do what we dream about
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Capable, conscientious, concerned & optimistic, determined to succeed: 96 % say doing well in school is important
94 % plan to continue their education 90 % between 5-17 use computers 94 % teens use Internet for school research
> 3/4 are creators of content on Internet
Teens spend > time using Internet than TV
Our Students
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Digital Natives
Parallel process and multi-task
Prefer graphics before their text
Prefer random access
Function best when networked
Thrive on instant gratification & rewards
Digital Natives, Digital Immigrants. Marc Prensky 2001
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Bloom’s Updated
Original Bloom Updated, active, better?
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ISTE NETS – Students
1997
Basic Operations/Concepts
Social, ethical, human issues
Tech Productivity Tools
Tech Communication Tools
Tech Research Tools
Problem solving/decision
making
2007
Creativity & Innovation
Comm & Collaboration
Research & Info Literacy
Critical thinking, Problem solving, & decision making
Digital citizenship
Tech operations/concepts
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Partnership for 21st Century Skills
Standards must reflect more than content
Necessary to assess 21st century skills
Teachers must be trained & supported
ICT literacy is ability to develop 21st Century content, knowledge & skills
Content includes global awareness, financial literacy, civic literacy & health awareness
Targeted, sustained investment in R & D
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TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF
KNOWLEDGE
Pedagogical Content Knowledge
The ways of representing and formulating the subject that make it comprehensible to others.
C P
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Technology
C Pontent edagogy
TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF
KNOWLEDGE
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C P
T
Technological Pedagogical Knowledge
Technological Content
Knowledge
Pedagogical Pedagogical Content KnowledgeContent Knowledge
CONTE
XT CONTEXT
CONTEXT
CONTEXT
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Technological Pedagogical Content Knowledge
TPCK
TPACK
Total Package
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TPACK & Science
NRC’s framework: life sciences, earth & space sciences, physical sciences, engineering & technology
more limited # of core ideas; students learn in greater depth
science learning: “ongoing developmental progression”
integration of content knowledge with practices for scientific inquiry & design
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Question: With endless new
tools and possibilities, what are educators doing to engage & prepare their learners?
Web 2.0 Collage logos Originally uploaded by premiardiego
Advent of Web 2.0
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First, a little introduction… Growing collection of new, emerging web-
based tools Not “find and use information” but online tools
that interact, enhance, morph, and evolve Similar in function to desktop applications, Using browsers – not installing on computers. Tools are free and available to all; Some social & promote self-expression - social
networks, blogs, wikis, photo and video sharing sites, and more
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Compare: Old & New WebWeb 1.0 Web 2.0
Application based Web-based
Isolated Collaborative
Offline Online
Licensed or purchased Free
Single creator Multiple users
Proprietary code Open source
Copyrighted content Shared content
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Use of Web 2.0 Tools
Podcasts for news, TV, radio, interviews, entertainment www.ibizradio.com
Wikis for idea generation, information sharing and updates; Key Issues for Teachers/students (http://teacherlibrarianwiki.pbwiki.com/)
Blogs by/for learners and teachers to share, build, collaborate, create
http://www.go2web20.net/
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Wikis
Joint wiki-10th graders in GA & Bangladesh; impacts of Friedman’s global flatteners: globalization, open-source, off-shoring.
Applied Math Wiki Solutions Manual; students write collaborative solutions manual (http://am40s.pbwiki.com/)
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Science Wikis
http://sciencecafe.wikispaces.com/
http://www.eoearth.org/article/Student_Scie
nce_Communication_Project
http://biowiki.org/
http://allanah.wikispaces.com/Science+Wiki
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Blogs (webblogs)
Personal commentaries on issues the author deems important; text, images, and links
The Thinking Stick (http://jeff.scofer.com/thinkingstick),
Cool Cat Teacher (http://coolcatteacher.blogspot.com/)
A Difference (http://adifference.blogspot.com/)
Technology Directors: Around the Corner (
http://www.edsupport.cc/mguhlin/blog/) and The Strength of
Weak Ties (http://jakespeak.blogspot.com/)
Principals: Education/Technology (http://tim.lauer.name/)
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Science Blogs
Applied Science Research course for students’ understanding of concepts (http://www.appliedscienceresearch.blogspot.com)
http://scienceblogs.com/ http://www.sciencewithme.com/blog/ http://www.science20.com/ http://www.donorschoose.org/donors/motherboa
rd.html?motherboardId=16
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Podcasts8 grade students produce “The
Amazing Internet Radio Station”Honors chemistry students create
podcast about wide variety of topicsMuseums create podcasts that prepare
students for upcoming visits, or explain exhibits
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Science Podcasts
http://www.scienceupdate.com/podcast.php
http://www.scientificamerican.com/podcast/
http://www.thenakedscientists.com/HTML/podcast
s/listen/
http://www.podcastdirectory.com/format/Science
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Other tools
Social bookmarking: shared lists of user-created bookmarks categorized- Del.icio.us (http://del.icio.us/)
Video editing: Jumpcut (www.jumpcut.com) Eyespot (www.eyespot.com), Grouper (www.grouper.com) and VideoEgg (www.videoegg.com)
Try Common Craft videos on using Web 2.0 tools
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And more: Mashups Intel MashmakerBuild mashups on-the-fly - combine content from
multiple sources such as web content, videos, maps, RSS feeds, photos, and display in one place
Widgetbox: Mix and match content from two or more sites to create something entirely new; example: Flash Earth (www.flashearth.com), a mashup of Google Maps and Virtual Earth satellite imagery
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Why would you spend the time?
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We know a little @ learning
Research shows teaching with nonlinguistic activities (graphic organizers, mental images, & movement) helps to improve students’ understanding of content (Marzano)
Research concludes cooperative groupwork leads to learning gains & higher student achievement. This increased student interaction leads to more learning & great content retention (Cohen)
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Examples of Students’ Work 6th gr science students create podcasts on
complex concepts (plate tectonics, glaciology, limnology) for colleagues/ study guides
Students write/share rap songs @ elements of Periodic Table
Schools use Web 2.0 tools to create online newspapers w/stories, blogs, and podcasts
A GA teacher creates ‘Studycasts’ to help students prepare & podcasts to demonstrate learning outcomes.
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Simulation to teach velocity v. time & position v. time
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Circuit Construction Kit
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Force and gravity:Explore fall of 4 objects in air & in vacuum
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Multi-user virtual environments (MUVEs)
Epistemic Games Players learn ways of epistemologies of digital age
Learning in digital age; develop domain-specific expertise under realistic constraints
Experience thinking & acting as journalists, artists, or engineers to solve realistic complex tasks
Professional practicum: blend of individual & collaborative work in real-life & virtual settings
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MUVE example River City Project: interactive, middle grades
science, learn scientific inquiry & 21st century skills.
Content from NSTA, NETS, & 21st Century Skills Virtual 19th century town plagued by disease Students work in teams, study materials, develop
hypotheses Examine documents & photographs, visit
hospital & interview experts Virtual agents provide guidance; students
determine approach
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Another MUVE
Quest Atlantis (http://crlt.indiana.edu/research/qa.html), (ages 9 to 12)
Poor leadership led to disaster in city; students are invited to help
Quests require environmental study, interviewing members of the community, studying other cultures, and developing action plans
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Research on Virtual Environments
Ketelhut (2007) results “suggest embedding science inquiry curricula in novel platforms might act as a catalyst for change in students’ self-efficacy and learning processes” (p. 99).
In 2 studies of Quest Atlantis, sixth grade students made “larger gains in understanding and achievement” than in classes that used expository text to learn the same concepts and skills (Hickey, Ingram-Goble, & Jameson, 2009, p. 187).
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What Might 2nd Life offer
for Learning?
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Data Visualization
Read more about the weather map
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Simple Simulations
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NOAA(Meteroa Island)
National Oceanic and Atmospheric Administration
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Life Sciences Building
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Remember ---
The future comes all by itself …
Progress does not!!!
Thank you!
(Paul Henningsen)
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